This lesson provides material for examining photographs as evidence. It can also be used as stimulus material for looking at the history of education and can also be useful for pupils to investigate the history of their own school.

Follow the progress of the struggle through the archives. The collection of documents relates to protests, racial tension and the state and federal governments response to calls for equal rights for black Americans in the 1950’s and 1960s. The earliest documents relate to high school segregation in the United States, the documents from the Kennedy era of the early 1960s and finally, the documents which cover the outbreak and aftermath of the Los Angeles riots of 1965.

The Huguenots were Protestants who fled France and Wallonia (southern Belgium) from the sixteenth to the eighteenth century due to religious persecution during the European Wars of Religion. After the English Reformation, England was seen as a safe place for refugees. What did Huguenots find when they arrived in England? How did they settle and set up their own religious and economic communities? How did they impact upon English society, especially in urban settings? This lesson shows that the Huguenots came to England as immigrants and were on occasion in need of economic and governmental support. Importantly, they also brought their skills and expertise as silk-weavers, silversmiths, merchants, vine-growers, wig makers, and hat-makers to England, helping England to expand its global horizons. While Huguenots could be praised for adding value to the English economy, the English could be hostile to what they saw as a threat to their own livelihoods. Use this lesson to explore the Huguenot experience of migration in seventeenth century England, with original documents ranging from 1553-1765.

To mark the 100-year commemorations of the Representation of the People Act, the Education Service worked with professional film-maker, Nigel Kellaway, to engage young people (aged 16-19) with suffrage records held at The National Archives. ‘Suffrage Tales’ is the outcome of this project; a short stop-motion animation film, researched, created and filmed during Sunday 30 July – Friday 4 August 2017. As the power of the vote comes under scrutiny and provokes highly contentious debate, this film throws light upon the historical context of the franchise in a uniquely refreshing way. The young people involved drew upon a wide range of documents from our collection, to produce a film about their interpretations of the fight for women’s suffrage. The film is now presented here as an educational resource, teaching tales of Suffrage with accompanying questions for use in the classroom.

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.

In 1897, Germany colonised a part of China called Qingdao (also spelt Tsingtao) in the Shandong region. At the start of the First World War in 1914, Japan joined Britain in fighting against Germany as part of the Anglo-Japanese alliance. Japanese troops occupied the German territory in China during the Siege of Tsingtao. After the end of the war, the Paris Peace Conference met to decide the terms of the Versailles Treaty. The conference began on 18 January 1919, and the peace treaty was signed on 28 June 1919. At the conference, Chinese delegates insisted on having the occupied region returned to China. On 3 May 1919, a telegram from the Chinese delegates revealed that the ‘Great Powers’ (Britain, France, Italy, Japan, and the United States) had decided that Japan would be allowed to keep the occupied territory in Shandong. A secret agreement between Britain, France, Italy, and Japan was also revealed to have been made in 1917, giving Japan the territory in exchange for military aid. This agreement sparked a mass protest on 4 May 1919 in Beijing, mainly led by university students. The students passed resolutions, sent correspondence to the peace conference, and targeted Chinese politicians who were seen as having failed the people. The protests developed into a mass movement across China, including general strikes and boycotts. As result, the Chinese delegates refused to sign due to the public pressure. The May Fourth Movement was a turning point for China and its relationship to the West. What do British government documents tell us about how Britain and the other Great Powers viewed Chinese demands?

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.

The documents in this lesson relate to Framlingham, Portchester, Stokesay , Berwick and Alnwick castles. Some of these feature in the specification for OCR History GCSE module: Castles Form and Function c1000-1750 as specified sites in conjunction with English Heritage. Framlingham Castle is the first named site for OCR in 2018, followed by Kenilworth Castle in 2019. For AQA, GCSE History, module Historical Environment of Medieval England, Stokesay Castle is the specified site for 2018 and Pevensey Castle for 2019.

