What was the context and impact of migration in modern Britain? This collection of original documents can be used to support GCSE units on modern British immigration for AQA History: Britain: Migration, empires, and the people: c790 to the present day; Edexcel, Migrants in Britain c800-present; OCR, Migrants to Britain c1250 to present (Schools History Project) and for ‘depth studies’ on ‘Modern Britain’ at A Level for AQA and Edexcel. Some of sources could be selected by teachers to support history lessons for the Key stage 3 unit: ‘Challenges for Britain, Europe, and the wider world 1901 to the present day: social, cultural, and technological change in post-war British society; Britain’s place in the world since 1945’. This collection of original documents is particularly useful for knowledge selection on modern British migration. Teachers can use it with students to develop their own historical enquiries as well as to prepare and practice source-based exam questions. The collection includes a wide range of source types to encourage students to think more broadly when exploring attitudes towards migration and its impact. Teachers have the flexibility to download all documents and transcripts to create their own resources. It is important to note that many documents cover sensitive subjects. Some include language and concepts that are entirely unacceptable and inappropriate today. We suggest that teachers look at the material carefully before introducing to students. It would be helpful to discuss the language and ideas contained in a source beforehand. Teachers may wish to break the documents into smaller extracts if they appear too long or create additional simplified transcripts. Please note that the government film on the Race Relations Act 1968 (available via The National Archives website) is a public record created in 1969. It was also released in Hindi and Urdu. It has been preserved and presented by the BFI National Archive on behalf of The National Archives. Courtesy of the BFI National Archive. It includes language which may be considered offensive. However, we think it important to show the film as accurate representation of the record to help us understand the past. With each document we have provided a ‘brief descriptor’ to signal the content; a document caption, and 3-4 suggested prompt questions. We hope this will allow students to work independently if wished on any document, or within small class discussion groups, or to assist teachers in the development of their own questions. Also included in these notes is a suggested starter activity. The aim is to familiarise learners with the types of sources contained in the collection. We hope too that exposure to original source material may also foster further document research.

Teachers notes and a 26 document collection on the Holocaust from the National Archives' repositories. These key documents from The National Archives lend themselves most readily to an analysis of the Allied response to the question of saving the Jews. The documents in the collection are labelled and arranged together according to theme. Please note some of these documents, particularly towards the end of the collection, are distressing to read. Please be aware of this when presenting to students.

This collection of photographs from The National Archives’ image library has been collated to provide a resource for English Language GCSE. The images can be used for descriptive or narrative creative writing prompts, allowing students to consider a variety of historical scenes as inspiration for their writing. Whilst the resources have been designed with the English Language GCSE in mind, they can be used for other age groups to develop imagination when considering character and description. Each image has been provided with its original document reference and description to offer some context to the image if desired, such as time period and location. However, the descriptions are deliberately brief and there are no correct answers required in creative writing. The photographs are presented as prompts only and students are not required to write creatively about actual historical places, figures or events.

This lesson is intended for use either as part of a study of the use of propaganda over time, or within the context of work on Elizabethan England and the Spanish Armada.

The purpose of this document collection is to allow students and teachers to develop their own questions and lines of historical enquiry. A possible enquiry question would be: 'What was Britain's response to the child refugee problem in Nazi occupied countries?' Again, these sources could be used to support school programmes which use survivor testimony. Alternatively, teachers may wish to use the collection to develop their own resources or to &'curate&'; their own 'exhibition&'.

Magna Carta is called the most important document in history. So important that people still call upon it 800 years later. But where did it come from and why did people die for it? Jump into the 13th century and decide for yourself why Magna Carta keeps coming back… Collect Badges for each stage of learning in this interactive resource

This document collection allows students and teachers to develop their own lines of historical enquiry or historical questions using original documents on this period of history. Students could work with a group of sources which identifies different themes – for example, loyalty, bravery, motivation, radicalism or sedition within the Indian army. They also could consider how the experience of the Indian army affected imperial relations or assess the contribution of the Indian Army to the First World War. We hope that the breadth of the collection allows such flexibility and offers students the chance to develop their powers of evaluation and analysis and support their course work. Also, teachers can use the collection to develop their own resources or encourage students to ‘curate’ their own ‘exhibition’ of the most significant documents on the topic. The pdf holds our teachers notes, curriculum connections and a link to the 25 document collection on The National Archives website.

