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.

This lesson, designed for the Edexcel Migrants in Britain thematic study, focuses on 16 mark debate essay question answers. The content is Early Modern and Medieval migration.

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

This lesson, designed for the Edexcel migration thematic study, covers the Early modern case studies of low country weavers in Canterbury and Sandwich. L.o.s: To describe the experiences of Flemish and Walloon migrants To use factors to explain these experiences Please note this lesson refers to the Edexcel Pearson textbook, and includes a brief starter recap quiz about other early modern migrant groups

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

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.

This lesson covers the social attitudes towards migrants in early 20th century Britain. It builds on some prior learning about the reasons for migration at this time (see additional lessons in my shop for this content). The main activity is adapted from a pearson resource. Links with: World War one, World War two, refugees, aliens act, kindertransport, battle of cable street LOs: To analyse changes to migration during the world wars To understand the reasons for the acceptance or rejection of different migrant groups during this period Please note this lesson requires access to the Pearson migrants in Britain textbook

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.

This lesson consolidates the changes of the industrial period and how they link to migration. Suitable for the Migration thematic GCSE Lo.: To explain how developments in the industrial period shaped migration To explain why internal migration occurred To explain why migrants left Ireland in this period Please note this lesson requires the Pearson textbook (Migrants in Britain) and refers to an activity in an earlier lesson - available for free on my shop

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

This lesson, entitled: How did Black activists challenge problems of racism in Notting Hill? covers problems of policing in Notting Hill 1948-1970, and grassroots activism, including: West London Free School Black Panthers Claudia Jones, carnival, and the West Indian gazette Pardner schemes L.o.s To explain the problems in policing in Notting Hill To evaluate the ways in which Black activists challenged racial tension In Notting Hill It was designed for the Edexcel migration historic environment