Explore Tuareg's Online Shop, a treasure trove of multimedia resources amplifying the authentic voices of Caribbean and other communities in England from 1948 to the present. Designed for teachers, our adaptable resources inspire engaging learning activities across subjects like English, History, Art & Design, Drama, Citizenship, and PSHE. Tailored for ages 11-18. #Windrush #BlackBritish #CaribbeanPeople. Dive into history, culture, and more. Leave a review to share your experience.
Explore Tuareg's Online Shop, a treasure trove of multimedia resources amplifying the authentic voices of Caribbean and other communities in England from 1948 to the present. Designed for teachers, our adaptable resources inspire engaging learning activities across subjects like English, History, Art & Design, Drama, Citizenship, and PSHE. Tailored for ages 11-18. #Windrush #BlackBritish #CaribbeanPeople. Dive into history, culture, and more. Leave a review to share your experience.
A comprehensive research document designed to enlighten teachers and students about the experiences of Caribbean nurses who contributed to the NHS during the transformative decades of the 1950s and 1960s. This 4-page resource, available in both PDF and Word formats, caters to the subjects of History and Personal Social Health Education, specifically targeting students in the primary age range of 14-16.
At its core, this document unfolds the oral history account of Mrs. Mary Lawrence, a trailblazing individual who journeyed from the Caribbean to Britain in 1962 and entered the esteemed profession of nursing in 1964. Mrs. Lawrence vividly recalls the perception of nursing as a prestigious profession during that era, offering unique insights into the training and working environment within the NHS in the 1960s.
This resource provides a candid exploration of the recruitment drive aimed at enticing Caribbean nurses to work in Britain during the 1950s and 1960s. Mrs. Lawrence’s narrative delves into the various nursing categories, titles, and the demanding training regimen, revealing that dedication often required 48 hours of weekly ward duty alongside qualified colleagues.
Furthermore, the document sheds light on aspects of etiquette, manners, presentation, and patient care, illustrating the nuances of a nurse’s role in that era. Mrs. Lawrence reflects on the challenges of questioning decisions made by superiors, providing a glimpse into the professional dynamics of the time.
Enhancing the narrative are two supporting archive images capturing Caribbean nurses in Nottingham during the 1960s, photographed by Esmel Woma. These visual elements enrich the learning experience, offering a glimpse into the historical context.
This resource serves as a catalyst for teachers and parents to create engaging activities for both classroom and home learning. Particularly relevant for Black History Month, it offers a positive and inspiring account of the significant contribution made by the Windrush generation to the NHS.
“Caribbean Nurses in Britain” is an excerpt from the Moving Out book by Lorna Holder, showcasing the dedication of Tuareg Productions to preserving and sharing important historical narratives.
Discover a pivotal piece of British social history through the compelling oral account of Roy Wilks, a former Black Coal Miner from Nottingham. This resource serves as an invaluable exploration of the mining community in Nottingham during the 1960s, providing a nuanced understanding of specific places and working conditions.
Key Information:
Document Type: Social History Research
Age Range: 11-16 years
Subjects: History, Citizenship, Community, Identity, and Diversity
Format: 4 pages in both Word and PDF formats
Overview:
Roy Wilks opens a window into his life, articulating the decisions that led him to work as a coal miner in Britain. The resource not only captures the essence of his journey but also offers crucial insights into the broader context of Caribbean men working in the mining community during the 1960s.
Content Highlights:
Tailor to Miner: Wilks recounts his initial profession as a tailor in Jamaica and the promises he made to his mother, promising not to work in the British coal mines.
Employment Journey: From the Job Centre to his first job at Beeston Boiler, we gain a glimpse into Wilks’ experiences, including interactions with other foreign workers and overcoming language barriers.
Gedling Colliery: The narrative unfolds as Wilks applies for work at Gedling Colliery, his first formal training job. He shares the fears associated with working in the mines.
Details of Work: The document provides specifics such as hours worked, salary, clothing worn, type of coal mined, and workplace conflicts. These details enable students to create essays, stage plays, and form narratives for short videos.
Educational Value: An excellent resource for Black History Month teaching, offering a profound understanding of the contributions made by the Windrush generation.
