Black British History KS3 Teacher Resource Pack

The photocopiable Teacher Resource Pack contains resources for 27 lessons across nine units. For each unit you will find: • Detailed narrative • Lesson plans • Student worksheets Full digital resources accompany the pack: • Teaching slides • Video interviews with historians, historical researchers and oral histories • Editable versions of everything in the printed pack on the free download from www.collins.co.uk/BlackBritishHistory/downloads About the authors Emily Folorunsho has been teaching history for six years and is currently Head of History at an inner London school. She is also a lead practitioner and a specialist leader of education. Emily runs the Monday Late Show on Teachers Talk Radio.

Teni Oladehin has taught history to key stages 3 to 5 in various comprehensive schools in London and Cambridge. She has written on considering new starting points for Black history at KS3 that challenge narratives of victimhood. She presents at history teacher conferences and leads initial teacher training workshops.

Black British History KS3 cover design AW.indd 1

Teacher Resource Pack

Dr Simon Henderson has been teaching history for twenty years with experience at all secondary key stages as well as undergraduate level. He has written widely on race relations and the Black freedom struggle and organised events encouraging students to explore the history of race relations within their region and beyond.

BLACK BRITISH HISTORY KS3

Weave Black British history into your Key Stage 3 curriculum with this set of resources that traces and explores the Black presence in Britain from the ancient world to today.

Teacher Resource Pack Emily Folorunsho, Dr Simon Henderson and Teni Oladehin

1/6/22 9:06 AM

Contents Foreword Introduction

5 6

Unit 1: Empires and encounters

9

Overview Unit guide Lesson 1: Black people in Roman Britain Lesson 2: Black Tudors Lesson 3: Slavery and the construction of race Assessment task Model answer

9 10 20 23 26 29 31

Unit 2: Black Georgians

32

Overview Unit guide Lesson 1: The Haitian Revolution Lesson 2: Beyond the Wilberforce narrative Lesson 3: Abolition in the UK and the USA Assessment task Model answer

32 33 43 46 49 52 54

Unit 3: Enslaved people and economic exchange

55

Overview Unit guide Lesson 1: Emancipation and the price of freedom Lesson 2: The destruction of Benin Lesson 3: Black Britons in the Industrial Age Assessment task Model answer

55 56 65 68 71 74 76

Unit 4: Hidden faces, important stories

77

Overview Unit guide Lesson 1: Challenging Victorian ideas about race Lesson 2: Black soldiers of World War I Lesson 3: Post-war race riots in British ports Assessment task Model answer

77 78 88 91 94 97 99

Unit 5: Trailblazers

100

Overview Unit guide Lesson 1: Mary Seacole and Black British nurses Lesson 2: Walter Tull – the footballing soldier Lesson 3: Leroy Logan and the Metropolitan Police Assessment task Model answer

100 101 111 114 117 120 122

Unit 6: Windrush, arrivals and reaction

123

Overview Unit guide Lesson 1: Black arrivals’ experience in the 1950s and 1960s Lesson 2: Notting Hill – site and symbol of protest Lesson 3: Enoch Powell and the immigration debate Assessment task

123 124 135 138 142 145

Unit 7: Transatlantic civil rights

147

Overview Unit guide Lesson 1: Civil rights in the USA and the UK Lesson 2: The Race Relations Act 1968 Lesson 3: Black Power UK Assessment task

147 148 158 161 164 167

Unit 8: Running the race – sport and the pioneers of cultural change

169

Overview Unit guide Lesson 1: Race and sport in Britain in the 1970s and 1980s Lesson 2: Roland Butcher – a sporting case study Lesson 3: Football and racism in the twenty-first century Assessment task

169 170 182 185 188 191

Unit 9: Black Lives Matter – protest, reform and the search for justice

193

Overview Unit guide Lesson 1: The Mangrove Nine and prejudice within the police force Lesson 2: Stephen Lawrence and the fight against racism Lesson 3: Black Lives Matter USA and UK Assessment task

193 194 204 207 210 213

Acknowledgements

215 In order to download the digital materials, please go to

collins.co.uk/BlackBritishHistory/downloads and follow the instructions there.

Foreword Education has always been a microcosm of society and one of its fundamental remits is to prepare young people to become global citizens, cognisant of the ever-changing world around them. The ability to traverse a multi-cultural and multi-ethnic society has never been more salient, particularly in such politically decisive times. The classroom space throughout a pupil’s schooling journey plays an integral part in their socialisation and ability to conceptualise the world around them. Part of this socialisation is framed through reflections on time, space and place and how we merge these tenets to illuminate a collective of narratives that speak to the past and how this permeates the present. History remains a canon that allows us to understand who we are and where we have come from. Selectively filtering history points to an amnesia that not only facilitates erasure but undermines our commitment as educators to prepare pupils to become fully integrated, informed members of a multi-cultural and multi-ethnic society.

Along with parents or guardians, teachers arguably play the most important role in a pupil’s integration into society. Openly engaging and discussing issues of race and racism can be challenging for teachers especially because historically Black British History has been systemically omitted from the National Curriculum, often being confined to the margins of Black History Month (October in the United Kingdom).

