Estudios Socioculturales y

Literarios de los Pueblos de

Habla Inglesa II

Unit 1
From the Empire to the Commonwealth

Prof. E. Carolina Flores

2024
The British Empire Page 3

The British Empire: Vocabulary Page 4

British Empire Facts! Page 5

The British Empire (1776-1900) Page 20

The British Empire - Podcast Page 23

The Unforeseen Consequences: The Collapse of the British Empire Page 24

The Decline of the British Empire Page 26

Social Darwinism and Eugenics Page 30

Social Darwinism Page 31

Eugenics and Scientific Racism Page 32

The Commonwealth Page 38

Crafting a Commonwealth Page 39

United by a Common Allegiance Page 41

The Commonwealth Explained – BBC Page 42

The Commonwealth of Nations Page 45

Flags of the Commonwealth Page 48

The Commonwealth Games Page 49

History of the Commonwealth Games – 1930-2022 Page 50

The Commonwealth and Storytelling Page 51

Commonwealth Letters Page 55

Children in the Commonwealth: Child Marriage in Bangladesh Page 60

Malvinas (The Falkland Islands) Page 61

Life in Malvinas Islands Page 62

Falkland Islands Facts! Page 64

Discussion Questions Page 71

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 2

The British Empire

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 3

The British Empire: Vocabulary
1. Match the following pictures to their corresponding labels and definitions.

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 4

British Empire Facts!

Spanning over 400 years, historians continue to research and discover new things about the British Empire.
And today more than ever, people are recognising, questioning and understanding the full story behind this
important part of world history. Let’s find out more in our British Empire facts…

British Empire Facts

In the 16th Century, Britain began to build its empire – spreading the country’s rule and power beyond
its borders through a process called ‘Imperialism‘. This brought huge changes to societies, industries, cultures
and the lives of people all around the world.

What is an Empire?

Empire is a term used to describe a group of territories ruled by one single ruler or state. Empires are
built by countries that wish to control lands outside of their borders. Those lands can be close by or even
thousands of miles away. For example, the Roman Empire
(1st – 5th Centuries A.D.) stretched all the way from Britain
to Egypt.

Throughout history, empire builders have

introduced new people, practices and rules to their ‘new’
lands and used its resources for their own gain, at the
expense of the indigenous people – the people that
inhabited the land first. This process is called ‘Colonialism‘.
This was no different with the British Empire…

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 5

What was the British Empire?

The British Empire is a term used to describe all the places around the world that were once ruled by
Britain. Built over many years, it grew to include large areas of North America, Australia, New Zealand, Asia and
Africa, as well as small parts of Central and South America, too.

How big was the British Empire?

The size of the British Empire – the amount of land and number of people under British rule – changed
in size over the years. At its height in 1922, it was the largest empire the world had ever seen, covering around
a quarter of Earth’s land surface and ruling over 458 million people.

Why did Britain* want an empire?

The 16th Century is often referred to as the ‘Age

of Discovery ‘– new thinking about the world and better
shipbuilding led to more exploration and the discovery of
new lands.

England, in what is now Britain, wanted more land

overseas where it could build new communities, known
as colonies. These colonies would provide England with
valuable materials, like metals, sugar and tobacco, which they could also sell to other countries.

The colonies also offered money-making opportunities for wealthy Englishmen and provided England’s
poor and unemployed with new places to live and new jobs.

But they weren’t alone. Other European countries were also exploring the world, discovering new lands
and building empires, too – the race was on, and England did not want to be left behind…

*It wasn’t until 1707 that Scotland joined with England and Wales to become The Kingdom of Great Britain.

Where were the First Colonies?

The first English colonies were in North America, at the time known as the ‘New World‘. Creating
colonies was no easy task for the English! In 1585, the famous explorer Sir Walter Raleigh tried and failed to
build an English settlement at a place called Roanoke in Virginia. It wasn’t until 1607 that Captain John Smith
founded the first permanent English colony at Jamestown in Virginia.

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 6

The ‘First British Empire’

Over time, the English would claim more and more territories. This sometimes meant fighting with other
European nations to take over their colonies.

Over the course of the 17th and 18th centuries, England gained major colonies in North America and
further south in the West Indies, today known as the Caribbean Islands. Here, the climate was perfect for
growing crops like sugar and tobacco, so they set up farms known as plantations.

Trading settlements were also created in India by a company called the East India Company. This
company became so powerful, it allowed England to control of the trade of luxury goods like spices, cotton,
silk and tea from India and China, and it even influenced politics.

The years 1775-1783 were a turning point in

British history, as the nation lost a huge part of its
empire in the American War of Independence.
Feeling ‘American’ rather than ‘British’, and resentful
of sending money back to Britain, 13 colonies in
North America united and fought to be free from
British rule. With the help of Spain, France and the
Netherlands, they won the war, and gained
independence, becoming the United States of America. This marked the end of what is now called the ‘First
British Empire’.

The ‘Second British Empire’

Although Britain had lost a huge part of its

North American territories, it claimed new lands
in the late 18th Century and early 19th Century,
forming the ‘Second British Empire‘. Colonies
were founded in parts of Australia, and later
Trinidad and Ceylon (now Sri Lanka), Singapore
and Hong Kong (China) as well as other parts of
Asia.

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 7

 From 1881 to 1902, Britain competed with other European empire-builders in what became known as
the ‘Scramble for Africa’. By the early 1900s, huge parts of Africa – including Egypt, Kenya, Nigeria and large
areas of southern Africa – all came under British rule. The British Empire was larger and more powerful than
ever…

The British Empire and Indigenous Peoples

The power and wealth that Britain gained as it built its empire came at a price, and tragically, the price
was paid largely by the Indigenous Peoples – tribes and communities who had lived in Britain’s so-called ‘new’
lands for centuries.

The unjust treatment of Indigenous Peoples ran the course of the British Empire. For example, in North
America, local people were taken advantage of by greedy traders, robbed of their land and even faced violence
and death at the hands of British settlers.

During the Second World War, India suffered some of the worst famines (lack of food) in human history,
partly caused by the British government taking vital supplies away from the Indian people to support the war
effort elsewhere – causing the death of millions.

Indigenous Peoples in Africa were

affected in their millions. The British took
valuable materials like gold, salt and ivory out
of Africa and sent it back to Britain, and
elsewhere. The British were also heavily
involved in the Transatlantic Slave Trade in
West Africa – more on that, in the next
section.

