https://www.jstor.org/stable/10.1086/497716
There was a massive flow of technology and skills from Britain to her colonies India was regarded as the centrepiece of the British Empire and
Tools of Empire: Technology and European Imperialism in the Nineteenth Century (New York: 5 Michael Worboys “Science and British Colonial Imperialism
https://www.journals.uchicago.edu/doi/pdf/10.1086/497716
and Information Technologies in the British Literary Imagination 1857–1918. communication
https://www.tandfonline.com/doi/pdf/10.1080/07341510500037537
6 In Science. Technology
4 mai 2022 the Victorian British Empire by Bruce J. Hunt (review). Andrea Giuntini. Technology and Culture Volume 63
nature of technology when the Indian government seized on tech nological development as a means of making Mesopotamia fit for modern warfare and of redeeming
https://www.jstor.org/stable/10.2979/filmhistory.26.4.32
‘Dissolving Distance: Technology Space and Empire in British Political Thought 1770–1900’ Journal of Modern History 77 (2005) 561–2 6 For new approaches to the comparative study of settler colonialisms (British French German and Japanese) see C Elkins and S Pedersen (eds ) Settler Colonialism in the
By the 1830s cotton represented 20 of British imports and cotton goods were 50 of British exports The cotton industry rose from being about 0 of GNP in 1760 to about 8 of GNP by 1812 By 1860 65 of all the cotton goods produced in Britain were for export as were 38 of woolen goods and 40 of linen goods
In both the formal and informal British Empire, in temperate and tropical colonies, their transfer gave Imperial agents more scope for intervention. Technologies empowered the metropole but also, to some degree, strengthened the periphery. They also led diverse peoples to pursue the same material ends by employing similar techniques.
If the Empire was a system of exploitation, it was a very inept one. The British paid far more in tax than their European counterparts, much of it for imperial defence, while subjects of the Empire paid less tax than people outside it.
This is an interpretations activity on the British Empire which guides students through existing academic interpretations to the evidence they need to decide for themselves. There is guided reading, evidence sorting and a creative outcome task– designing an Empire map to reflect students' own views. Great at the end of KS3 enquiry.
The British Empire was very unconventional in how it obtained its power. As great empires before it often seemed to rely somewhat on the strength of their armies. This was very much the case for Rome, the Mongols, the French and German empires for example.