The Charge of the Light Brigade: Introduction

The Charge of the Light Brigade, made in 1968, looks at what is often regarded as a great British blunder, where the Light Brigade was 'lost' by incompetence leading to a series of devastating mistakes. Carefully setting the period in context, the film looks at Victorian society, the army and foreign policy before the climax of the Charge. The scene at the end, when Raglan, Lucan and Cardigan all argue over who has 'lost' the Light Brigade is a classic of British understatement.

The film is, by and large, historically accurate - or as accurate as it can be given the uncertainties surrounding some of the events. It faithfully portrays the 'two nations' - rich and poor - of mid-Victorian Britain, and the barbarity of the army. It shows the animosity felt towards Captain Nolan, a professional soldier risen through the ranks of the Indian Army, rather than a 'gifted' amateur who bought his commission or was promoted through his connections. It is as much a comment on Victorian society as it is a comment on military incompetence. As such it has a myriad of uses in the classroom, even if you do not study the Crimean War. The final scenes - the charge - are, if anything, understated, but would make an excellent sequence to counterpose with something from World War II - say Hitler's Blitzkreig - as a way of looking at the changing technology of warfare.

The film can be used with Year 8 and 9: Britain 1750-1900, to investigate both British society in Victorian times and Empire and Colonies. It also can be used with Year 12 to support AS specifications, such as:

• OCR: Britain 1846-1903: What issues were involved for Britain in the Crimean War?;
• Edexcel: Britain and Decolonisation from 1870;
• AQA: Rivalry and Conflict in Europe 1825-1941.

For a useful review by a military historian see: http://www.channel4.com/history/microsites/H/history/a-b/brigade.html

Learning objectives for History and cineliteracy:

The bfi has developed a guide Moving Images in the Classroom, which indicates how critical thinking about moving image media can be integrated across the curriculum. For example it suggests that

• Pupils should learn that there are different kinds of moving image texts which represent past events and individuals.
• These texts can have different values as historical sources.
• Producers and directors can use moving image texts to reflect their own views or to affect the audience in a particular way.

For more detail on these see pp22-23 of Moving Images in the Classroom

Learning Objectives

At Key Stage 3, the film could be used to further develop any of the National Curriculum skills - knowledge and understanding, interpretations, enquiry, and communication - depending on where you place the emphasis. It would also be excellent at helping pupils develop a feel for the period, in a way that pictures and texts cannot. The exemplar lessons indicate which study skills they are targeting.

At A2 Level, the film could be used for work on evidence - its reliability and utility - and for interpretations, as well as to help develop that crucial skill of historiography: explaining why events are portrayed the way they are, and why this changes over time.