Many Indigenous Peoples, including

Indigenous Australians, lost not just their land, food and possessions, but their traditions, too. When British
settlers arrived, they forcibly replaced the beliefs, language and traditions of Indigenous populations with their
own, removing their cultural identities.

Governments and settlers drew up new borders and land boundaries that split the local people into
new countries and categories that didn’t represent them or reflect their heritage, history and customs. In some
countries, these changes are still a source of conflict, even now.

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 8

 Today, many Indigenous communities are trying to reconnect with the heritage the British tried to
erase, by celebrating their cultural identities and protecting them for the future.

Slavery and the British Empire

One of the most horrific parts of the history of the British Empire was its involvement in the trade of
enslaved people – people who were made the property of others and forced to obey their owners’ demands.

Throughout history, slavery has existed on

all continents and in many societies, but when the
European imperialists arrived in Africa in the 15th
Century, they began the most organized slave
operation the world had ever seen – the
Transatlantic Slave Trade.

Over the next 400 years, European traders

bought and sold an estimated 12 million African
people, who were forcibly taken from their homes and shipped across the ocean to the Americas and Europe,
where their buyers forced them to work.

Of those 12 million Africans, British slave traders are estimated to have bought and sold over 3 million
people – although only 2.7 million are believed to have survived the journey – during which they were cruelly
packed onto ships in crowded, dirty conditions. Many enslaved people were only children, like you, and were
separated from their parents and siblings.

Slavery made Britain incredibly wealthy. It provided slave owners with unpaid labour to farm expensive
items like sugar, tobacco and cotton, which they could sell for huge profits – at the expense of the enslaved
people and their homelands. It also largely funded Britain’s Industrial Revolution, which only went on to make
Britain richer.

Britain banned the trading of enslaved people in its empire in 1807, (known as Abolition) but it was a
further 26 years until it outlawed slavery altogether (known as Emancipation). * Although, even when ‘free’,
former enslaved people continued to suffer in racist societies. People considered them less important than
white people, and used these beliefs to help them justify the former trading of enslaved people.

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 9

 Even when slavery was abolished, former slave owners were paid compensation by the British
government for the loss of their human ‘property’. No compensation was paid to the enslaved people
themselves! The compensation sum was vast, and in fact, the loan taken out to pay for it was still being paid
off by British tax payers as recently as 2015!

Many former slave owners went on to invest their compensation money in businesses – some of which
still exist today – or in development projects like the British railways. Therefore, even though slavery had
ended, its legacy continued to live on.

In fact, you can still see evidence of the profits of slavery in Britain today. Just take a look at the
impressive 18th and 19th Century buildings that line cities like London, Liverpool and Bristol and the grand,
stately homes in the British countryside.

*Slavery continued in territories run by the East India Company until 1843.

Why did the British Empire collapse?

Over the course of the 20th century, Britain’s empire broke down in stages. After the First World War
(1914-1918) there was a feeling of ‘nationalism’ sweeping the globe, whereby countries should have the right
to be independent and rule themselves. In 1926, Canada, Australia, New Zealand and South Africa became
independent, meaning they were no longer under British control.

So, why were these countries given

independence first? Well, by this time
these countries had large white
populations of European descent, living
under the rule of formal governments.
They were therefore considered to be more
experienced and ‘able’ to run their own
country successfully, which would benefit
the empire as a whole. Racist views held by
the British at the time meant that other
British colonies – with large populations of
non-white people – weren’t granted independence, even when they asked for it…

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 10

 Over the next decades, however, the remaining colonies continued to push for independence. After the
Second World War, Britain no longer had the wealth or strength to manage an empire overseas. Many colonies
had fought for the British during the war (although people of colour were mainly given low-rank positions), and
were making their own plans for independence.

In 1947, India won its independence, and from the 1950s to 1980s, African colonies also fought for and
won their independence. The last significant British colony, Hong Kong, was returned to China in 1997. What
had taken hundreds of years to build, was broken down far quicker!

That said, there are some small fragments of the British Empire that still exist today, known as ‘British
Overseas Territories’. These are mainly self-governing countries separate to the United Kingdom, that continue
to share a bond with Britain. They include Anguilla, Bermuda, British Antarctic Territory, British Indian Ocean
Territory, British Virgin Islands, Cayman Islands, Falkland Islands, Gibraltar, Monserrat, Pitcairn Islands, St.
Helena, Ascension and Tristan da Cunha, South Georgia and the South Sandwich Islands and Turks and Caicos
Islands.

The Fight for Independence

An Indian postage stamp remembers the

1942 ‘Quit India’ movement, which fought for
freedom from British rule. In their efforts to free
themselves from British rule, many people were
treated cruelly – and, in some cases, demands and
protests were met with violence from British forces.

In 1919, for example, in an event known as

the Amritsar Massacre, the British imprisoned and
killed thousands of Indian people taking part in a
peaceful independence protest.

Years later, in 1950s Kenya, one of the most horrific events in British history took place during the ‘Mau
Mau Uprising‘. In response to protests and violent riots, the British executed Kenyans and imprisoned many in
camps, where they were forced to live in inhumane conditions – and even tortured. Estimates on the number
of Kenyans affected varies hugely, but many believe that thousands were executed, tens of thousands
imprisoned and over a million were forced from their homes and made to live elsewhere.

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 11

 The truth about what happened in Kenya was hidden for many years, and only truly came to light in
2013, after a group of Kenyan victims won a court battle that forced the British government to apologize and
pay them compensation for their sufferings.

What is the Commonwealth?

As the British Empire began to fall, it was

replaced by what is today called The
Commonwealth (or The Commonwealth of
Nations) – an organization that countries can
choose to join, or leave. It began in 1931, when the
United Kingdom, Australia, New Zealand and South
Africa formed the British Commonwealth of
Nations. Today, it is made up of over 50 countries
who work and trade together. They also share a
common set of values, including fair political elections, the respect of human rights and working towards
international peace.

What do we think about the British Empire today?

By the time the British Empire came to an end, it had truly left its mark on the world. Countries had
experienced huge social, economic and political changes under British rule. But what the British Empire left
behind is a complex topic that is questioned and discussed to this very day…

In the past, the British largely looked proudly on its empire, as a period that brought power and wealth
to Britain, funding exciting new inventions, technology, the trade of exotic goods and helping other countries
to ‘modernize’.

When the empire was being built, British people largely believed they were doing the right thing. In
their eyes, they were improving and developing lands and bringing order to non-white countries which – due
to racist attitudes – they thought were ‘uncivilized’ and ‘backward’. The British also believed they were doing
the work of God by spreading Christianity – which they considered to be the ‘right’ religion.

