This lesson is titled: How did the Domesday book control England? L.O. Describe key features of the Domesday book Explain how the Domesday book helped William to control England It was created for a Year 7 group, could be adapted for Year 6. It includes a fully-resourced role play activity. Please pay attention to the instructions in the notes below the slides.

This lesson covers the experiences of colonial troops in the East Africa campaign. It was designed for a Year 9 course of study on the First World War, aimed at improving the diversity of curriculum provision on this topic. It draws from a range of sources taken from the Imperial War Museum website, and includes a clip from a David Olusoga documentary. L.o. to investigate experiences of the First World War in East Africa It requires some prior knowledge about the Western Front and alliance systems. Although designed for Year 9 it is easily adaptable for older or younger students, and could be an excellent inclusion for Black History Month. Links: imperialism, scramble for Africa, First World War, Warfare through time, Western front, colonialism, empire, militarism

This lesson examines Russia and the Russian empire in 1900, ideal for situating KS3 in pre-revolutionary Russia prior for a causation enquiry into the revolutionary period. Lesson title: What was Russia like in 1900? Lo: To use a range of sources to explain what Russia was like at the turn of the 20th century There is also a homework activity where students find out about the rebellions of the 19th century, to more boradly contextualise the the 20th century revolutions. Includes: empire, tsar, church, hierarchy, peasants, industrialisation

This lesson further explores how migrants impacted the UK in the 20th century, including the NHS, built environment, culture, sport, industry and economy. Designed for the Edexcel migration thematic study. Could be adapted for a study of postwar Britain, or included in a Black History Month scheme of work. L.o. to explain the impact of migration on culture and the economy 1900-present This lesson features a fully resourced independent student activity covering the key content, plus a 12 mark exam question

In this lesson, students examine the experiences of Caribbean and commonwealth migrants in Britain after the Second World War. This lesson was designed as part of my scheme of work on modern Britain for the Edexcel migration thematic study, however works particularly well as a standalone lesson and could complement any study of postwar Britain - and could be a good inclusion for a Black History Month programme of study. It features a fully resourced source worksheets with a range of primary sources and accompanying activities, plus an activity to accompany a short BBC feature on first hand testimony of Windrush era migrants. LOs: To use a range of sources to explain the experiences of Caribbean migrants in Britain To use own knowledge to evaluate the typicality of sources Includes: Empire, Windrush, Colour bar, Black communities Bristol and Brixton, discrimination, Black British History Please note that the content of this lesson addresses racism and discrimination, and the video features racist language, so must be handled sensitively and is therefore not suitable for below KS4

This lesson is titled: Why did Russia leave the ‘Great War’? It covers a range of short-term causes of the 1917 revolution, including Rasputin’s influence, failures of the Tsar, impact of the First World War. It builds on some prior knowledge of a) causes of WW1 b) context of Russia in the early 20th century c) events of 1905 Lesson objective: to investigate the causes of the February 1917 revolution

This lesson is entitled ‘How did the Bolsheviks seize power?’ L.o. To describe the October revolution and explain why the Bolsheviks were successful It includes a video task, fully resourced timeline activity and recap plenary

This lesson explores changing attitudes to migration in the second half of the 20th century: the rise of the far right; Enoch Powell’s ‘Rivers of Blood’ speech, Brixton riots, Burnley riots, the role of the media, Oswald Moseley, fascism in Britain. L.o. to describe how migrants experienced life in Britain after WW2 To explain reasons why their experiences changed over time Please note this lesson requires access to the Pearson edexcel migration textbook

This lesson was designed for the Edexcel migration GCSE paper but can be used fro any early modern migration study. It covers economic, social, religious, political factors and focuses on the key case studies of Soho and Spitalfields L.o.s To explain why the Huguenots were generally successful in settling in England To evaluate the relative importance of these reasons please note this lesson refers to the Edexcel Pearson migrants in Britain textbook

Suitable for the Edexcel thematic migration paper. Learning objectives: To explain why Jewish people migrated to Medieval England To evaluate how welcome and integrated they were Please note this lesson requires the Edexcel pearson textbook for this course.

