I am a History Teacher with a love for producing high quality and easily accessible history lessons, which I have accumulated and adapted for over 20 years of my teaching career. I appreciate just how time consuming teaching now is and the difficulty of constantly producing resources for an ever changing curriculum.
I am a History Teacher with a love for producing high quality and easily accessible history lessons, which I have accumulated and adapted for over 20 years of my teaching career. I appreciate just how time consuming teaching now is and the difficulty of constantly producing resources for an ever changing curriculum.
Migration Nation
The aim of this lesson is to assess the positive and negative impact of the media upon migration.
The lesson focuses on the role of newspapers and the tabloids, television programmes and films depicting migration since the Windrush embarkation up until the present day.
The lesson begins with the role of newspapers and their negative and sensationalist impact upon the reporting of migration; students earn how migrants are often portrayed, before completing a challenging task linking categories to newspaper headlines.
Students will then analyse the role television programmes have played with a focus on shows from the 1960s and 1970s, stereotyping migrants and how similar programees today still struggle to represent a multicultural Britain.
Finally, students focus on the role of film and the cinema and examine how they depict migration in a variety of ways.
A differentiated extended writing task will help students consolidate their learning and enable them to judge the positive and negative perspectives from the media and possible ways forward.
There are some excellent links to video footage throughout, although these need to be check beforehand and treated with care.
The plenary is guessing the headline quiz, in the style of ‘Have I got news for you?’
The lesson comes in PowerPoint format and can be changed and edited to suit.
The lesson is differentiated, fully resourced and includes suggested teaching strategies.
Migration Nation
The aim of this lesson is to assess the positive impact migration has had on British values and culture today.
The lesson begins with an introduction to recent migration, where students have to guess the countries migrants have come from using flags and clues.
Students watch an introductory video on migration and how it has affected Britain to the present day.
Students can then work in groups. They have to decide how migration has affected them today personally, from food, to music, language, literature and famous entrepreneurs. They can complete some extended writing on this if required.
The Octagon plenary tests their newly acquired knowledge and checks their understanding of the lesson.
The lesson comes in PowerPoint format and can be changed and edited to suit.
The lesson is differentiated, fully resourced and includes suggested teaching strategies.
I have created these set of resources which focus on the study of Migration to Britain to consolidate and extend pupils’ chronological knowledge of migration from the Stone Age to the present day
This bundle will test student skills and historical understanding of migration. It includes significant events such as the docking of the Empire Windrush at Tilbury Docks in 1948.
It makes connections between migration to Britain through the ages such as Irish migration as a result of the potato famine and Irish migration today. Students will be introduced to key concepts of change and continuity between Jewish migration as a result of persecution, the Kindertransport as well as the causes and consequences of migration after World War II and the need for workers in Britain.
Students will analyse sources, such as for South East Asian migration to Britain and analyse different interpretations of migration through time, particulalry through the media. They will be able to use historical terms and concepts in more sophisticated ways such as assimilation, refugee, scapegoat, colour bar and boycott.
Finally they will be able to provide structured responses and substantiated arguments, giving written evidence and context to extended writing tasks throughout this Migration Unit of work.
The lessons are broken down into the following:
An introduction to migration
First Migrants to Britain
Jewish migration to Britain
Irish migration to Britain
Caribbean migration to Britain
Empire WIndrush
South Asian migration to Britain
Eastern Migration to Britain
Fighting discrimination – Bristol Bus Boycott and Stephen Lawrence
Migration today (free resource)
Migration and the Media
Each lesson comes with suggested teaching and learning strategies, retrieval practice and differentiated activities and are linked to the latest historical interpretations, video clips and debate.
The lessons come in PowerPoint format and can be edited and changed to suit. Please note that some AI has been used in researching this topic, which I have double-checked and verified to be accurate.
These lessons are ideal as a way of introducing Migration if you are teaching it at GCSE or if you wish to add an interesting unit of work to engage and challenge the students to encourage them to take History further in their studies.