This collection of documents introduces students and teachers to the reign of Elizabeth I through the original State Papers held at The National Archives. They have been selected and introduced by eminent historian of the period, Tracy Borman. Students and teachers can use the documents to develop their own questions and explore their own lines of historical enquiry on different aspects of Elizabeth’s reign including the marriage question and succession, her style of monarchy, religious and foreign policy, or her relationship with Mary, Queen of Scots. The documents offer students a chance to develop their powers of evaluation and analysis and support their course work. Alternatively, teachers may wish to use the collection to develop their own resources or encourage students to ‘curate’ their own ‘exhibition’ of the most significant sources on the topic. All documents are supported with some contextual information. Transcripts are provided and more difficult vocabulary is explained in square brackets. Updated - Now with ZIP file of all documents to download.

Holding History is a stop motion animated film created by students during a week-long workshop at The National Archives. The film was designed to highlight key historical stories from within our collection and covers a variety of time periods and themes. Many thanks to the Friends of The National Archives for their support on this project. When making the film, students were asked to consider: What is The National Archives? How has it changed and developed over the centuries? And what are the challenges, threats and importance of an archive in today’s world? Each student was then given a specific story to research within our records before they could storyboard, design, create and capture their stop motion sets. These finished film clips can now be used by teachers and students as brief overviews, introductions or interest points for the various topics explored within the film. These accompanying questions are designed to work alongside the film clip, to guide students in thinking about what they have learned from the clip or from their lessons and previous knowledge. Some questions can be answered from the film itself, others are intended to be answered after class discussion or independent thought. The clips can also work as a model for student’s creative exploration of history, allowing students to see what can be done to tell stories from history and inspire their own creative work – either through animation, drawing, storytelling or other creative exploits.

The National Archives has created a set of resources for use in secondary level school assemblies to mark the 25th anniversary of the signing of the Belfast or Good Friday Agreement which ended the conflict in Northern Ireland. A 7-minute video gives an overview of the conflict and the peace process that brought it to an end, plus details about what the Agreement did and the results of it. This can be used as part of an assembly presentation which should take around 15-20 minutes depending on the amount of time allowed for discussion at the beginning about what students know already about Northern Ireland and the Agreement. There are additional resources designed to embed knowledge about the Agreement and support student discussion about how it successfully brought an end to the violence and established a new era of peace in Northern Ireland.

On 4 August 1972, General Idi Amin, leader of Uganda declared his intension to expel all Asian passport holders from Uganda. This was regardless of whether they were British nationals. He argued that since they had all been British subjects at some point, he was right to include even those who had taken out Ugandan citizenship. What was the impact of this decision on the lives of Ugandan Asians? What did it mean to become stateless? What was Amin’s motivation for this policy? How did the British Government respond to his actions? What was the reaction of the British public? British Ugandan Asians at 50 logo Use this lesson to find original documents and video testimonies which explore the expulsion of Ugandan Asians and their experience as refugees in Britain. This lesson has been developed with the support of the British Ugandan Asians at 50, a programme of the India Overseas Trust. We are grateful for their generosity in supplying the video testimonies included in this lesson.

The six documents selected within this package reveal the difficulties of making peace at two selected snapshots of time in the peace process in Northern Ireland: June 1996 and June 1997, as well as how and when progress was made at these points. Although this is ‘packaged’ as a single lesson, it is likely to take at least two lesson periods of learning time to complete if all students use all the sources. Alternatively the sources could be shared within small groups with each student working on a single source and feeding back. Students are encouraged to analyse each document, looking for: any evidence that the talks are going well or that progress is being made; any evidence that there are still challenges or barriers to peace; and the reasons why making peace was difficult Learning objectives By the end of the session, students will: know two of the key moments on the road towards the Belfast (Good Friday) Agreement; understand why it was so difficult to make peace; and be able to use contemporary documents to deepen their understanding of the peace process. Please note, the transcripts of the resources retain any typographical errors included in the original documents.

