The National Curriculum for History includes, in its aims:

‘How Britain has influenced and been influenced by the wider world'

and

‘Know and understand significant aspects of the history of the wider world; the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies.'

 

 

This clearly fits in with one of the key aims of Global Learning, which is:

‘Knowledge of developing countries, their economies, histories and human geography'

This may include knowledge of:

• The historic civilisations of Africa, Asia and South America and their links with the wider world (historic globalisation).
• Historic encounters between Africa, Asia and South America and Europe which led to conquest, imperialism, colonisation and Empire. How economic and social connections between Europe and Africa, Asia and South America shaped the exploitation of natural resources, trade-including the slave trade, and political and social relationships. Resistance and challenges to colonial rule.
• Decolonisation and independence

Therefore much of the history curriculum provides a clear context for the current debate about poverty, globalisation and inter-relationships between the countries of the world, and helps students understand the current debate. Work on the Industrial Revolution and Victorian poverty can provide parallels with countries like China, India and Brazil that are growing economically so rapidly at present, and understanding the issues faced by the governments and people of those countries. Many of the topics we study as a matter of course can help our students understand and be involved in Global Learning.

Arkwright's Mill at Cromford was part of a global trading system - raw cotton was imported; slave labour from Africa was used to pick the cotton; profits from slavery were invested in mills and transport; finished cotton goods were exported. C18th Britain grew rich on world trade.