Today, those British attitudes are changing. People are learning more about the wrongs that the Empire
forced on Indigenous Peoples and the long-lasting damage that it left on its overseas territories, long after the
empire was over.

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 12

 While empire made Britain richer, its lands overseas became poorer, as much of the wealth was taken
and sent back to Britain, or enjoyed by British landowners. This created vast differences in wealth – not only
between countries, but between people of different races, too.

In societies across the British Empire, people of European descent (with white skin) were seen as
‘superior’ and had more wealth, rights and privileges than Indigenous people, especially enslaved people, and
later, their descendants – who had darker or black skin.

In the USA, even after the abolition of slavery in 1865, African Americans faced huge prejudice and
discrimination, being treated as ‘inferior’ to white citizens. Much was the same in South Africa, too, where a
racist system, called ‘apartheid’, was introduced to keep black and white people separate.

In fact, following European imperialism, people of colour have had to work incredibly hard for equal
rights and opportunities. Sadly, this struggle is still ongoing in countries around the world, including the United
Kingdom. Even though laws state everyone should be treated equally regardless of race, people continue to
face hardships and disadvantages because of the colour of their skin.

The good news is that more and more people are speaking out against racism and their voices are being
heard. And thankfully today, more than ever, organizations, charities, governments and individuals around the
world are working together to create a future where everyone is treated fairly and equally.

Adapted and retrieved from: https://www.natgeokids.com/nz/discover/history/general-history/british-empire-facts/

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 13

2. Fill in the blanks in the following text with the words given.

3. After reading the text, answer the following questions:

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 14

4. Number each region on the map, and match the areas with each profile and the
information and the next pages.

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 15

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 16
Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 17
5. Read the reasons for the Rise of the British Empire

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 18

6. Reduce the list to 9 by classifying or combining reasons or factors that are similar. Do
this by numbering or colour coding the circles. Then, rank your reasons in the following
chart.

Adapted and retrieved from: https://www.ichistory.com/uploads/1/0/2/9/10290322/british_empire_part_1.pdf

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 19

The British Empire (1776-1900)
What did British colonialism look like in the nineteenth century?

In the two hundred years before 1776, Britain had built up a colonial empire. Most of Britain’s colonies
were in North America and the Caribbean. This empire was very important to Britain. It allowed Britain to show
its power overseas and to make vast sums of money. In 1776, disaster struck. Britain’s thirteen American
colonies decided to overthrow British power and become an independent country - the United States of
America. The loss of America shocked Britain. However, increasingly turning its gaze towards the East, the
British Empire rebuilt its power and influence. Over the course of the nineteenth century, Britain claimed
control over colonies in Asia, Africa and Australia. The British empire was so large that it became popular to
refer to it as ‘the empire on which the sun never sets’.

Political Prominence

One prominent feature of British colonialism was political dominance. Political dominance means
having power over how a place and its people are governed. In many of Britain’s colonies, there was a strict
political hierarchy (a structure of power in which some people are above others). The British were at the top
and made all of the important decisions and laws. The British also demonstrated their power through violence
and military force, using the army to establish and maintain control. This political power was often resisted by
people in the colonies who wanted control over their own lives on their own lands.

Economic Exploitation

Another common feature of colonialism is economic exploitation. In the context of nineteenth-century

British colonialism, economic exploitation means unfairly taking advantage of people in the colonies to increase
Britain’s own wealth (money). In British colonies, this happened in a number of ways. It could involve using
British power to take land (often by force) from people in the colonies. It could mean forcing people to pay
taxes to the British government. It could involve using people in the colonies as cheap labour - making them
work for little money and in poor conditions. These are just a few examples of the ways in which Britain
exploited its colonies for its own economic benefit.

Culturalism and Racism

Colonialism was built upon culturalism and racism. In the context of nineteenth-century British
colonialism, culturalism involved the belief that the British way of life was better than those of other cultures.
This attitude glorified British society as the best in human history. Culturalism showed little respect for the
Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 20
cultures and ways of life of other peoples and societies. Racism involved the belief that the white ‘race’ was
superior to other ‘races’. In the nineteenth century, racism was based upon incorrect ‘scientific’ ideas that
humanity is split up into different groups, called ‘races’, which are biologically separate from one another. This
idea has now been proven scientifically false. These attitudes defined the unequal nature of colonialism. The
ideas of culturalism and racism were used to justify British power - many in Britain argued that Britain deserved
to rule over and exploit other people because they believed that British culture and the white race were
superior. Many even claimed that British rule was for the benefit of peoples in the colonies, whom they labelled
as ‘backward’. Many people who experienced British colonialism in the colonies disagreed; they challenged
colonialism’s culturalist and racist beliefs and structures.

China: A Complex Case

Interestingly, the situation could be more complex than this. There were many places that were not
officially British colonies, but which many historians argue were still part of the British Empire. These places
were not under Britain’s direct political control, but were still influenced by British power. One example of this
is China. In the nineteenth century, China was still ruled by its own leaders (the Qing empire) and was not under
the political control of the British monarch or British governors. However, Britain and other European empires
did used their militaries (armies and navies) to wage wars against China. These wars are known as the Opium
Wars. When Britain and the European empires won these wars, they forced Chinese leaders to sign agreements
that they did not want to sign. One of the main things these agreements forced China to do was to allow British
merchants to sell opium - a dangerous drug - to Chinese people. Britain made loads of money selling this
dangerous drug to Chinese people, against the wishes of the Chinese government. Furthermore, the small area
of Hong Kong was taken from China as a British colony, however the vast majority of China remained under
Qing rule. This showed that the British Empire had power over China, even though it did not directly govern
the country.

7. After reading the text, answer the following questions:

a. Where were most of Britain’s colonies in 1776?
b. What happened in 1776 that was disastrous for the British Empire?
c. Why did many people refer to the British Empire as ‘the empire on which the sun never sets’ in the
nineteenth century?
d. What were some of the key features of British colonialism in the nineteenth century?
e. Challenge question (read the challenge reading to answer this): How was China affected by British power
despite the fact that it was not an official British colony?

