Contents
Page 2
Introduction & Teacher’s Notes
Page 3
Echoes Of Empire Lesson One Plan
Page 4
George Eliot & Empire Teacher’s Notes
Page 5
Page 7
George Eliot & The British Empire
Teacher’s notes for Museum Objects Pack
Page 9
Museum Object Handling Guidelines
Page 9
Page 10
Teacher’s Notes for Picture Gallery
Lesson 2 Plan – Museum Visit
Page 11
Teacher’s Notes for Picture Gallery
Page 16
Page 24
Page 25
Page 26
Teacher’s Notes for working with Museum
Objects
Teacher’s Notes for Local History Gallery
Lesson 3 Plan
Oral History Extract – Mrs Jehan Choudhury
Page 28
Page 30
Page 31
Oral History Extract – Mr Abdul Qayum Din
Worksheet for Local History Gallery
Worksheet for Picture Gallery
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Echoes Of Empire
Introduction & Teachers Notes
Echoes of Empire is a collaborative project between Nuneaton Museum & Art
Gallery and George Eliot Community School.
Funded through Museums Libraries and Archives West Midlands and
developed in partnership with The George Eliot Community School,
Nuneaton, the project uses source material from the Museum collections to
explore what the British Empire was and what it represented to people like
George Eliot and her fellow Victorians.
The project also uses oral history testimonies from recent projects to explore
how that historic and geographically distant Empire has now become a core
and central part of Nuneaton’s population, cultural diversity and community.
Echoes of Empire provides resources for:
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Classroom based discussion using an ‘Objects Pack’ from
Nuneaton Museum & Art Gallery
A Museum visit to view and discuss objects from the collection
relating to the subject of Empire and an opportunity to complete
worksheets within the Museum galleries
Classroom based discussion to examine the legacy of the British
Empire
Suggestions for a final essay to examine the impact of the British
Empire on life today within Nuneaton and Bedworth
Scheme of work
Citizenship KS3 Unit 4
Britain – a diverse society
Geography KS3 Unit 5
Exploring England – what links England with the rest of the world?
History KS3 Unit 14
The British Empire. How was it that by 1900, Britain controlled nearly a
quarter of the world?
For further information or to book an Objects Pack and a school visit please
telephone (024) 7635 0720
Email [email protected]
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Echoes Of Empire
Lesson One George Eliot & The British Empire Lesson Plan
Before the lesson please read the accompanying notes and the notes for
handling objects.
Introduction
Make sure your class knows who George Eliot was and her connection with
Nuneaton.
Explain that over the course of this project your students will be looking at the
British Empire at the time of George Eliot and discovering its legacy within
Nuneaton and Bedworth today. They will also learn about education and work
in Nuneaton and Bedworth at this time
Museum Objects Pack
Explain to the pupils that the objects you are going to show them are from the
Museum collection and should therefore be handled with extreme care.
Please follow the handling procedure guidelines.
Information is provided about each object on the Museum Objects Pack
Information Sheet for discussion with your pupils.
George Eliot and the British Empire
Discuss the Information Sheets – George Eliot and the British Empire with the
class.
At the end of the discussion ask your pupils to consider these questions:
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Given the size of the British Empire, how might have George Eliot
and other Victorians felt about Britain?
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How do you think the Victorians felt about the countries in the
British Empire and the people within them? Explain your answer.
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If you were a Victorian, how would you feel? Proud? Powerful?
Humble? Concerned?
Echoes Of Empire
The British Empire & George Eliot Teachers Notes
‘Empire’ when applied to territory means a group of countries under a single
authority. The British Empire had authority over many countries.
Countries in the British Empire included:
New Zealand, Australia, Zambia, Ghana, Jamaica, Newfoundland, India,
Hong Kong, Borneo, Nigeria, South Africa, Zimbabwe, Malawi, Kenya,
Solomon Islands, Western Samoa, Canada and Uganda
At its peak the British Empire covered one quarter of the world’s land mass
The Empire made Britain one of the richest and most powerful countries in the
world.
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George Eliot and the British Empire
George Eliot was born Mary Anne Evans in 1819 at South Farm, Arbury
During her lifetime the British Empire would reach its peak, covering one
quarter of the worlds land mass
In 1824 she started school at the Dame School at Griff near Nuneaton. This
was a private elementary school. The teachers were mainly women and the
school was often set within the home of the teacher. Education was not free.
Only those who were well off could afford to send their children to school.
The Dame School at Griff
Copyright Coventry Library Local Studies
During George Eliot’s time at school it was still legal for children under ten
years old to work underground in coal mines.
