20
Ireland in Schools DRAFT, 15 July 2008 Key Stage 2 History Overview lesson Who has come to Britain, and when? Developing questioning through timeline maps An overview of migration to Britain in one lesson http://iisresource.org/Documents/KS2_Who Has_Come_Britain.pdf Larger images of the sources are available as a PowerPoint at: http://iisresource.org/Documents/Who_has_come_Britain_03.ppt University of Birmingham BASS University of Northampton Contents About this lesson Lesson plan Question 1 Where are you from? Question 2. Who came to Britain & when? Timeline map of movement to, & settlement in, Britain Cards 1-16 Picture cards A-O Key for matching statements & pictures Question 3 How accurate are the statements about when people came to Britain? Timeline map of Irish movement to, & settlement in, Britain Evidence about the Irish in Britain Some reasons for emigrating AfL Diary Outline maps of Britain & the world, & concentric ‘circles’ The populations of England, Scotland, Wales & Great Britain, by ethnic group, 2001

KS2: Who has come to Britain, and when? Developing questioning through timeline maps

Embed Size (px)

DESCRIPTION

This overview of migration to Britain in intended for uses in primary schools in England. It uses visual sources to ask three questions: 1. Where are you from? 2. Who has come to Britain, and when? 3. Did the Irish come only at the time of the Famine? The images used are also available at: http://iisresource.org/Documents/Who_has_come_Britain_03.ppt

Citation preview

Page 1: KS2: Who has come to Britain, and when? Developing questioning through timeline maps

Ireland in Schools DRAFT, 15 July 2008Key Stage 2 HistoryOverview lesson

Who has come to Britain, and when?Developing questioning through timeline mapsAn overview of migration to Britain in one lesson

http://iisresource.org/Documents/KS2_Who Has_Come_Britain.pdfLarger images of the sources are available as a PowerPoint at:http://iisresource.org/Documents/Who_has_come_Britain_03.ppt

University of Birmingham BASS University of Northampton

ContentsAbout this lessonLesson planQuestion 1 Where are you from?Question 2. Who came to Britain & when?

Timeline map of movement to, & settlement in, BritainCards 1-16Picture cards A-OKey for matching statements & pictures

Question 3 How accurate are the statements about when people came to Britain?Timeline map of Irish movement to, & settlement in, BritainEvidence about the Irish in BritainSome reasons for emigrating

AfL DiaryOutline maps of Britain & the world, & concentric ‘circles’The populations of England, Scotland, Wales & Great Britain, by ethnic group, 2001

Page 2: KS2: Who has come to Britain, and when? Developing questioning through timeline maps

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 about

migration,b. provides an introduction to depth studies of immigration and settlement, such

as ‘What was it like to be an Irish immigrant in Britain in the 19th century?’ byIreland in Schools athttp://iisresource.org/migration.aspx

c. encourages students touse 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.

Prior knowledgeChildren could know something aboutone or more groups of people who havemoved 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

History1a. Place events, people and changes into correct periods of time.2a. Know about characteristic features of the periods and

societies 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 enquiry

5c. Be able to communicate their knowledge and understandingof history.

Breadth of studyThis 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. .

PSHE/Citizenship2i. To appreciate the range of national, regional, religious and

ethnic 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)

Geography2c. To use atlases and globes, and maps and plans at a range of

scales.4b. To recognise some physical and human processes and

explain how these can cause changes in place andenvironments.

English 1 Speaking and Listening3b. Group discussion and interaction: To be able to vary

contributions 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.

Page 3: KS2: Who has come to Britain, and when? Developing questioning through timeline maps

Who has come to Britain, & when?, 3

Lesson plan

Key questions Activity NC links

1. StarterWhere are youfrom?10 mins

Using 3 maps, one of the local area, one of the UK (p.16) and one of theworld (p. 7),1 in pairs discuss and mark on each of the maps thedifferent places you, your parents and grandparents have lived.(Optional homework. Bring in pictures of family history for a wall display togo beside the timeline map used in activities 2 & 3 for Question 2.)