Adapted and retrieved from: https://www.ichistory.com/the-british-empire.html

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 21

8. Test your memory after having read the previous test and choose the correct options.

Retrieved from: https://www.thenational.academy/teachers/lessons/the-british-empire-1776-1900-61j66c#workshee t

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 22

 Podcast
Melvyn Bragg examines the British Empire. It was officially created on 1st January 1877 when Disraeli
had Queen Victoria proclaimed Empress of India, and it formally dissolved into the ‘Commonwealth’ in 1958.
But imperial passions stirred in Britain long before Victoria’s investiture and the ethos of Imperialism lives on.
At its height in 1919 the British Empire stretched from East to West, incorporating one quarter of the globe
and included such diverse colonies as Canada, Australia, parts of South America, the Persian Gulf, the Middle
East and China, New Zealand, much of Africa and of course India. By 1960, it had all but vanished off the face
of the earth. What drove Britain to build such an immense Empire, why did it all disappear so quickly and what
kind of legacy was left behind? With Maria Misra, Lecturer in Modern History and Fellow of Keble College,
Oxford, Peter Cain, Research Professor in History at Sheffield Hallam University and Catherine Hall, Professor
of Modern Social and Cultural History at University College London.

9. Access the link, listen to the podcast and take down notes. Then, write at least 10 main
ideas the speakers mentioned.

https://www.bbc.co.uk/sounds/play/p00547kp

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 23

The Unforeseen Consequences: The Collapse of the British
Empire
The British Empire was the largest, richest, and most powerful empire in world history. Several factors
brought about its ultimate decline. The British Empire developed into the Commonwealth in the 20th century,
as former British dependencies obtained sovereignty but retained ties to the United Kingdom.

Dominions and the Commonwealth

The idea of limited self-
government for some of Britain’s
colonies was first recommended
for Canada by Lord Durham in
1839. This system by which some
colonies are allowed to largely
manage their own affairs under
governors appointed by the
mother country spread rapidly. It
was put into effect in Canada in
1847 and later extended to the
Australian colonies, New
Zealand, and the Cape Colony
and Natal in southern Africa.
These colonies gained complete control over their internal affairs and in 1907 were granted the status of
dominions. Under dominion status colonies were still part of the empire and held allegiance to the British
crown but ruled themselves. These states became part of the British Commonwealth of Nations. The
Commonwealth developed from the British Empire. By the 19th century the traditional British policy of allowing
self-government in its colonies led to the existence of several dependent states that were populated with a
significant number of Europeans accustomed to forms of parliamentary rule and that required large measures
of authority. By 1931 these states were recognized as having special status within the empire, referred
specifically to as a “British Commonwealth of Nations.” The rapid growth of nationalism in other parts of the
empire from the 1920s produced a long series of grants of independence, beginning with India in 1947.
In 1949 India adopted a constitution proclaiming it a republic. It desired to remain in the
Commonwealth, but as a republic it could not recognize the British king or queen as its sovereign.
Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 24
Commonwealth heads of government agreed that
as a republic India could continue its membership
if it accepted the British crown as only “the symbol
of the free association” of Commonwealth
members. The word British was dropped from the
name of the organization, and thereafter the
official name was the Commonwealth of Nations
or simply the Commonwealth.

Nationalism and the End of Imperialism

Nationalist movements in Asian and African colonies fought to end British rule and to gain
independence. Mahatma Gandhi was leader of the nationalist movement against British rule of India and used
nonviolent methods to fight for India’s independence. By the 1960s most of Britain’s territories had become
independent countries. These areas of the empire now ruled themselves but most kept their ties to Britain as
members of the Commonwealth.

Competition with Other World Powers

Competition for trade resources between European countries, particularly Great Britain and France,
increased during the 18th century, but Britain remained powerful. At the start of the 20th century Britain’s
power began to erode. Britain was increasingly challenged by many other industrializing nations. As Germany
expanded its naval power, Britain saw its position as the dominant naval force of the world weaken. Colonial
Secretary Joseph Chamberlain attempted to gain Germany’s support for global collaboration and to reduce
Franco-Russian pressure on the British Empire. Despite three attempts between 1898 and 1901, an
understanding could not be reached between Britain and Germany.

The First and Second World Wars

After World War I ended the dominions signed the peace treaties for themselves and joined the newly
formed League of Nations as independent states. When World War II broke out in 1939 the dominions made
their own declarations of war, separately from Britain. Many parts of the empire contributed troops and
resources to the war effort and took a growing independent view. Both wars left Britain weakened and less
interested in its empire. Although Great Britain emerged as one of the victors of World War II, it had been
economically devastated by the conflict. The British Empire gradually gave way to the Commonwealth.
Adapted and retrieved from: https://www.britannica.com/summary/Decline-of-the-British-Empire

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 25

The Decline of the British Empire
The middle years of the 20th century were marked by a significant decline of the British Empire as its
domination of the economic and political aspects of different parts of the world reduced. The decline paved
the way for a reduction of injustices and divisions that had been caused by the policies of the British colonial
power in different countries around the globe. The former colonies of Britain attained independence, thereby
promoting the realization of socio-economic and political justice after periods of exploitation spearheaded by
capitalistic interests and racism under the British administration.

The onset of the Second World War affected the stability of the British Empire to a considerable extent.
Particularly, the capture of Singapore by Japan in 1942 denoted the invincibility of Britain. Thus, changing the
status quo was viewed as a possibility after the global war. Furthermore, an agreement between the British
government and the Indian Independence Movement provided room for the loyalty of the Indians during the
Second World War after which they would be granted sovereignty. The successful attainment of independence
by India inspired many other colonies of Britain to push for decolonization after the Second World War.

The fall of British rule in Ireland further showed the declining authority of the British Empire. Besides,
the setting of the Anglo-Irish Treaty in 1921 created an opportunity for Ireland to develop structures that would
liberate it from the British rule. In 1948, Ireland secured its independence from the United Kingdom to mark a
new chapter of the country’s political and economic development (Dawson, 2013). As such, the British Empire
was required to withdraw its Royal Navy from the Irish ports.

The emergence of anti-colonial movements in the various African colonies of Britain played a key role
in undermining the power of the British Empire (Coates, 2014). Important to note, nationalist movements
pushed for decolonization when they organized uprisings that sought to liberate the masses from social,
political, and economic unfairness (Plank, 2015). For instance, nationalist movements in Ghana and Kenya
prompted British administrators in the colonies to halt their operations to pave the way for independence.
Besides, national movements in the Caribbean and Asia also applied a considerable pressure on Britain to
rethink its commercial and imperial ambitions in the region (Dawson, 2013).

Surprisingly, in most cases, Britain hardly fought to retain its authority in its overseas colonies.
Eventually, the British Empire lost its authority over many colonies it had ruled for decades, owing to the
financial and military constraints it faced under the pressing need for decolonization.

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 26

1945: End of World War Two

The collapse of British imperial power - all but complete by the mid-1960s - can be traced directly to
the impact of World War Two.

