Head of History and Politics, Rodillian Academy

“As an engineer I‘ve travelled the world widely for business. It’s been really eye- opening hearing about other people’s perceptions of history… and I’ve found myself in a few uncomfortable situations in countries like China, Japan, Germany and Iran. I’ve learned so much about other countries views of the British and history – which are sometimes very different to ours; but it would have been really helpful (and less Thanks to: embarrassing) if I’d learned this at school!” Key contributors to the History Materials: Peter H., Engineer Lorraine Waterson, Head of History and Politics, Rodillian Academy, Leeds Hayley Ashe, History Teacher, Rodillian Academy, Leeds Contents Richard Baker, Head of History, Lawnswood High School, Leeds Introduction 4 Andrew Bennett, Head of History, Allerton Grange High School, Leeds Delivering Spiritual, Moral, Social and Cultural aspects of learning 6-9 Lydia Jackson, History Teacher, Abbey Grange C of E High School, Leeds Curriculum Review 10-12 Judith Hart, Head of History, Priesthorpe High School, Leeds Reflection criteria for teachers 13 Rachel Wilde, History Teacher, The Morley Academy, Leeds Quality principles in Global Education 14 Lynne Ware, Beckfoot Upper Heaton High School, Bradford Global Learning Teaching Toolkits 15 Other Subject Teachers: Steve Ablett, History Teacher, Dixon’s Academy Tom Butterworth, Head of Geography, Priesthorpe High School, Leeds Gill Morley, Priesthorpe High School, Leeds Jane Dickinson, Geography Teacher, The Morley Academy, Leeds Sue Dixon, Head of Art and Design, Benton Park High School, Leeds Rachel Gibson, Head of Geography, Allerton High School, Leeds Michelle Minton, The Morley Academy, Leeds Mat Carmichael, Roundhay High School, Leeds Ian Underwood, Roundhay High School, Leeds Clair Atkins, Head of MFL, Lawnswood High School, Leeds Thanks also for invaluable insights and ideas from: Dr Carl Hilton, Leeds West Indian Centre Olivier Nkunzimana, Advisor and school work co-ordinator, RETAS, Leeds Shahab Adris, MEND, Leeds Diane Maguire, Lecturer in Education, Leeds Trinity University Liz Allum and Barbara Lowe, Reading International Solidarity Centre, Reading Humanities Education Centre, Tower Hamlets, London

Special thanks to students from Benton Park High School, Leeds for all the images included in these materials.

Users may copy pages from this pack for educational use, but no part may be reproduced for commercial use without prior permission from Leeds DEC. 2 3 All materials are also available to download from: www.globalschools.org.uk/history World Class Teaching Project Global Learning Framework Introduction Global Learning in History

The World-Class Teaching programme aimed to improve teachers’ capacity to bring Global There are many definitions of Global Education. The Maastricht Global Education declaration Learning into the classroom, developing quality teaching and learning materials for their (2002) states: specific subjects, worthy of Ofsted ‘outstanding’ rating. Global Education is education that opens people’s’ eyes and minds to the realities of the A recent UNESCO study recognizes that although Global Education in different countries globalised world and awakens them to bring about a world of greater justice, equity and and communities is offered in different ways, it nevertheless has a number of uniting Human Rights for all. elements. The most important among these is fostering in learners: Global Education is understood to encompass Development Education, Human Rights an attitude supported by an understanding of multiple levels of identity, and the • Education, Education for Sustainability, Education for Peace and Conflict Prevention potential for a “collective identity” which transcends individual, cultural, religious, ethnic and Intercultural Education; being the global dimension of Education for Citizenship. or other differences; (From: Global Education Guidelines: The Council of Europe). • a deep knowledge of global issues and universal values such as justice, equality, dignity and respect; • cognitive skills to think critically, systemically and creatively, including adopting multiple The new History curriculum offers a real opportunity for teachers to enhance pupils’ learning perspectives; by the integration of a global dimension in their teaching. Global Learning should be seen as a pedagogical approach that is relevant and appropriate to the construction and application of an approach that recognizes the different dimensions, perspectives and angles of • knowledge within a subject. issues; Themes from the World Class Teaching Global Learning Framework such as: non-cognitive skills including social skills such as, empathy, conflict resolution and • Peace and Conflict Resolution; Political Power, Democracy and Human Rights, the Global communication; Economy and International Trade; Migration; and Diversity and Intercultural Relations could • skills and aptitudes for networking and interacting with people of different backgrounds, be explored through certain elements identified in the programme of study for History. origins, cultures and perspectives; • behavioural capacities to act collaboratively and responsibly to find global solutions for global challenges and to strive for the collective good. The materials in this handbook provide a sample of ideas from the categories outlined From: Global Citizenship Education: Preparing learners for the challenges of the twenty-first century, UNESCO, 2014. in the National Curriculum. It is hoped that this will model a process of curriculum development Global Education is an education perspective which arises from the fact that contemporary which can be applied to other themes and people live and interact in an increasingly globalised world. This makes it crucial for topics and result in Global Learning being education to give learners the opportunity and competences to reflect and share their own systematically embedded in subject teaching. point of view and role within a global, interconnected society, as well as to understand and discuss complex relationships of common social, ecological, political and economic issues, so as to derive new ways of thinking and acting. However, Global Education should not be See also: presented as an approach that we may all accept uncritically, since we already know there www.globalschools.org.uk/history are dilemmas, tensions, doubts and different perceptions in an education process when dealing with global issues. 4 5 Delivering Spiritual, Moral, Social and Cultural aspects of learning through Global Learning

Global Learning provides a great vehicle for delivering SMSC and Values Education. • An expressive and/or creative impulse Through subject content which includes a global dimension, students are given many opportunities to engage with controversial issues and take part in stimulating debate about • An ability to think in terms of the “whole” – for example, concepts such as harmony, global issues and broaden their understanding of interdependence. It creates opportunities interdependence, scale, perspective for them to explore their own values and develop critical thinking skills. Global Learning • An understanding of feelings and emotions, and their likely impact also supports students in identifying and articulating their world view and critically assessing their rationale behind their ideas and assumptions.

Each curriculum section included in the Global Learning Teaching Toolkits Moral specifically illustrates links to SMSC and Values, shown both on the Generic ‘Big Ideas’ Mats and on the Schemes of Learning. Ofsted’s definition of moral development includes the development of understanding of moral values that regulate personal behaviour and understanding of society. What SMSC means for Students: What it looks like for students: Spiritual • An ability to distinguish right from wrong, based on a knowledge of the moral codes of their own and others’ cultures Ofsted’s definition of spiritual development includes the development of a non-materialistic, • Confidence to act consistently in accordance with their own principles spiritual side to life including: a sense of identity, self-worth, personal insight, development of a pupil’s soul or personality or character. • An ability to think through the consequences of their own and others’ actions What it looks like for students: • Willingness to express their views on ethical issues and personal values • A set of values, principles and beliefs, which may or may not be religious, which inform • An ability to make responsible and reasoned judgements on moral dilemmas their perspective on life and their patterns of behaviour • Commitment to personal values in areas Awareness of and understanding of their own and others’ beliefs which are considered right by some and • wrong by others • Respect for themselves and for others • A considerate style of life • A sense of empathy with others, concern and compassion • Respect for others’ needs, interests and • An increasing ability to reflect and learn from this reflection feelings, as well as their own • An ability to show courage and persistence in defence of their aims, values, principles • Desire to explore their own and others’ views and beliefs • An understanding of the need to review and • Readiness to challenge all that would constrain the human spirit: for example, poverty reassess their values, codes and principles in of aspiration, lack of self-confidence and belief, moral neutrality or indifference, force, the light of experience fanaticism, aggression, greed, injustice, narrowness of vision, self-interest, sexism, racism and other forms of discrimination • Appreciation of the intangible - for example, beauty, truth, love, goodness, order – as well as for mystery, paradox and ambiguity 6 7 • Respect for insight as well as for knowledge and reason Social Cultural

Ofsted’s definition of social development includes inculcating the skills and attitudes Ofsted’s definition of cultural development is about students’ understanding of their own necessary to participate fully and positively in democratic, modern Britain. culture and other cultures, being able to operate in the emerging world culture and cope with change, valuing cultural diversity and ultimately preventing racism. This is seen as an What it looks like for students: essential element of preparation for future lives.

