Adapted from a pearson resource, this lesson introduces students to a range of different migrant stories from the industrial period as well as reasons for migration. Designed for the Edexcel migration GCSE thematic study, but suitable for OCR/AQA or HPA KS3. Can be adapted as a great Year 9 GCSE taster lesson Learning objectives… Identify the factors driving migration in the industrial period. Identify differing migrant groups in the period c1700–c1900; and identify where they migrated from.

Lesson designed for the Edexcel Migration thematic study but adaptable for other exam boards. Main activity adapted from a Pearson resource. L.O.: To investigate the experiences of African and Indian migrants to the UK in the Industrial period To explain the role factors (such as government, empire, economic opportunity, social attitudes) played in their experiences

This lesson is adapted from a Pearson resource for the Migrants in Britain thematic study. The lesson examines the impact of migrants in the industrial period on Britain culturally, economically, politically, media, built environment. L.o. To evaluate the extent to which migrants impacted Britain in the industrial period Please note: this lesson requires access to the Pearson Migrants in Britain textbook

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

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

This lesson applies prior learning on the context of postwar migration to Notting Hill, and housing in the area for Caribbean Migrants (HMOs, slum landlords, the racial discrimination) to source evaluation skills to prepare students for the historic environment section of the Edexcel migrants in Britain thematic paper.

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

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

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 Migrants in Britain thematic study, focuses on 16 mark debate essay question answers. The content is Early Modern and Medieval migration.

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 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 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, 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

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

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

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 designed for the Edxecel Migration thematic study. It includes: a recap of knowledge on the experiences of Huguenot migrants in early modern England; 12 mark question guide and practise including peer mark plenary; a homework task exploring social attitudes to Huguenot migrants Please note that this builds on prior learning about the success of Huguenot migrants in England Please see previous lesson in this scheme of work available in my shop, entitled 'Why did Huguenots settle successfully in England? ', to which this lesson refers in the following ways: a) a Hogarth etching studied in said previous lesson b) a homework task set in that lesson. I have included the homework task in this lesson. The two lessons are available as a bundle for £3.

Designed for the Edexcel migration spec, this lesson cover the reasons why people of African and Indian origin migrated to England in the Early Modern period including lascars, ayahs, the East India company and forced migration through the trade in enslaved people. please note this lesson requires the Edexcel Pearson textbook Lesson objectives: To use identify causal factors and explain why people from outside Europe migrated to Early Modern England

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.