This resource takes a twin track approach to the subject matter. Track 1: The significance of the Belfast (Good Friday) Agreement of 1998 The Agreement was clearly an event of huge historical significance. However, it can sometimes be difficult to articulate why this was the case. This collection of documents aims to help students to meet this challenge. In the first instance, they are presented with two documents in which prominent political figures clearly think the Agreement was significant and successful. They are then asked to examine six more documents which all illuminate some aspect of the attempts to implement the Agreement and make it work. In the process the documents also provide evidence of the difficulties faced and the determination of the participants to overcome these difficulties. Track 2: How historians use sources This resource is NOT an examination practice paper. It is designed to take one step back from the exam question-based approach and to explore how historians think about documents and make use of them. The aim is that by understanding this set of fundamentals, students will be better equipped for the inevitably more limited approaches which examination conditions place on them. In this instance, students are introduced to the concept of a line of argument. This is a challenging idea, and it is difficult to master. With this in mind, we have provided some examples of lines of argument relating to the key issue of the significance of the Agreement for relations between Great Britain, Northern Ireland and Ireland. The five possible lines of argument are: The Agreement ended all of the tensions over Northern Ireland between the UK and Ireland. The Agreement failed to ease tensions over Northern Ireland between the UK and Ireland. Some groups actively opposed the Agreement even after it was signed. All sides gave up on the Agreement after it was signed. Despite the problems, all sides worked hard to make the Agreement work and this helped to ease tensions over Northern Ireland between the UK and Ireland. In each source we ask students to consider which argument the document could be used to support. For each document, there are additional questions to aid students in their analysis. Students should complete the table before discussing which of the lines of argument are supported by the sources. It is possible that several are supported so they will then need to make a judgement about which has the most evidence and is the most convincing. Once students have decided on a line of argument, they should develop an extended paragraph in response to the question “What was the significance of the Belfast (Good Friday) Agreement?” Their answer should explain why they have chosen the line of argument and what evidence from the sources supports it. Please note, the transcripts of the resources retain any typographical errors included in the original documents.

The two documents selected within this package (one from the National Archives of Ireland and one from the National Archives in Kew) reveal the doubts about whether a peace agreement for Northern Ireland could be reached just days before it was finally signed by all parties. The documents also cover all the twists and turns of the final 72 hours of negotiation. It is expected that students will already have completed ‘The Road to the Belfast (Good Friday) Agreement’ lesson pack, although this is not essential. This lesson provides a contrast to that lesson: whereas the previous lesson focussed more on the barriers to peace, this centres more on how agreement was reached. In the main activity, students are encouraged to analyse extracts from a long document, a report on the final 72 hours written by John Holmes, Principal Private Secretary (PPS) to Tony Blair. In a similar process to lessons 1- 2, they need to look for: any evidence that the talks are going well or that an agreement is close any evidence that there are still challenges or that agreement seems far away key turning points / actions of individuals that make breakthrough possible They will chart the progress of the negotiations by plotting the 20 points on a graph to represent them in a visual form (teachers may wish to remove extracts in order to cut down the number students need to examine). Learning objectives By the end of the session, students will: know what barriers still stood in the way of an agreement, 7–10 April 1998 understand how the Belfast (Good Friday) Agreement was finally achieved be able to use contemporary documents to deepen your understanding Please note, the transcripts of the resources retain any typographical errors included in the original documents.

The resource takes a twin-track approach. Track 1: The significance of the Downing Street Declaration The six documents raise awareness and understanding of key events, developments and processes which contributed in some way to the Downing Street Declaration and the wider peace process. The main question is : What was the significance of the Downing Street Declaration? In one sense the answer to this is simple: the Declaration, as Source 6 clearly states, was designed to offer the Republican movement in Northern Ireland a pathway towards an end to violent action. Of course, the process of reaching a point where the Declaration could be made was far from simple. There were many contributory factors: individuals, groups, movements; developments in Ireland and the USA. These documents provide an insight into the workings and impact of just a few of these factors. Track 2: How historians use sources Making effective use of sources is not some mechanical process or skill which is separate from knowledge and context. It is a craft which experts take many years to develop and constantly look to improve on. The examination paper for this part of the CCEA GCSE History course places great stock on asking students to assess how the sources they are given would be useful and/or reliable in the context of particular questions. This resource is NOT an examination practice paper. It is designed to take one step back from the exam question-based approach and to explore how historians think about documents and make use of them. The aim is that by understanding this set of fundamentals, students will be better equipped for the inevitably more limited approaches which examination conditions place on them. Students are introduced to the two tracks in Slides 1-10 and then they can look at the documents. Students should look at each document and complete the table, so that they are recording: Reasons why the Downing Street Declaration came about, why key groups or individuals were involved, why and progress was difficult; Impact of particular events, actions, individuals; Changes taking place at the time; How the process worked which eventually led to the Downing Street Declaration came – meetings, discussions, documents; and Attitudes of the various groups and individuals involved. For each document, there are additional questions to aid students in their analysis. Students should complete the table before discussing what they consider to be the significance of the Downing Street Declaration. Once students have decided on a line of argument, they should develop an extended paragraph in response to the question “What was the significance of the Downing Street Declaration?” Their answer should explain why they have come to their conclusion what evidence from the sources supports their assessment. Please note, the transcripts of the resources retain any typographical errors included in the original documents.