• An ability to adjust to a range of social contexts by appropriate and sensitive behaviour What it looks like for students: • Relate well to other people’s social skills and personal qualities • An ability to recognise and understand their own cultural assumptions and values • Work successfully as a member of a group or team • An understanding of the influences which have shaped their own cultural heritage • Challenge, when necessary and in appropriate ways, the values of a group or wider An understanding of the dynamic, evolutionary nature of cultures community • • An ability to appreciate cultural diversity and accord dignity and respect to other people’s • Share views and opinions with others and work towards consensus values and beliefs, thereby challenging racism and valuing race equality • Resolve conflicts and counter forces which militate against inclusion and unity • Openness to new ideas and a willingness to modify cultural values in the light of • Reflect on their own contribution to society and to the world of work experience • Show respect for people, living things, property and the environment • An ability to use language and understand images/icons – for example, in music, art, literature – which have significant meaning in a culture • Benefit from advice offered by those in authority or counselling roles • Willingness to participate in, and respond to, artistic and cultural enterprises • Exercise responsibility • A sense of personal enrichment through encounter with a cultural media and traditions • Appreciate the rights and responsibilities of individuals within the wider social setting from a range of cultures • Understand how societies function and are organised in structures such as the family, • Regard for the heights of human achievement in all cultures and societies the school and local and wider communities • An appreciation of the diversity and interdependence of cultures • Participate in activities relevant to the community Addressing British Values through Global Learning in History • Understand the notion of interdependence in an increasingly complex society Global Learning provides a context for exploring and fostering human values with students. British Values are referenced throughout the Global Learning Teaching Toolkits contained in this publication and specific examples from the History Curriculum content explored. British values have been identified by Ofsted as: “democracy, the rule of law, individual liberty, mutual respect and tolerance towards those of different faiths” and it is expected that schools will focus on, and be able to show how their work with students is effective in embedding British values throughout teaching and learning. Questions might arise such as: What is so British about these values and how are these different to the values of other countries? Are the values today the same as a couple of gen- erations ago? Do they change over time? Is it all based on what happened in the past, the Magna Carta, the fight for votes for women? Who decides what is British, is it the law courts? How does an understanding of historical events help us to consider and reflect on different 8 perspectives and question the assumptions behind them? How can our understanding of His- 9 tory help us to explore our own values and consider issues such as fairness, human rights and tolerance? Curriculum Review

Global Learning opportunities in History teaching have been identified from the national • the English Reformation and Counter Reformation (Henry VIII to Mary I) curriculum in the following examples in the Global Learning Teaching Toolkits. • the Elizabethan religious settlement and conflict with Catholics (including Scotland, Spain and Ireland) The development of Church, state and society in Medieval Britain 1066-1509 the first colony in America and first contact with India This could include: • the causes and events of the civil wars throughout Britain • The Norman Conquest • Eg. G.L. Opportunity: Was the Norman Conquest significant for the development of the the Interregnum (including Cromwell in Ireland) UK-find answers by investigating change and continuity in English life after 1066? Or • how did the English and the Normans understand Social Justice at this time? Was • the Restoration, ‘Glorious Revolution’ and power of Parliament William a ‘just’ king? Were there winners and losers in terms of William’s justice system? • the Act of Union of 1707, the Hanoverian succession and the Jacobite rebellions of 1715 • Christendom, the importance of religion and the Crusades and 1745 • the struggle between Church and crown • society, economy and culture across the period: for example, work and leisure in town and country, religion and superstition in daily life, theatre, art, music and literature • Magna Carta and the emergence of Parliament Eg. G.L.Opportunity: Is the Magna Carta an example of a government and people taking action to address injustice? Ideas, political power, industry and empire: Britain, 1745-1901

This could include: The English campaigns to conquer Wales and Scotland up to 1314 the Enlightenment in Europe and Britain, with links back to 17th-Century thinkers and This could include: • scientists and the founding of the Royal Society Society, economy and culture: for example, feudalism, religion in daily life (parishes, • Britain’s Transatlantic Slave Trade: its effects and its eventual abolition monasteries, abbeys), farming, trade and towns (especially the wool trade), art, • Eg. G.L.Opportunity: The legacy of the Transatlantic Enslavement Trade is here today in architecture and literature Africa, Europe and the Americas and views of Africa today are still affected by perceptions of • The Black Death and its social and economic impact the SlaveTrade • The Peasants’ Revolt • The Seven Years War and The American War of Independence • The Hundred Years War • The French Revolutionary wars • The Wars of the Roses; Henry VII and attempts to restore stability • Britain as the first industrial nation –the impact on society Eg. G.L. Opportunity: The Peasants’ Revolt- as an example of Global Citizenship • Party politics, extension of the franchise and social reform The development of Church, state and society in Britain 1509-1745 • The development of the British Empire Eg. G.L.Opportunity: How did economic and social connections between continents shape This could include: the exploitation of natural resources, trade (including the slave trade) political and social relationships? • Renaissance and Reformation in Europe Eg. G.L. Opportunity: Italy led the world to renaissance thinking and this cultural change Ireland and Home Rule proved pivotal in the creative arts, medicine, science and academia and therefore has • 10 had a huge impact on the modern world. In considering and discussing the world today • Darwin’s ‘On The Origin of Species’ 11 and how this period changed the future? Challenges for Britain, Europe and the wider world 1901 to the present day Reflection criteria for teachers In addition to studying the Holocaust, this could include: • Women’s suffrage Embedding Global Learning in subject teaching • The First World War and the Peace Settlement. In order to facilitate the process of embedding Global Learning in specific topics, teachers Eg. G.L.Opportunity: The way in which a conflict is resolved has important implications for are encouraged to use the following questions as a way to orient their thinking around Global future relationships and can help prevent future conflicts or fuel more conflict Learning. • The inter-war years: the Great Depression and the rise of dictators • The Second World War and the wartime leadership of Winston Churchill • Can this module help us to explore development processes, or help us develop our Eg. G.L. Opportunity: The loss of political freedom that enabled the persecution and understanding of development processes? murder of Jews and non-Jews considered within the context of Human Rights • What can we understand about social justice, inequality and power relationships through • The creation of the Welfare State this module of work? • Indian independence and end of Empire • How does this topic contribute to our understanding of interdependence? • Social, cultural and technological change in post-war British society Does this module help us to explore Britain’s place in the world since 1945 • • intercultural understanding, challenge stereotypes and promote multiple At least one study of a significant society or issue in world history and its perspectives? Inter-connections with other world developments Can this module help us develop our [for example, Mughal India 1526-1857; China’s Qing dynasty 1644-1911; Changing • understanding of human rights, citizenship Russian empires c.1800-1989; USA in the 20th Century.] and democracy? Eg. G.L. Opportunity: Can examples of how great dynasties have evolved contribute to our understanding of interdependence at local, national and international scales? • In what ways are we promoting and developing global critical thinking skills through this topic? • How are we addressing and fostering values and attitudes? • Does this approach (and the subject matter of this topic) help us be aware of active citizenship and participation?

It’s not necessary for all of the questions to be answered or their concepts to feature in every topic. One History teacher commented, ‘they’re useful as they open up possibilities and help you think about your subject in different ways’.

12 13 All materials are also available to download from: www.globalschools.org.uk/history Quality principles in Global Education Global Learning Teaching Toolkits

Contents 1. Global Education places emphasis on the interdependencies between global 1. Generic Global Learning the Big Ideas Mat; including SMSC and Values 16-17 South and global North - it is not limited to the presentation of global problems. 2. Curriculum Materials

