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A quick history of European empires
Use these maps for the Activity on page 53. Add your own headline to show how the
empires were changing. Write reasons why European countries wanted empires in the
boxes below the maps.
11660000
British Empire
Other European Empires
British
Isles
Mexico
Peru
1700
British Empire
Other European Empires
Canada
British
Isles
Bombay
Calcutta
Jamaica
Madras
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(continued)
A quick history of European empires
Use these maps for the Activity on page 53. Add your own headline to show how the
empires were changing. Write reasons why European countries wanted empires in the
boxes below the maps.
1800
Canada
British
Isles
India
Jamaica
Australia
New Zealand
1900
Canada
British
Isles
India
Australia
South Africa
New Zealand
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How would the Spaniards describe the Aztecs
to their friends back in Europe?
Use the windows to record the key points of your report.
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The big questions about empire
Why did the Spanish conquistadors want an empire?
Roman AND Spanish reasons
Extra reasons for the conquistadors wanting an empire
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(continued)
The big questions about empire
How did the conquistadors take over and control their empire?
Roman AND Spanish methods
Extra points that apply to Spanish methods of control
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How did the Spanish conquest of Mexico affect
the native people?
Use this sheet to help you complete questions 5 and 6 on page 63.
In the first column, draw a skittle that has fallen, is tottering, or is still upright. In the second
column, write the correct label for the skittle and add a brief reason for your decision.
Skittle
Reason
1
2
3
4
5
6
7
8
9
10
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Interpretations of the story of Cortes’ arrival
and conquest of the Aztecs: word bank
First impressions and reception by the Aztecs
amazement
surprise
uncertain
language
colour
riches
costumes
gold
hospitality
friendly
buildings
number of people
Changing attitudes
culture
traditions
Christian
religion
disgust
sacrifice
blood
cruelty
savage
horror
respect
beliefs
proud
Fighting and war
weapons
sword
armour
soldiers
outnumbered
defeat
primitive
victory
fight to the death
brave
courage
fierce
success
power
wealth
takeover
unfair
disaster
wiped out
disease
landowner
riches
wicked
wrong
treated
slaves
Outcomes
Emotions
anger
despair
humiliation
pride
shame
guilt
triumph
pleasure
satisfaction
greed
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Voyage 1
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Voyage 2
Voyage 3
Select information from the text on page 71 to add to the boxes for each stage of the journey.
The Triangular Trade
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Slavery: who benefited?
Cut out these cards to use on your ripple diagram in the activity on page 73.
African war lords who captured
other Africans and sold them to
Europeans
The factory owners who exported
goods to Africa and the West
Indies
British slave ship owners who
made up to 50% profit on some
voyages
Bankers who did well by lending
money to slave traders
British slave traders who bought
and sold the slaves
Ordinary people, working at jobs
that were dependent on the slave
trade, who enjoyed the goods,
such as sugar, produced by the
slaves
Plantation owners who used
slaves, providing only basic food,
shelter and no wages
Capitalists who benefited from
the profits of slavery that were
invested in factories and mines
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Ripple diagram
Copy this ripple diagram on to a big piece of paper and use it for the Activity on page 73.
Then record your decisions on this sheet.
Most to blame
for the slave
trade
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Arguments in defence of the slave trade:
role-play cards
Africans are less
skilled than Europeans,
proving that white
people are superior, so
we have a right to do
as we wish with black
people.
The slave trade makes
lots of money for
Britain and it must
continue. Africa is
backward so no other
type of trade is
possible.
Slaves are not treated
cruelly when they are
captured in Africa. They
are already prisoners
of war and would have
been killed anyway.
Slaves are treated well
on the slave ships.
Conditions are good.
African slaves are
treated well by their
masters on the
plantations.
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5 Enslaved Africans were
treated well on the
plantations
4 Conditions on the slave
ships were good
3 Slaves were not
captured cruelly
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2 The slave trade made
lots of money for Britain.
Africa was undeveloped
so no other trade there
was possible
The Kingdom of Ghana …
African kingdoms before the arrival of
Europeans were just as advanced as
those in Europe
1 Africans were less
skilled than Europeans –
white people were
superior
Witness
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The Kingdom of Benin …
Supporting evidence
Your counter argument
Argument put forward to
defend the slave trade
Use this chart to help you with the Clarkson Challenge 3 on page 75.
Evidence found against the defence of the slave trade
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Proposal table for your documentary
Use this sheet to plan your documentary.
Section and
time allowed
Outline
1
___ mins
2
___ mins
3
___ mins
4
___ mins
5
___ mins
6
___ mins
7
___ mins
8
___ mins
9
___ mins
10
___ mins
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Reflections on the British Empire for Victorian
schoolchildren
The sun never sets on our Glorious Empire. As
Lord Curzon, our Viceroy in India, has said, it
“is the greatest force for good the world has ever
seen”. It contains a quarter of the world’s
population, including the colonies in the West
Indies, in Egypt, in India and in Malaya.
These fortunate people benefit from our fair rule of
law, our advanced technology and trade in goods
from all corners of the globe.
As a result of our understanding of the cruel and
barbaric nature of the Slave Trade and the evils of
slavery, these were abolished in all our colonies
many years ago.
How wonderful it is to be part of such an
Empire.
God save the Queen.
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The stories of the British Empire
Summarise the evidence you have found out about the British Empire in the table below.
Thumbs up
© Hodder Education, 2009
Open to interpretation
Thumbs down
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Why were they mad about empires?
Use the speech bubbles from page 97 to write what each of these people might have said.
Some of the speech bubbles you have been given will apply to more than one person.
A Roman general
An Aztec
A British politician in the
1800s
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A Briton who was part of
the Roman Empire
A conquistador
An Indian woman living
in the British Empire in
the 1800s
© Hodder Education, 2009