The catastrophic British defeats in Europe and Asia between 1940 and 1942 destroyed its financial and
economic independence, the real foundation of the imperial system.

It also erased the old balance of power on which British security - at home and abroad - had largely
depended.

Although Britain was one of the victorious allies, the defeat of Germany had been mainly the work of
Soviet and American power, while that of Japan had been an almost entirely American triumph.

Britain had survived and recovered the territory lost during the war. But its prestige and authority, not
to mention its wealth, had been severely reduced.

The British found themselves locked into an imperial endgame from which every exit was blocked
except the trapdoor to oblivion.

1947: Partition of India

An early symptom of the weakness of the empire was Britain's withdrawal from India in 1947.

During World War Two, the British had mobilized India's resources for their imperial war effort. They
crushed the attempt of Mahatma Gandhi and the Indian National Congress to force them to 'quit India' in 1942.

Nonetheless, in an earlier bid to win Congress support, Britain had promised to give India full
independence once the war was over.

Within months of the end of the war, it was glaringly obvious that Britain lacked the means to defeat a
renewed mass campaign by the Congress. Its officials were exhausted and troops were lacking.

But the British still hoped that a self-governing India would remain part of their system of 'imperial
defense'. For this reason, Britain was desperate to keep India (and its army) united. These hopes came to
nothing.

By the time that the last viceroy, Lord Louis Mountbatten, arrived in India, Congress and its leader
Jawaharlal Nehru had begun to accept that unless they agreed to partition, they risked a descent into chaos
Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 27
and communal war before power could be transferred from British into Indian hands.

It was left to Mountbatten to stage a rapid handover to two successor governments (India and Pakistan)
before the ink was dry on their post-imperial frontiers.

Repairing Britain

The huge sense of relief at a more or less dignified exit, and much platitudinous rhetoric, disguised the
fact that the end of the Raj was a staggering blow for British world power.

Britain had lost the colony that had provided much of its military muscle east of Suez, as well as paying
'rent' for the 'hire' of much of Britain's own army.

The burden of the empire defense shifted back to a Britain that was both weaker and poorer than it
had been before 1939.

For these reasons, it may seem strange that the loss of India did not lead to a drastic reappraisal of
Britain's world interests and a 'timely' decision to abandon its far-flung commitments from the Caribbean to
Hong Kong.

Britain was now overshadowed by the United States and Soviet Union, its domestic economy had been
seriously weakened and the Labour government had embarked on a huge and expensive programme of social
reform.

In fact, British Prime Minister Clement Attlee and his cabinet colleague Ernest Bevin, who dominated
Labor’s foreign policy at the time, drew quite the opposite conclusion with regards to the future of Britain's
oversees interests.

1960s: Loss of the Colonies

With conditions as they stood, it was now becoming increasingly difficult to maintain even the
semblance of British world power. In the 1960s, British governments attempted forlornly to make bricks
without straw.

Britain tried and failed twice to enter the EEC, hoping partly to galvanize its stagnant economy, partly
to smash the Franco-German 'alliance'.

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 28

 To avoid being trapped in a costly struggle with local nationalist movements, Britain backed out of most
of the remaining colonies with unseemly haste. As late as 1959, it had publicly scheduled a degree of self-
government for Kenya, Uganda and Tanganyika. All became independent between 1961 and 1963.

British leaders gamely insisted, and no doubt believed, that Britain would remain at the 'top table' of
world power - a status guaranteed by its nuclear deterrent and its continuing influence in the ex-colonial world,
and symbolized by the Commonwealth which the ex-colonies had joined.

The situation did not go as planned. Britain's failure to stop the white settler revolt in Southern Rhodesia
in 1965 was a huge embarrassment and drew fierce condemnation from many new Commonwealth states.

In South East Asia, protecting the new federation of Malaysia against Indonesian aggression became
more and more costly.

Meanwhile the British economy staggered from crisis to crisis and the burden became unsustainable.
Devaluation of the pound in November 1967 was followed within weeks by the decision to withdraw Britain's
military presence east of Suez.

1970s to the Present: End of Empire

When Britain finally entered the European Community in 1973, the line had been drawn under Britain's
imperial age.

But the ending of an empire is rarely a tidy affair. The Rhodesian rebellion was to last until the late
1970s, Britain fought a war to retain the Falkland Islands in 1982 and Hong Kong continued, with tacit Chinese
agreement, as a British dependency until 1997.

The British at home had to come to terms with an unforeseen legacy of their imperial past - the large
inflow of migrants, mostly from South Asia.

In the 21st century, old imperial links still survive, particularly those based on language and law, which
may assume growing importance in a globalized world.

Even the Commonwealth, bruised and battered in the 1960s and 1970s, has retained a surprising utility
as a dense global network of informal connections, valued by its numerous small states.

As the experience of the empire recedes more deeply into Britain's own past, it has become the focus
of more attention than ever from British historians.
Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 29
Social Darwinism
and
Eugenics

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 30

Social Darwinism

10. Watch the following video about “Social Darwinism”. Which are the main ideas
mentioned by the speaker?

DARWINISM & Social Darwinism, Explained [AP Euro Review—Unit 7 Topic 4]

https://www.youtube.com/watch?v=ey51e8M2Q8s

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 31

Eugenics and Scientific Racism
Eugenics is an inaccurate theory linked to historical and present-day forms of discrimination, racism,
ableism and colonialism. It has persisted in policies and beliefs around the world, including the United States.

The Big Picture:

− Eugenics is the scientifically inaccurate theory that humans can be improved through selective breeding
of populations.

− Eugenicists believed in a prejudiced and incorrect

understanding of Mendelian genetics that claimed
abstract human qualities (e.g., intelligence and
social behaviors) were inherited in a simple fashion.
Similarly, they believed complex diseases and
disorders were solely the outcome of genetic
inheritance.

− The implementation of eugenics practices has

caused widespread harm, particularly to populations that are being marginalized.

− Eugenics is not a fringe movement. Starting in the late 1800s, leaders and intellectuals worldwide
perpetuated eugenic beliefs and policies based on common racist and xenophobic attitudes. Many of
these beliefs and policies still exist in the United States.

− The genomics communities continue to work to scientifically debunk eugenic myths and combat
modern-day manifestations of eugenics and scientific racism, particularly as they affect people of color,
people with disabilities and LGBTQ+ individuals.

What are eugenics and scientific racism?