2. Global Education shows global processes in the local perspective, it presents A significant society or issue in World History their consequences for everyone, it is not limited to the abstract. Example: Dynasties 19 • Global Learning Overview and the Big Ideas 20-21 • Scheme of Learning 22-23 3. Global Education uses up-to-date and factual descriptions of people and • G.L. Reflection Tool 24 places, it does not sustain existing stereotypes. Medieval Britain 1066-1509 Examples: Norman Conquest and Magna Carta 25 4. Global Education shows causes and consequences of global processes, it is • Global Learning Overview and the Big Ideas: Medieval Britain 26-27 not limited to facts and statistics. • Global Learning the Big Ideas: Magna Carta 28-29 • Scheme of Learning: Medieval Britain 30-31 • G.L. Reflection Tool: Medieval Britain 32 5. Global education stresses the importance of long-term individual involvement G.L. Reflection Tool: Magna Carta 33 in reaction to global challenges, it does not sustain a sense of helplessness, it • is not about fundraising for charities. State and Society 1509-1745 Example: Renaissance 35 • Global Learning Overview and the Big Ideas: Renaissance 36-37 6. Global Education respects the dignity of people it speaks about, it does not • Scheme of Learning: Renaissance 38-39 focus on the negative but rather seeks to represent a balanced picture of their • G.L. Reflection Tool: Renaissance 40 realities. Ideas, Political Power, Industry and Empire 1745-1901 Examples: The Trans-Atlantic Enslavement Trade, Empires and the British Empire 41 7. Global Education facilitates critical thinking and supports individuals to • Global Learning Overview and the Big Ideas: The Trans-Atlantic Enslavement Trade 42-43 develop opinions around global issues, it does not promote one ideology and • Global Learning Overview and the Big Ideas: Empires and the British Empire 44-45 Scheme of Learning: The Trans-Atlantic Enslavement Trade 46-47 does not offer quick answers. • • Scheme of Learning: Empires 48-49 • G.L. Reflection Tool: The Trans-Atlantic Enslavement Trade 50 8. Global Education promotes understanding and empathy, it does not refer • G.L. Reflection Tool: Empires 51 to pity. • G.L. Reflection Tool: The British Empire 52 1901-Present day 9. Global Education allows the people it refers to, to speak for themselves, it Examples: World War 1 - Recruitment and the Treaty of Versailles; does not rely on guesswork and imagination. World War 2 - Genocide and the Holocaust; The Welfare State 53 • Global Learning the Big Ideas: WW1 54-55 • Scheme of Learning: WW1 – Recruitment and Propaganda 56-57 10. Global Education uses many diverse teaching and learning methods, it is not • G.L. Reflection Tool: WW1 58 limited to didactic teaching. • Global Learning the Big Ideas: WW2 – Genocide and The Holocaust 59-60 • Global Learning Overview and the Big Ideas: The Welfare State 61 11. Global Education aims at building knowledge, developing skills and changing • Scheme of Learning: The Holocaust and The Welfare State 62-63 G.L. Reflection Tool: Genocide 64 attitudes, it is not limited to transferring knowledge. • • G.L. Reflection Tool: Holocaust 65 • G.L. Reflection Tool: The Welfare State 66 12. Global Education is learner centred, the learning process starts with the 14 experiences of the learners, it is not exclusively teacher led. 3. Citizenship in Action 67 15 How do topics in History stimulate our thinking about active citizenship and participation and how might we relate this to our own role in society? GLOBAL LEARNING: THE BIG IDEAS GLOBAL LEARNING: THE BIG IDEAS 1. Development 2. Social Justice, 3. Understanding 4. Diversity and Processes inc. Inequality and Interdependence Intercultural Sustainable Changing Power Understanding 1. Development 1. How might this help us to explore Development Relationships Processes including development processes, or help us Sustainable develop our understanding of development 5. Political Power 6. Peace and 7. Fostering Values 8. Active Citizenship Development processes? Democracy and Conflict and Attitudes and Participation Human Rights Resolution

2. Social Justice, 2. What does this tell us about social justice, Inequality and inequality and power relationships? GLOBAL LEARNING AND SMSC Changing Power Relationships SPIRITUAL MORAL SP1. Reflect on our own beliefs and our respect M1. Recognise the difference between right and for the faiths, feeling and values of others. wrong and apply this understanding to our own lives. 3. Understanding 3. How does this contribute to our SP2. Learn about ourselves, others and the Interdependence understanding of interdependence? world around us. M2. Recognise and respect civil and criminal law. M3. Reflect on the consequences of our SP3. Use imagination and creativity in our behaviours and actions. learning. M4. Investigate moral and ethical issues and SP4. Reflect on our own experiences. offer reasoned views. M5. Appreciate and try to understand the 4. Diversity & Intercultural 4. Does this help us to explore intercultural viewpoints of others. Understanding understanding, challenge stereotypes and promote multiple perspectives? SOCIAL CULTURAL S1. Use our social skills in different contexts C1. Understand how cultural influences can and with different people. shape a persons heritage.

5. Political Power 5. Can this help us develop our S2. Contribute positively to different C2. Understand and appreciate the different Democracy and communities and social settings, and cooperate cultures within school and regional, national and understanding of human rights, citizenship with others in resolving conflicts. international communities. Human Rights and democracy? S3. Understand and engage with the values of C3. Understand the role of democratic democracy and individual liberties. parliamentary system in shaping our history, values and future. S4. Show respect and tolerance to those with different faiths and beliefs. 6. Peace and 6. In what ways are we promoting and Conflict Resolution developing Global Learning skills eg. critical thinking and conflict resolution? VALUES AND ATTITUDES DEMOCRACY: Understand how we can influence decision-making through democratic processes.

7. Fostering Values and 7. How are we addressing and fostering RULE OF LAW: Understand how the law works in Britain and how the rule of law can protect Attitudes values and attitudes? individual citizens and contribute towards their well-being and safety.

INDIVIDUAL Understand that the freedom of a citizen to choose and hold faiths and beliefs is LIBERTIES: protected in law.

8. Active Citizenship MUTUAL Understand that different faiths and beliefs (or none) should be accepted and 8. What does this tell us about active RESPECT: not be the cause of prejudicial or discriminatory behaviour. and Participation citizenship and participation and how 16 might we relate this to our own role in 17 society? Sustainability; Dignity; Justice; Equality; Freedom; Diversity; Peace “Global Learning engages, challenges and empowers both teachers and students as true Global Citizens,”

Art and Design Teacher, Roundhay High School

“Through Global Learning we make connections to a host of different ideas and perspectives that enrich learning,”

Head of History and Politics, Rodillian Academy

18 19 All materials are also available to download from: www.globalschools.org.uk/history Global Learning Reflection Questions: • Can this module help us to explore development processes, or help us develop our • Dynastic power was often justified as authorised by a deity understanding of development processes? e.g. The idea of the ‘Mandate of Heaven’ existed in societies as far apart as Peru, England and China. • What can we understand about social justice, inequality and power relationships through this module of work? • Dynastic rule is still a feature of politics in some countries. • How does this topic contribute to our understanding of interdependence? • In the US, Britain and North Korea powerful families are able to influence politics from generation to generation. • Does this module help us to explore intercultural understanding, challenge stereotypes and promote multiple perspectives? • In China, while the ruler was mandated by heaven, government administration was based on a Meritocratic system. The British East India company took the system from China and Can this module help us develop our understanding of human rights, citizenship and • introduced it to Europe and America. democracy? The Mandate of Heaven: the idea that heaven granted emperors the right to rule Global Learning themes covered: based on their ability to govern well and fairly.

Political Power, Democracy and Human Rights; Global Economy and International Trade; The idea of the Divine Right of Kings evolved in Europe during the Middle Ages. Diversity and Intercultural Relations (from: WCT Framework for Global Learning) The theory claimed that kings were answerable only to God and it was therefore “A Global Learning approach within a school would need to take account of key sinful for their subjects to resist them. elements of knowledge, skills and values. It would need to offer a process of learning that ‘opens up minds’ to a broader global vision, to deepen knowledge and understanding, encourage critical thinking and reflection, and encourage dialogue Student Learning outcomes: around a values base of social justice and challenge to inequality.” (Global Learning Programme, England, 2015) • Describing dynasties. Global Learning ‘The Big Ideas’ - • Explaining the importance of dynasties. Dynasties - Did Dynasties fulfil their destinies?: • Comparing interpretations of dynasties. • Comparing similarities and differences. The word “dynasty” derives via Latin dynastia from Greek dynastèia (δυναστεία), where Evaluating sources in order to form conclusions. it referred to “power”, “dominion”, and “rule” itself. A dynasty is when one family rules a • country or region over a long period of time. • Justifying opinions about dynasties. • Dynastic rule was possible because of the support of powerful elites and was often justified as given by a deity. The elliptical ‘Reflection Tool’ sheet at the end of this section can be Dynastic rule could have benefits in terms of stability and peace, both of which are • used as an Assessment/Reflection Tool for the students to check their necessary for economic prosperity. understanding of Global Learning Big Ideas in History. • Dynastic rule was possible because of the support of powerful elites. • Dynastic rule is one way of governing society, where an elite governs. 20 • Dynastic rule could have benefits in terms of stability and peace. 21 • Peace and stability are necessary for economic prosperity. Scheme of Learning A significant society or issue in World History

Learning Lessons Activities Global Learning Opportunities Outcomes: 1. Describe aspects of • Starter, 3,2,1 1-2 1. How might this help us to explore Students are asked to consider how the dynasties have changed the Egyptian life and culture. • Carousel activity: stick pictures to sugar paper and place one per development processes, or help world and affected the world we live in today. As a result they consider desk, groups to move around the desks to add their ideas to the 2. Describe and explain us develop our understanding of the way in which dynasties have had an impact on development in pictures. the importance of the development processes? terms of economic, social, political and religious issues. Egyptians. • Starter: We go together, students look at the two pictures and explore possible interpretations. 2. What does this tell us about Look at the nature of interdependence and consider this in the context • Students look at the source; work in pairs to make inferences. social justice, inequality and power of Human Rights and the consequences of not having them or having • Students to then attempt the describe questions, sentence starters relationships? them has had an impact on the legacy of dynasties. to help scaffold answers. • Students to mark their work using the mark scheme on the PowerPoint. The study explores social interdependence as the dynasties were • Student assessment - use the sentence starters to help frame. 3. How does this contribute to our understanding of interdependence? so successful due to the collaboration of all members of society. Conversely, the fact that not all of this collaboration was done freely is also considered. 3-4 3. Describe and compare • Mapping from memory starter, give the students 10 seconds to different interpretations of looks at the map. Repeat as necessary. Make a note of the dates the Ming Dynasty. of the Empire. Copy the key words into books. • Watch the video clip and answer the question. Take class Considering SMSC Key learning feedback and evaluate answers. • Look at the picture source and answer the question. SPIRITUAL MORAL SOCIAL CULTURAL • Look at the 3 sources and students try to work out the SP1. Reflect on our own M4. Investigate moral S3. Understand and C3. Understand the interpretations. beliefs and our respect and ethical issues and engage with the values role of a democratic • Watch the video clip from start to 3 mins 25 seconds. for the faiths, feelings offer reasoned views. of democracy and parliamentary system and values of others. individual liberties. in shaping our history, • Class discussion: What was the Ming Dynasty famous for? values and future. • Students to design their own Ming vase. • Students to then complete the 7 mark question using sentence starters. • Students to peer assess their work using the mark scheme. Considering Values and Attitudes

