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Topic title: In what ways are black lives in Britain “a forgotten history”?

Year group: 8

When taught: June-July

What are we learning?

  • What has the experience of Black Britons been like since WW2;
  • The reasons for the Windrush generation coming to Britain;
  • To understand why there was a bus boycott in Bristol and its impact;
  • What the Brixton Riots can tell us about life in the 1980s
  • To discover why the statue of Edward Colston in Bristol was so contentious.

Why is this important to know? 

  • It is important to have an increasingly diverse historical context upon which to base our understanding of world events;
  • As modern citizens we need to have a greater understanding of the world in which we live in and how it was created.

Where does this link into our past and future learning? 

  • The importance of the Industrial Revolution and the creation of the British Empire in relation to the development of the transatlantic slave trade.
  • Previous discussion about the multi-ethnic nature of Britain throughout our history (year 7 – who are the British?)
  • This topic builds on our knowledge of the slave trade and its impact on Britain and the wider world.
  • A comparison with the experience of Black lives in the USA
  • We will in the future look at WW2

How will we be assessed on this topic?

  • The end of topic assessment will begin with a ten minute knowledge test (including some multiple choice questions, some non multiple-choice questions, a chronology task and a key word task).

What makes a strong piece of work in this topic?  What are teachers hoping to see?  

  • Evidence of trying a sound revision technique
  • Improved Knowledge Test score
  • A clear paragraph answer to our enquiry question

What key words are there in this topic?

Quizlet, click here

Boycott: to refuse to buy or use as a protest

Commonwealth: A sort of club that countries that used to be in the British Empire joined.

Discrimination: Not allowing / treating differently

Empire Windrush: The ship that carried a large group of Jamaicans to Britain

Immigration: When different groups move into a country or area

Multiculturalism: The acceptance of different cultures and races in society

The Colour Bar: When people are not allowed (barred) from doing something because of the colour of their skin

What can I try if I want to stretch and challenge myself on this topic?

  • Key Individuals: Students could research key figures in Black British history, such as Mary Seacole, Olaudah Equiano, or Windrush generation immigrants. They can present their findings through presentations, essays, or creative projects.
  • Timeline Creation: Students can create a detailed timeline highlighting significant events in Black British history. This can include the abolition of slavery, the impact of the Windrush generation, and contemporary movements for racial equality.
  • Literature Review: Students could look at books, poems, or articles by Black British authors, such as “Small Island” by Andrea Levy, “Noughts & Crosses” by Malorie Blackman, or poems by Benjamin Zephaniah. Students can analyse themes, characters, and historical context.

What wider reading can be done on this topic?

Stolen history: the truth about the British Empire and how it shaped us by Sathnam Sanghera, click here

Natives: race and class in the ruins of empire by Akala, click here

Supporting document/links:

  • A Knowledge Organiser will be given to students to help them prepare for their exam