Who has come to Britain, & when?, 2
About this lesson
This lesson is intended to give an overview of the movement to, and settlement in,Britain by people from various parts of the world since the Romans.The key question asks who has come to Britain, and when?The lessona. enables students to begin to question some generally accepted views aboutmigration,b. provides an introduction to depth studies of immigration and settlement, suchas ‘What was it like to be an Irish immigrant in Britain in the 19th century?’ byIreland in Schools athttp://iisresource.org/migration.aspxc. encourages students to
use the language of movement and settlementuse geographical and historical questioningexplore personal, family and community identity.understand that people have come to Britain over a long periodplace these people in time and spaceuse conventional language on the passage of timechallenge populist perceptions & stereotypesrecognise similarities & differences in human activity and motivation over timeunderstand the diverse experiences of men, women & children in past societies.
The lesson alsoa. offers scope for work in Geography and PSHE/Citizenship;b. fully embraces the Every Child Matters strategy - see last page.
Children could know something aboutoneormoregroupsofpeoplewhohavemoved to and settled in Britain, eg.Romans, Saxons or Vikings.It is possible to use this exercise as anintroduction where pupils have limitedknowledge of any migrant groups as alead into a depth study of one or twogroups.
Links to Key Stage 2 National Curriculum
1a. Place events, people and changes into correct periods of time.2a. Know about characteristic features of the periods andsocieties studied, including the ideas, beliefs, attitudes andexperiences of men women and children in the past.2d. Be able to describe and make links between the main events,situations and changes within and across the different periodsand societies studied.2c. To identify and describe reasons for, and results of, historicalevents, situations and changes in the periods studied.4a .Be able to fond out about events, people and changes studiedfrom an appropriate range if sources.4b. Be able The lesson also offers scope for linked learning withGeography and PSHE/Citizenship. to ask and answerquestions and to select and record information relevant to thefocus of the enquiry5c. Be able to communicate their knowledge and understandingof history.
Breadth of study
This lesson contributes to:Victorian Britain: A study of the impact of significant individuals,events and changes in work and transport on the lives of men,women and children from different sections of society.It can be linked to migration during other areas of study such e.g.,Romans, Saxons, Vikings in Britain; Black African and Huguenotmigration in Britain and the wider world in Tudor Times. .
2i. To appreciate the range of national, regional, religious andethnic identities in the United Kingdom.4d To realise the nature and consequences of racism, teasing,bullying and aggressive behaviours and how to respond tothem and ask for help.4f. To understand that differences and similarities betweenpeople arise from a number of factors, including cultural,ethnic, racial and religious diversity, gender and disability.5g. To consider social and moral dilemmas that they comeacross in life (fur example. Encouraging respect andunderstanding between different races and dealing withharassment)
2c. To use atlases and globes, and maps and plans at a range of scales.4b. To recognise some physical and human processes andexplain how these can cause changes in place andenvironments.
English 1 Speaking and Listening
3b. Group discussion and interaction: To be able to varycontributions to suit the activity and purpose, includingexploratory and tentative comments where ideas are beingcollected together, and reasoned, evaluative comments asdiscussion moves to conclusions or actions.3c. Group discussion and interaction: To qualify or justify whatthey think after listening to others' questions or accounts.
Lesson plan on following page.