Additional Resources:
For further engagement with this subject, do look at the Moving Out video on TES. The Coal Miner Roy Wilks gives his short account working down the mines.
https://www.tes.com/teaching-resource/moving-out-video-12293010
The Coal Miner’s story is an extract from the Moving Out book, by Lorna Holder
A captivating poem by Caribbean elder Vida Harris, inviting teachers and students to explore the past in an engaging and imaginative way. The poem serves as a vibrant blueprint for creative writing while providing a cheerful account of Caribbean life in 1960s Britain.
Designed for students aged 11-16, subjects: Poetry, English, Citizenship, Drama, Social History, Research, and Essay Skills.
Spanning two pages in both Word and PDF formats.
Key Features:
Historical Creativity: The poem serves as a creative guide for students, illustrating how to weave historical facts into engaging narratives.
Resource for Homeschooling:
Engagement: Tailored for teachers and parents engaged in homeschooling, the poem provides a relaxed and enjoyable approach to children’s education.
Educator Support: Enables educators to create question and answer worksheets from the narrative, facilitating structured engagement with the poem.
Cultural Understanding: The resource aids teachers and students in developing knowledge and understanding of the global movement of families and communities, fostering cultural awareness.
Author Background - Vida Theodosia Harris:
Personal Insight: Insight into the poet’s background adds a personal touch, connecting students with the author’s life experiences and sources of inspiration.
Multifaceted Author - Nurse, Mother, Grandmother, and Poet:
Inspiration Sources: Vida’s multifaceted life, including her role as a nurse, mother, grandmother, and poet, serves as a wellspring of inspiration for her poignant poetry.
Worldly Experiences:
Global Travels: Vida’s extensive travels across the world, visiting her children and grandchildren, contribute to the diverse cultural tapestry reflected in her poetry.
Visual Enhancement - Crinoline Photograph:
Visual Appeal: Crinoline- Photographer Esmel May Woma copyright: Tuareg Productions/Mary Evans Picture Library
Research documents- the real voices and stories of Caribbean women shedding light on their childhood experiences in Britain during the 1960s. The document, available in both Word and PDF formats, caters to age coding 11-16 and spans across subjects such as Citizenship, Drama, and Modern History. With 8 pages and three supporting images.
Key Highlights:
Diverse Perspectives: The document captures the voices of four Caribbean women, including those born in the Caribbean and one born in England during the 1960s. Their narratives offer a rich tapestry of experiences, from being left behind when parents migrated to England to the challenges of adapting to a new culture.
Themes Explored:
Adaptation: The women share their experiences of trying to fit into British life, attending school, and grappling with feelings of difference.
Responsibilities: There is a poignant exploration of the resentment and responsibilities shouldered by those left behind, including caring for younger siblings born in England.
Quotable Voices:
Yvonne’s reflection on the differences between life in England and Jamaica, highlighting the impact on freedom and daily life.
Mealta’s account of the responsibilities she took on, emphasizing the challenges faced upon arrival.
Billie Ann’s struggle to reform a relationship with her mother due to the lack of bonding during her early years.
Zoë Elaine’s narrative, born in Northwest London, providing insight into her coming of age amidst social injustice.
Educational Use:
Teacher Resource: An invaluable tool for teachers, offering opportunities to develop students’ knowledge of the global movement of families and communities.
Versatile Adaptation: Teachers can adapt and create unique activities, including comprehension questions and research projects, aligning with Citizenship, Drama, and Modern History studies.
Rooted in Tradition:
The resource maintains a strong connection to the oral storytelling tradition of the Windrush generation, offering authentic and relatable content.
Book Source:
Extracts are from the book “Living Under One Roof” written by Lorna Holder in 2005, providing a solid foundation for the narratives.
Visual Support:
The resource is complemented by a supporting 1960s photograph of a family in Northwest London and an illustration depicting the mode of travel, symbolically using family photographs to communicate with loved ones left behind.
Conclusion:
“Childhood Memories” serves as a poignant and educational resource, providing a platform for understanding the complexities of identity, belonging, and family life among Caribbean women in England during the transformative 1960s. It encourages open conversations, promotes cultural understanding, and offers a bridge between generations.
In July 2008, oral history workshops were held in Camden as part of the Heritage Lottery Funded educational project Building Bridges. This was the experiences of the white community as they witnessed the arrival of substantial numbers of Caribbean people in Britain post-World War II in 1948. Capturing these historical perspectives, the project featured interviews and discussions between secondary school students and elders from the host community.