Eugenics is the scientifically erroneous and immoral theory of “racial improvement” and “planned
breeding,” which gained popularity during the early 20th century. Eugenicists worldwide believed that they
could perfect human beings and eliminate so-called social ills through genetics and heredity. They believed the
use of methods such as involuntary sterilization, segregation and social exclusion would rid society of
individuals deemed by them to be unfit.

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 32

 Scientific racism is an ideology that appropriates the methods and legitimacy of science to argue for the
superiority of white Europeans and the inferiority of non-white people whose social and economic status have
been historically marginalized. Like eugenics, scientific racism grew out of:

− the misappropriation of revolutionary advances in medicine, anatomy and statistics during the 18th and
19th centuries.

− Charles Darwin’s theory of evolution through the mechanism of natural selection.

− Gregor Mendel’s laws of inheritance.

− Eugenic theories and scientific racism drew support from contemporary xenophobia, antisemitism, sexism,
colonialism and imperialism, as well as justifications of slavery, particularly in the United States.

How did eugenics begin?

Francis Galton, an English statistician, demographer and ethnologist (and cousin of Charles Darwin),
coined the term “eugenics” in 1883.

Galton defined eugenics as “the study of agencies under social control that may improve or impair the
racial qualities of future
generations either physically or
mentally.” Galton claimed that
health and disease, as well as
social and intellectual
characteristics, were based
upon heredity and the concept
of race.

During the 1870s and

1880s, discussions of “human
improvement” and the ideology of scientific racism became increasingly common. So-called experts
determined individuals and groups of people to be either superior or inferior. They believed biological and
behavioral characteristics were fixed and unchangeable, and placed individuals, populations and nations inside
of that hierarchy.

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 33

What did eugenics look like across the globe?

By the 1920s, eugenics had become a global movement. There was popular, elite and governmental
support for eugenics in Germany, the United States, Great Britain, Italy, Mexico, Canada and other countries.
Statisticians, economists, anthropologists, sociologists, social reformers, geneticists, public health officials and
members of the general public supported eugenics through a variety of academic and popular literature.

The most well-known application of eugenics occurred in Nazi Germany in the lead up to World War II
and the Holocaust. The Nazi German racial state between 1933 and 1945 used its resources to “cleanse” the
German people and the Nazi state of those they deemed “unworthy of life.” Nazis in Germany, Austria and
other occupied territories euthanized at least 70,000 adults and 5,200 children. They implemented a campaign
of forced sterilization that claimed at least 400,000 victims. This culminated in the near destruction of the
Jewish people, as well as an effort to eliminate other marginalized ethnic minorities, such as the Sinti and Roma,
individuals with disabilities and LGBTQ+ people.

What did eugenics look like in the United States?

In the United States, slavery and its legacies, fears

of “miscegenation” and eugenics were deeply connected
in the early 20th century. Prominent American eugenicists
expounded on their concerns of “race suicide,” or the
increasingly differential birthrates between immigrants
and non-Nordic races compared to native-born Nordic
whites. Eugenicists used these concerns to promote
discriminatory policies like anti-immigration and
sterilization.

American eugenicists from a variety of disciplines

declared certain individuals unfit, “feebleminded” or anti-social, which resulted in the involuntary sterilization
of at least 60,000 people through 30 states’ laws by the 1970s.

These eugenicists disproportionately targeted Latinxs, Native Americans, African Americans, poor
whites and people with disabilities during the entirety of the 20th century. Eugenicists were also crucial to the
enactment of discriminatory immigration legislation that was passed in 1924 (the Johnson-Reed Act), which
completely excluded immigrants from Asia.

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 34

Do eugenics and scientific racism still exist?

Yes.

While eugenics movements especially flourished during the three decades before the end of World War
II, eugenics practices such as involuntary sterilization, forced institutionalization, social ostracization and stigma
were common in many states until at least the 1970s and, in some instances, have continued into the present
in various forms.

With the completion of the Human Genome Project (HGP) and, more recently, advances in genomic
screening technologies, there is some concern about whether generating an increasing amount of genomic
information in the prenatal setting would lead to new societal pressures to terminate pregnancies where the
fetus is at heightened risk for genetic disorders, such as Down Syndrome and spina bifida.

The emergence of statistical techniques, such as polygenic risk scores, that can estimate risks for more
genetically complex disorders have raised concerns among ethicists that their use in the context of in vitro
fertilization and preimplantation genetic diagnoses. The possible genomic-based screening of embryos for
behavioral, psychosocial and/or intellectual traits would be reminiscent of the history of eugenics in its attempt
to eliminate certain individuals.

Some geneticists view both genomic screening and genetic counseling as an extension of eugenics.

What is NHGRI doing to address eugenics and scientific racism?

When the HGP began in

1990, there was widespread
concern that genomics would lead
to a new era of eugenics. Many
bioethicists were aware of how past
eugenic movements used genetic information to ostracize historically marginalized groups and believed that
people would use the outcomes of the HGP and subsequent developments in genomics to further marginalize
and stigmatize certain groups. People were also concerned that the HGP would usher in a new era of behavior
genetics, where genes would be used to explain certain behaviors. Many discussions about the HGP revolved
around whether employers or insurance companies could use genomic information to discriminate against
specific individuals.

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 35

 In response to these and other concerns, the National Center for Human Genome Research (now the
National Human Genome Research Institute, or NHGRI) founded the Ethical, Legal and Societal Implications
(ELSI) Research Program. For more than three decades, the NHGRI ELSI Research Program has funded research
on all aspects of the social and ethical implications of genomics, including the legacies of eugenics and scientific
racism in the context of new and emerging genetic and genomic technologies.

Building on a long tradition of these legacies, NHGRI is committed to taking proactive steps to provide
leadership in the field of genomics in addressing structural racism and anything that would foster eugenics-
based ideas. Together with efforts of the National Institute of Health, including the UNITE Initiative, NHGRI will
continue to combat the legacies of eugenics and scientific racism and their present-day manifestations to
develop an inclusive and welcoming genomics community.

In addition, the NHGRI History of Genomics Program is committed to interrogating the legacies of
eugenics and scientific racism to further develop ethical and equitable uses of genomics.