Migration Nation
The aim of this lesson is to assess the impact and value of Eastern European migration to Britain.
The lesson begins with an introduction to Eastern European migration to Britain from the 1600s.
Students then complete some source analysis on identity papers as part of the Kindertransport during World War II. There is a reading activity to accompany the source giving its context and a literacy check to complete.
Students learn about Eastern European contributions to the British war effort between 1939-1945, including the bravery of Polish pilots in the Battle of Britain and complete a missing word activity to gauge their impact in outcome of the war.
Finally students evaluate the significance of the Polish Resettlement Act of 1947 and resettlement camps that were established to house many Eastern Europeans after the war as well as the repercussions of Brexit on migration to Britain.
They is some extended exam style question practice to complete, which is differentiated, to focus on the value of Eastern European migration to Britain. There is sentence scaffolding to help if required.
The plenary is an unscramble of key words used in the lesson.
The lesson comes in PowerPoint format and can be changed and edited to suit.
The lesson is differentiated, fully resourced and includes suggested teaching strategies.
Migration Nation
The aim of this lesson is to assess the impact of the Bristol Bus Boycott and the murder of Stephen Lawrence in the fight against discrimination and on the British justice system.
This lesson is split into two parts.
The first part of the lesson focuses on the Bristol Bus Boycott of 1963. Students will discover the causes and consequences of the decision by the Bristol Omnibus company to not hire Black or Asian workers as bus drivers or conductors.
Students will complete some source scholarship on the events which followed this discrimination and assess its impact with changes in the law on civil rights using some scaffolding to complete some extended writing practice.
The second part of the lesson focuses on the death of Stephen Lawrence. Students learn what happened to him and examine the subsequent flawed police investigation. They then analyse the main details of the Macpherson Report and have to desipher some key words in a literacy focus from the report, with help given if required.
There is a quick fire quiz to finish to consolidate the learning this the lesson.
There are some excellent video links to also accompany the lesson.
The lesson comes in PowerPoint format and can be changed and edited to suit.
The lesson is differentiated, fully resourced and includes suggested teaching strategies.
Migration Nation
The aim of this lesson is to evaluate the impact of South Asian migration to Britain since the 1800s.
The lesson begins with case studies on the Lascars and Anyars and an analysis of their contribution and impact to British migration from the Indian sub continent.
There are four differentiated case studies on success stories from migrants in the 1800s and students will be required to decide who was the most successful, using some key criteria to judge the part they played.
Students are also required to put the events of migration from India, Pakistan and Bangladesh after the partition of India in chronological order.
They will finally complete some source question practice to explain the challenges faced by many of the migrants in multicultural Britain.
The plenary is a mood board which will allow students to express their knowledge as well as their judgements of migration.
The lesson comes in PowerPoint format and can be changed and edited to suit.
The lesson is differentiated, fully resourced and includes suggested teaching strategies.
Migration Nation
The aim of this lesson is to assess the impact the Windrush Generation and Caribbean migration made upon Britain post World War II.
This lesson is the second part out of two focusing on Caribbean migration to Britain.
The lesson begins with the analysis of why people on board the Empire Windrush came to Britain. There is an accompanying passenger list excerpt, with differentiated questions for the students. Furthermore there is some source scholarship to complete on a newspaper report from the time.
As well as focusing on the positives of culture brought with this post war immigration and the current Notting Hill Carnival, there are also negatives to evaluate such as racism, prejudice and discrimination faced by many who settled in Britain.
Students are required to analyse key information before completing an extended writing exercise with key words and scaffolding to help if required. There is also a challenge to students to explain how these problems might and should have been overcome from the outset.
The plenary is in the style of a ‘Have I got news for you’ quiz.
There are video links to also accompany the lesson.
The lesson comes in PowerPoint format and can be changed and edited to suit.
The lesson is differentiated, fully resourced and includes suggested teaching strategies.
