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Use documents in this lesson to explore the ways in which Apartheid took place in South Africa. Also find out about the laws of the Apartheid in South Africa and how it affected the countries around it. The term apartheid comes from the Afrikaans word meaning ‘separation’. This system implemented political, social, and economic segregation on racial grounds in South Africa. It ensured domination by the white minority population and discrimination against the non-white majority. D.F. Malan, Prime Minister of the Union of South Africa (1948-1954) for the National Party, introduced apartheid in 1948. It meant that white citizens held the highest status, then ‘Coloureds (mixed-race)’ and ‘Black Africans’. Apartheid was contrary to all notions of equality. It was the intention of the government to separate and divide different tribal groups, confining them to specific areas or Bantustans. This lesson uses original documents to consider some of the main legislative steps taken to create a system of apartheid in South Africa. What was the impact and consequences of apartheid for Black, White and ‘Coloured’ South Africans? Please note that the language used in these sources is often inappropriate and offensive. We have included it as part of the historical record.

Use documents in this lesson to explore the causes of the Glorious Revolution and its impact on the British monarchy. Also find out about the effects of the Glorious Revolution on Ireland and the American colonies. In early 1689, James II, King of England, Scotland, and Ireland, was deposed by Parliament and replaced by his daughter, Mary, and her husband, the Dutch prince William of Orange. Since James II ascended the throne in 1685, he had fuelled the interconnected fears of Catholicism and arbitrary government within England, a deeply Protestant country. As a determined Catholic, James had granted Catholics many rights, including the freedom to worship openly, to hold public office, and even to be members of the privy council. His continuous use of the royal prerogative to achieve his own political and religious ends was central to his downfall. In June 1688, James’ second wife Mary of Modena gave birth to a son, destroying English hopes that Mary, the king’s Protestant daughter, would ascend the throne after the death of James II. Instead, they faced the prospect of another Catholic king. This, combined with James II’s continued authoritarian behaviour, led to several peers (the ‘Immortal Seven’) asking the Dutch prince William of Orange to invade England. On 5 November 1688, William arrived with his army on English shores. In December 1688, James II fled to France. After being presented with the Declaration of Rights, which stressed the need for a contractual model of kingship and government, William and Mary accepted the throne on the 13 February 1689.

This video is part of our ‘Spotlight On’ series and features Legal Records Specialist Daniel Gosling looking at records relating to the Court of King’s Bench, which was the most senior criminal court for most of its existence. This video focuses on documents from 1780 concerning the Gordon Riots in London.

This video is part of our ‘Spotlight On’ series and features Principal Specialist in Modern Domestic Records Laura Robson-Mainwaring looking at records relating to health and welfare in the 20th century. Specifically, she looks at the Beveridge Report and its impact.

This video is part of our ‘Spotlight On’ series and features Head of Military Records Will Butler looking at records from the Admiralty. This is a war diary of the events relating to a Royal Marines Unit, 40 CDO RM, during the 1982 Falklands conflict.

This video is part of our ‘Spotlight On’ series and features Eighteenth Century Records Specialist Philippa Hellawell looking at records from the Treasury. This video focuses on slavery registers from 1826 concerning Jamaica which shed light on colonialism and the slave trade in the British Caribbean.

This video is part of our ‘Spotlight On’ series and features International and Military Records Specialist Elizabeth Haines looking at records from the Secret Services. This video focuses on letters and reports from the personal file of Rudolf Hess.

This video is part of our ‘Spotlight On’ series and features Visual Collections Records Specialist Sarah Castagnetti looking at a document from the Central Office of Information (COI) relating to a public information film from 1971 entitled ‘Insaaf’, the Urdu word for ‘fair play’ or ‘justice’.

This video is part of our ‘Spotlight On’ series and features Head of Early Modern Records Neil Johnston looking at the ‘Declaration of Rights’ from our Chancery records

This video is part of our ‘Spotlight On’ series and features Sixteenth Century Records Specialist Sean Cunningham looking at records related to the trial of Anne Boleyn. This video focuses on legal records relating to the Court of King’s Bench, the most senior criminal court, and the Chancery.

Use the original documents in this lesson to find out about the Corn Laws: how the British public reacted to them, and their eventual repeal in 1846. Suitable for: Key stage 4, Key stage 5 The Corn Laws were passed by the Conservative Prime Minister, Lord Liverpool, in 1815. These were measures brought in by the British government to protect landowners and farmers. They controlled the price of all grain crops, including wheat, barley and oats. After the Napoleonic Wars, food prices were predicted to fall as Britain resumed its trade with Europe, and goods could once again be imported to Britain. However, further imports of cheaper foreign grain harmed the interests of British landowners and farmers. The Corn Laws were aimed to prevent this harm. The laws placed tariffs on grain imported from other countries. The price of grain at home had to reach extremely high levels before duty-free grain from overseas was permitted. Harsh import duties made buying grain from abroad unaffordable. Therefore, the Corn Laws made it expensive to import grain, even when domestic grain was in very short supply. The laws were met by fierce opposition from the public and there were frequent riots against them. The Anti-Corn Law League, founded in 1839, campaigned to repeal the laws. The Corn Laws remained in place until 1846; despite strong opposition from his own political party, Conservative Prime Minister Sir Robert Peel repealed them in 1846. Peel gives his reasons for doing so in a document here.