The dialogues encompassed a broad spectrum of topics, including work, schooling, housing, cultural and social changes, as well as the profound impact on family life. The collaborative nature of the project provided a rich tapestry of narratives, shedding light on the complexities of post-war migration and its reverberations within the host community.
Educators will discover the content of this comprehensive bundle to be a valuable resource for facilitating discussions and drawing comparisons between the experiences of Caribbean immigrants and those of the host community. By incorporating the firsthand accounts and insights shared during the workshops, teachers can cultivate a more profound understanding of the challenges, adaptations, and cultural exchanges that shaped the lives of both the newcomers and the established community. This approach not only enriches the curriculum but also fosters empathy and a nuanced appreciation of the shared history of diverse communities.
The bundle comprises the following components:
Building Bridges Documentary:
This half-hour documentary is grounded in social history research and features poignant interviews and discussions involving English elders and students from the boroughs of Camden and Brent in London, UK. Tailored for an audience with an age range of 11-16, the documentary spans across subjects such as Citizenship, History, PSHE (Personal, Social, Health and Economic education), and English. It serves as an engaging lesson starter designed to stimulate discussions on key themes including Caribbean migration, Black British history, the Windrush era, identity and belonging, and the celebration of differences. The documentary is a testament to the dedication of its creator, Lorna Holder, who wrote, produced, and directed the project, ensuring a thoughtful and comprehensive exploration of these significant topics.
Building Bridges E-book:
Included in the bundle is the Building Bridges e-book, designed to offer additional depth to the subject matter. Comprising 8 pages in black and white and available in PDF format, this resource encapsulates heartfelt interviews and discussions featuring English elders and students from the vibrant London borough of Camden.
Within the pages of this e-book, readers will find a rich collection of previously unseen photographic archives that visually complement the narratives. The resource is thoughtfully curated to provide a poignant insight into the personal stories shared during the project. In addition to the visual elements, the e-book incorporates model general questions, such as: “What were your feelings on seeing Caribbean people after the war?”
One compelling example shared by Elder Bob adds a personal touch to the narrative: “I can remember when I went to my Primary school. We sat in our lines, and suddenly these two black girls walked into the gym hall and sat next to the head teacher; we’d never seen a black child before. Apparently, they had come over on the Empire Windrush with their parents.”
With its compelling content, never-before-seen visuals, and thought-provoking questions, the Building Bridges e-book serves as an invaluable resource, enriching the exploration of the historical context and prompting engaging discussions among readers.
Building Bridges: A Case Study
The case study of the “Building Bridges” production illuminates the dynamic interactions between the older and younger generations, showcasing a mutual exchange of insights surrounding the subject matter. This engagement has proven instrumental in facilitating workshops, conducting oral history interviews, and fostering the sharing of experiences.
Active participation from both groups has been a cornerstone of the project. The elders, through their narratives and oral history contributions, offer invaluable cultural insights that serve as a profound learning experience for future generations. In passing down their experiences and knowledge, the elders derive a sense of satisfaction and purpose, contributing to the preservation of cultural heritage.
Simultaneously, the involvement of young people injects a distinctive and fresh perspective into the project’s activities. Their active engagement not only enriches the narrative but also provides a contemporary lens through which to view historical events and cultural shifts.
This case study is thoughtfully designed to be adaptable to different key stages and align with various curriculum requirements. It serves as a testament to the collaborative and intergenerational nature of the “Building Bridges” initiative, demonstrating its potential to foster meaningful connections, cultural understanding, and a shared sense of heritage.
This bundle includes three resources. Three people from the world of Art, Fashion and Music share their experience of youth. Age code 11- 18. Subjects covered: English, Social History, Art & Design, Citizenship, Modern History, Fashion & Textile, Photography, Creative Writing & Drama. Based on the content of each resource teachers will be encouraged to create unique learning activities and comprehension questions for classroom learning.
The Fifties Art Students of St. Martins
1950s Art Student Carole Steyn, shares her experience in going to St Martins Art School, Charing Cross 1956 -1958, and been part of the social and culture change that occurred in 1950s London. Research resource for Year 12 students and adults in learning about British popular culture. Subjects: English, Social History, Art & Design, Citizenship. 5 pages in PDF and Word document.
She talks about her Favourite dress in the cover image
“The dress reminds me of Brigitte Bardot in St Tropez, Cote d’Azur who was the first to make gingham fashionable. I used to wear this dress everywhere, and all the time, as one did at the time. My parents didn’t like the dress, as they didn’t really understand what the beginning of teen-culture was.”