5-6 4. Understand what life • Look at the pictures and discuss and ask – what are we are DEMOCRACY: Understand how we can influence decision making through democratic processes. was like for the Russian learning about today? Tsars. • Create a family tree, students to organise with the card sort and RULE OF LAW: Understand how the law works in Britain and how the rule of law can protect then make a copy in their books. individual citizens and contribute towards their well-being and safety. 5. Solve the mystery of Anastasia. • Watch the video clip and discuss why the Russian people were unhappy with the Romanov royal family? • Read out the slide: What happened to the Romanovs? • Hand out the source sheet, ask students to consider the sources and answer the question. There are sentence starters to help Global Learning supports students to develop subject specific skills, including critical frame answers. thinking and the ability to engage with different perspectives presented through the topics. They are encouraged to think about their own values when looking at key global issues, 7-8 6. Demonstrate • Students to complete the 5 mark question. considering issues such as fairness, human rights, tolerance, conflict resolution. These approaches and methodologies permeate all topics. knowledge of Dynasties • Peer and self-assess. through timed • Students to complete the 7 mark assessment. assessment. • Peer and self-assess. 7. Understand more about • Please follow the teacher guidelines to help frame the the Japanese Dynasties. assessment. 6. Peace and Conflict Resolution • Students to write down what they know about Japan. • Students to watch the slide show and write down adjectives to describe what they see. 7. Fostering Values and Attitudes • Students to then work as a group and consider what they can 22 remember about Japan. 23 • Students to then complete the activity justifying their book choice. 8. Active Citizenship and Participation 25 Medieval Britain

Global Learning Reflection Questions: • Can this module help us to explore development processes, or help us develop our • The Church was the King’s moral compass during William’s reign. Is this true in today’s understanding of development processes? society? Who holds modern governments to task? • What can we understand about social justice, inequality and power relationships • Magna Carta and the emergence of Parliament (also see separate Magna Carta Big Ideas through this module of work? sheet). • How does this topic contribute to our understanding of interdependence? • Is the Magna Carta an example of a government and people taking action to address injustice? What pivotal changes happened as a result of the Magna Carta and how does • Does this module help us to explore intercultural understanding, challenge stereotypes this help us understand democratic processes and their value. and promote multiple perspectives?

• Can this module help us develop our understanding of human rights, citizenship and democracy?

Global Learning themes covered: Student Learning outcomes:

Political Power, Democracy and Human Rights (from: WCT Framework for Global Learning) • To understand the culture clash between the Saxons and the Normans demonstrates (to a certain extent) the different historic “A Global Learning approach within a school would need to take account of key identities in the UK. elements of knowledge, skills and values. It would need to offer a process of learning that ‘opens up minds’ to a broader global vision, to deepen knowledge and • To know the Normans controlled England using a variety of understanding, encourage critical thinking and reflection, and encourage dialogue methods. around a values base of social justice and challenge to inequality.” To understand There were significant changes in everyday life in (Global Learning Programme, England, 2015) • England but not everything changed.

To understand That medieval England was an advanced society. Global Learning ‘The Big Ideas’ - Medieval Britain: • • TO KNOW that THE Magna Carta was significant in terms of Human • The Norman Conquest was about a clash of two very different cultures- the Anglo Rights and a milestone in the decline of the power of the Saxons and the Normans. An exploration of this clash demonstrates different historic monarchy and the increase in THE agency of ‘the people’. identities in the UK. The Norman Conquest changed the culture of Britain and had a significant impact on the people. • From 1066 England was ruled by a foreign dynasty which influenced how the UK The elliptical ‘Reflection Tool’ sheet at the end of this section can be developed, economically and socially. How William achieved and maintained control is used as an Assessment/Reflection Tool for the students to check their an important area of study, giving indications of the seeds of modern society. understanding of Global Learning Big Ideas in History. • The new Feudal System was hierarchical and oppressive – the divide between rich and poor, and the differences between the lives of those at the top compared to the lives of those at the bottom, got bigger. • William wanted to be seen as being a ‘just king’, but was he? Did he practise what he preached in terms of justice? How do governments today score in terms of practising 26 what they preach in terms of justice? What can we learn from the Medieval era to help 27 us develop our understanding of justice and what it means in today’s society. MAGNA CARTA

Global Learning Reflection Questions: Student Learning outcomes: Can this module help us to explore development processes, or help us develop our • Students will know and understand the reasons why King John was understanding of development processes? • forced to sign the 64-point document. • What can we understand about social justice, inequality and power relationships through this module of work? • Students will understand the importance of the 39th point which outlined the first basic right “i.e. No freeman shall be arrested, How does this topic contribute to our understanding of interdependence? • imprisoned, or have his property taken away, or be outlawed, or exiled, or in any • Does this module help us to explore intercultural understanding, challenge stereotypes way ruined, except by lawful judgement or by the law of the land.” and promote multiple perspectives? • Students will have an understanding of citizenship in aN historical • Can this module help us develop our understanding of human rights, citizenship and context as part of the global dimension in the curriculum. democracy? • Students have an understanding of human rights against aN historical background as part of the global dimension in the Global Learning ‘The Big Ideas’ - Magna Carta: curriculum and the significance of the Magna Carta in terms of Human Rights, assuring freedoms through the rule of law. • The Magna Carta contributed to the development of modern democracy – “one of the most important legal documents in the history of modern democracy” HR.com • “The Magna Carta, the Petition of Rights, and the Bill of Rights are documents which are held in veneration by democrats throughout the world”, N. Mandela. The elliptical ‘Reflection Tool’ sheet at the end of this section can be • The Magna Carta enshrined the right of “free men” to justice and a fair trial. used as an Assessment/Reflection Tool for the students to check their • The significance of the Magna Carta in terms of the development of civil liberties, understanding of Global Learning Big Ideas in History. e.g. against the arbitrary use of power by the state against the individual. • The significance of the introduction of the Magna Carta in the reign of King John and its re-issue in the first parliament under Henry III in the context of the development of Human Rights. • The significance of the Magna Carta in terms of Human Rights - assuring freedoms through the rule of law. • The Magna Carta can be seen as a milestone in the decline of the power of the monarchy and the increase in the agency of ‘the people’. It is an example of a government and people taking action to address injustice. • The Magna Carta has been used as a reference point by many progressive movements such as the Chartists in England and the ANC in South Africa.

28 29 All materials are also available to download from: www.globalschools.org.uk/history Scheme of Learning Medieval Britain 1066-1509

Learning Lessons Activities Global Learning Opportunities Outcomes: 1. Understand the effect • Guess who: Read the sentences and attribute them to the correct 1-2 4. Does this help us to explore The Norman Conquest is about a clash of two very different cultures- of bias in reporting the character. intercultural understanding, the Anglo Saxon and the Normans. An exploration of this clash Battle of Hastings. challenge stereotypes and promote demonstrates different historic identities in the UK. • In pairs: read the events of the battle and put them in the right multiple perspectives? order.

Reflection on what is meant by social justice, consideration of the • Give me 5: Five multiple choice questions based on the battle. 2. What does this tell us about social justice, inequality and power relationship between a more just world and a personal values base of relationships? empathy and passion. Consider the distribution of wealth in modern • Define the word bias in 25 words – this could be followed by society with particular reference to housing issues. looking at the way the battle is presented through different sources. 5. Can this help us develop our Knowledge and understanding of the Magna Carta contributes • Use the depiction of the battle presented on the tapestry to infer understanding of human rights, significantly to our understanding of social justice and human rights. what happened in the battle. citizenship and democracy? The importance of the 39th point which outlined the first basic right i.e. “No freeman shall be arrested, imprisoned, or have his property taken • Write a biased account of the battle from the perspective of a away, or be outlawed, or exiled, or in any way ruined, except by lawful judgement or by the law of the land.” Saxon soldier or a Norman Knight. And in this context, having an understanding of human rights against an historical background and ‘the people’ taking action against injustice. • 321: Quick fire questions to check understanding.