History1a, 2a, 5cPSHE/Citizenship2i,4fGeography2c,4bEnglishEng1.3b

2. Who has come toBritain, and when?20 mins

1. As a class, match the descriptions of the settlers (cards 2.1-2.15 - p.5)with the images (cards 2.A-2.O - pp 6-8).2. Divide into four groups, with five of six cards (from across thetimeline. Put the cards in chronological order.3. Class activity. Using timeline map (p. 4), preferably on a wall, placethe cards on the appropriate place on the timeline and identify the placethey came from on the map.(This timeline map will be used again in Questions 3.)

4. Record in AfL diary2

a. what they have learnedb. what more they want to find out.

History

1a, 2a,2c,

2d,4a,5c

PSHE/

Citizenship

2i,4f

English

Eng1. 3c

3. Did the Irish comeonly at the time ofthe Famine?30 mins

Class activity1. Students use the information cards to answer the key question:a. i. what information is there to suggest when the Irish came? Use

the Irish timeline map provided (p.10).ii. place the Irish cards on the timeline map used for Question 2.

b. what pieces of evidence make people think that they only came at thetime of the Famine?2. Why did they come?Were they pushed by adverse conditions in Ireland?Were they pulled by the attractions of Britain?Are there any other reasons why they might have come to Britain?Using the evidence so far, and armed with two different colouredpencils, students highlight the push and pull factors for specific groupof migrants, such as monks, Tudor people, etc.(Optional extension. Use the pull-push grid (p. 4) to identify the Irish motivesof migration. Justify your choices on the evidence you looked at.3)

3. As whole class share findings and put their conclusions on the maintimeline from Question 2 (p. 3).4. Review. Class considers the implications for the other groups on thetimeline. Complete AfL diary.

History2c,* 2d, *4a,4b, 5c,PSHE/Citizenship2i ,4d, 4f, 5gEnglishEng1.3b, 3c

1 Or use three concentric circles (p. 18).2 It is appreciated that some schools use AfL to measure what students have achieved against NC levels. The unit

uses AfL to encourage students to reflect on their own learning without reference to levels.3 This grid can be used with any migrant group and for comparisons between groups, eg, the Irish & the African

Caribbeans.

Page 4: KS2: Who has come to Britain, and when? Developing questioning through timeline maps

Who has come to Britain, & when?, 4

Q1. Timeline map of movement to, & settlement in, Britain Please reproduce on A3 for students’ use

AD

0 100 200 300 400 500 600 700 800 900 1000 1100 1200 1300 1400 1500 1600 1700 1800 1900 2000

Page 5: KS2: Who has come to Britain, and when? Developing questioning through timeline maps

Who has come to Britain, & when?, 5

Q2. Who came to Britain & when: Cards 1-16

2.14. RomansWe came from all over the Roman Empire andinvaded Britain in 43 AD

2.7. ChineseWe first came from Chinese ports in the early 19thcentury.

2.8. SaxonsWe came from Northern Europe and becamerulers of much of England.

2.1. IrishIt is often said that we came to Britain at the timeof the Irish Famine in the middle of the 19th

century .

2.2. VikingsWe came from Scandinavia and settled in Britainand Ireland.

2.3. African CaribbeanIt is often said that we came to Britain after theSecond World War.

2.11. NormansWe came from Normandy in France in 1066 andour leader became King William of England

2.12. South AsiansIt is often said that we came from the Indian sub-continent and Ceylon from the 1940s onwards.

2.4. JewsWe first came with the Normans.

2.5. East African AsiansWe came from Kenya in 1968 and Ugandabetween 18 September and 7 November 1972.

2.13. Flemish weaversWe came from Flanders (modern Belgium)between 1200 and 1400.

2.6. Eastern EuropeansWe have been coming to Britain since the start ofWorld War Two.

2.15. AfricansWe first came with the Romans but more of uscame from the 16th century onwards.

2.10. Other commonwealth migrantsToday there are many of us living in Britain,including some 400,000 Australians.

2.9. HuguenotsMost of came from France, Holland and Belgiumfrom the sixteenth century but especially after1685.

2.16. Other group(s) you know about

Page 6: KS2: Who has come to Britain, and when? Developing questioning through timeline maps

Who has come to Britain, & when?, 6

Q2. Who came to Britain & when: Picture cards A-P

2.A. Massacre of St Bartholomew, 24 Aug.-17 Sept. 1572,when Catholics killed thousands of Huguenots in Paris.