Migration Nation
The aim of this lesson is to assess which individuals from the Caribbean had the greatest impact on British society before the Windrush generation.
This lesson is therefore the first part out of two focusing on Caribbean migration to Britain.
I have selected four individuals to discuss, address, highlight and evaluate: Mary Seacole, Mary Prince, Harold Moody and Walter Tull.
Each character is assessed using information given on their contribution to Britain, from autobiographies to sport, to medicine and changes in the law. Ultimately using some select criteria, students have to make a judgement on who had the biggest impact upon Britain at the time.
There are video links, source analysis as well as literacy and extended writing tasks on each person.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated, fully resourced and includes suggested teaching strategies.
Migration Nation
The aim of this lesson is to evaluate the causes and consequences of Irish migration to Britain and its significance today.
The lesson is split into three sections: the consequences of the Irish famine, the impact of Irish navvies to the Industrial Revolution in Britain and Irish culture and significance in Britain today.
Students are given the context to Irish migration to Britain before they analyse the causes of consequences of the Irish famine. They can complete part of a GCSE style question if required.
They are then given information on the part played by Irish navvies in the Industrial Revolution and prioritise there impact.
Finally they study Irish culture in Britain today and evaluate how it has impacted upon Britain today through an extended writing task. They is help given with structure here if required.
There are video links to the lesson and an odd one out activity at the end to consolidate the learning of the lesson.
There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated, fully resourced and includes suggested teaching strategies.
Migration Nation
The aim of this lesson is to evaluate the causes and consequences of Jewish migration to Britain and its significance today.
As this study focuses on Jewish migration from the Middle Ages to today, I have included a timeline for each topic studied. This lesson may be delivered over two sessions.
Students learn about the causes of anti-Semitism and persecution as well as judging how accepting Britons were when Jewish people were welcomed back into Britain in 1885 after having been expelled under King Edward I.
There is a focus on Oswald Moseley’s fascists and the Battle of Cable Street, as students question why anti-Semitism and prejudice declined following the events in the East End of London.
Students also analyse and are able to discuss the humanitarianism shown through the Kindertransport and the actions of Sir Nicholas Winton who was made famous on an episode of ‘That’s Life’ which has been included
The plenary multiple-choice quiz at the end will help to consolidate the learning from the lesson
There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated, fully resourced and includes suggested teaching strategies.
Migration Nation
The aim of this lesson is to assess how influential the first settler were to Britain.
Students are given the context as to why Britain was a good place to settle before deciding which tools unearthed were used for what.
The main task is to assess what different tribes brought with them and their legacy today.
There is a differentiated extended writing tasks and video links to accompany the lesson.
The plenary is a family fortunes quiz which students have to decide the most common answers given from a survey of 100 people.
There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated, fully resourced and includes suggested teaching strategies.
Migration Nation
The aim of this lesson is to assess the significance of migration and its influence today.
Some key questions and misconceptions begin the lesson. This is extended by using some key words to students have to elaborate on, with help given if required.
There are also some Case Studies from various countries to analyse and study, as students give reasons for the migration from them.
There is also a chance to guess (with hints and prompts) which countries various people are from using modern day scenarios.
There is some extended writing to complete as well as links to video and images to consolidate understanding.
There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated, fully resourced and includes suggested teaching strategies.
With the National Curriculum in mind, I have created a set of resources which focus on the study of an aspect or theme in British history that consolidates and extends pupils’ chronological knowledge from before 1066.
This bundle includes significant events in Crime & Punishment such as the abolition of Capital Punishment in Britain after the high profile cases of Derek Bentley and Ruth Ellis.
It makes connections between crime and punishment through the ages such as between Roman and Modern periods.
Students will be introduced to key concepts of change and continuity between Anglo-Saxon and Norman Crime and Punishment as well as the the beliefs of the Christian Church and its influence on Crime and Punishment (cause and consequence).
Students will analyse sources in the Stuart period and examine different interpretations of terrorism through the ages.