Considering SMSC Key learning 3-4 2. Understand what the • Create a diagram that represents the hierarchy within a school. Feudal System was SPIRITUAL MORAL SOCIAL CULTURAL and the way it affected • Discuss how people gain and keep control? SP4. Reflect on our own M2. Recognise and S3. Understand and C3. Understand the society. experiences. respect civil and criminal engage with the values role of a democratic • List the ways that William used to keep control. Can students law. of democracy and parliamentary system 3. Consider how William think of any modern day examples? How is society kept in check individual liberties. in shaping our history, controlled England. today? Is this the same in other countries? What’s the same, values and future. what’s different? Is it just about the rule of law? 4. Consider how other countries are governed • How does the housing market work in Britain today? Are there any eg. China similarities with the feudal system? Considering Values and Attitudes

• Create a feudal system mobile. RULE OF LAW: Understand how the law works in Britain and how the rule of law can protect individual citizens and contribute towards their well-being and safety. • Discuss the distribution of wealth in modern day society.

• Guess who: Read the statement and guess who might have said it. Global Learning supports students to develop subject specific skills, including critical thinking and the ability to engage with different perspectives presented through the topics. They are encouraged to think about their own values when looking at key global issues, considering issues such as fairness, human rights, tolerance, conflict resolution. These approaches and methodologies permeate all topics.

5-6 5. Understand the • “If I ruled the world.” Discuss the 5 big questions about power and complexities of creating a decision making. Explain and discuss the idea of making objective rule of law with reference or subjective decisions. to the Magna Carta. 6. Peace and Conflict Resolution • Explain and discuss source 1 and 2 and discuss how the Magna Carta has helped shape modern society. 7. Fostering Values and Attitudes • Consider how and which other countries may have been 30 influenced by the principles of the Magna Carta 31 8. Active Citizenship and Participation • Students to answer questions one to five.

“Global Learning helps us deliver outstanding S.M.S.C. provision in our school,”

Assistant Headteacher, Prince Henry’s Grammar School

“Global Learning inspires a zest for learning and develops critical thinking skills,”

English Teacher, Belle Vue Boys School

34 35 All materials are also available to download from: www.globalschools.org.uk/history Global Learning Reflection Questions: • Can this module help us to explore development processes, or help us develop our • The need to learn to read and write became critical for a new economy. understanding of development processes? • Science was embraced as a means of understanding the world and scientists developed • What can we understand about social justice, inequality and power relationships new views about the universe. through this module of work? • Whilst the Renaissance Period brought huge positive benefits to Europe, it had a largely • How does this topic contribute to our understanding of interdependence? negative impact on the wider world. The growth of imperialism resulted in the Spanish and Portuguese founding large empires in the Americas. Native Americans were subdued, • Does this module help us to explore intercultural understanding, challenge stereotypes repressed, murdered and decimated by disease and their civilizations destroyed. To and promote multiple perspectives? make explorations profitable, Spain and Portugal began bringing slaves to America and • Can this module help us develop our understanding of human rights, citizenship and established the plantation system. democracy? • Religion became more diverse. Complaints about the corruption in the Church led to the Reformation. The Catholic and Protestant churches battled for power, resulting in the Global Learning themes covered: Thirty Years War. Protestantism spread across Europe and broke into many sects. Islam also divided into different sects. Political Power, Democracy and Human Rights; Global Economy and International Trade; Diversity and Intercultural Relations; Health and Well-being (from: WCT Framework for Global Learning) Student Learning outcomes:

“A Global Learning approach within a school would need to take account of key • To understand why the Renaissance was an important period in elements of knowledge, skills and values. It would need to offer a process of history. learning that ‘opens up minds’ to a broader global vision, to deepen knowledge and understanding, encourage critical thinking and reflection, and encourage dialogue • To judge which change was most important. around a values base of social justice and challenge to inequality.” To consider the significance of Renaissance Art. (Global Learning Programme, England, 2015) • • To understand the impact of the Renaissance in the context of Global Learning ‘The Big Ideas’ - the wider world. Renaissance and Reformation in Europe: • To understand how it has impacted on our lives today. To consider the impact of THE Renaissance ON language and Trade became the key to prosperity, status and power. Expansion and exploration of • • literature. the New World was the start of a profitable commerce in trade. The spice trade with China, India and Japan was critical to the growing economy. • To compare the impact of the Renaissance with how the creation of the PC and internet changed our lives. • Competition grew fierce and a commercial revolution resulted. Entrepreneurs and capitalists played key roles in the commercial revolution. • To know who are the key inventors of the world today. • New technologies made it possible for ocean explorations to the “New World”. This was the age of ‘Absolute Monarchy’. The empires of the “Old World” grew big • The elliptical ‘Reflection Tool’ sheet at the end of this section can be and rich, reaping harvests from their exploitation of “New World” resources and the monarchs ruled with absolute power over their subjects. used as an Assessment/Reflection Tool for the students to check their understanding of Global Learning Big Ideas in History. • The Renaissance brought vast changes in culture and ways of life in Europe. 36 • Advances were made in medicine and the study of anatomy. All these changes had a 37 huge impact on the quality of life. Scheme of Learning State and Society 1509-1745

Learning Lessons Activities Global Learning Opportunities Outcomes: 1. To understand why • Slide 1: Watch the video as an introduction to the Renaissance. 1-2 3. How does this contribute to our Trade became the key to prosperity, status and power. Expansion and the Renaissance was Ask students to make notes on anything that they are learning or understanding of interdependence? exploration of the New World was the start of a profitable commerce in an important period in find interesting. trade. Competition grew fierce and a commercial revolution resulted. history. Voyages were undertaken to conquer new territories The spice trade with China, India and Japan was • Work through slides 3 and 4. Students should have a clear critical to the growing economy. Entrepreneurs and capitalists played key roles in the commercial revolution. understanding of the difference between primary and secondary Mercantilism rose and the commercial revolution brought about major change in the quality of European life. sources.

• Read through the worksheet ‘An introduction to the Renaissance’ 2. What does this tell us about North America was divided up, apportioned among Old World Empires. social justice, inequality and power English settlers arrived in North America and began to build colonies. The Spanish and Portuguese founded large empires in the Americas. • Display slide 6, ask students to complete the tasks on the relationships? board. This is a literacy exercise so standards of literacy and Native Americans were subdued, repressed, murdered and decimated presentation must be stressed. by disease and their civilizations destroyed. To make explorations profitable, Spain and Portugal began bringing slaves to America and established the plantation system. The empires of the Old World grew big and • Complete spider diagram on the ‘aspects of the Renaissance’ rich, reaping harvests from their exploitation of New World resources. Monarchs ruled with absolute power over their subjects. Nations increased their power and solidified their “nationhood”. Religious passions led to holy wars. The Ottoman Empire became powerful in Eastern Europe. Russia rose as a new power. • Stick diagram in books and write a sentence underneath each flag to explain why the change was important.

These activities help students to consider the developmental processes within the world as Italy led the world to renaissance Considering SMSC Key learning thinking and this cultural change proved pivotal in the creative SPIRITUAL MORAL SOCIAL CULTURAL arts, medicine, science and academia and therefore has had a huge impact on the modern world. New technologies made it SP1. Reflect on our own M4. Investigate moral S3. Understand and C3. Understand the beliefs and our respect and ethical issues and engage with the values role of a democratic possible for ocean explorations to the New World. Explorations for the faiths, feelings offer reasoned views. of democracy and parliamentary system of the world were led by the Portuguese and Spanish, to open and values of others. individual liberties. in shaping our history, new trade routes. values and future.

3-4 2. To be able to recall and • Observe the two drawings and explain which one you think is Considering Values and Attitudes evaluate the changes better and why. that came about during DEMOCRACY: Understand how we can influence decision making through democratic processes. the Renaissance. • Draw the noses in the pictures – which one is more difficult to draw? RULE OF LAW: Understand how the law works in Britain and how the rule of law can protect individual citizens and contribute towards their well-being and safety. • List and discuss other significant changes that took place during the Renaissance. Global Learning supports students to develop subject specific skills, including critical • Read through the definitions for each category and then find the thinking and the ability to engage with different perspectives presented through the topics. TWO pictures that apply to the definition. They are encouraged to think about their own values when looking at key global issues, considering issues such as fairness, human rights, tolerance, conflict resolution. These • You need to find the picture that represents before the approaches and methodologies permeate all topics. Renaissance and after the Renaissance.

6. Peace and Conflict Resolution

7. Fostering Values and Attitudes 38 39 8. Active Citizenship and Participation 41 The Trans-Atlantic Enslavement Trade AND Empire

Global Learning Reflection Questions: • Can this module help us to explore development processes, or help us develop our • The legacy and effects of the TAET are here today in Africa, Europe and the Americas. understanding of development processes? Slavery did not end with the abolition of the trade. Although illegal, slavery is widespread in the world today including in Europe. “The concept of race that we’re using today is • What can we understand about social justice, inequality and power relationships really a legacy of the slave trade.” Radio 4, Start the Week, 9/11/15. through this module of work?