The purpose of this two part document collection is to allow students and teachers to develop their own questions and lines of historical enquiry on various social, economic and political aspects of 1920s Britain. The document icons are labelled so it is possible to detect key themes at a glance and they are arranged in chronological order. In part one the themes covered include: The economy: Geddes Axe, the Gold Standard 1925, unemployment Industrial unrest: General Strike, Hunger Marches 1927 & 1929 First Labour Government 1924 Communist Party of Great Britain Transport: motors cars and trains Role of women In part two the themes covered include: Education Housing BBC Transport: motors cars and trains Holidays, nightclubs and dog racing

From writers to royals, politicians, artists, inventors or campaigners, this selection of sources, based on records held at The National Archives, can be used in the primary classroom to support the National Curriculum element ‘significant individuals’ who have contributed to national or international achievements. The collection is by no means exhaustive but contains some of the popular choices and more for teaching this topic. We hope to add to the collection over time. In addition, we have provided links to other useful resources for ‘significant’ figures. The sources can be used within any scheme of work which is based on developing a sense of chronology where pupils can see that a particular ‘significant individual’ fits into a time frame. Again working with sources in this way will help pupils to register similarities and differences between aspects of life between periods, for example comparing Queen Anne to Queen Victoria or Florence Nightingale to Edith Cavell. Other ‘people’ sources can be used to consider questions of what we are remembering and why? Have things always been the same? Why have some things changed?

Samson Jackson is believed to be one of six Black Africans to have served on the Western Front during the First World War. He changed his name in 1915 from Bulaya Chanda to Samson Jackson. In the 1920s, he started using the name Chief Luale (Luali) for his career on the stage. Bulaya Chanda was born in Northern Rhodesia (Zambia) around 1895. He was of the Awemba or Bemba tribe who are a Bantu speaking people found in the north-east corner of Zambia, near the border with Belgian Congo (Democratic Republic of Congo). Use the sources in this lesson to find out more about his fascinating life and how his experiences challenge popular beliefs about the First World War and inter-war period. **Suggested inquiry questions: ** What documents can we use to find out about the life of Bulaya Chanda? How do Bulaya’s experiences challenge popular beliefs about the First World War and inter-war period? What can we discover about leisure and entertainment in the 1920s and 1930s? Connections to the curriculum **Key stage 3 ** Challenges for Britain, Europe and the wider world 1901 to the present day: the First World War and the Peace Settlement; the inter-war years. **Key stage 4 ** AQA GCSE History: Depth study: Conflict and tension: the First World War, 1894–1918 Thematic study: Migration, empires and the people: c790 to the present day

How was law enforcement changed by Sir Robert Peel’s new Metropolitan Police Force? In 1822, Sir Robert Peel was appointed Home Secretary. He would become closely associated with penal reform in Britain. He is remembered especially for the formation of the Metropolitan London Police Force in 1829. Police constables were called ‘bobbies’ or ‘peelers’ in reference to Peel. Before Peel’s reforms, public order in London was a serious concern, with crime rates rising as the population of the city grew. London had previously been policed by an old system of 4,500 night-watchmen, the Hue and Cry, the Bow Street Runners, and 450 constables, who were generally seen as corrupt, inefficient, and jealous of one another’s powers. Peel was convinced that the establishment of a state-funded, professional, and unified police force was the solution. The Act for Improving the Police in and near the Metropolis in 1829 saw the establishment of the Metropolitan Police Force in central London, including eight superintendents, 20 inspectors, 88 sergeants and 895 constables. Use this lesson with original documents, to explore the foundation of the Metropolitan Police Force, the nature of the new police force, and contemporary attitudes to this new system of law and order in London.