Adapted and retrieved from: https://www.genome.gov/about-genomics/fact-sheets/Eugenics-and-Scientific-Racism

11. Discuss the following questions:

a. Eugenicists conducted their research at prestigious universities and other respected scientific and
medical institutions. They also formed their own organizations, such as the International Congress of
Eugenics. What role do institutions play in giving legitimacy to ideas?

b. Galton insisted that the “best” people in a society are the “brightest.” What is the power of that
argument? How does it shape our society today?

c. How did people apply Darwin’s theory of natural selection to human society? What are the connections
between Social Darwinism and Eugenics?

d. Think of times when prejudice has blinded you or someone you know. How did you react when you
recognized the prejudice? How did you feel?

e. What are the key words in Galton’s definition of Eugenics?

f. Why did the findings of eugenicists and “race” scientists so often suggest that their own group was
superior? What evidence would you use to dispute the ideas and arguments of Eugenicists?

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 36

 12. To summarize this section, complete the following chart with the factors which
brought about the rise and the end of the British Empire.

Reasons The Rise of the Empire The Fall of the Empire

Geographical

Political

Economic

Social

Moral

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 37

The Commonwealth

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 38

Crafting a Commonwealth
The Commonwealth of Nations was born out of the slow disintegration of the British Empire, which
covered a fifth of the world’s surface at its peak in the late 19th century. Its holdings spanned from Hong Kong
to the Caribbean to a wide swath of southern and East Africa. Queen Victoria, whose reign was critical to
consolidating the empire, became Empress of India in 1877.

But even as the empire expanded, some of its colonies grew frustrated with imperial oversight. In 1864
representatives from the three British colonies in modern-day Canada began to negotiate merging into one
self-governing confederation. The territories—Nova Scotia, New Brunswick, and Canada—feared possible
aggression from the United States and wanted to establish their own defense forces. They also sought free
trade with their southern neighbor.
Anxious not to stoke another revolution like the one it had lost nearly a century earlier, Britain agreed
to its colonists’ terms in July 1867. But it didn’t give up control of the territory: Instead, a united Canada became
a British dominion. The distinction meant Canada could rule itself but its laws would still be subject to British

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 39

oversight—meaning they could be vetoed at the monarch’s discretion. In subsequent decades, other
predominantly white British colonies became dominions too, including Australia, New Zealand, Newfoundland,
South Africa, and the Irish Free State (now the Republic of Ireland).
In the aftermath of World War I, however, rising nationalism in the dominions, which had fought
alongside Britain, sparked a push for more than just self-governance. In 1926 Britain and the dominions agreed
that they would all be equal in status, “united by a common allegiance to the Crown.” The declaration—
formalized in 1931 with the Statute of Westminster—ushered in the official founding of the British
Commonwealth of Nations.
Today, the Commonwealth is made up of 54 member states that are united through their shared
history. Sixteen of the members are Commonwealth realms—independent countries that recognize the British
monarch as their head of state. Most members do not swear fealty to the British monarch, however—and five
even have their own royal families.
The 54 members of the Commonwealth of Nations tackle initiatives related to trade, environmental
protections, education, and more. Members have no obligations to one another, but are united through their
common values—and, for most, their shared histories as former British colonies.

Adapted and retrieved from: https://www.nationalgeographic.com/history/article/how-the-commonwealth-of-nations-arose-from-

a-crumbling-british-empire

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 40

United by a Common Allegiance
The slow dissolution of the British Empire began in the late 19th century as predominantly white colonies
such as Canada and Australia were granted dominion status—meaning they could pass their own laws, which
would be subject to royal approval. In 1926, Britain and the dominions formed the British Commonwealth of
Nations, agreeing they would all be "united by a common allegiance to the Crown." But when India declared its
independence in 1947, it chose not to swear fealty to the crown—opening the floodgate for other countries to
join the Commonwealth under the same conditions. With that, the organization officially became the
Commonwealth of Nations.

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 41

The Commonwealth Explained – BBC

13.Video-listening Activity:

Watch the following video about The Commonwealth and solve the activities.

What is the Commonwealth? - BBC What's New

https://www.youtube.com/watch?v=aWsvHuuV-qE

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 42

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 43
https://en.islcollective.com/english-esl-video-lessons/listening-comprehension/deep-listening-focus-on-meaning/the-
commonwealth-explained-bbc/496613

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 44

The Commonwealth of Nations

14.Video-listening Activity
Watch the following video about the rise of the Commonwealth and solve the activities.

The Rise of The Commonwealth of Nations

https://www.youtube.com/watch?v=MndfbY5OaXk

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 45

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 46
Retrieved: https://en.islcollective.com/english-esl-video-lessons/listening-comprehension/deep-listening-focus-on-
meaning/history/the-commonwealth-of-nations/819246

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 47

Flags of the Commonwealth

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 48

 The Commonwealth Games
The story of the Commonwealth Games is one of values and evolution. It is a cultural and social
celebration of the two billion people who make up a third of the global population — and the diverse races,
languages, beliefs, cultures, traditions and perspectives that make up this mass of humanity. This is also
reflected in the balanced structure and organization of the Games.
The Games are considered to have three key values: humanity, quality and destiny. These help the
Games to symbolize the coming together of the diverse group of nations in a central setting — as fellow human
beings. These values are echoed in the Athlete’s Oath, which is taken on behalf of all the competitors at the
Opening Ceremony of the Games. The oath goes: ‘We declare that we will take part in the Commonwealth
Games of (insert year) in the spirit of true sportsmanship, recognising the rules which govern them and desirous
of participating in them for the honor of our Commonwealth and for the glory of sport’.
The Commonwealth Games have evolved over
time much like the Commonwealth of Nations it
represents. From its inception in 1930 as the British
Empire Games, it has mirrored the changing orientation
of the greater organization. It was known by this name
until 1950, then from 1954 to 1966 it was the British
Empire and Commonwealth Games, 1970 to 1974 as the
British Commonwealth Games, and from 1978 it finally became known by its present name.
In terms of participants the Games are also significant. In addition to the 54 members of the
Commonwealth, 17 overseas territories, island states and crown dependencies take part in their own capacity.
These include the Home Nations of the United Kingdom, the Channel Islands, and places such as Bermuda,
Montserrat and the British Virgin Islands. These countries/states are able to express themselves through sport,
where politically they may be unable to do so.
Each Games has to include a minimum of 10 core sports on their timetable, which include: Athletics,
Badminton, Boxing (Men only), Lawn Bowls, Netball (Women only), Rugby 7s (Men only), Aquatics-Swimming,
Hockey, Squash and Weightlifting. On top of this they can include an additional seven sports out of: Archery,
Aquatics-Diving, Aquatics-Synchronized Swimming, Gymnastics-Artistic, Gymnastic-Rhythmic, Judo, Rowing,
Sailing, Shooting-Clay Target, Basketball, Canoeing, Cycling-Road, Cycling-Mountain Bike, Cycling-Track,
Shooting-Pistol, Shooting-Small Bore, Shooting-Full Bore, Softball, Table Tennis, Taekwondo, Tennis, Tenpin
Bowling, Triathlon and Wrestling. It should also be noted that a maximum of four team sports must also be
included (which have been included, to varying degrees, since 1998).
Adapted and retrieved: https://www.commonwealthofnations.org/commonwealth/the-commonwealth-games/
Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 49
History of the Commonwealth Games – 1930-2022
The history of the Commonwealth Games dating back to 1930.