The last twenty months or so have seen a renewed focus towards anti-racism globally. As part of this renewed focus, teachers must be supported nationally to become racially competent and literate. Continually engaging in professional development journeys geared towards better understandings of anti-racism is essential as part of an ongoing commitment to prepare generations of children to become part of an inclusive society. This becomes paramount when recognising the inspired contribution and legacy of Black people within British History. This resource is a great place to start as you seek this support.

The need for updating and modernising our understanding of Black British History within our curricula requires a disrupting of pedagogies by reflecting a diverse range of histories that allow pupils to see positive representations of themselves reflected within the curricula, particularly in terms of establishing a sense of belonging and connectedness. This resource pack from Collins supports the need for providing a history that celebrates the impact that Black people have made and continue to make towards the cultural, economic and political infrastructure of Britain. The materials provide an innovative and progressive pedagogy that helps teachers to navigate through the thorny terrain of race and racism and the impact of this upon Black communities in Britain historically. Thank you for all your endeavours in teaching Black history. I hope that this resource pack will be a great help and support to you.

Jason Arday, PhD, FRSA Professor of Sociology of Education University of Glasgow, School of Education, College of Social Sciences Trustee of the Runnymede Trust and the British Sociological Association (BSA) January 2022

© HarperCollinsPublishers Ltd. 2022

Foreword • 5

Unit 4

Overview: Hidden faces, important stories

Rationale This unit aims to shine a light on the stories of individuals who have not traditionally had a place in the wider narrative of popular classroom topics. The abolition of slavery, Britain in the age of empire, and the two world wars regularly feature on Key Stage 3 curricula, but they rarely feature the stories of the groups and individuals that are the focus of this unit.

Unit guide

• • • • •

4.1 James Somerset, Joseph Knight and the right of freedom 4.2 Fanny Eaton, Catherine Impey, Celestine Edwards and anti-racism in Victorian Britain ( Lesson 4.1) 4.3 Soldiers of World War I ( Lesson 4.2) 4.4 Merchant sailors, racial tensions and repatriation ( Lesson 4.3) 4.5 Fighting racism – African and Caribbean soldiers in World War II ( Assessment task)

Lessons

• • •

4.1 Challenging Victorian ideas about race 4.2 Black soldiers of World War I 4.3 Post-war race riots in British ports

Videos

• •

Dr Caroline Bressey interview ( Lesson 4.1) James Baker interview ( Lesson 4.3)

Assessment focus: Evaluating the utility of historical sources Assessment task How useful are Sources A and B for an enquiry into the attitudes towards Black soldiers stationed in Britain during World War II? Model answer How useful are Sources A and B for an enquiry into the role of Black soldiers during World War I?

Sensitivity note Some of the material may be upsetting and needs to be handled with sensitivity. Furthermore, some of the source material uses terms or language that would be offensive if used today or used in certain contexts.

Particular terms to be aware of include: ‘Negro’ and ‘savages’ on slide 4 of lesson 1; ‘Coolie’ and ‘slave’ on slide 5 of lesson 1; ‘darkies’ on slide 4 and task 3 of lesson 2 and in the model answer; ‘lynching’ in section 4.2 of the unit guide, ‘coloured’ in section 4.4 of the unit guide and the assessment task, and ‘negro’ in the assessment task. The quote on slide 2 and task 1 of lesson 1 is likely to be considered particularly offensive and may be upsetting.

© HarperCollinsPublishers Ltd. 2022

Unit 4: Hidden faces, important stories • 77

Unit 4

Lesson 1: Challenging Victorian ideas about race

Key question: How did Celestine Edwards and Catherine Impey challenge Victorian ideas about race?

Lesson objectives: •

Infer meaning from a source.

•

Identify the key arguments made by Edwards and Impey.

•

Explain how the work of Edwards and Impey challenged Victorian ideas about race.

CONNECTION

• • • •

You can read the information in sections 1.5 and 4.1 of the unit guide for extra context to support this lesson.

Display slide 2 and read the question: What can you infer from this source about the racial attitudes of Cecil Rhodes? Point out that the source was written in 1877 and therefore represents attitudes from the nineteenth century.

Students should then read the source and discuss in pairs what it suggests about Rhodes’ attitude towards race. They can note their answers on the worksheet (Task 1).

Explain to students that in the 1800s, the British Empire covered more than 36 million square kilometres and wielded colonial control over 450 million people. Ask students to discuss the links between these facts and what Rhodes says in the source. Guide students to consider the broader reality about the dominant views on race in this period – that the British state firmly believed in White supremacy.

ACTIVATION

• • •

Give students section 4.2 of the unit guide and ask them to read the information about Celestine Edwards, Catherine Impey and the campaign against racism. Then show them the video interview with Dr Caroline Bressey.

Display slide 3 and ask students to answer the questions on it about Celestine Edwards and Catherine Impey on the worksheet (Tasks 2 and 3).

As they respond to the questions, ensure that students have understood the important contribution made by both Impey and Edwards, and how they used their publications to challenge the prevailing views about racial difference and White supremacy. Edwards and Impey were both strong critics of the expansion of the British Empire and the treatment of people in the empire.