Historians substantiate their interpretations of the past by supporting their claims with evidence from primary sources. This is why two of the key assessment objectives at A Level are: Understanding and evaluating historical interpretations. Using and assessing a range of historical sources Part 1: What role did the key figures in the peace process play? Is it possible to argue that there was one key figure or group? This task provides A Level students with a collection of sources which will allow them to evaluate the role of key players and perhaps reach a judgement on how the work of these key players came together. Study each interpretation and summarise the key points made by the historian. What do they argue is the most important factor, individual or group? How did this contribute to the peace process and Belfast (Good Friday) Agreement? What challenges and obstacles had to be overcome? What evidence is given to support this interpretation? Does the historian’s biographical information help to explain their interpretation? From your own knowledge how convincing do you find this interpretation? What further evidence would you want to find in the documents to make the interpretation convincing? If you were to provide a one-word summary of this individual’s contribution, which of these would you choose, or can you think of a better word? Obstructive / Unhelpful / Marginal / Constructive / Helpful / Pragmatic / Visionary / Essential Part 2: Testing the views against the documents This resource is NOT an exam practice paper. It is designed to explore how historians think about documents and make use of them. Students are introduced to the concept of a line of argument and to testing this against evidence from a range of documents. This will enable them to respond more effectively to the source and interpretation papers in their examinations. All of the documents come from either: The National Archives of the United Kingdom The National Archives of Ireland The Public Record Office of Northern Ireland For each document a number of discussion questions are posed which are designed to engage students in focused reading of the text. Students are then asked to consider whether the document could be used as evidence to support a particular view. Carefully study the pack of 10 documents about the peace process. Decide whether each document could be used as evidence to support Views 1, 2, 3, 4 or 5. Remember that documents may support more than one view Decide whether they constitute strong, convincing evidence or whether more evidence is required to substantiate the interpretation and support the historian’s line of argument. Please note, the transcripts of the resources retain any typographical errors included in the original documents.

This collection of photographs from The National Archives’ image library has been collated to provide a resource for English Language GCSE. The images can be used for descriptive or narrative creative writing prompts, allowing students to consider a variety of historical scenes as inspiration for their writing. Whilst the resources have been designed with the English Language GCSE in mind, they can be used for other age groups to develop imagination when considering character and description. Each image has been provided with its original document reference and description to offer some context to the image if desired, such as time period and location. However, the descriptions are deliberately brief and there are no correct answers required in creative writing. The photographs are presented as prompts only and students are not required to write creatively about actual historical places, figures or events.

The start of mass politics in Britain? The document collection is designed to allow students and teachers to develop their own questions and lines of historical enquiry on Protest and Democracy from 1816 to 1818. Documents are titled and grouped together according to theme and therefore not displayed in strict chronological order. Some of the themes include: the causes of distress, Blanketeers, radical meetings. These documents can be used to support any of the exam board specifications covering the political, social and cultural aspects of nineteenth century British history, for example: AQA History A level Breadth study: The impact of Industrialisation: Government and a changing society, 1812-1832 Edexcel History A level Paper 1: Breadth study with interpretations 1D: Britain c1785-c1870 democracy, protest and reform Paper 3: Aspects in depth: Protest, agitation and parliamentary reform in Britain, c1780-1928: unit: Radical reformers c1790-1819 Mass protest and Agitation OCR History A level Unit Y110: From Pitt to Peel 1783-1853 British Period Study: British Government in the Age of Revolution 1783-1832

The Boston Tea party marked a critical moment in the history of the American Revolution as an act of colonial defiance against British rule. In Boston harbour, on 16 December 1773, American colonists, disguised as Mohawk Indians, boarded British ships and threw 342 chests of tea owned by the East India Company into the water. It was a protest about the tax on tea, levied without representation in the British Parliament and against the monopoly of the East India Company. The earlier Townshend Acts placed duties on a range of imports to the colonies. These had been repealed; however, the tax on tea remained. A Tea Act was passed in the spring of 1773 to help the East India Company, which faced financial difficulties, and enabled its control of the trade in tea. To further assert its authority over the colonies, and in response to the Boston Tea Party, the British Parliament passed several acts known as the Coercive Acts. To the colonists, these became known as the Intolerable Acts and paved the way for further resistance and the American Revolution. Use the documents in this lesson to explore context for the Boston Tea Party and see what some of the documents from the British side reveal about this event and beyond.

This lesson can be used as a starting point for investigating the new Poor Law in more depth and discussing attitudes to the poor in 19th century Britain.