This lesson, designed for the Edexcel migration thematic study,covers the experiences of Jews, Gypsies, Palatines in early modern England and compares to prior learning on Huguenots. There are references to prior lessons (Huguenots in England; Why did religion bring migrants to early modern England?) available on my shop, however these are nit integral to the main lesson activities. L.o.s: To discover the experiences of Palatine, Jewish and Gypsy migrants in the early modern period. To compare the experiences of these groups to Huguenot migrants.

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 lesson explores changing attitudes to migration in the second half of the 20th century: the rise of the far right; Enoch Powell’s ‘Rivers of Blood’ speech, Brixton riots, Burnley riots, the role of the media, Oswald Moseley, fascism in Britain. L.o. to describe how migrants experienced life in Britain after WW2 To explain reasons why their experiences changed over time Please note this lesson requires access to the Pearson edexcel migration 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

Lesson title: Why does migration matter to historians? Lesson objectives: To define types of migration and describe some of its causes and consequences To explain the causes and consequences of migration to evaluate why migration matters This lesson is intended to begin the teaching of the Edexcel Migrants in Britain course. It introduces students to the following… Broad chronological overview of the course content through case studies Vocabulary and worked examples of factors for explaining and evaluating change Links between course content and contemporary issues surrounding migration in the UK FULL SCHEME OF WORK FOR THIS PAPER ON MY SHOP

Lesson title: How should Britain’s imperial past be remembered? L.o:To investigate and reach my own conclusion the importance of statues to remembering our history This lesson asks students to apply knowledge about Britain’s role in imperialism and slavery to engage in the debate about statues and memorialisation of empire in modern Britain. The lesson, which lends itself well to discussion and debate, involves students watching news clips, answering comprehension questions, and interpreting quotes from contemporary historians and politicians to reach their own conclusion about the role of imperial-era statues in modern Britain, and how the imperial past should be remembered. 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.

Lesson title: What fuelled the industrial revolution? L.O.s To describe how imperial trade impacted industry in Britain To explain why this was so profitable for Britain This lesson explores the links between the productivity of the industrial revolution and the exploitation of enslaved labour. The main activity involves map annotation using an original resource detailing the role of British companies such as Wills tobacco in the slave trade. This is the first 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 it can work as 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 links to contemporary issues - especially in time to mark Black History Month.

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 build on the previous lesson contextualising the key changes of the 20th century and investigates why migrants came to Britain in the 20th century. This lesson features an activity covering content plus a 12 mark exam question. L.o.: explain why migration to the UK increased in the 20th century

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

This lesson explores the impact of migrant communities on Britain politically and socially. Content includes: Bristol Bus Boycott, Stephen Lawrence, Doreen Lawrence, Black Lives Matter, Harold Moody, National Front. This lesson was designed for the Edexcel migrants in Britain thematic study but could be a useful inclusion to support a Black History month scheme of work. Lo: to investigate how migrants shaped UK law, politics, and society Please note this lesson requires access to the Pearson Migrants in Britain textbook

This lesson further explores how migrants impacted the UK in the 20th century, including the NHS, built environment, culture, sport, industry and economy. Designed for the Edexcel migration thematic study. Could be adapted for a study of postwar Britain, or included in a Black History Month scheme of work. L.o. to explain the impact of migration on culture and the economy 1900-present This lesson features a fully resourced independent student activity covering the key content, plus a 12 mark exam question

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.