Compare the accounts as well as other evidence of Captain Cook’s death, to work out what happened when Cook died. Why is it important to consider a range of sources? What things influence how the historical narrative is set out? On 14 February 1779, Captain James Cook – the British navigator and explorer – was killed in Kealakekua Bay, Hawaii in a confrontation with the indigenous Hawaiians (Kānaka Maoli). The story of his death, and his legacy, has been much explored and debated. Your job in this lesson is simple: use original sources to find out what really happened. Or maybe it’s not so simple? In this lesson, students will explore different accounts of Cook’s final moments. These accounts are based on the logs from different members of Cook’s crew. Students will then look at depictions of Cook’s death in art. None of these accounts come from the Hawaiian perspective – this is important to keep in mind as you go through the lesson.

Use this lesson to find out why children were sent abroad in the period 1869-1913. What was the justification for doing this? Suitable for: Key stage 2, Key stage 3, Key stage 4 Old Bailey records reveal that thousands of children were transported to Australia as criminals between 1787 and 1868. However, from 1869-1930, 80,000 children were forced to migrate to Canada. Behind this forced migration were individuals such as Maria Rye, Annie Macpherson, and Thomas Barnardo, and institutions such as the poor law unions, local government board, and the Home Office.

In this lesson you will use different types of original medieval records from The National Archives to explore how Kenilworth Castle functioned in times of peace and war during the ‘Middle Ages’. It aims to help you understand what you can find out about castles from written records which archaeology cannot tell you. This activity will also help you to appreciate the physical nature of the buildings in a different way from the more recent visual sources on the castle used in the starter lesson. Therefore, before attempting this lesson it is important to complete the starter lesson on Kenilworth Castle first. Suitable for: Key stage 4

This starter lesson will introduce you to Kenilworth Castle using visual sources from more recent times. There is a postcard from 1903, a modern aerial photograph, a Victorian photograph and some modern plans of the castle which show change over time to its buildings. Once you have finished this activity, attempt our lesson on Kenilworth Castle which is based on original medieval documents. Suitable for: Key stage 4

There are quite a lot of things you need to watch out for when using photographs as sources. Just like documents they must be treated with caution. Seeing is not necessarily believing! Use the resources below to help develop your skills when using photographs as sources. Don’t miss our video tutorial as well. This resource is suitable for students in Key Stages 3-5.

There are certain things you need to watch out for when using cartoons as sources. Just like written documents, treat them with caution. Use the resources here to help develop your skills when using cartoons as sources. This resource is suitable for students in Key Stages 3-5.

Use this lesson to find out how the British civil and military authorities carried out the South African war in 1899-1902 and how the public responded to the conflict. Suitable for: Key stage 3, Key stage 4, Key stage 5 For more than a century, some form of conflict had existed between Britain and the Boers in southern Africa, mainly over the amount of influence and expansionist ideas the former had in the area. In 1877, Britain had moved to annex the Transvaal Republic, bringing it under its control, and this eventually led to what is known as the First Boer War in 1880-1. After a number of defeats handed to the British, independence was restored but relations never recovered. Tensions remained for a number of reasons. The immigration of large numbers of uitlanders (foreigners), largely because of a diamond rush, meant that these, mainly English-speaking, individuals soon came close to outnumbering the Boer population. Britain supported the rights of these uilanders and confrontations were common. Britain also continued to be expansionist in its outlook as it looked to control gold mining in the region and continued to attempt to bring the Transvaal and the Orange Free State under British control. This eventually culminated in the failed Jameson Raid in 1895. Eventually, in 1899, Joseph Chamberlain, the British Colonial Secretary, demanded full voting rights for uilanders living in the Transvaal, and mobilised its military forces near the borders of the Transvaal and Orange Free State. The President of the South African Republic, Paul Kruger, issued an ultimatum which was rejected by the British government, leading to the declaration of war from Kruger and the Orange Free State.

This lesson shows us how we can use photographs, with examples from the Victorian period and more recent times, to uncover the past. Suitable for: Key stage 1, Key stage 2 The National Archives has over 5 million photographs in its collections. They have been taken for many different reasons by different people working for the government. They include photographs from the Ministry of Information during the Second World War, photos from the Foreign and Colonial Offices or those held in police files. The largest collection of photographs, however, can be found in a collection called COPY 1. This is a collection of photographs and pictures that artists and photographers have chosen to copyright. This means they have recorded their right to control the copying or sharing of their work. Use this lesson to see what you can discover about past lives from five different photographs from collections at The National Archives.

Use this lesson to explore sources relating to criminal activity based around railways. Suitable for: Key stage 2, Key stage 4 In Victorian times, Britain’s railway network grew rapidly. In the 1840s ‘Railway Mania’ saw a frenzy of investment and speculation. £3 billion was spent on building the railways from 1845 to 1900. In 1870, 423 million passengers travelled on 16,000 miles of track, and by the end of Queen Victoria’s reign over 1100 million passengers were using trains. The railway system offered new chances for travel, holidays, transporting goods, developing businesses and the growth of towns and cities. The distance between town and countryside was erased. Dairy produce and fish could be delivered easily to different parts of the country within hours. Increased communication allowed for the spread of ideas and national newspapers. A standardized time was introduced across Britain as trains were timetabled. The mobility of labour and maintenance of law and order were made easier. Of course, the railway network also stimulated the coal and iron industries but led to the decline of the canal system. However, with more people and goods on the move, trains and railway stations arguably, offered new opportunities for crime. The first carriages were unlit and unconnected by corridors, so there were cases of lone travellers being robbed or attacked. Railway stations were often packed and busy which made theft easier. The first railway murder took place in 1864 on train travelling from Fenchurch Street towards Hackney on the North London Railway and caused a great deal of public concern about travel safety.