New laws were eventually introduced with the Factory Act of 1833 which
made it illegal for children under 9 to work and children under 13 were to work
a maximum of 48 hours a week.
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George Eliot would have learned about the existence of the British Empire at
school. Stories about Missionaries would have been told to her at Sunday
School.
There was no radio or television but what was happening in the British Empire
was widely reported in the newspapers and periodicals. As she had been
fortunate to go to school and been taught to read, George Eliot could find out
what was happening.
From her late teens onwards she began meet more people who had travelled
abroad and was able to hear first hand accounts of life in the Empire.
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Echoes Of Empire
Notes for objects in the Museum Objects Pack
Please refer to the Handling Guidelines when using the objects with your
pupils.
Corset
This style of corset dates from 1860. Points for discussion could include the
role of women in Victorian society and expected standards of dress and
appearance. You may wish to ask pupils what it might have been like to wear
and how it might have made them feel. It is permissible for your pupils to try
this item on.
Cigarette Box
Cigarettes became fashionable in Britain during the Crimean War of 1853 –
1856. The British copied them from Turkish soldiers. The front of this box
shows the Taj Agra, now known as the Taj Mahal. The back of the box shows
a map of India when it was part of the British Empire.
Flat Iron
This was heated on a stove or near an open fire. Domestic electrical
appliances did not appear in Britain until the national grid was established in
1926.
Point for discussion: Items like this were carried right across the empire and
reinforced both the technology of the time and the culture of the people that
brought them. Within developing countries in the world these domestic items
are still in use.
Coins
These are Victorian Pennies. Notice the picture of Queen Victoria. The Latin
inscription VICTORIA DEI GRA BRITT REGINA FID DEF IND IMP translates
as VICTORIA, BY THE GRACE OF GOD, QUEEN, DEFENDER OF THE
FAITH, EMPRESS OF INDIA
Silk Ribbon
Silk ribbon weaving was the main industry in Nuneaton and Bedworth during
George Eliot’s lifetime. Although the trade fluctuated, the final blow for the silk
weavers was the relaxation of trade laws which allowed the import of cheap,
mass produced French ribbon. By 1860 the trade had all but disappeared.
Bible
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This is a small, pocket sized bible of high quality. Regular church attendance
was the norm in Victorian Britain. Some Victorians became Missionaries.
They wanted to teach and spread Christianity across the world.
One of the most famous missionaries was Dr David Livingstone. He took
Christianity, healing, learning and technology to people in Africa.
Other missionaries took Christianity to people in China, India, Africa, Japan
and beyond. This could sometimes be difficult and even dangerous but they
were confident that their new knowledge and understanding of the world was
better than that of the people they met on their travels.
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Echoes Of Empire
Object Handling Guidelines
These objects are from the Nuneaton Museum & Art Gallery Collection.
The Museum looks after the collections so people can enjoy them and learn
from them both now and in years to come. It is important that they are treated
with respect and handled carefully. If they are damaged or broken they cannot
be replaced.
Things to remember when handling museum objects:
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Objects can often appear to be more solid and robust than they
really are
Always avoid picking things up by the edges or handles as these
are often the most fragile parts of an object
Always ensure that your hands are clean and that you wear the
cotton gloves provided when lifting or touching an object
Be aware of where your hands make contact and make sure that
they support the weight of the object
Keep the objects on the table. Do not walk around with them
Do not place objects on the edge of a table where they could be
knocked or damaged
Make sure you have enough space to be able to look at the objects
properly and ensure the area you are working in is clean
Do not eat or drink near the objects. Avoid using pens or ink nearby
Make sure you are not wearing anything sharp which might scratch
or snag the object
When you have finished looking at an object please return them to
their box
Echoes Of Empire
Lesson 2 Museum Visit
We strongly advise that teachers visit the Museum before bringing a class in
order to compile your own risk assessment
Please read through the accompanying Notes For Museum Objects
Introduction
There will be a welcome to the group by a member of the Museum team
Organisation and Main Focus
The maximum group size the Museum can accommodate is 45 pupils
The group will be split into 3 separate groups and will move around each
activity in turn
There should be at least one teacher per group
The groups will rotate at 20 minute intervals
Group 1 Teacher led. Students will examine objects from the Museum
collection to discover what they reveal about the Victorians and their
attitude to Empire. Students should complete the worksheets for this
section. It is recommended that teachers read the Teachers Notes for
Museum Objects for this section so that they understand the relevance
of the object and its links to Victorian Empire.
Group 2 Teacher led. Students will look at artwork and objects in the
Picture Gallery to discover what they reveal about the Victorians and
their attitude to Empire. It is recommended that teachers read the
Teachers Notes for Picture Gallery for this section and discuss with
their pupils.