How does this topic contribute to our understanding of interdependence? • Student Learning outcomes: • Does this module help us to explore intercultural understanding, challenge stereotypes and promote multiple perspectives? • Students have an awareNESS of the richness and achievements of • Can this module help us develop our understanding of human rights, citizenship and West African civilisations. democracy? • Students can explain the TAET was a new form of slavery and an important economic process and know that it depopulated Africa, Global Learning themes covered: which in turn slowed its development while it enriched Europe. Political Power, Democracy and Human Rights; Global Economy and International Trade; • Students have an awareness of how the enslaved people resisted Diversity and Intercultural Relations; Poverty; Consumption and Production and can give examples of their successes. (from: WCT Framework for Global Learning) • Students can explain the legacy of the TAET in Africa, Europe and “A Global Learning approach within a school would need to take account of key the Americas for the current day. elements of knowledge, skills and values. It would need to offer a process of learning that ‘opens up minds’ to a broader global vision, to deepen knowledge and • Students demonstrate understanding of how slavery was understanding, encourage critical thinking and reflection, and encourage dialogue justified on both moral and pragmatic grounds and that this was around a values base of social justice and challenge to inequality.” challenged by ‘activists’ at the time. (Global Learning Programme, England, 2015) • Students can explain how and why attitudes have changed. Global Learning ‘The Big Ideas’ - • Students are aware of the scale of modern slavery and can identify a contemporary injustice and explain how it is justified. Britain’s Trans-atlantic Enslavement Trade:

• The Transatlantic African Enslavement Trade (TAET) was a new form of slavery and an important economic process. The elliptical ‘Reflection Tool’ sheet at the end of this section can be used as an Assessment/Reflection Tool for the students to check their • The Slave trade depopulated Africa and slowed its development. It is important to see it in the context of the achievements of West African societies and the complexity of understanding of Global Learning Big Ideas in History. their political and administrative structures. • Views of Africa today are affected by perceptions of the slave trade. • Slavery was justified on both moral and pragmatic grounds. There was a spectrum of different attitudes to slavery during the era of the TAET. • The Slave Trade enriched Europe and contributed to the Industrial Revolution. It was a commercial scale economic enslavement operation in which millions of people were 42 uprooted. 43 • Resistance of slaves helped bring about its abolition. EMPIRE

Global Learning ‘The Big Ideas’ - Empires: • An empire is where one person/or group rules several other states. • Britain and other colonial powers created new artificial countries which included many different cultural groups. • The first Empires were created around 4300 years ago. • As with other empires the British Empire created problems and benefits. • Around 165 Empires have existed in human history across the world. • The British Empire was dismantled in the 1960s, but it has continued to try and extend its • The idea of an empire has often been seen as something positive by the dominant influence over its former colonies. This is called neo-colonialism. state, but as negative or oppressive by those who have been conquered. • The political domination during the colonial era continues to impact the lives of many • Empires have been established by a range of means: military force, persuasion, people in the world today, informing how people in the rich North view those in the poorer provision of security, food supply and infrastructure eg. roads. South. • Empires have usually been established mostly through military power but have endured • Colonisation has increased consciousness of the inter-dependence of the world because they provided benefits. community. In some sense, humanity may be evolving to a stage when exploitation of • Imperial rulers have often tried to justify their conquests eg. that they have a mission to others and promotion of self-interest is yielding to a new understanding of what it means civilize, educate and bring order to the world. to be human. • Empires might provide benefits for their inhabitants (such as stability, peace, and • From 1815, Britain became the world’s only superpower for more than a century and made food security) but also costs (eg. lack of control, alien laws and administration, taxes, its empire even larger. prejudice).

Empires have left deep negative and some positive legacies. Positive legacies of • The elliptical ‘Reflection Tool’ sheet at the end of this section can be empires have included linguistic and cultural links, a sense of the interdependence of communities. Negative legacies include distrust, memory of injustices, such as the used as an Assessment/Reflection Tool for the students to check their massacres of the conquered peoples. understanding of Global Learning Big Ideas in History. • Today the term Empire is sometimes used as a criticism. Economic power is sometimes seen as ‘imperialist’, eg. the American Empire.

Global Learning ‘The Big Ideas’ - The British Empire:

• The British Empire began as an extension of its trading interests and the need for raw materials, as well as for markets to sell its manufactured goods. • From 1815, Britain became the world’s only superpower for more than a century and made its empire even larger. • By 1922, more than 458 million people lived in the British Empire. • The British Empire was one among other European and non-European colonial empires. • Colonialism was often justified by the (ethnocentric) belief that British morals and values were superior to those of the colonised. 44 45 • These attitudes led the people who ruled the empire to do things which still have a All materials are also available to download from: consequence today eg. Amritsar Massacre. www.globalschools.org.uk/history Scheme of Learning Ideas, Political Power, Industry and Empire 1745-1

Transatlantic Enslavement Trade Global Learning Opportunities

Learning Lessons Activities 1. How might this help us to explore The Transatlantic African Enslavement Trade (TAET) was a new Outcomes: development processes, or help form of slavery and an important economic process. The Slave trade 1-2 1. To have an • Discuss what the pictures provided might tell us about life in West us develop our understanding of depopulated Africa and slowed its development. Slavery did not end understanding of what life Africa in the 17th Century. development processes? with the abolition of the trade. Although illegal, slavery is widespread in was like in West Africa in the world today including in Europe. The Slave Trade enriched Europe the 17th Century. • Imagine you have visited West Africa on a trading ship in the and contributed to the Industrial Revolution. Seventeenth Century. Looking at the information that you have on Resistance of slaves helped bring about its abolition. The legacy of life in West Africa, fill in the table on the worksheet – West Africa 2. What does this tell us about the TAET is here today in Africa, Europe and the Americas Slavery North and South. You will need to find differences between the social justice, inequality and power was justified on both moral and pragmatic grounds. Understanding North and South and also aspects of life that are the same. relationships? there was a spectrum of different attitudes to slavery during the era of the TAET. The TAET was a commercial scale economic enslavement • Imagine you are a European who has visited West Africa on a operation in which millions of people were uprooted. trading ship in the Seventeenth Century. After you have spoken to one of the local people, write a letter home (to a friend, parents or 5. Can this help us develop our The effects of the TAET are still playing out today. relative) explaining what life is like in West Africa… understanding of human rights, citizenship and democracy?

Considering SMSC Key learning

SPIRITUAL MORAL SOCIAL CULTURAL 3-4 2. To investigate slavery • Reflect on previous learning and describe what life was life for using the sources. Africans before slavery. SP1. Reflect on our own M3. Reflect on the S3. Understand and C1. Understand how beliefs and our respect consequences of our engage with the values cultural influences for the faiths, feelings behaviours and actions. of democracy and can shape a person’s 3. To evaluate the • Describe and reflect upon the ‘triangular trade’ and some of the and values of others. individual liberties. heritage. interpretations of slavery key elements of slavery. and describe different interpretations. • Explain and describe the interpretation of slavery as presented in source 1. Considering Values and Attitudes • Use source 2 to help you write a diary entry from the viewpoint of a slave. INDIVIDUAL Understand that the freedom of a citizen to choose and hold faiths and beliefs is LIBERTIES: protected in law. • Explain and describe the interpretation of slavery as presented in source 3. How is this different from that presented in the other MUTUAL Understand that different faiths and beliefs (or none) should be accepted and not be sources? RESPECT: the cause of prejudicial or discriminatory behaviour.

Global Learning supports students to develop subject specific skills, including critical thinking and the ability to engage with different perspectives presented through the topics. They are encouraged to think about their own values when looking at key global issues, considering issues such as fairness, human rights, tolerance, conflict resolution. These approaches and methodologies permeate all topics.

6. Peace and Conflict Resolution

7. Fostering Values and Attitudes 46 47 8. Active Citizenship and Participation Scheme of Learning Ideas, Political Power, Industry and Empire 1745-1901

Empires Global Learning Opportunities

Learning Lessons Activities 1. How might this help us to explore 1497‒1783: The first British Empire - The first English colonies were Outcomes: development processes, or help formed in North America. The settlers set up sugar and tobacco 1-2 1. Students to be able • Describe what the pictures have in common and explain why. us develop our understanding of plantations, and used slave labour. to explain the long term development processes? impact of Empires. • Watch the clip and make a note of the Empires you see. 1497‒1783: The first British Empire - English seamen sailed and traded • Copy out the definitions of the key words. 3. How does this contribute to our all over the world, West Indies and Canada; After 1612, the East India Team Challenge – Research an Empire and complete a understanding of interdependence? presentation Company began to build up a small empire of trading posts in India.

