This enquiry focuses on the experiences of Irish migrants in Liverpool. It fulfils the case study listed in the specification ‘Liverpool in the nineteenth century: its role in migration and the experiences of migrants, including Irish migrants’. Students plot Irish migrants’ changing experiences over time on to a graph. Next they complete a[…]
This enquiry focuses on the second case study of this part of the course: namely, ‘the experience of Jewish migrants in the East End of London in late nineteenth century’. Students begin by finding out more about Aaron Lieberman, one of the Jewish people who settled in London in the second half[…]
This enquiry aims to bring the ‘Jewish East End’ to life, exploring some of the ways in which Jewish migrants changed life in London’s East End. It ‘maps’ the Jewish presence, challenging students to identify and record information about the establishment of soup kitchens, synagogues, Yiddish theatres and markets. It also lingers on[…]
This enquiry introduces students to the fourth and final key question of the ‘Migrants in Britain’ topic, focusing on the 20th and 21st centuries. It first introduces Enoch Powell’s controversial and unpleasant attitudes towards migration, challenging students to work out how ‘typical’ Powell’s attitudes were. To do this, students look at some of[…]
This enquiry focuses on what one historian, Tony Kushner, has described as ‘the largest influx of refugees inBritish history’: the Belgian refugees who arrived in Britain during the First World War, as they sought to escapethe German invaders. Surprisingly little seems to be known about this migrant group, but the[…]
This enquiry focuses on the experiences of Caribbean soldiers who fought on behalf of the British during the First World War. It links well with the following enquiry (‘Why was Charles Wotten murdered in 1919?’). Both explore the experiences of Black servicemen during the period. In this enquiry, students gather[…]
This enquiry uses the story of Charles Wotten to exemplify the experiences of Black sailors and soldiers living in Britain after the First World War. Wotten was the victim of a brutal murder in June 1919, as he was chased through the Liverpool docks and fell (in fact, he was[…]
This enquiry explores the experiences of the children who were transported to Britain between 1938-40 as part of the ‘Kindertransport’. It uses the diaries of Paul Kuttner (one of the Kindertransport children) to find out more about the refugees’ experiences. Then it introduces a set of additional clues to help[…]
This enquiry focuses on the establishment of Polish migrant communities in Britain. It explores the reasons for Polish settlement in the years after the Second World War. Students first categorise evidence about the causes of Polish migration, before using the case study of one Polish migrant to develop their understanding[…]
This enquiry focuses on one of the most important migrant groups of the 20th century: namely, the Windrush migrants. They arrived in Britain after 1948, and went on to have such a significant impact on life in Britain. Students first listen to Lord Kitchener’s famous song ‘London is the Place for[…]
This enquiry follows on from the previous one (‘Why did the Windrush-era migrants make Britain their home?’), focusing on the impact which Windrush-era migrants had on life in Britain. The premise of the enquiry is that students must decide which items to place in a ‘time capsule’ dedicated to the[…]
This enquiry examines one of the ‘case studies’ outlined on the specification: namely, ‘Bristol in the mid-twentieth century: the experiences of migrants and their impact on society’. The lesson first facilitates discussion of the infamous events surrounding the removal of Edward Colston’s statue before students are given the chance to[…]
This enquiry focuses on the second of the two case studies outlined in the specification for the period c1900-present: namely, ‘The experience of Asian migrants in Leicester from 1945’. Students gain some context for the migration of around 20,000 Ugandan Asians to Leicester in the 1970s, before considering a range[…]
This enquiry brings the topic right up to date, focusing on the experiences of European Union migrants who arrived in Britain in the late 20th and early 21st centuries. Students first re-cap some of the key pieces of legislation that they have considered in the topic so far, before learning[…]
This is the final enquiry in the ‘Migrants in Britain’ scheme of work. It rounds off the scheme of work with a useful re-cap of key information from the topic as a whole, challenging students to first recall examples of ‘economic migrants’ and refugees’ from the period c800 to the[…]
This enquiry focuses on introducing the notion of the Silk Roads through the narrative lens of the empires that grew up along its length. Your pupils are introduced to Peter Frankopan and his seminal work. They find out where the Silk Roads were. Next they focus on four different empires that[…]
This enquiry focuses on looking at the two warlike empire of the Mongols and the Macedonians and comparing the extent to which they are similar. This enquiry builds on the previous lesson’s narrative focus on empire. It also looks to give learners physical anchor points for locations, interactions and scale[…]
This enquiry focuses on the power of the Silk Roads. It doesn’t just focus on the Roads acting as a vehicle of transmission for trade of goods and the spread of wealth. It also shows that they were important for the movement of people and the trade of information. Your[…]
This enquiry focuses on the growth of the Christian faith and its spread through the old world. It delves into the tale of Constantine, the Roman persecution of Christians under the emperor Nero and the fall of the Roman Empire. It provides a nice counterpoint to the story of Islam[…]
This enquiry focuses on why Peter Frankopan wrote his revised world history, what his goals were and what fascinated him about this area of history. In this lesson students will explore why Frankopan challenges traditional western historical narratives and how his focus is different to other historians due to his[…]
‘Diversity’ is one of the most important aspects of an engaging, effective and rigorous History curriculum – and it is currently top of the agenda when it comes to discussions and debates within the History teaching community. National policy stipulates teachers’ roles in fostering inclusivity among pupils, and recent global[…]
Download this knowledge organiser for this unit providing an overview to the Silk Roads. This according to Peter Frankopan is a new history of the world. The unit is centred around the big question: What travelled along the Silk Roads? This knowledge organiser provides your students with some of the[…]
Download this substantive knowledge test for the unit on The Silk Roads It tests your students’ core knowledge from this unit of work. Use it alongside the final end product in this unit to provide you with assessment information about your students substantive and disciplinary knowledge at this point. This[…]
The years of Empire have left a big imprint on our national psyche. This active enquiry can serve as an introduction to teaching the Empire.
This activity serves to introduce the ‘big story’ of the unit. Overviews are crucial in helping your pupils make sense of your curriculum. You could use it in the first lesson of the unit, to help give students an overview. Or, it would be a great homework activity: students could[…]
Download this knowledge organiser for this first unit in the HRC Year 7 Diverse Curriculum. The unit is centred around the question: What was the big story of the Medieval Period. This knowledge organiser provides your students with the core substantive knowledge and key terms they will need to know[…]
You can download all lesson enquiries in this really engaging and interesting alternative overview unit below. This unit introduces you to the concept of the Middle Ages, the clash of cultures between Christian and Islamic Beliefs and it looks challenge misconceptions about how much people moved in this period. Your[…]
This lesson offers an overview of the medieval period. It serves to introduce the unit – ‘What was the big story of the medieval period?’ AND, the year 7 scheme of work as a whole. Students are introduced to the arguments put forward by Renaissance historian Leonardo Bruni, who influentially[…]
This lesson focuses on one of the most important themes of the medieval period. It looks at religion, and the development of both Christianity and Islam as popular faith systems. Students are presented with a question: did increasing conflict between Christians and Muslims lead to inevitable conflict and violence, or[…]
This lesson focuses on the experiences of different types of travellers in the medieval period. It aims to dispel misconceptions about medieval people as necessarily static and unworldly. Students first reflect on the reasons why they and other people in the modern world undertake journeys. Next, they consider the (sometimes[…]