DEMONSTRATION

• •

Display slides 4–6. Students should read sources A to G and complete the table and the question on the worksheet about the key ideas expressed by Edwards and Impey (Task 4).

As these are Victorian publications, you may need to support students with some of the language and vocabulary. They should be able to identify the key ideas and how these differ from those of Rhodes, as expressed in the source at the start of the lesson – for example, that African people are treated badly by the British government, that ethnically minoritised people should not be treated as inferior or enslaved, and that the British Empire treated people cruelly and denied them justice.

CONSOLIDATION

• •

Display slide 7 and read the information as a class. Students should then discuss whether or not there should be statues or plaques commemorating Rhodes and Edwards and why. Should the Rhodes statue be removed? Should there be a plaque or statue to commemorate Catherine Impey? Should they all be commemorated and remembered within an understanding of the historical context?

There is a space on the worksheet (Task 5) for students to record the ideas generated during this discussion. Alternatively, students could use this space to generate a written summary of the discussion afterwards.

88 • Unit 4: Hidden faces, important stories

© HarperCollinsPublishers Ltd. 2022

Unit 4

Worksheet 1

Key question: How did Catherine Impey and Celestine Edwards challenge Victorian ideas about race?

Lesson objectives: •

Infer meaning from a source.

•

Identify the key arguments made by Edward and Impey.

•

Explain how the work of Edwards and Impey challenged Victorian ideas about race.

Task 1 – Look at the extract below. What can you infer from this source about the racial attitudes of Cecil Rhodes?

‘I contend that we are the finest race in the world and that the more of the world we inhabit the better it is for the human race. Just fancy those parts that are at present inhabited by the most despicable specimens of human beings what an alteration there would be if they were brought under Anglo-Saxon influence, look again at the extra employment a new country added to our dominions gives. I contend that every acre added to our territory means in the future birth to some more of the English race who otherwise would not be brought into existence.’

Cecil Rhodes, Confession of Faith, 1877

......................................................................................................................................................... ......................................................................................................................................................... ......................................................................................................................................................... ......................................................................................................................................................... .........................................................................................................................................................

Task 2 – Answer the questions below about Celestine Edwards.

Who was he? .................................................................................................................................... .........................................................................................................................................................

What did he do? ................................................................................................................................ .........................................................................................................................................................

Task 3 – Answer the questions below about Catherine Impey.

Who was she? .................................................................................................................................. .........................................................................................................................................................

What did she do? .............................................................................................................................. .........................................................................................................................................................

© HarperCollinsPublishers Ltd. 2022

Unit 4: Hidden faces, important stories • 89

Task 4 – Complete the table below using information from sources A–G on the slides, then answer the question that follows.

Edwards’ key message

Impey’s key message

Specific examples of criticism of the British Empire

Specific examples highlighting the rights of ethnically minoritised people

How did the ideas of Edwards and Impey challenge the views of people like Cecil Rhodes? ......................................................................................................................................................... ......................................................................................................................................................... .........................................................................................................................................................

Task 5 – Do you think the statue of Rhodes in Oxford should be removed? Should there be a plaque or statue to commemorate Catherine Impey? Should all the people you have learned about in this lesson be commemorated and remembered within an understanding of the historical context? ......................................................................................................................................................... ......................................................................................................................................................... ......................................................................................................................................................... ......................................................................................................................................................... ......................................................................................................................................................... ......................................................................................................................................................... ......................................................................................................................................................... ......................................................................................................................................................... ......................................................................................................................................................... ......................................................................................................................................................... ......................................................................................................................................................... ......................................................................................................................................................... .........................................................................................................................................................

90 • Unit 4: Hidden faces, important stories

© HarperCollinsPublishers Ltd. 2022

The photocopiable Teacher Resource Pack contains resources for 27 lessons across nine units. For each unit you will find: • Detailed narrative • Lesson plans • Student worksheets Full digital resources accompany the pack: • Teaching slides • Video interviews with historians, historical researchers and oral histories • Editable versions of everything in the printed pack on the free download from www.collins.co.uk/BlackBritishHistory/downloads About the authors Emily Folorunsho has been teaching history for six years and is currently Head of History at an inner London school. She is also a lead practitioner and a specialist leader of education. Emily runs the Monday Late Show on Teachers Talk Radio.

Teni Oladehin has taught history to key stages 3 to 5 in various comprehensive schools in London and Cambridge. She has written on considering new starting points for Black history at KS3 that challenge narratives of victimhood. She presents at history teacher conferences and leads initial teacher training workshops.

Black British History KS3 cover design AW.indd 1

Teacher Resource Pack

Dr Simon Henderson has been teaching history for twenty years with experience at all secondary key stages as well as undergraduate level. He has written widely on race relations and the Black freedom struggle and organised events encouraging students to explore the history of race relations within their region and beyond.

BLACK BRITISH HISTORY KS3

Weave Black British history into your Key Stage 3 curriculum with this set of resources that traces and explores the Black presence in Britain from the ancient world to today.

Teacher Resource Pack Emily Folorunsho, Dr Simon Henderson and Teni Oladehin

1/6/22 9:06 AM