The National Archives holds many documents pertaining to the First World War, allowing us to investigate many aspects of wartime life. Within these collections we have gathered together examples of a variety of records that relate to Medicine on the Western Front. The collections cover key examples of the medical issues faced during wartime, innovations inspired by the war, and the triumphs and struggles of those serving as doctors and nurses as well as the soldiers abroad. Both these collections of original sources, Part 1 and Part 2, can be used to support GCSE thematic modules which cover Medicine through Time to the present day and the historical context of the British sector of the Western Front. Teachers have the flexibility to download and create their own resources from these documents, to develop their pupils’ understanding of how to work with sources and prepare and practice for source based exam questions. Each collection includes a wide range of sources to encourage students to think broadly when exploring these topics. With each collection we have suggested 5 tasks based on some of the documents. The tasks can be completed individually or in groups. There is a downloadable pdf of questions to help working with sources. All documents are provided with transcripts. We hope that exposure to original source material may also foster further document research. The following themes covered by the documents in Part 2 include: Treatments for ‘shell shock’, neurasthenia and gas attacks, government reports on ‘shell shock’ and ‘mustard gas’ The trench system and its organisation and topography. Weapons, experience of being under fire, defensive mining, gas masks Daily life on the front: from mud to hair cuts The attack on Hill 60, south west of Ypres, April 1915 The experience of ordinary men of their medical treatment and trench warfare gathered from some letters written by those who had worked for Great Western Railway before the war. The experience of some of the Women’s Army and Nursing Services on the Western Front

Illuminated manuscripts are luxury items, displaying the wealth and often piety of their owners through golden details on religious or secular imagery. It is unusual, however, to see such religious iconography in the pages of Domesday. The importance of Domesday Book meant that several copies were needed, with three being made in the 13th Century. This copy, the Abbreviato, was made for the Exchequer and presents a shorter (abbreviated) version of the original book. The copy begins with the story of Edward the Confessor, showing scenes from his life to show his religious piety.

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.

An online themed collection on the Jacobite Rebellion of 1715 . Teachers and students can access to original documents of the period with teacher’s notes, transcripts, timeline and family tree. Audio recordings of most documents open them up to a new audience, and an accompanying Pinterest board brings the collection to life. There are printed Jacobite pamphlets and to a song calling for George I to go home and many other sources.

An online themed collection on the Jacobite Rebellion of 1745 . Teachers and students can access to original documents of the period with teacher’s notes, transcripts, timeline and family tree. Audio recordings of most documents open them up to a new audience, and an accompanying Pinterest board brings the collection to life. There are printed Jacobite pamphlets and to a song calling for George I to go home and many other sources.

Experience all the fun and excitement of a day out at the seaside in Victorian times without leaving your classroom. We’ve selected some of our favourite Victorian photos, posters and prints from The National Archives’ huge collection of images. You’ll find below lots of suggestions for sensory activities that you can easily do in your classroom. They’ll help you use our images as a starting point to bring all the sights, sounds, smells and experiences of the Victorian seaside to life. We recommend you follow the six sections below in order, but you don’t need to use every image or do every suggested activity. Just choose or adapt the ones that are most suitable for your students. There are sensory activities, signed videos, sound files and ideas for further discussion – hopefully something for everybody. You may even come up with some ideas of your own for activities based on our images. If you do, we’d love to hear about them! This resource is suitable for students working from P1 to KS2. P Scale links: English (Speaking and listening) Geography History Music

From the sealing of Magna Carta, the coming of the Armada, the Great Fire of London, a Christmas ceasefire on the Western Front in 1914 to Decimalisation in 1971, this selection of sources, based on records held at The National Archives, can be used in the primary classroom to support the National Curriculum element ‘significant events’ beyond living memory. The collection is by no means exhaustive, but contains some of the popular choices and other suggestions for teaching this topic. We hope to add to the collection over time. In addition, we have provided links to other useful resources for ‘significant’ events. The sources can be used within any scheme of work which is based on developing a sense of chronology where pupils can see that a particular ‘significant event’ fits into a time frame. Again working with sources in this way will help pupils to register similarities and differences between aspects of life between periods, for example comparing the Great Exhibition of 1851 with the Festival of Britain in 1951. Other ‘events’ sources can be used to consider questions of what we are remembering and why? Have things always been the same? Why have some things changed?

The aim of this lesson is to get students to engage with original documents relating to prison hulks. Students will look at various records relating to the 15-year old James Butler and more generally in relation to the physical conditions on board. By interpreting these documents you can discover how criminal justice system actually worked in the late 18th and early 19th centuries. They will also form an appreciation of the conditions on board prison hulks.