They will be able to use historical terms and concepts in more sophisticated ways such as retribution and rehabilitation.
Finally they will be able to provide structured responses and substantiated arguments, giving written evidence and context to their extended writing.
The 11 lessons are broken down into the following:
An introduction to Crime and Punishment
Roman Crime and Punishment
Anglo-Saxon Crime and Punishment
Norman Crime and Punishment
Tudor and Stuart Crime and Punishment
Crime and Punishment in the 18 and 19th Century
The Whitechapel Murders
Modern Crimes
Modern Punishments
The case of Derek Bentley
The case of Ruth Ellis
Each lesson comes with suggested teaching and learning strategies, retrieval practice activities and are linked to the latest historical interpretations, video clips and debate.
The lessons come in PowerPoint format and can be adapted and changed to suit.
These lessons are ideal as a way of introducing Crime and Punishment if you are teaching it at GCSE or if you wish to add an interesting unit of work to engage and challenge the students to encourage them to take History further in their studies.
Crime and Punishment
The aim of this lesson is to judge to what extent have crimes changed in the 21st Century.
Students begin the lesson by deciding which crime are new in the modern era (change) and which crimes have stayed the same (continuity).
They then analyse some key details in various crimes in the modern era, from terrorism to smuggling, cybercrime, race crime and the use of Class A and B drugs.
There are tasks to complete including a true or false quiz and video links to help.
A mood board will hep consolidate the learning at the end of the lesson as well as some extended writing practice, with help and a suggested markscheme to use if required.
There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated, fully resourced and includes suggested teaching strategies.
Crime and Punishment
The aim of this lesson is evaluate why the case of Derek Bentley can be classified as a miscarriage of justice and ultimately led to changing attitudes towards the death penalty in Britain.
Students begin the lesson with the background of Derek, his early life growing up and his troubles at school.
They are then given some source scholarship with tasks to complete. The details focus on the events of the night of 2nd November 1953, when Bentley was involved in the shooting of a policeman.
Students use this information to decide if it was right to sentence him to death, despite not firing the shots which killed Constable Sidney Miles.
Some key information of the case has been left out deliberately to then challenge the students to see if they wish to change their minds. (For example they are then told about his severe learning difficulties and metal age.)
Students also complete a diamond nine activity, rating in order of importance the impact and significance of the case.
The lesson ends with some differentiated questions around the subject of the death penalty and a heart, head, bin, bag plenary to consolidate their learning.
There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated, fully resourced and includes suggested teaching strategies.
This lesson is ideal as an introduction to Crime and Punishment if you are teaching it at GCSE or if you wish to add an interesting unit of work to engage and challenge the students.
The resource can also be used as a stand alone lesson to question the morality of the death penalty, which links to Citizenship, PHSE and Religious Education topics.
Crime and Punishment
The aim of this lesson is evaluate why the case of Ruth Ellis can be classified as a miscarriage of justice and ultimately led to changing attitudes towards the death penalty in Britain.
Students begin the lesson with the background of Ruth Ellis, her childhood experiences and growing up in London.
They are then given some source scholarship to complete with some hinge questions posed to analyse the text.
The details of the killing of her boyfriend David Blakely are then given; students use this to decide if it was right to sentence her to death, which was the law at the time and if she was guilty beyond question of the crime.
Some select information of the case is left out deliberately to then challenge the students to see if they wish to change their minds. (For example they are told that the verdict was given after only a day and a half.)
Questions at the end are therefore raised about the fairness of the criminal justice system at the time, gender issues in sentencing, domestic abuse awareness and mental health considerations.
There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated, fully resourced and includes suggested teaching strategies.
This lesson is ideal if you are teaching Crime and Punishment at GCSE or if you wish to add an interesting unit of work to engage and challenge the students.
This lesson can also be used as a stand alone for subjects such as PHSE and Religious Education which question the morality of using the death penalty.