This lesson covers the experiences of colonial troops in from the British West Indies Regiment in the First World War. It was designed for a Year 9 course of study on the First World War, aimed at improving the diversity of curriculum provision on this topic. It draws from a range of sources taken from the Imperial War Museum website and includes independent source investigation (textual and pictorial) plus a literacy focused reading activity: reading for gist and reading for detail. L.O. To evaluate the experiences and treatment of colonial troops from the Caribbean in WW1 It requires some prior knowledge about the Western Front/broader WW1 context. Although designed for Year 9 it is easily adaptable for older or younger students, and could be an excellent inclusion for Black History Month. Links: imperialism, scramble for Africa, First World War, Warfare through time, Western front, colonialism, empire, militarism, independence movements

This lesson, entitled: Why did the Russian people rebel in 1905? covers the reasons for unpopularity of the Tsarist government by 1905, including the Russo-Japanese war, economic problems, inequalities, failures of the Tsar. Lesson objectives: To describe the events of 1905 To evaluate reasons why the people opposed Tsarist rule

This booklet was designed to accompany the Small Axe drama ‘Mangrove’. There are a series of comprehension questions for a number of extracts from the film. There is also a homework source analysis task. I created this for the historic environment section of the Edexcel migration paper. PLEASE NOTE: The timings correspond to the film as it appears on BBC iplayer The film, if you haven’t seen it already, features upsetting scenes so please watch it first to determine if appropriate for your class and prepare students for what they’re about to see. It’s an excellent learning resource but a challenging watch so needs to be handled sensitively.

Lesson title: What fuelled the industrial revolution? L.O.s To describe how imperial trade impacted industry in Britain To explain why this was so profitable for Britain This lesson explores the links between the productivity of the industrial revolution and the exploitation of enslaved labour. The main activity involves map annotation using an original resource detailing the role of British companies such as Wills tobacco in the slave trade. This is the first lesson of a three-part mini enquiry entitled ‘Why did Colston fall?’ that links the legacy of empire and slavery to modern debates around statutes and memorialisation, including the Black Lives Matter campaign. The rest of the enquiry is available on my shop in a bundle, but it can work as a standalone lesson. It is a great inclusion if you are looking to update your teaching of the Industrial Revolution, make links between the study of empire and industry, improve links to contemporary issues - especially in time to mark Black History Month.

L.o.s: Describe the driving forces behind Irish migration after 1845 Examine the experience of Irish migrants after 1850 This lesson, designed for the Edexcel migration thematic study (but applicable for use with other boards) focuses on the experiences of Irish migrants, and uses contemporary cartoons to examine anti-Irish prejudice. Links: Empire, Migration, Industrial Revolution, Potato Famine Please note this lesson refers to the Pearson Migration textbook on one occasion*

This lesson applies prior learning on the context of postwar migration to Notting Hill, and housing in the area for Caribbean Migrants (HMOs, slum landlords, the racial discrimination) to source evaluation skills to prepare students for the historic environment section of the Edexcel migrants in Britain thematic paper.

Adapted from a pearson resource, this lesson introduces students to a range of different migrant stories from the industrial period as well as reasons for migration. Designed for the Edexcel migration GCSE thematic study, but suitable for OCR/AQA or HPA KS3. Can be adapted as a great Year 9 GCSE taster lesson Learning objectives… Identify the factors driving migration in the industrial period. Identify differing migrant groups in the period c1700–c1900; and identify where they migrated from.

Lesson designed for the Edexcel Migration thematic study but adaptable for other exam boards. Main activity adapted from a Pearson resource. L.O.: To investigate the experiences of African and Indian migrants to the UK in the Industrial period To explain the role factors (such as government, empire, economic opportunity, social attitudes) played in their experiences

This lesson is adapted from a Pearson resource for the Migrants in Britain thematic study. The lesson examines the impact of migrants in the industrial period on Britain culturally, economically, politically, media, built environment. L.o. To evaluate the extent to which migrants impacted Britain in the industrial period Please note: this lesson requires access to the Pearson Migrants in Britain textbook