The lesson considers how changing technology and warfare, showing how new inventions completely change the way war is waged.

A lesson based on the World Cup 1966, which may be of particular interest to some students. The lesson refers to the South American protesters who claimed that England, also the hosts, had rigged the whole tournament, with the help of West Germany.

A lesson plan and resources to learn about what it was like living in a late 19th century mining town.

This lesson can be used with pupils at key stage 2 to support the teaching of Literacy. It focuses on a photograph of a railway accident in 1868.

What was Chamberlain trying to do? Chamberlain flew to meet Hitler in September 1938 to resolve the crisis. Three of the documents here are extracts from Chamberlain’s own record of the meeting. The other two documents are useful evidence of the kind of advice Chamberlain was getting at home in Britain.

The purpose of this lesson is for pupils to look at some pages from the census and learn how much they can discover about people who lived in the past.

A lesson to teach about the 1833 factory out where children can investigate how the far the act had solved the problems of child labour.

This lesson involves the pupils in detective work, using three crucial sources about the murder of Lord Darnley the husband of Mary Queen of Scots. Pupils can study individual sources and report back to the whole class to answer the mystery.

This lesson features family history documents from the Victorian period. Children can learn how sources can be used to find out things about the past.

This lesson can be used with key stage 3 pupils in year 9. It looks at the story of the Bussa rebellion on Barbados based on evidence relating to the reaction of the British authorities.

Gellir defnyddio’r llun hwn gyda disgyblion cyfnod allweddol 3 ym mlwyddyn 8. Mae’n edrych ar hanes helyntion Beca drwy gyfrwng tystiolaeth ar natur y Mudiad, profiad rhai o’r bobl a oedd yn rhan ohonynt ac ymateb yr awdurdodau. Also available in English

This lesson can be used with key stage 3 pupils. It considers the story of the Rebecca riots through evidence relating to the nature of the movement, the experience of some of those involved and the reaction of the authorities. hefyd ar gael yn Gymraeg

The lesson considers the story of Thomas Blood and the questions encourage pupils to investigate the sources and try to work out how and why Thomas Blood tried to steal the Crown Jewels.

A lesson focusing on why school dinners were introduced as a way of improving public health. Around the year 1900 there was a lot of concern about the physical state of the people of Britain. Even though there had been tremendous efforts in the late 19th century to provide better public health, housing and education, many children were still no more healthy than they had been back in the 1840s. The new Liberal government elected in 1906 passed various measures to try to deal with this problem. They were particularly concerned to try to improve the health of children. They passed laws to ensure midwives were notified of each new-born baby, they introduced School Medical Examinations and, in 1906, they gave permission for schools to offer meals to their pupils. But what kind of meals? These documents show how one city, Bradford, carried out an experiment to see how the system might operate.

This lesson provides pupils with the opportunity to work with some of the most exciting documents to be released for years. The supporting sources, detail two of the proposed assassination plans that formed part of Operation Foxley.

This lesson could be used as part of a teaching programme for any of the main GCSE modern world history courses for key stage 4 relating to the study of appeasement. The sources allow students to explore some of the main issues in British foreign policy and the importance of not accepting sources at face value.

Learning about the story of the Empire Windrush The National Archives has created some resources for you to use in your classroom with our video to remember the story of the Windrush generation. In the video, pupils take a historical journey from early times to the 1960s. They start with evidence of a Black presence in Britain from earlier migrations and explore the story of the Empire Windrush with other documents from The National Archives. Why did people leave their homes in the Caribbean to come to Britain? What was it like when they arrived? How were they treated then and in the years that followed? Historical sources also include music and some original footage from the period. We hope that the commentary and documents will encourage your pupils to explore the past and ask questions about how this Caribbean immigration changed life in Britain. Before watching the video, we advise teachers discuss the meaning of such terms as: blitz, immigrant, commonwealth, British Empire, colony, colour prejudice, inequality, discrimination, and colour bar. Please note that some of the language and terms used in the documents in video are not appropriate or acceptable today. The documents cover sensitive subjects. We suggest that teachers look at the material carefully before introducing to pupils. In April 2017 the British Government apologised for its treatment of the Windrush generation. Some people were told that they lived here illegally and faced deportation from the country. There was widespread shock at the impact on the lives of many Black Britons, and this became known as the Windrush Scandal. Approach of Video In such a short video it is not possible to present a detailed account of the Windrush story and its impact. Therefore, we highlight the story through four key documents, these include extracts from a government information pamphlet about Britain created for a Caribbean audience, a telegram about the passengers on the ‘Empire Windrush’, extracts from a housing report in the 1960s and a photograph of the Notting Hill Carnival. We hope teachers will explore the topic further using our lessons with original documents and activities to deepen understanding of events raise questions for discussion and consider the nature of evidence. Resources: All resources include teacher’s notes, background information, document captions, transcripts, and some have simplified transcripts. There are four connected lessons to this video which can be found in our shop.