Group 3 Teacher led. Students will complete the worksheet related to
Victorian silk weaving industry and discuss their answers. It is
recommended that teachers read the Teachers Notes for Local History
Gallery for this section.
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Please ensure that all relevant worksheets are copied before
your visit as this cannot be done at the Museum.
Echoes Of
Empire
Teachers Notes for portraits & objects in the Picture
Gallery
Portrait of Edward Melly (1857 – 1941)
Edward Ferdinand Melly was manager of the Griff Colliery in Nuneaton.
He donated money to create Riversley Park and have the Museum & Art
Gallery built. Ask your pupils to look at the portrait and discuss with them
how they think Melly wanted to be portrayed in his portrait. Ask them to
each think of a word to describe the portrait to someone who could not see
it.
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Portrait of Mary Evans by unknown artist
Mary Evans was the second cousin of George Eliot. This portrait was
painted in 1856. As with the portrait of Melly, ask your pupils to discuss the
portrayal of Mary and what that might convey. Points to note are the book
which suggests she is literate and educated. The flowers suggest
innocence and purity. The formal chair indicates that her family has
wealth.
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The Battle of Vittoria by James Princip Barnes
Suggested questions for debate:
Although not a Victorian painting it is of a similar style to many battle
paintings painted during the Victorian period.
Why do you think the picture was painted?
What did the artist want to say by painting the picture?
What does the picture suggest about the ideals of Britain and Empire?
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African Ceremonial Headdress and African Chieftain’s ceremonial
stool
Suggested questions for debate:
Where are these sculptures from?
Why do you think these sculptures were brought to Nuneaton?
What sort of person do you think brought them to Nuneaton?
Have you ever brought something home from a foreign country? What was
it and why did you bring it home?
Chieftan’s stool
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African ceremonial headdress
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Echoes Of
Empire
Teachers notes for Picture Gallery
Portrait Activity
Ask your pupils to create their own Portrait using the Victorian portraits in
the Gallery for inspiration. Ask them to work in pairs so that each child is
drawn by their partner. Ask your pupils to imagine they are living in 1897
(the year of Queen Victoria’s Golden Jubilee) Tell them that the portrait will
be seen across the British Empire so they need to think about how they
are portrayed.
Ask your pupils to consider the following:
• How would you like people to perceive you?
• Would you be painted with any objects that reflect your status or
personality?
• What other clues about yourself would you include?
Group Activity
Ask your pupils to sit in a circle facing each other. Ask them to describe 3
things that they would want to be painted with and what would be the
message that those items would convey about them and their personality.
How would this message be interpreted 100 years in the future?
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Echoes Of Empire
Teachers Notes for working with the Museum objects.
The objects will be set out on a table for you.
Introduce your pupils to each of the objects using these information notes.
Explain to your pupils the significance of each object and its link to the British
Empire.
Make comparisons between these objects and the ones you have used in the
classroom.
Pupils should wear the supplied white cotton gloves when handling the
objects.
Please refer to the Object Handling Guidelines before using the objects.
Object 1
Framed Silk Weaving
Silk weaving was a key industry during the Victorian period. In 1842, 60% of
the population of Attleborough was engaged in the weaving trade. The silk
used by local weavers came from the Far East and mainly China. The trade
routes established by the British East India Company would have been vital
for the success of the silk weaving trade. The finished ribbons would have
been widely exported throughout the British Empire.
Many of the established weaving families in Nuneaton and Bedworth were
descended from weavers who had migrated from France and the Low
Countries during the 1500s.
During the 1960’s a new influx of migrants from India and Kenya found work
in the textile industry located within Nuneaton and Bedworth (see oral history
sheets)
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Object 2
Egg shaped hand cooler
This is a Victorian lady’s hand cooler. When it was placed in the palm of the
hand the cooling properties of the marble are comforting. This sort of object
would have been carried by a wealthy woman, possibly accompanying her
husband on business to India or Africa. Due to the practicalities of travel it
was usual for a wife and her entire family to travel to parts of the Empire
where her husband was required to work. Many children were born and
received their early schooling abroad in countries within the British Empire.
Object 3
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Sunday School Medal
This is a medal awarded for Good Attendance from the Sunday School held at
All Saints Church, Chilvers Coton. This was the church that was attended by
George Eliot and her family when they lived in Nuneaton.
Sunday School was an important element of the education of Victorian
children. It was here that they would learn about the activities of Missionaries,
people who were attempting to spread Christianity to people in China, India,
Africa, Japan and beyond. This could sometimes be difficult and even
dangerous but they were confident that their new knowledge and
understanding of the world was better than that of the people they met on
their travels.