Carole Steyn
Extract from the book Hanging Out by Lorna Holder
Style in my DNA –
Style in my DNA, by Lorna Holder documents 70 years of Caribbean influence on British fashion. Age code 11-18 Subjects: Modern History, Art & Design, Art, Citizenship. Classroom topics: Diversity, Identity, Community, Fashion & Textile, Photography & Dress making. Research book. It is informative and essential in representing black cultural history, fashion, and identity. It is an invaluable resource for fashion studies, black studies, Windrush archive study, research and social history of London, Birmingham, and Nottingham. The striking images in the book will help anyone seeking to understand the Caribbean migrant experience.
The book is also a memoir of Lorna Holder, a child of the Windrush generation. Lorna arrived in the UK from Jamaica in 1959 and was brought up in Nottingham. Graduating with a BA Honours in Fashion and Textiles in 1975, she was the first black graduate in fashion & textiles to pass through the then Trent Polytechnic, now Nottingham Trent University. She went on to be a very successful fashion designer, producer, writer, curator, and an active figure within London’s Caribbean Community.
208 pages
Brixton -1960s by Fred Peters
A research resource for Year 12 students. Subjects: English, History, Citizenship, Creative Writing & Drama. Three pages in PDF and Word document. Reggae musician Fred Peters shares his experience in hanging out in Brixton during the 1960s. Necessary social history research showing how family life, music, fashion, and the club scenes of the 1960s played a vital part in Black British history and identity. Transcript taken from the Hanging Out book, by Lorna Holder
The Fifties Art Students of St. Martins: A Glimpse into Cultural Metamorphosis
Embark on a captivating journey with Carole Steyn, a 1950s art student, as she shares her enriching experiences at St. Martins Art School, Charing Cross (1956-1958), witnessing the transformative social and cultural changes in 1950s London.
Key Details:
Age Group: Year 12 students and adults
Subjects: English, Social History, Art & Design, Citizenship
Resource Type: Research resource
Format: 5 pages in PDF and Word document
Content Highlights:
Personal Reflections: Carole Steyn offers a personal and reflective account of her time at St. Martins Art School, capturing the essence of an era marked by cultural evolution.
Fashion and Identity: The cover image featuring Carole’s favorite dress serves as a gateway to explore the influence of fashion on identity, with a nod to Brigitte Bardot’s impact on gingham’s popularity.
Teen Culture Emergence: Carole’s candid narration delves into the emergence of teen culture, a phenomenon that puzzled older generations, including her parents.
Historical Context: The resource provides historical context, offering insights into British popular culture during the 1950s and its impact on the arts scene.
Educational Significance:
Holistic Learning: A valuable resource for Year 12 students and adults, facilitating holistic learning by intertwining art, history, and cultural studies.
Citizenship Exploration: Encourages exploration of citizenship concepts through the lens of cultural change, fostering critical thinking about identity and societal shifts.
Discussion Starter: Serves as a compelling discussion starter for English classes, prompting dialogue on the intersection of art, fashion, and societal perceptions.
Visual Appeal: The inclusion of Carole’s favorite dress as the cover image adds a visually appealing element, engaging learners with the aesthetics of the period.
Conclusion: “The Fifties Art Students of St. Martins” provides a vivid snapshot of an era through Carole Steyn’s eyes, enriching learners’ understanding of the interconnectedness of art, culture, and societal change. It serves as an insightful resource for educators seeking to offer a nuanced exploration of 1950s British popular culture in an educational setting.
Extract from the book Hanging Out by Lorna Holder
This bundle includes three insightful resources that delve into the African and Caribbean perspectives of migration to Britain from the 1960s . The themes are, identity, belonging, family displacement, the Windrush experience, and contributions to the NHS.
These resources serve as a springboard for creating unique classroom activities, especially in creative writing and short monologue performances. It invites educators and students to explore, reflect, and celebrate the rich tapestry of identities within our shared history.
About Me – Worksheet:
Immerse your students in contemporary, personal stories of migration and the concept of home with this 3-page PDF and Word document. Shared by Year 9 students from Hackney Free & Parochial School, these heartfelt narratives are designed to stimulate classroom discussions. The worksheet spans Drama, History, Citizenship, and English, offering a diverse perspective to strengthen students’ understanding of Black history and identity. The stories are part of “The Ones We Left Behind,” a Heritage Lottery-funded project produced by Lorna Holder, encouraging openness, exploration, and celebration of diversity.
