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

What do the sources reveal about an early Black presence in Britain? Black people have lived in Britain for over two thousand years. Some came to Britain with the Roman invasion in 43CE and they became an important part of British society throughout the medieval ages and beyond. Evidence shows that Black people joined the armed forces, married in parish churches, made significant contributions to art and writing, and resisted and challenged the repressive laws of the day. We cannot tell the history of Britain without including their stories. In the early years of the First World War, many Caribbean men bought tickets to sail to Britain to join the army. The British West Indies Regiment was created, playing an important role in the conflict. Men from Nigeria, the Gold Coast, Sierra Leone, the Gambia and other parts of Africa, also fought for Britain. At the end of the war, many African and Caribbean soldiers decided to stay in Britain to make it their permanent home. Race riots broke out in parts of the country during the early months of 1919, as some white communities blamed black people for the shortage of work and housing caused by the war. During the Second World War, black people from across the Commonwealth fought for Britain once more. Some were soldiers, whilst others came to support work on the Homefront such as factory production and nursing. After the war, Britain needed to be re-built. By 1948, the Nationality Act was passed; allowing people from British colonies the right to live and work in Britain if they wanted. Other people from Europe were also invited to Britain. Many people from the Caribbean left their homes to begin a new life in Britain, bringing with them a wide range of skills. They filled jobs in the transport system, postal service and health service, helping Britain to re-build and recover. These people are often called the ‘Windrush Generation’, named after the ship ‘The Empire Windrush’ that docked at Tilbury in June 1948. Windrush was not the first ship to bring Caribbean migrants to Britain; the Ormonde and Almanzora had arrived in Southampton the year before. Between 1947 and 1970, nearly half a million people left their homes in the Caribbean to live in Britain.

This lesson provides a chronological overview of the shifting laws and attitudes that have applied to the LGBTQ+ community in Britain and the former British Empire since 1701, and how they have affected the community. Owing to the number of sources, teachers may wish to break this lesson down into two parts or assign small groups to work on different sources and report back. People have always existed who engaged in same sex relationships, defied conventional gender norms, or lived as a different gender to the one they were assigned as at birth. The social climate these individuals lived in, and the language they had available to them, has changed significantly over the last 1,000 years – the span of The National Archives’ collections. The history of lesbian, gay, bisexual, transgender, and queer people in the UK is a complex mixture of moments of pain, resistance, and progress. ‘LGBTQ+’ is used as an umbrella term to describe people historically who were either not cisgender or heterosexual. These individuals would have used a variety of different language to describe themselves in their own lifetimes. We recognise our records contain words that are at times offensive, however some of the original language and legal terms are preserved here to accurately represent our records and help us fully understand the past. Please note that some of these sources contain non-explicit references to sex and sexuality. Use this lesson to find out more about LGBTQ+ rights and lives from the 1700s to the present day. The documents are listed chronologically. This lesson has been developed in collaboration with the Bishopsgate Institute.

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.

During her brief reign, Queen Anne received numerous petitions. A petition was a formal written request to the monarch by a person or group of people for a specific purpose. They included appeals from people against being sent to prison, or requests concerning religion, the sale of goods, pleas for jobs in the government or the Navy and so on. These requests therefore, can give insight as to how a monarch was expected to govern and carry out their role. Likewise, seals, used on most documents in the past to ‘close’ them and to prove that a document really was actually from the sender are useful sources for finding out about the monarchy. A Great Seal was particularly significant as it belonged to the monarch and was attached to all important documents which came from the crown. If a document had this seal, it had the monarch’s ‘seal of approval’ and reflected their commands. The seal used in this lesson is the Second Great Seal of Queen Anne and gives us clues about her image and how she wanted to be seen. Finally, some documents were decorated with images of the monarch to show that their contents relates to a particular ruler. This lesson contains an official treasury document which reveals an initial portrait of Queen Anne. Can you use the sources in this lesson to find out more about this Queen?

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.

This lesson aims to give pupils the opportunity to use two historical sources to answer questions based on photographs of people of the 19th century.

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 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.

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

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.

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.

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 document collection relating to the creation of India/Pakistan is to allow students and teachers to develop their own lines of historical enquiry or historical questions using original documents on this period. The sources offer students a chance to develop their powers of evaluation and analysis. Teachers may wish to use the resources to encourage students to ‘curate’ their own exhibition

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?

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.

This lesson has been developed in collaboration with the Young Historians Project and their project ‘A Hidden History: African women and the British health service’. Other educational resources can be accessed via their website. For an essential activity for students using this lesson consult their blog post on Princess Ademola listed in external links below. “The recruitment of African women into the National Health Service from British colonies began in the period after the Second World War. However, nurses, doctors and other medical professionals had trained in Britain before this, as the colonial power did not provide the full facilities for medical training in the colonies. Despite their long history of work within health services in Britain, the role of African women is rarely highlighted in discussions of the history of the NHS or of health work more generally. Current narratives on Black women in the British health service tend to focus on the ‘Windrush generation’ and Caribbean contributions”: Young Historians Project. Use this lesson to find original documents which explore the role of African nurses in the health services of Britain. Please note that some sources contain offensive language that was used at the time and is unacceptable today.