Object 4
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Victorian Postcards of two women
Consider these photographs with the Victorian corset you used in the
classroom. Victorian women were expected to adhere to a strict standard of
dress. Ask your pupils how Victorian fashion compares with fashion today?
Do any codes or rules apply? Has Victorian fashion influenced fashion today
in any way?
Object 5
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Sailor’s Embroidery
This piece of work was completed by a sailor. It was probably done either on
a long voyage or on a period of service aboard a particular ship.
To the Victorians, the ship represented the only form of transport that could
travel to all parts of the Empire. Ships were essential for the import and export
of goods which contributed to the wealth of the British Empire. Warships of
the Royal Navy were also essential to maintain a forceful presence throughout
the Empire. They were often used to intimidate even if they did not use direct
force. The image of the Royal Navy was often used as an example of the
power of the British Empire. Pictures of warships appeared on everything from
boxes of matches to tins of biscuits.
The embroidery represents a warship of the Royal Navy. The image of the
heart suggests that the picture represents all the things that are important to
the sailor, his brothers, his ship and Queen Victoria represented by the crown.
Object 6
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Hussar Tunic
This tunic is a replica of one that is held in the collection at the Museum. It
does not need to be handled with gloves and may be CAREFULLY tried on.
The tunic represents the 11th Hussars. They formed part of the Light Brigade
and took part in the famous Charge of the Light Brigade on 25th October 1854
during the Crimean War.
In a time before camouflage was even considered, this uniform was intended
to be highly visible. As there was little communication on the battlefield it was
important to be able to identify your enemy easily by the colour of his uniform.
Most of the wars conducted during the reign of Queen Victoria were against
the native peoples of Asia and Africa. The only exceptions to this are the
Crimean War of 1854-6 and the Boer Wars of 1880-1 and 1899-1902.
The decline of the silk weaving trade in Nuneaton may have encouraged
many men to enlist in the army and serve throughout the British Empire. It
offered regular food and regular pay, some of which could be sent to family
and dependants.
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Object 7
Queen Victoria Diamond Jubilee Plate
This plate was sold as a souvenir to commemorate sixty years of Queen
Victoria’s reign. As your pupils to study it closely. Ask them what information
about the British Empire is given on the plate. Point out the imagery as well as
the words on the plate. Ask your pupils what the plate suggests about the
Victorian’s feeling about Queen Victoria and the Empire.
Echoes Of Empire
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Teachers notes for Local History Gallery
Students should use the displays relating to the silk and ribbon weaving
industry to complete the questions on the worksheets.
Background teachers notes on the silk and ribbon weaving industry
Textiles have been one of the main industries of Nuneaton and Bedworth
since ribbon weavers arrived in the area during the 17th century. Skilled textile
workers came to Britain as a result or war in the Netherlands in 1567. Large
numbers of local people were displaced and forced to flee. England was a
refuge for these people who brought with them their various native skills which
included weaving.
Although the silk weaving trade declined, textile factories continued to be set
up due to the large number of skilled workers available. In Bedworth the
company of Toye, Kenning and Spencer continue the tradition of silk weaving
Immigration from the former British Empire to Nuneaton & Bedworth
In the 1950’s and 1960’s other migrants came to Nuneaton and Bedworth
looking to create a new life for themselves. Many of these people came from
countries that were once part of the British Empire. Some of these people
found work locally in textile factories, the railways or even the coal mines.
You will be able to find evidence of their experiences in this gallery by looking
at the ‘Home From Home’ exhibition panels. Discuss with your pupils what
impact the British Empire might have had on their lives.
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Echoes Of
Empire
Lesson Three. The modern legacy of the British Empire in
Nuneaton & Bedworth
Discuss with you pupils what was learned from the Museum visit.
Your pupils have seen evidence of the existence of the British Empire but
what do they think has been its legacy?
Immigration from the former British Empire to Nuneaton and
Bedworth
Use the extracts of the oral history interviews from Mrs Jehan Choudhury
and Mr Abdul Qayum Din to discuss the impact of immigration from the
former British Empire to life in Nuneaton and Bedworth.
Final essay question or classroom debate
How has the cultural diversity brought about by immigration contributed to
life in Nuneaton and Bedworth today?
As a prompt, ask your pupils how cultural diversity impacts on the
following:
Their friends
The music they listen to
The books they read
The food they enjoy
Sport
Echoes Of Empire
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Oral History - Mrs Jehan Choudhury
Mrs Jehan Choudhury was born in Kampala, Uganda in 1934.