Story of a 1960’s Black Nurse – Worksheet:
This social history research document, tailored for Year 9 students in History, Citizenship, and English, unfolds the oral history account of Esmel May Woma. Arriving in Nottingham from Jamaica in the early 1960s to study nursing, Woma’s narrative provides a first-hand account of the positive contributions made by the Windrush generation to the NHS. The 2.5-page document offers a significant backdrop for character development, ideal for stories, stage plays, and family discussions.
Living Under One Roof – Short Video:
Dive into a monologue set in the 1960s about family separation with “Living Under One Roof.” A captivating short video, perfect as a lesson starter for ages 11-18 in Citizenship, Drama, and Modern History. The narrative follows Dorothy, a hard-working single mother from Rhodesia, desperate to bring her four children to England. An impactful resource for developing knowledge about the global movement of families to Britain during the 1960s, it sheds light on the challenges faced by families and communities. The monologue is part of the stage production and exhibition “Living Under One Roof,” written, directed, and curated by Lorna Holder.
About Me, a selection of contemporary, personal stories of migration, families, and the idea of home, shared by Year 9 students from Hackney Free & Parochial School . 3 pages in PDF and Word document, Subjects: Drama, History, Citizenship, & English. These heart felt stories will stimulate classroom discussions, enabling students to write their own experiences of belonging to strengthen their understanding of Black history and identity. From the issues raised, teachers and students can further create unique classroom learning activities especially in creative writing and short monologue performances.
The Hackney Free & Parochial students had taken part in the project, The Ones We Left Behind, produced by Lorna Holder. This Heritage Lottery funded project encompasses stories from many communities about families separated by continents, relocating to new countries, even simply moving from one city to another. Through a unique programme of community workshops supported by the work of a dedicated team of professional researchers, we gather personal oral histories. These stories are then used as a basis for truthful, high-quality dramas, which truly celebrate diversity. The project encourages openness and exploration, looking outwards with curiosity and respect, listening to, and learning from real voices, and identifying that which is specific and unique.
Three unique resources that celebrate the positive contributions of people of colour to British society.
Brixton - 1960s by Fred Peters: A Musical Journey
Age Coding: 11-18
Subject Integration: English, History, Citizenship, Creative Writing & Drama
Resource Type: Research resource for Year 12 students
Format: Three pages in PDF and Word document
Content Overview:
Reggae musician Fred Peters shares first-hand experiences of Brixton in the 1960s, providing essential social history research.
Explores the influence of family life, music, fashion, and the club scene in shaping Black British history and identity.
Includes four supporting archive images, offering a visual journey into the vibrant cultural landscape.
Educational Impact:
Encourages teachers and parents to create engaging learning activities and comprehension questions for both classroom and home learning.
Provides a positive account of the significant contribution made by Black British creatives to popular culture.
Style in my DNA - Ebook: A Fashion Chronicle
Age Code: 11-18
Subjects: Modern History, Art & Design, Art, Citizenship
Classroom Topics: Diversity, Identity, Community, Fashion & Textile, Photography & Dressmaking
Resource Type: Research book
Format: 208 pages
Content Overview:
Authored by Lorna Holder, this ebook documents 70 years of Caribbean influence on British fashion, offering an insightful blend of black cultural history, fashion, and identity.
Serves as a memoir of Lorna Holder, a notable figure in the Caribbean community, tracing her journey from Jamaica to becoming the first black graduate in fashion from Nottingham Trent University.
Features striking images, making it a valuable resource for understanding the Caribbean migrant experience.
Educational Impact:
Informs fashion studies, black studies, Windrush archive study, and research into the social history of London, Birmingham, and Nottingham.
Provides a unique perspective on diversity, identity, and community through the lens of fashion and textile history.
Story of a 1960’s Black Nurse: A Healthcare Odyssey
Age Code: 11-18
Subjects: History, Citizenship & English
Resource Type: Oral history account
Format: Two-and-a-half-page social history document
Content Overview:
Chronicles the oral history account of Esmel May Woma, highlighting the positive contributions made to the NHS by the Windrush generation.
Offers a significant backdrop for character development, fostering storytelling, stage plays, and family discussions.