What do the sources reveal about the significance of the Notting Hill Carnival and why it began? Late 1950s Britain had a growing number of towns and cities that were racially diverse. Notting Hill had become home to lots of people from the Caribbean who had arrived on Windrush and the accompanying ships. One of these people was Sam Beaver King. He had served for the RAF during the Second World War and after arriving in Britain on the Empire Windrush, he went on to work for the Post Office for over 30 years. He also supported the first Caribbean carnival set up by Claudia Jones in 1959 and went on to become the first black Mayor of Southwark, London in 1983. Sam King co-founded The Windrush Foundation and was awarded an MBE (Member of the Order of the British Empire) in 1998, the year of the 50th anniversary of Windrush. Yet this multiculturalism was also accompanied by racial tension and the unfair treatment of black people. For example, some white people refused to rent properties to non-white tenants and black people were also sometimes refused service in restaurants and shops. In Notting Hill and the East End of London, there were groups of people who supported far-right policies such as Oswald Moseley’s Union Party, and who attacked and harassed their black neighbours. In 1958 both the Nottingham Race Riots and the Notting Hill riots took place, as violent fights broke out between white and black people. Amid this hostile atmosphere, Trinidadian human rights activist Claudia Jones organised an indoor Caribbean carnival in Notting Hill on 30th January 1959. She wanted to hold an event that brought people together and celebrated Caribbean culture. This is seen as the start of the Notting Hill Carnival. Claudia Jones was also the founder and editor of ‘The West Indian Gazette and Afro-Caribbean News. This was viewed as Britain’s first major Black newspaper. Around the same time, political movements, such as the Coloured Peoples Progressive Association and the Association of Advancement of Coloured People, were also established. In Notting Hill the following year, Kelso Cochrane, a carpenter who had emigrated to Britain from Antigua, was murdered. He had been attacked by a group of white men in Notting Hill, whilst walking home just after midnight. This was a racist murder and not an attempted robbery as claimed by the Police at the time. His death heightened the growing racial tensions that existed. In 1976 riots occurred at the Notting Hill Carnival when Police and carnival goers clashed. This was against a backdrop of anger surrounding police use of the SUS law. There has been much distrust by carnival goers over time, about the Police’s role and presence at the carnival.

The National Archives has created some resources for you to use in your classroom with our video to celebrate Queen Elizabeth II’s Platinum Jubilee. The film tells the story of Elizabeth II’s 70 years as Queen using genuine historical sources from The National Archives and The Royal Collections. It includes music and some original footage from the period. Pupils take a historical journey through the decades, from the 1950s to 2020s. We hope that the commentary and documents will encourage your pupils to explore the past and ask questions about how the Queen’s role has changed and life in Britain altered over time.

This collection of documents introduces students and teachers to the English Reformation through the original State Papers held at The National Archives. They have been selected and introduced by historian of the period, Dr Natalie Mears of Durham University. Students and teachers can use the documents to develop their own questions and explore their own lines of historical enquiry on different aspects of the Reformation in England across the whole Tudor period, from Henry VIII to Elizabeth I. The document includes a fully linked index to all 40 documents within the collection, as well as the introduction and teachers notes.