Childhood and Schooldays
Her father worked at the Sunlight & Lifebouy Soap Factory which
was a big employer in the city. Of her early life she remembers; ‘I
used to steal things, mainly mangos and guavas from the Africans,
we were often chased and when my father found out he was very
angry. It did not stop me, after school I just went further to steal!’
Mrs Choudhury remembers her time at school. ‘It was a big house,
not a big school as you get here, The teachers were from India.
We had to learn English, maths, Urdu and Gujerati. School was a
happy time for me. My brothers’ were sent to Britain to study, I was
not sent as my father could not afford it.’
Leaving home for Pakistan
Uganda was to gain independence in 1964. Both Mrs Choudhury
and her husband wanted to leave before this happened and
arranged to go to Pakistan. Mr Choudhury had worked as a lawyer
in Kampala but quickly found similar work in East Pakistan. The
war in 1971 between India and Pakistan resulted in East Pakistan
becoming independent as Bangladesh. This bought trouble for
Jehan.
‘Bangladesh people hate Pakistani people and people thought I
was Pakistani. I was always telling them I was Ugandan NOT
Pakistani. My husband became frightened and wanted to leave.’
Coming to Britain
Mrs Choudhurys’ husband had a brother living in Britain so they
decided to go there. This brought its’ own hardships.
‘We left with nothing, everything was stolen from the house.
Whatever we took we carried or wore. I managed to hide 30,000
Rupees which paid for the air ticket.
The British High Commission helped arrange their passage and
they arrived in Brent Cross, London, in July 1972 with their nine
year old daughter.
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Working in London and moving to Nuneaton
Initially Jehan had difficulty finding work.
‘Everyone wanted experience, I could not find work at all.’
Eventually she found work with Marks & Spencer making clothing
and then with Thorn Lighting. Her husband found a clerical job in
Charing Cross.
In 1989 Mr Choudhury became ill and retired. It was decided that,
in order to help with care, they should move closer to their
daughter who was living in Nuneaton. Jehan once again looked
for work.
‘I found a job at Abbey Hosiery, I got on well with the manager
there and he used to let me translate for some of the workers as I
had good English. I retired from there when I was 64.
Echoes Of Empire
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Oral History – Mr Abdul Qayum Din
Left Africa in 1938 when he was 8 years old for Kenya. He
remained at school throughout the Second World War and clearly
remembers rationing and having to queue for food. Mr Din
remembers that the main form of transport in Nairobi was ox carts,
there were very few cars.
Mr Din’s Father worked on the railways. His working day was long,
sometimes between 18-20 hours a day. He sent Mr Din and his
mother to Nairobi in 1938.
When he was 16, Mr Din worked as an apprentice on the Kenya
railways. The apprenticeship lasted 5 years. Mr Din worked with
the steam engines and rolling stock.
After the 5 year apprenticeship, Mr Din worked a further 6 years
with the railways before leaving to work for a private company.
This closed after 3 years and he then moved to another company
making agricultural machinery.
In 1964 Mr Din returned to working for the railways, working
principally with Diesel locomotives. He was promoted to a charge
hand working with some 300 other people in the workshops.
Kenya became independent in 1964. Like many Kenyans Mr Din
faced a choice, to become a Kenyan national or to keep his British
nationality. If he kept British nationality he would not be able to
keep his job.
Mr Din had a wife and 5 children to support. Pressure to leave
Kenya if he kept British nationality continued to grow. Eventually
Mr Din decided to leave for Britain. He was given a 90,000 Shilling
payment from the railways. Unfortunately there was a one and a
half year waiting list to leave Kenya and Mr Din spent all of this
money keeping his family during that time.
Mr Din and his family eventually arrived in London in 1975. he
quickly sought work and within a week had found a job with British
Rail within a week, using his skills developed in Kenya to work at a
depot at Sellhurst.
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Mr Din and his wife looked to move away from the crowded
atmosphere of London and eventually left in 1976. Mr Din
managed to get a transfer to Birmingham and work in the railway
wagon shop there. Mr Din found he was earning up to one quarter
more in wages because it was so much cheaper to live in the
Midlands than in London This meant that the family could move to
Nuneaton and in the same year they bought a house in
Stockingford.
Echoes Of E m pi re
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Worksheet for Local History Gallery – The Silk Weaving
Industry
Why was the silk and ribbon weaving trade so important in
Nuneaton and Bedworth?
Why was the invention of the Jacquard Loom important to
Nuneaton weavers?
What was a ‘Topshop’?
Why was their a demand for ribbon? How do you think the
expansion of the British Empire affected this?
My Portrait
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My portrait portrays me
as....................................................................................
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