2. What does this tell us about British people thought that they were doing the world a favour by taking 3-4 2. The ability to explain • Starter: What have these bank notes / flags got in common? social justice, inequality and power the British, government and Christianity to the rest of the world, ending how Britain came to rule relationships? slavery and barbaric traditions, bringing ‘civilisation’ and an international over countries across the • Watch and discuss the video – Journey of the British Empire ‘Pax Britannica’, or ‘British peace’. world. • Look at the Map of The Empire in 1919 and answer the questions 3. Explain how Britain on the slide. tried to ‘civilise’ colonies Considering SMSC Key learning while treating people • Discuss the role of The British Empire today. unfairly. SPIRITUAL MORAL SOCIAL CULTURAL • Complete the worksheet – Empire Recap – fill in the blanks SP4. Reflect on our own M2. Recognise and S3. Understand and C3. Understand the experiences. respect civil and criminal engage with the values role of a democratic • Answer the questions on the school day. law. of democracy and parliamentary system individual liberties. in shaping our history, • Discuss the definitions of ‘civilised’ and ask students if being values and future. civilised is important in school / in their communities etc.

• Complete the student worksheet – Civilising the Empire.

• Reflect on progress using the tools in the learning review Considering Values and Attitudes

INDIVIDUAL Understand that the freedom of a citizen to choose and hold faiths and beliefs is LIBERTIES: protected in law. 5-6 3. To be able to • Sources are pinned up around the room. understand and discuss MUTUAL Understand that different faiths and beliefs (or none) should be accepted and not be the affect The Empire • Discuss RESPECT: the cause of prejudicial or discriminatory behaviour. had on Industry. 1. What they show. 2. Why are you being shown them? 3. What do they tell us about the benefits of the rise of the Empire? Global Learning supports students to develop subject specific skills, including critical 4. What do they tell us about the negative effects of the Empire? thinking and the ability to engage with different perspectives presented through the topics. They are encouraged to think about their own values when looking at key global issues, • Conclude by thinking of a caption for one of the pictures. considering issues such as fairness, human rights, tolerance, conflict resolution. These approaches and methodologies permeate all topics.

6. Peace and Conflict Resolution

7. Fostering Values and Attitudes 48 49 8. Active Citizenship and Participation

Less than 1million

Between 1 and 3 million

Over 5 million WORLD WAR 1

Global Learning Reflection Questions: • Can this module help us to explore development processes, or help us develop our • WW1 exposed some elements of racism. Black soldiers were often treated in a racist understanding of development processes? way. White French soldiers and Black American soldiers fought together because White American troops would not fight with Black Americans. • What can we understand about social justice, inequality and power relationships through this module of work? • WWI contributed to a change in attitudes towards Colonial Powers in the colonies. • How does this topic contribute to our understanding of interdependence? • WW1 led to new conceptions about relationships between and within societies across the world, and a nascent sense of interdependence • Does this module help us to explore intercultural understanding, challenge stereotypes and promote multiple perspectives? • The way in which a conflict is resolved has important implications for future relationships and can help prevent future conflicts or fuel more conflict. • Can this module help us develop our understanding of human rights, citizenship and democracy?

Global Learning themes covered:

Political Power, Democracy and Human Rights; Peace and Conflict Resolution; Diversity The elliptical ‘Reflection Tool’ sheet on page 58 can be used as and Intercultural Relations; Global Economy and International Trade; Migration; Poverty; an Assessment/Reflection Tool for the students to check their Consumption and Production; Natural Resources understanding of Global Learning Big Ideas in History. (from: WCT Framework for Global Learning)

“A Global Learning approach within a school would need to take account of key elements of knowledge, skills and values. It would need to offer a process of learning that ‘opens up minds’ to a broader global vision, to deepen knowledge and understanding, encourage critical thinking and reflection, and encourage dialogue around a values base of social justice and challenge to inequality.” (Global Learning Programme, England, 2015)

Global Learning ‘The Big Ideas’ - World War 1 and the Peace Settlement: • WW1 was a catalyst for enormous changes in all aspects of life. • WW1 was a conflict in the long process of historic struggle between European nations for dominance in Europe and it had an impact in many countries and colonies beyond Europe. While WW1 was primarily fought in Europe, campaigns took place and left a legacy in countries across the globe. • Soldiers and support workers came to Europe from over 35 countries and returned home with new insights, attitudes and ideas to challenge the status quo. The war’s legacies included a new global perspective and new visions for human rights. • The war changed women’s status and enabled new forms of interactions between men 54 women. 55 All materials are also available to download from: www.globalschools.org.uk/history Scheme of Learning 1901-Present day

World War 1 Global Learning Opportunities

Learning Lessons Activities 2. What does this tell us about WW1 was a catalyst for enormous changes in all aspects of life. Outcomes: social justice, inequality and power 1-2 1. Developed evaluation • Use the posters from a recent general election to discuss the way relationships? of WW1 recruitment, and propaganda is used in modern Britain. propaganda. • Discuss some of the tactics used to recruit soldiers for WW1. 1. What does this tell us about Soldiers and support workers came to Europe from over 35 countries social justice, inequality and power and returned home with new insights, attitudes and ideas to challenge • Look at four different posters used to recruit soldiers and discuss relationships? the status quo. The war’s legacies included a new global perspective who they were aimed at and which one you think may have been and new visions for human rights. most effective. WW1 led to new conceptions about relationships between and within • Using the statistics on the ppt, to discuss the effects of 3. How does this contribute to our societies across the world, and a nascent sense of interdependence. propaganda. understanding of interdependence?

• Use the source material to answer the question – How useful is source A in showing how men were recruited to the army? 5. Can this help us develop our The way in which a conflict is resolved has important implications for understanding of human rights, future relationships and can help prevent future conflicts or fuel more • Discuss black and white propaganda. citizenship and democracy? conflict.

• Six different propaganda posters are placed around the room and students (working in pairs) observe the posters and decide whether they are examples of white or black propaganda. Considering SMSC Key learning • Students design their own white propaganda poster to recruit men to fight in the war. SPIRITUAL MORAL SOCIAL CULTURAL SP2. Learn about M4. Investigate moral S3. Understand and C1. Understand how • Discuss how some propaganda posters may have glamorised the ourselves, others and and ethical issues and engage with the values cultural influences life of a soldier. the world around us. offer reasoned views. of democracy and can shape a person’s individual liberties. heritage. • Discuss why the government used a series of recruitment and propaganda posters for various reasons throughout the war.

• Discuss the treatment of conscientious objectors. Considering Values and Attitudes • Would you have joined the army as a result of the recruitment campaigns? DEMOCRACY: Understand how we can influence decision making through democratic processes.

RULE OF LAW: Understand how the law works in Britain and how the rule of law can protect individual citizens and contribute towards their well-being and safety. 3-4 2. To have a good • Activity 1. Motives for the Treaty: the Trauma of World War I understanding of why and how the treaty was • Activity 2. Drawing Up the Treaty: France and the United States created. Global Learning supports students to develop subject specific skills, including critical • Activity 3. Optional activity: A Treaty of the Victors thinking and the ability to engage with different perspectives presented through the topics. They are encouraged to think about their own values when looking at key global issues, • Activity 4. The Terms of the Treaty considering issues such as fairness, human rights, tolerance, conflict resolution. These approaches and methodologies permeate all topics. • Activity 5. The German Response

The activities above can be found on: http://edsitement.neh.gov/lesson-plan/great-war-evaluating-treaty- versailles#sect-activities 6. Peace and Conflict Resolution

7. Fostering Values and Attitudes 56 57 8. Active Citizenship and Participation Genocides and the Holocaust

Global Learning Reflection Questions: • Can this module help us to explore development processes, or help us develop our understanding of development processes? • What can we understand about social justice, inequality and power relationships through this module of work? • How does this topic contribute to our understanding of interdependence? • Does this module help us to explore intercultural understanding, challenge stereotypes and promote multiple perspectives? • Can this module help us develop our understanding of human rights, citizenship and democracy?

Global Learning themes covered:

Political Power, Democracy and Human Rights; Peace and Conflict Resolution; Diversity and Intercultural Relations; Global Economy and International Trade; Migration; Poverty; Consumption and Production; Natural Resources (from: WCT Framework for Global Learning)

Global Learning ‘The Big Ideas’ - Genocides and the Holocaust:

Genocides • Genocides have taken place across the world throughout recorded history. • In the 20th Century alone more than 25 recognised genocides occurred, in which more than 5000 people died. • Key individuals may be instrumental in fomenting or carrying out a Genocide, but a level of popular support/ acquiescence is needed for a Genocide to take place. • Responsibility for genocides is complex: participation of both individuals and larger groups is generally a pre-requisite.

