This lesson covers the impact of migrants upon the culture of Early Modern England: art, language, fashion, literature, history, etc. Designed for the Edexcel GCSE migration paper, but adaptable for other exam boards/suitable for HPA Year 9. Cross-curriculum links include with art: Renaissance art techniques and styles. Features a fully resourced student-led gallery walk activity. L.O.: Explain the cultural changes introduced in early modern England by the immigrant groups

L.O.: to consolidate learning on the early modern period To compare and contrast with the medieval period This lesson is designed to consolidate the content of the early modern unit of the Edexcel Migrants in Britain thematic paper. It contains content consolidation activities plus exam question practise, featuring a model paragraph. Ideal for use before an end of unit assessment. Available in a bundle with the rest of my Early Modern migration unit, but works standalone also.

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.

L.o.s: Describe the driving forces behind Irish migration after 1845 Examine the experience of Irish migrants after 1850 This lesson, designed for the Edexcel migration thematic study (but applicable for use with other boards) focuses on the experiences of Irish migrants, and uses contemporary cartoons to examine anti-Irish prejudice. Links: Empire, Migration, Industrial Revolution, Potato Famine Please note this lesson refers to the Pearson Migration textbook on one occasion*

Suitable for the Edexcel thematic migration paper. Learning objectives: To explain why Jewish people migrated to Medieval England To evaluate how welcome and integrated they were Please note this lesson requires the Edexcel pearson textbook for this course.

This lesson, entitled ‘Why did the Reds fight the Whites?’ It covers the causes of the war, and examines the relative strengths of the belligerents with a fully resourced top trumps activity, and covers the outcomes of the conflict. L.O.: To explain the outcome of the Russian Civil War

Useful as part of an enquiry into the Norman conquest and consolidation of power in the years following 1066. This lesson explores the key differences between Anglo Saxon and Norman castles, introduces a number of key words, has an interactive group activity followed by a write-up and ‘motte or not’ plenary. All fully resourced. Lesson objectives: To describe how Normans changed English settlements To explain the reasons for these changes To evaluate the strength and weaknesses of Norman settlements

This lesson covers the key changes in Britain 1900-present regarding government, empire, rights, media, war. Curriculum links: NHS, Commonwealth, EU, refugees, human rights, Designed for the Edexcel GCSE migration paper, but adaptable for other exam boards. Features a fully resourced student-led gallery walk/scavenger hunt activity. L.O. To describe the key changes that occurred in modern Britain, and explain how they impacted migration

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.

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

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 examines the experiences of migrants to Liverpool in the 19th century. Links: migration, industrial revolution, empire, urbanisation, slums L.O.: To explain the pull factors drawing migrants to Liverpool To describe the experiences of migrants in 19th century Liverpool, and explain how factors shaped their experiences Please note this lesson references the Pearson Migrants in Britain textbook

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, 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