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 50

The Commonwealth and Storytelling
Every Commonwealth country has a rich heritage of storytelling.
Read the Malaysian story “The Messenger of the Moon” retold by Mervyn Skipper. The story is taken
from A River of Stories: Tales and Poems from across the Commonwealth by Jan Pieńkowski.
In this story, the elephants discover that fresh water is not evenly distributed in their land. When the
elephants find the river, they probably feel there is enough water for everyone, but the monkeys see the
situation in a different way.

15.Reading and Speaking Activities:

Discuss with a partner the following questions:

− What is the reaction of the monkeys when they hear the elephants are coming? Why might they have
felt that way?

− What do they think is the moral of the story?

− As a teacher-to-be, which views, values and / or learning outcomes is the Commonwealth trying to
promote by telling this story?

Commonwealth Class Children's Short Story Writing Competition 2018

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 51

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 52
Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 53
 Folktale from Malaysia, The Messenger of the Moon, retold by Mervyn Skipper, taken from A River of Stories:
Tales and Poems from across the Commonwealth (www.ariverofstories.com) © Commonwealth Education Trust,
Illustrations and JanPie Fairytale font copyright Jan Pieńkowski.

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 54

Commonwealth Letters

16. Find out more about children`s lives across the Commonwealth by reading the letters
written by pupils at schools in Commonwealth countries. Then, in small groups, discuss
the following questions:

1. Which are the names of the children who wrote the letters?

2. What countries and areas do they come from? Can you find where they live on a map?

3. Are there any similarities and/or differences between the lives of those who wrote the letters?

4. Are there any similarities and/or differences between children’s lives in the Commonwealth and

children’s lives in Argentina?

5. What is the most interesting or

surprising piece of information in the

letters?

6. If you could ask one of the letter-

writers a question, what would it be?

7. In your view, what are Argentinian

students’ opinions about European countries, England, the English country and the process of

colonization?

8. How important is cultural acceptance within the classroom?

9. How can you, as an English teacher, promote a positive outlook on England, its language and culture?

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 55

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 56
Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 57
Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 58
Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 59
Children in the Commonwealth: Child Marriage in Bangladesh

Child marriage is one of the worst violations of a child rights that we can imagine. It specially affects
girls, robbing them of their childhood. Bangladesh has the fourth highest rate of child marriage in the world
after the Central African Republic and Chad, according to United Nations Children’s agency, UNICEF.
Child marriage around the world is associated with many harmful consequences, including health
dangers associated with early pregnancy, lower educational achievement for girls who may earlier, a higher
incidence of spousal violence and increased likelihood poverty. The link between lack of or poor education and
child marriage is borne out by research finding that in Bangladesh women with primary, secondary and higher
education compared to women with no formal education, were respectively 24 percent, 72 percent and 94
percent less likely to marry at a young age.

17.Watch the video and discuss the sensitive issues that it raises:

Epidemic of Child Marriage in Bangladesh

https://www.youtube.com/watch?v=0pJk6M5LgCg

1. What is child marriage?

2. Why does child marriage happen today?

3. How are poverty and child marriage connected?

4. How old are the children involved in child marriages?

5. What is the usual age difference between a child bride and her husband?

6. Why is child marriage harmful?

7. What are the consequences of child marriage?

8. How does access to education for girls help reduce child marriage?

9. Is it insensitive to interfere with other countries’ religious or cultural traditions around child marriage?

10. Do some research and find out how the Commonwealth addresses this problem in the countries which are
part of it.

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 60

 Malvinas
(The Falkland Islands)

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 61

Life in Malvinas Islands

18. Watch the following video and write, at least, 10 key ideas from the video.

How British Are THE FALKLAND ISLANDS?

https://www.youtube.com/watch?v=hXSImqV5Ios&t=1s

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 62

19.Watch the following video and write down main ideas

Falklands/Malvinas: Cómo es vivir al fin del mundo | Tele13

https://www.youtube.com/watch?v=B2o0_Y6Ib88

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 63

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 64
Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 65
Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 66
Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 67
Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 68
Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 69
Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 70
 20.Discuss, reflect and share:

1. Can an Empire ever be a force of good? If so, good for whom and in what way?
2. What and where was the British Empire?
3. Criticism of the Empire is dismissed by some people as a 'woke fad'. Do you think they are right, or are there
other reasons why people have become more critical of the past in recent years?
4. Was the 'new imperialism' of the late nineteenth century a symptom of British strength or British
weakness?
5. Were Britain's relations with her colonies and dominions fundamentally transformed in the inter-war
period? Yes? No? Why? How?
6. What were the consequences of the Second World War on the British Empire?
7. Was the Falklands conflict of 1982 an imperial war?
8. What significance does the Commonwealth possess?
9. What were the main defining features of the British Empire (beyond its territorial extent)?
10.Is there any point debating whether the British Empire was ‘good’ or bad’?
11.What were the major causes of British imperial expansion?
12.How did the character of the British Empire change across the centuries?
13.What role did migration play in the history of the British Empire?
14.Who benefitted from the British Empire?
15.How was the British Empire run?
16.In what ways did empire affect Britain and the British people?
17.What were the main causes of the British Empire’s demise?
18.What are the major legacies of the British Empire?
19.What is imperialism? Does it still exist?
20.What is Britain’s role in the world today?
21.51% of people who voted to leave the EU in the Brexit referendum believe that Britain’s former colonies
benefited from their inclusion in the Empire, compared with 22% of the voters who wanted to remain in
the EU. Does this surprise you? Do you think the voters' view of the Empire influenced the way they voted
in the referendum?
22.Do you agree that teaching about the negative aspects of imperialism can help reduce racism and
discrimination?
23.Is America an imperial power?
Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 71
21. Look at the following pictures, describe them. In your opinion, what do the authors
wanted to represent? Do you agree or disagree with such ideas?

“The British Empire” by Bernard Porter

“Britannia Rules the Waves” by Nicholas Habbe

Estudios Socioculturales y Literarios de los Pueblos de Habla Inglesa II – page 72