• Genocides are a breach of Human Rights. 59 • Genocides have often been fuelled by lack of intercultural understanding and respect for Human Rights. • The majority population has sometimes been prepared to acquiesce or participate in Global Learning ‘The Big Ideas’ - Genocide by the promotion of a set of beliefs or ideologies. The Welfare State: • A welfare state is a concept of government in which the state plays a key role in the The Holocaust protection and promotion of the economic and social well-being of its citizens. • The Holocaust was the culmination of centuries of political and cultural oppression of • The idea of the Welfare State is based on the ‘collectivist’ idea that society will look the Jewish people in Europe. after those in need; as opposed to an individualist approach where the individual alone is responsible for their welfare. • Since the first recorded ‘pogrom’ in 38 AD in Roman Egypt, there have been numerous massacres of Jews in different countries both across Europe and beyond. • Social Security is enshrined in Article 22 of the Universal Declaration of Human Rights to which almost all countries are signatories. • The Holocaust was possible because of deep-rooted prejudice in Europe against the Jewish people. • There are three main welfare state models: universal, social insurance schemes, and basic needs provision. Propaganda was used to prepare Germans to participate in or acquiesce to the • Some states have provided limited forms of welfare since ancient times e.g. Egypt, and programme of genocide. • Ancient Athens, where the constitution provided food for people who were unfit to work. • The Holocaust is the only time in recorded history that a state tried to destroy an entire At other times support to the poor has been provided by charity or ‘faith’. people, regardless of an individual’s age, sex, location, profession, or belief. • In the UK, the Welfare State was set up to provide social security, a national health • The Holocaust was conducted for no ostensible material, territorial, or political gain. service, free education, council housing and full employment. Prior to this, the 1601 Poor Law offered people some very basic support. The Holocaust was in part predicated on the Eugenics movement which was ‘scientific’ • The UK Welfare state was created by the Labour Party in 1948; its creation was and very popular in Britain and across Europe. • possible due to a shift in attitude - away from perceiving “idleness” as the cause for an • More than 10 000 Germans and Austrians fought with the Allies against Hitler; some individual’s poverty or unemployment. set up groups (such as the White Rose Society) to peacefully oppose the Nazis within ‘Welfare States’ exist in many countries today. There are different approaches to the Germany. • welfare state across the world e.g. China, Cuba, Ethiopia, Sweden, South Africa,

Uruguay. Terms: • The Scandinavian approach is the payment of high taxes in return for the state taking A Pogrom: is a violent riot aimed at massacre or persecution of an ethnic or religious care of its citizens from ‘cradle to grave’. group, particularly one aimed at Jews • Not all states have uniform provision. The Indian state of Kerala is often seen as an example of a successful progressive model. Genocide: “the attempt to destroy a nation or an ethnic group by depriving them of the ability to live or by killing them directly”. Raphael Lemkin (1944) • Some countries (e.g. Russia, France, Germany and Spain) wrote the welfare state into the constitution. Anti-communist (and initial Nazi Supporter) Pastor Niemoller : • There is no clear correlation between a state’s wealth and the level of state welfare e.g. “First they came for the Socialists, and I did not speak out— The world’s richest country, the United States, provides limited state welfare. Because I was not a Socialist. There are questions about whether globalisation is limiting the capacity of nation- Then they came for the Trade Unionists, and I did not speak out— • states to act for social protection. Global trends have been associated with neo-liberal Because I was not a Trade Unionist. ideology, promoting inequality and representing social protection as the source of Then they came for the Jews, and I did not speak out— ‘rigidity’ in the labour market. Because I was not a Jew. The change in nomenclature from ‘social security’ to ‘benefits’ has impacted and Then they came for me—and there was no one left to speak for me.” • undermined the idea of the welfare state.

60 61 Scheme of Learning 1901-Present day

Holocaust and The Welfare State Global Learning Opportunities

Learning Lessons Activities 2. What does this tell us about The Holocaust was the culmination of centuries of political and cultural Outcomes: social justice, inequality and power oppression of the Jewish people in Europe and this can be explored 1-2 1. To understand Human What are our rights in school? What are our Responsibilities in relationships? through a Human Rights framework for challenging inequalities and Rights as a framework for school? Class Discussion. injustice. Genocides are a breach of Human Rights. challenging inequalities • What is the Universal Declaration of Human Rights? What do and prejudice universal and declaration mean? 5. Can this help us develop our The Holocaust is the only time in recorded history that a state tried to destroy an entire people, regardless of an individual’s age, sex, 2. To be able to explain • What does the term Holocaust mean? How did it ignore certain understanding of human rights, location, profession, or belief. the development of people’s rights as understood by the UNO Human Rights? citizenship and democracy? anti-Semitism and how How do we protect rights? Propaganda was used to prepare Germans to participate in or acquiesce to the programme of genocide. the Holocaust was • Do you know of any recent stories that show human rights being administered. ignored or taken away? (Class discussion). What rights would the pupils hate to lose? 1. How might this help us to explore There are three main welfare state models: universal, social insurance • Pupils use dictionary to find out the meanings of the words universal development processes, or help schemes and basic needs provision. ‘Welfare States’ exist in many and declaration. They then read through the UNO Human Rights us develop our understanding of countries today and there are different approaches to the welfare state Declaration with the teacher. – http://www.un.org/en/documents/udhr/ development processes? across the world, e.g. China, Cuba, Ethiopia, Sweden, South Africa, Uruguay. • Pupils to read the history of anti-Semitism and create a timeline detailing significant events (http://www.adl.org/assets/pdf/education- outreach/Brief-History-on-Anti-Semitism-A.pdf) 5. Can this help us develop our Social Security is enshrined in Article 22 of the Universal Declaration of Human Rights to which almost all countries are signatories. There is no • Watch the video - http://www.ushmm.org/wlc/en/media_nm.php?Modu understanding of human rights, leId=10005143&MediaId=7827 citizenship and democracy? clear correlation between a state’s wealth and the level of state welfare e.g. The world’s richest country, the United States, provides limited • Use the timeline - http://www.ushmm.org/learn/timeline-of-events/ state welfare. Some states have provided limited forms of welfare since ancient times e.g. Egypt, and Ancient before-1933 and the animated map – http://www.ushmm.org/wlc/ en/media_nm.php?ModuleId=10005143&MediaId=3372 watch Athens, where the constitution provided food for people who were unfit to work.At other times support to the and read together and then ask pupils to work in groups to create poor has been provided by charity or ‘faith’. a comprehension exercise that helps pupils to check their own understanding of the sequence of events. • Watch the video and discuss the conditioners that prisoners Considering SMSC Key learning faced in the concentration camps - https://www.youtube.com/ watch?t=10&v=449ZOWbUkf0 SPIRITUAL MORAL SOCIAL CULTURAL • Read the following article: SP2. Learn about M4. Investigate moral S3. Understand and C1. Understand how http://www.theguardian.com/society/2014/aug/07/antisemitism-rise- ourselves, others and and ethical issues and engage with the values cultural influences europe-worst-since-nazis - and discuss how and why anti-Semitism the world around us. offer reasoned views. of democracy and can shape a person’s still exists today. individual liberties. heritage.

Considering Values and Attitudes 1-2 1. To have a clear • Discuss the definition of the welfare state starting with the word understanding of how ‘welfare’. What does it mean? What does it do? Who does it serve? DEMOCRACY: Understand how we can influence decision making through democratic processes. and why the welfare state Ask pupils if they think they benefit from the welfare state. was created. • Use the following resources - http://www.bbc.co.uk/schools/ RULE OF LAW: Understand how the law works in Britain and how the rule of law can protect gcsebitesize/history/mwh/britain/welfarestaterev1.shtml individual citizens and contribute towards their well-being and safety. https://www.youtube.com/watch?v=Jv3hMfTTCfY • Ask pupils what they think about the following article - http://www. dailymail.co.uk/news/article-1303794/Daughter-benefits-scrounger- Global Learning supports students to develop subject specific skills, including critical tenth-child-way-brands-father-lazy-useless.html - Discuss the thinking and the ability to engage with different perspectives presented through the topics. representation of people who use the welfare state. Discuss the They are encouraged to think about their own values when looking at key global issues, language used. Does this story reflect the lives of most people that use the welfare state? What are the assumptions behind this story? considering issues such as fairness, human rights, tolerance, conflict resolution. These approaches and methodologies permeate all topics. • Write down and discuss the benefits of the welfare state - http://www. bbc.co.uk/schools/gcsebitesize/history/mwh/britain/welfarestaterev2. shtml • • Read the following articles and discuss how they provide us with a different representation of the welfare state http://www.theguardian. 6. Peace and Conflict Resolution com/society/2013/mar/06/nhs-just-saved-my-life • http://www.huffingtonpost.com/2014/03/06/humaira-bachal- 7. Fostering Values and Attitudes 62 education_n_4911661.html 63 8. Active Citizenship and Participation