Educational Impact:
Targeted towards Year 9 students, serving as a valuable resource for exploring the intersections of history, citizenship, and English studies.
Provides tangible insights into the healthcare contributions of the Windrush generation.
Conclusion:
This Black History Bundle weaves together narratives of cultural richness, musical influence, fashion evolution, and healthcare contributions. Each resource offers a unique lens through which students can engage with the multifaceted tapestry of Black history, fostering a deeper understanding of diversity, identity, and positive societal impact.
Half-hour documentary with supporting resources about the experiences of the white community in seeing large groups of Caribbean people arriving in Britain after WW2, 1948. Based on social history research- heartfelt interviews and discussions with English elders and students from the boroughs of Camden and Brent, London UK. Age range 11-16. Subjects: Citizenship, History, PSHE, and English. A lesson starter to encourage discussions around, Caribbean migration, Black British history, Windrush, identity and belonging, and celebrating differences. Written, Produced, and Directed by Lorna Holder.
Video- 15 minutes long. A Lesson starter for age 16+ in subjects: Drama, English and Citizenship. Based on research into the oral histories of Britain’s Filipino community at the Centre of Filipinos in London in 2006. About families separated by continents, and their stories forming the basis for truthful, high-quality dramas, which genuinely celebrate diversity. Teachers can create unique learning activities to explore the many issues raise in the video.
The majority of the workshop participants were women, which is an accurate reflection of the make-up of the community. Filipino economic migration to Europe coincided with a demand for domestic workers. There were stories of wives and mothers leaving their families behind and becoming breadwinners for their extended families.
‘Departure Lounge,’ a dramatic monologue written and produced by Lorna Holder.
Nena, a woman in her forties, sits nervously, waiting for the boarding announcement in the departure lounge at the airport. Now returning to the Philippines after 25 years working in the U.K, Nena has to make a final decision; should she return to the Philippines, to the husband she hardly knows and son whose childhood she missed? Or should she remain working for the family who employ her and the ‘adopted’ English children she has raised?
The video has a supporting e-book The Ones We Left Behind available on Tes.
Brixton - 1960s by Fred Peters: A Musical Journey
Age Coding: 11-18
Subject Integration: English, History, Citizenship, Creative Writing & Drama
Resource Type: Research resource for Year 12 students
Format: Three pages in PDF and Word document
Content Overview:
Reggae musician Fred Peters shares first-hand experiences of Brixton in the 1960s, providing essential social history research.
Explores the influence of family life, music, fashion, and the club scene in shaping Black British history and identity.
Includes four supporting archive images, offering a visual journey into the vibrant cultural landscape.
Educational Impact:
Encourages teachers and parents to create engaging learning activities and comprehension questions for both classroom and home learning.
Provides a positive account of the significant contribution made by Black British creatives to popular culture.
This transcript was taken from the Hanging Out book.
For further content on this subject, view
https://www.tes.com/teaching-resource/hanging-out-11266230
https://www.tes.com/teaching-resource/hanging-out-youth-culture-then-and-now-video-12294504
Between 2011- 2012 members from London’s diverse communities shared their experiences in hanging out in four boroughs: Brent, Camden, Lambeth, and the City of London. The Heritage Lottery Funded project, produced by Lorna Holder, focused on the immense changes in popular and social customs during the 1950s and 1960s. The book and documentary explore fashion, music, sport, film, entertainment, and protest in London.
Two resources showing the positive contributions of Black individuals in Britain during the transformative 1960s. Designed for ages 11-18, the resources span subjects such as Citizenship, Drama, and Modern History.
Story of a 1960’s Black Nurse: Bridging Generations
Target Audience: Year 9 students
Subjects: Modern History, Citizenship, Drama
Resource Type: Oral history account (2.5 pages)
Description:
Explore the journey of Esmel May Woma, a trailblazer who ventured from Jamaica to Nottingham in the early 1960s to pursue a nursing career. This resource provides an invaluable firsthand account of the Windrush generation’s positive contributions to the NHS. Tailored for teachers, parents, and guardians, it serves as a dynamic backdrop for character development, fostering engagement through stories, stage plays, and family discussions.
Enhancements:
Inquiry-Based Learning: Encourage students to delve into inquiry-based learning, exploring the challenges and triumphs faced by migrants in the 1960s.
Interactive Activities: Provide educators with a foundation for creating interactive activities that connect historical narratives with contemporary experiences.
