Suitable for the GCSE Edexcel Migrants in Britain thematic paper. Lesson objectives: To explain why the Viking peoples migrated to England To explain how their presence impacted England Video resources, task one: https://www.youtube.com/watch?v=A16td8LuJls task three: https://www.youtube.com/watch?v=WAjFKzyunrc

This lesson, entitled ‘Why did the Reds fight the Whites?’ It covers the causes of the war, and examines the relative strengths of the belligerents with a fully resourced top trumps activity, and covers the outcomes of the conflict. L.O.: To explain the outcome of the Russian Civil War

Useful as part of an enquiry into the Norman conquest and consolidation of power in the years following 1066. This lesson explores the key differences between Anglo Saxon and Norman castles, introduces a number of key words, has an interactive group activity followed by a write-up and ‘motte or not’ plenary. All fully resourced. Lesson objectives: To describe how Normans changed English settlements To explain the reasons for these changes To evaluate the strength and weaknesses of Norman settlements

Designed for the Edexcel GCSE thematic Migrants in Britain study, this lesson covers the migration of Italians and Germans in the 19th century to the UK. This lesson features a short starter activity recapping a previous lesson on migrants from India and Africa, this lesson is available from my shop. L.O. To explain the reasons for migration and experiences of migrants from Italy and Germany Please note, this lesson requires access to a copy of the Pearson Edexcel Migrants in Britain textbook

This lesson, designed for the Edexcel migration course, focuses on the experiences of non-European migrants in Early Modern England. Lo.s: Examine the experiences of some migrants to England from outside Europe in the early modern period. Evaluate similarities and differences between migrants’ experiences. Please note there is a reference to prior learning about Huguenots, Gypsies, Jews and Palatines in the starter and the plenary. This prior knowledge is not needed to engage with the main activities or meet the learning objective. Lessons on these topics can be found in my shop

Lesson designed for the Edexcel GCSE migration thematic study; adaptable for other exam boards/suitable for Y9 high prior attainers. L.O.: To explain the impact of early modern migrants on trade, industry and agriculture. Please note this lesson requires Pearson Edexcel Migrants in Britain GCSE textbook

This is the first lesson in a scheme of work on the historic environment of Notting Hill 1948-1970 as part of the Edexcel migrants in Britain thematic study. This lesson consolidates the national picture regarding migration to Britain, situates Notting Hill, and covers the reasons for migration to Britain by people from the Caribbean in the immediate postwar period, including: impact of WW2 and the Blitz, NHS, Windrush, British nationality act 1948, Commonwealth L.o.: To consolidate knowledge of the national context of Britain and migration 1948-1970 Includes a fact-finding activity, a 16 mark question, and a source evaluation plenary Please note this lesson requires access to a copy of Pearson’s migration GCSE textbook

Lesson title: How should Britain’s imperial past be remembered? L.o:To investigate and reach my own conclusion the importance of statues to remembering our history This lesson asks students to apply knowledge about Britain’s role in imperialism and slavery to engage in the debate about statues and memorialisation of empire in modern Britain. The lesson, which lends itself well to discussion and debate, involves students watching news clips, answering comprehension questions, and interpreting quotes from contemporary historians and politicians to reach their own conclusion about the role of imperial-era statues in modern Britain, and how the imperial past should be remembered. This is the second 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 this can be adapted into 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 your curriculum links to contemporary issues - especially in time to mark Black History Month.

Title: How did Britain profit from slavery? L.o.: To explain how the profits of slavery and imperial trade shaped Britain during the industrial period This lesson explores the ways in which the exploitation of enslaved labour in the colonies and America generate profit for people in Britain, impacting the economy, society, and built environment. This is the second 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 this can be adapted into 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 your curriculum links to contemporary issues - especially in time to mark Black History Month.

Lesson 2 in a scheme of work designed for the historic environment section of Edexcel’s Migrants in Britain paper focusing on Caribbean migration to Notting Hill 1948-1970. This lesson explores the barriers to housing experienced by Caribbean migrants, with content including: The reasons for Caribbean; migration to the area; the problems of housing: houses of multiple occupation (HMOs); overcrowding and slum landlords, e.g. Peter Rachman; Bruce Kenrick and the Notting Hill Housing association L.o.: To investigate the problems of housing in Notting Hill Could be useful to support development of your KS4 20th century British curriculum during Black History Month

L.o. To explain the impact of Caribbean migration on the economic, social, and cultural life of Notting Hill This lesson, number 4 in a scheme of work on the historic environment section of the edexcel migration thematic paper, covers the development of the Caribbean community in Notting Hill through exploring their impact on the economic, social, and cultural life. Includes: the development of shops, markets, cafes and restaurants, shebeens, nightclubs and entertainment which featured Caribbean food and music. The development of All Saints Road. Mutual self-help organisations, e.g. ‘pardner’ schemes. Could be useful to support development of your KS4 20th century British curriculum during Black History Month

This lesson is designed for the Edexcel migrants in Britain thematic study and explores the case study of Asian migrants in Leicester in the postwar period. This lesson features an inference square starter, detailed exploration of the experiences of migrants in Leicester, and a plenary practise exam question. L.o. to evaluate the experiences and impact of migrants in Leicester over time Please note this lesson requires access to the Pearson Migrants in Britain textbook Themes/links: migration, empire, colonialism, diversity, religious tolerance, media, social attitudes

Introductory lesson setting up the early modern period in the GCSE migration spec. Designed for Edexcel but would support OCR/AQA Covers changes to England from the Medieval to Early Modern period and how this influenced migration. L.O.: To explain how changes to England in the Early Modern period affected migration

Suitable for migration GCSE thematic study. Designed for Edexcel but may be suitable for OCR/AQA. Please note this lesson requires the edexcel pearson migration textbook. Covers Huguenot and Palatine migrants’ reasons for migration in the context of the Reformation and post-Reformation conflicts. L.o.s: To gain an overview of the Reformation and why it caused such turmoil, war, and persecution across Europe. To identify and compare the reasons for Huguenot and Palatine migration to early modern England.

Designed for the Edexcel migration paper, this lesson focuses on the experiences of and reasons for migration and the Jewish community of London’s East End in the late 19th century. Suitable for Edexcel and other exam boards. Links include: industrial revolution, Jack the Ripper, crime and policing L.o. To explain why Jews migrated from Europe in the 19th century To evaluate their experiences in Britain Please note this lesson requires the Pearson Migrants in Britain textbook

This lesson, planned for the Edexcel spec, covers the role of Menasseh ben Israel, Oliver Cromwell, and additional factors in the return of Jewish migrants to England following expulsion in 1290. It also recaps the experiences of Jewish migrants in Medieval England. please note this lesson requires a photocopy of a page in the edexcel pearson GCSE migration textbook Lesson objectives: To explain why Jewish migration was able to resume in this period To evaluate the role of Oliver Cromwell, Menasseh ben Israel, and FACTORS in shaping this