2.B. Rolf Harris, the Australian entertainer and artist, withhis didgeridoo.

2.C. Bayeux Tapestry, showing the end of the battle of Hastings.

2.D. Tea being unloaded at the London Docks in 1877. 2.E. A Polish couple in London in the 1960s(?).

Page 7: KS2: Who has come to Britain, and when? Developing questioning through timeline maps

Who has come to Britain, & when?, 7

2.F. Irish Emigrant Arriving in Liverpool, painting byErskine Nicol, 1871.

2.G. Fresco commemorating the establishment of Flemishweavers in Manchester in 1363 by Ford Maddox Brown,1892, Manchester Town Hall.

2.H. Artist’s impression of the Romans landing in Britainin 43AD.

2..I. Young Bangladeshi girls dancing.

2.J. Carving of Saxon warriors from the 8th century AD. 2.K. John Blanke, early Tudor trumpeter.

Page 8: KS2: Who has come to Britain, and when? Developing questioning through timeline maps

Who has come to Britain, & when?, 8

2.L. The SS Empire Windrush arriving in Britain in June1948 with a group of 492 Jamaicans.

2.M. A Viking warrior as reconstructed by the VikingCentre, York.

2.N. Collage of Idi Amin and expelled Ugandan Asians arriving at Stansted airport in 1972.

2.0.

2.O. A cartoon on the Jews of Norwich drawn in 1290 during the persecution of the Jews in the reign of Edward I.

Page 9: KS2: Who has come to Britain, and when? Developing questioning through timeline maps

Who has come to Britain, & when?, 9

Q2. Key for matching statements & pictures

2.1 & F. Irish Irish Emigrant Arriving in Liverpool, painting by Erskine Nicol, 1871.

2.2 & M. Vikings A Viking warrior as reconstructed by the Viking Centre, York.

2.3 & L. African Caribbean The SS Empire Windrush arriving in Britain in June 1948 with a group of492 Jamaicans.

2.4 & 15. Jews A cartoon on the Jews of Norwich drawn in 1290 during the persecution ofthe Jews in the reign of Edward I.

2.5 & N. East African Asians Collage of Idi Amin and some of the Ugandan Asians he expelled fromUganda arriving at Stansted airport in 1972.

2.6 & E. Eastern Europeans A Polish couple in London in the 1960s(?).

2.7 & D. Chinese Tea being unloaded by Chinese labourers at the London Docks in 1877.

2.8 & J. Saxons Carving of Saxon warriors from the 8th century AD.

2.9 & A. Huguenots Eye witness account of the Massacre of St Bartholomew, 24 August-17September 1572, when Catholics killed thousands of Huguenots in Paris.Huguenots were members of the Protestant Reformed Church of France, historically knownas the French Calvinists.

2.10 & B. Other commonwealth migrantsRolf Harris, the Australian entertainer and artist, with his didgeridoo.The didgeridoo (or didjeridu) is a wind instrument of the Indigenous Australians of

northern Australia.

2.11 & C. Normans Bayeux Tapestry, showing the end of the battle of Hastings.

2.12. & I South Asians Young Bangladeshi girls dancing.

2.13 & G. Flemish weavers Fresco commemorating the establishment of Flemish weavers in Manchesterin 1363 by Ford Maddox Brown, 1892, Manchester Town Hall.

2.14 & H. Romans Artist’s impressions of the Romans landing in Britain in 43AD.