African Voice of Women’s Liberation - The Yellow Room: A Theatrical Window to Empowerment
Target Audience: Age coding 11-18
Subjects: Citizenship, Drama, Modern History
Resource Type: Monologue Video
Description:
Immerse students in “The Yellow Room,” a monologue set in the 1960s that unfolds the tale of Dorothy, a resilient single mother from Rhodesia (Zimbabwe). This powerful lesson starter explores family separation and women’s liberation, offering educators and students insights into the challenges faced by families moving to Britain in the 1960s. The video, part of the “Living Under One Roof” production, provides a compelling resource for understanding global movements and family dynamics.
Enhancements:
Comprehensive Discussions: Facilitate comprehensive discussions with students by creating unique questions that address issues raised in the monologue.
Multicultural Perspective: Leverage the resource to foster a multicultural perspective, addressing global movements and the resilience of women in challenging circumstances.
Conclusion:
The “Black History Resource” bundle provides a multifaceted exploration of historical narratives, offering educators versatile tools to engage students in rich discussions, creative activities, and an appreciation of the positive contributions and resilience of Black individuals during the transformative 1960s.
This bundle includes three resources, offering a dynamic exploration of the 1950s and 1960s British youth culture.For ages 11 to 18 across multiple subjects such as History, Art & Design, Music, Politics, Fashion, Media, Sport, and Film Studies.
Hanging Out E-Book:
About the cultural revolution of the 1950s and 1960s, delving into fashion, music, sport, film, entertainment, and youth protest. The e-book is a comprehensive guide supported by the:
2: Hanging Out documentary trailer, featuring interviews and unique archive footage.
Key Subjects: History, Art & Design, Music, Politics, Fashion, Media, Sport, and Film Studies.
Style in My DNA (Edited Version):
Description: Uncover 70 years of Caribbean influence on British fashion and the social history of London, Nottingham, and Birmingham with this edited version of the book by Lorna Holder. It provides valuable insights for teachers to create unique learning activities and comprehension questions.
Key Subjects: History, Art & Design, Fashion Studies.
3. Workshop Learning Activities and Oral Histories:
Features:
Striking Images: The bundle includes captivating images capturing the essence of the 1950s and 1960s.
Illustrations: Visual aids and illustrations enhance the learning experience.
Archive Photographs: Gain a glimpse into the past with carefully curated archive photographs.
Workshop Learning Activities: Engage students with hands-on activities that bring the era to life.
Oral Histories from Elders: Real voices from the past provide a personal touch, offering a connection to the lived experiences of that time.
Educational Benefits:
Multidisciplinary Approach: The bundle seamlessly integrates various subjects, offering a multidisciplinary approach to learning.
Unique Comprehension Questions: Teachers can utilize the resources to create unique comprehension questions, fostering critical thinking and deeper understanding.
Rich Visual Content: Visual learners will benefit from the rich visual content, making history and culture come alive.
Conclusion:
The 1950s and 1960s Youth Culture Bundle is not just an exploration of the past; it’s an invitation to immerse oneself in a transformative period that shaped the cultural landscape. With its multidimensional approach and rich resources, this bundle opens doors to a dynamic learning experience, inviting students to connect with the dynamic youth culture of a bygone era.
Video for secondary school students, their family and teachers showing the early signs of mental health problems within a Caribbean family in 1960s Britain. A resource to help form the basis of conversation around issues of migration, family life, work, identity and belonging. Teachers and parents can create unique learning activities for Black History Month, for homeschooling during holidays and beyond. Subjects, Social History, English & Drama, Age code: 14-18
Set in the 1960s in the Midlands, the monologue Indigo Blue Room highlights some of the issues of social exclusion still pertinent today. It was performed and filmed at the King’s School in Worcester in 2004, starring Indra Ove and Leon Herert. The main character, Lattisha, once prosperous and glamorous, could not cope with living in one room, going out to do manual work, dealing with an unfaithful hisband, leading to mental health problems.
The monologue, Indigo Blue Room was written and produced by Lorna Holder, based on the Living Under One Roof stage play written in 2003.
Designed to help students age code, 11-16 and their families understand life in London after the Second World War, 1939 -1945.
English Elders account on Windrush- Building Bridges: A research resource showing the experiences of the white community in seeing large groups of Caribbean people arriving in Britain. This is a 8 page black/white resource , filled with never before seen photographic archives and model general questions.
