Teacher Toolkit
Background
Objects held in museum collections can often reflect stories that have a relevance to our contemporary lives. Objects that are related to British Empire and colonialism resonate through the ages, not just personal stories but also stories connected to how objects are made.
The British Empire emerged in the late 16th and 17th centuries through overseas trade, settlement, and rivalry with other European powers, expanding first in North America and the Caribbean and later in Asia via the East India Company. During the 18th century Britain became the world’s leading imperial power, building a global trading system tied to the enslavement and exploitation of Indigenous peoples. The loss of the American colonies (American War of Independence and Declaration of Independence signed in 1776) forced a move towards India and the wider world. In the 19th century, industrialisation drove rapid expansion, with Britain establishing control over India, large parts of Africa, and territories in Asia and the Pacific, promoting ideas of free trade and a “civilising mission” while ruling diverse peoples through unequal and often coercive systems. The British exploited natural resources for their own financial gain. The British Empire stripped many colonies and indigenous peoples of their land, languages and vibrant cultures. There was opposition to the transatlantic slave trade in Britain during the 1700s and 1800s. This came from members of parliament, like William Wilberforce, as well as religious organisations, such as the Quakers. At its height after the First World War, the empire governed roughly a quarter of the world’s population, ruling over 10 million square miles of territory and controlling 400 million people. By the time of the British Empire Exhibition of 1924, Britain controlled a worldwide empire which covered a fifth of the land in the world but the economic strain of two world wars and the rise of nationalist movements led to rapid decolonisation after 1945, most notably with Indian independence in 1947. The empire formally gave way to the Commonwealth in 1931 with the modern Commonwealth being formalised in 1949.
It is the natural resources that play their part in the stories of Narberth Museum’s objects – and also objects that you may be familiar with and still use. These include: rubber (predominantly from the Congo), tea (Caribbean and India), coffee (predominantly the Americas), sugar (the Americas), mahogany (the Americas). Through close examination of these objects, it is possible to tell the darker side of the stories and how everyday objects that we use today have a history grounded in enslavement. Even relatively recent photographs (Narberth Carnival for example) show the way that race was stereotyped and how this was accepted, at the time, as the norm. Blackface was often seen at carnivals in the 1950, 60s and 70s, frequently on children, and this was taken as socially acceptable without realising how offensive the act was and how the practice was steeped in racism.
It is not just colonialism created by the British Empire. Stories related to other countries (Belgium for example, with their appalling treatment of the Congo in their rubber empire in the 19th and early 20th century) also become apparent. The truer history of the components of objects can make us look at our everyday activities in a new way.
People's Collection Wales
Possible questions to discuss
- How can everyday objects tell stories about the past, even if they seem ordinary today?
- Why do you think objects linked to the British Empire still matter when we think about the world today?
- What role did natural resources—such as rubber, sugar, mahogany, tea and coffee—play in shaping the British Empire?
- How did the transatlantic slave trade benefit Britain economically, and who paid the human cost?
- Why might some histories, such as those of enslaved and Indigenous peoples, be difficult to find in museums or textbooks?
- What do you think people in Britain might have understood (or misunderstood) about the impact of the Empire at the time?
- How can photographs—such as those of Narberth Carnival featuring blackface—help us understand changing attitudes to race and representation?
- Why do you think stereotypes were accepted in the past, and why are they harmful?
- How did countries such as Belgium also engage in colonial exploitation, and why is it important to compare these histories?
- In what ways can learning these histories change how we think about the everyday products we use today?
Activities and experiences
- Object Detective: Museum Inquiry
- Mapping Empire
- Timeline of the British Empire
- “Follow the Object” Storyboard
- Analysing Historical Photographs
- Voices from the Empire: Perspective Cards
- Ethical Consumer Checklist
- Museum Curator Challenge
- Primary Source Caption Rewrite
- Decolonising the Classroom Display
Key concepts
(derived from the statements of what matters)
Humanities:
- Investigate
- Interpret
- Change and continuity
- Places
- Human Impact on the World
- Identity and Diversity
- Cause and effect
- Justice, inequality and rights
- Social Action
- Ethical and moral questions
Health and Wellbeing:
- Communication, Help Seeking and Empathy
- Informed Choices and the impact of decisions
- Social Influences and Norms
- Identity and Values
- Rights and Respect
Language, literacy and communication:
- Reading Strategies
- Drawing conclusions
- The effect of grammatical constructions of the meaning of texts
- Responding to texts
- Vocabulary Development
- Communicate ideas and opinions (Oral)
- Collaborate and negotiate
- Writing for different purposes and audiences