Building Bridges - A case study: Compliments the above resource. Demonstrates the interactions between the older and younger generation , through oral history workshops and shared discussions.
Empire Windrush- The Ones We Left Behind: A short video. English Elder, Belle Johansson from Camden, London shares her experience in watching the Pathe news in her local cinema and seeing the arrival of Caribbean people on the Empire Windrush in June 1948.
London after the Blitz: English Elder Belle Johansson , continues sharing her valuable life story. She talks about the painful experiences many families endured in London during and after the war, and the heartfelt decisions individuals later made in leaving loved ones behind to find a new life in a foreign country.
Parents and teachers can create unique learning activities for home schooling during the summer term and beyond. The resources also enables family elders to share their stories with the young, prompting family discussions and learning.
Secondary school students, parents and community providers will understand more about creating intergenerational discussions on feelings and memories of home. The theme, the things we brought with us when we left our homelands, is open to all ages and communities. Subjects, Social History, English, Citizenship, Art, Art & Design.
This video created at the British Museum for the Jamaica Hidden Histories Project in 2014, included participants from Fine Art and History students from Haverstock School Camden, and four elders from Open Age in Brent. The vibrant mix of students from migrant communities with Chinese, English, Gambian, Irish, Italian, Somalian, and South Sudanese heritage spoke passionately about their objects. The Jamaican and Trinidadian elders, too, spoke with great sentiment, knowledge, and fondness of the things they brought. All the objects represented their personal experiences, identity, and culture.
Jamaica Hidden Histories is a Heritage Lottery Fund project, by Full Spectrum Productions 2012-2015. Tuareg Productions produced the resource.
Spanning five decades, this resource pack documents the profound influence of Jamaica on British culture, tracing its trajectory from independence in 1962 to 2000. By contextualizing Jamaica’s history since its acquisition under British Rule in 1655, the pack illuminates the interconnections between Britain and the evolution of Jamaica’s distinctive cultural identity.
Through a variety of activities, this bundle enriches students’ learning skills, knowledge, and personal development, fostering a deeper understanding of Jamaica’s hidden histories and their impact on the broader cultural landscape.
Tailored for Key Stage 3, specifically Year 9 students, it seamlessly integrates into the National Curriculum across various subjects, including History, English, Art & Design, and Design & Technology.
The bundle includes the Jamaica Hidden Histories educational pack, featuring a comprehensive 50-page Learning Book, a 35-page Activities and Teachers Notes booklet, and a versatile Unit of Work in Art & Design complete with lesson plans.
Additionally, the Jamaica Hidden Histories DVDs offer engaging content on pivotal historical moments:
Oliver Cromwell Takes Jamaica
Jamaican Independence
Enterprise 1980s to 1990s
and The Making of Meditations Beneath Duppycherry Tree.
This educational initiative was a pivotal aspect of the Heritage Lottery Fund project, spearheaded by Full Spectrum Productions from 2012 to 2015. The resource is currently published by Tuareg Productions, offering a comprehensive and immersive learning experience for students from diverse backgrounds.
Oral history transcript to support the research into untold stories,’ real voices’ of Caribbean people in 1950s Britain. Issues around family life and values; subjects, English, Modern History, Citizenship, and Drama. Age coding 11-16. Teachers and parents can create unique learning activities to help stimulate classroom and home schooling discussions on embracing differences and change.
Firmly rooted in the tradition of oral storytelling, this resource is the oral history transcript of Monica, a Caribbean elder who gives a very personal account of her journey to Britain in the 1950s. She talks about her last day in Jamaica and excitement on going on an airplane and the financial support given by her father. Next we hear how she followed her parents wishes saying, " One thing my parents instilled in me was the idea that you would not have a child before you were married." She talks about her husband and having children, the changes Jamaica Independence would bring, and why they decide to remain in England because, " Being British, at that time the education system was something to look up on." However she still had to fight for the rights of her children not to get left behind in the class room. Monica talks about the cultural and social differences between a Jamaican and English family, and the importance of manners and discipline and how we must preserve our heritage.
This interview by the Oral Historian Sharon Rappaport was for the Cultural Re-Awaking Conference for the Jamaica Hidden Histories project, 2012-2015, at the Metropolitan Archives in 2013 .
Jamaica Hidden Histories is an educational project by Full Spectrum Productions, supported by The Heritage Lottery Fund and produced by Lorna Holder.