2.15 & K. Africans John Blanke, early Tudor trumpeter.Regular musician at court of Henry VII and Henry VIII and took part in severaltournaments and celebrations.

Page 10: KS2: Who has come to Britain, and when? Developing questioning through timeline maps

Who has come to Britain, & when?, 10

Q2. Timeline map of Irish movement to, & settlement in, Britain Please reproduce on A3 for students’ use

AD

0 100 200 300 400 500 600 700 800 900 1000 1100 1200 1300 1400 1500 1600 1700 1800 1900 2000

Page 11: KS2: Who has come to Britain, and when? Developing questioning through timeline maps

Who has come to Britain, & when?, 11

Q3. Evidence about the Irish presence in Britain

3.1. 563In 563 Saint Columba founded a monastery onIona, a small island in the Inner Hebrides ofScotland, with 12 companions to bringChristianity to Britain.

3.2. 635The monastery ofLindisfarne, a tidal islandoff the north-east, wasfounded by Saint Aidanfrom Ireland in AD 635.

3.3. 1566There is abovehundred Irish menand women thatwander about [on theroads of England] tobeg for a living thathath come overwithin these twoyears. They say theyhave been burnedand spoiled by theEarl of Desmond [inMunster].’Thomas Harman, A caveat orWarening for Commen Cursetor 1567 - writing in 1566

3.4. Irish occupations in Liverpool, 1834Mechanics of various sorts 780

Brickmakers 270

Sugar-boilers 200

Masons’ labourers 50

Bricklayers’ labourers 850

Chemical works and soaperies &c. 600

Sawyers 80

Labourers employed in smithies, lime-kilns, plasterers’ yards and by paviors 340

Lumpers about on the docks who dischargevessels and re-load them 1700

Porters employed in warehousing &c. 1900

Coal-heavers, and sundry other employment 430

TOTAL 7500

3.5. 1835NOTICE is given that all the IRISH MEN on the line of railway in Fife Shire MUST be off the grownd

and out of the Countey on MONDAY THE 11THof this month or els we must by the strength of our

arems and a good pick shaft put them off. You humbel servants SHOTS MEN.

3.6. Irish-born living in Britain, 1841-51

Year Britain Liverpool London Nottingham

1841 416,000 49,639 73,133 781

Great Famine, 1845-9

1851 727, 000 83,813 108,548 1,686

Page 12: KS2: Who has come to Britain, and when? Developing questioning through timeline maps

Who has come to Britain, & when?, 12

3.7. Funeral at Skibbereen, Co. Cork, one of the worst hit areas during the Famine, 1847

IllustratedLondon News,30 January 1847

‘The body of ayoung man is laidon a cart; asecond manwhips the horseinto action; athird stands bywith a spade;onlookers gossipand argue: thiswell-observedscene shows usdeath stripped ofall dignity.’

3.8. Conditions in Ireland during the FamineWhen people had no money they searched thefields for food. They dug in the ground for fernsand dandelions. They then boiled, roasted orcrushed them with meal to make bread. Childrensearched the woods for nuts and berries. They atethe fruit of trees - holly, beech, crab-apple andlaurel. They also ate the leaves and barks of trees.

3.9. 1847Ireland is pouring into the cities, and even thevillages of this island, a disgusting mass offamine, nakedness and dirt and fever. Liverpool,whose closeness to Ireland has already made it themost unhealthy town in this island, seems destinedto become one mass of disease.The Times, 2 April 1847, The newspaper was no great friend of Ireland.

3.10. Irish-born living in Britain, 1901-20011901 632,000

1911 550,000

1921 524,000

1931 505,000

1951 716,000

1961 951,000

1971 957,000

1981 850,000

1991 837,000

2001 690,000

3.11. Joan, born 1931, a nurse in Leedsmoved from County Tipperary to Englandafter the Second World War*

It was terrible at that time in Ireland. Thepoverty was terrible. The poverty was absolutelyshocking. We walked four and a half miles toschool, and four and a half back. Can you imaginenine miles a day? To go to a convent school. Theywere very good but they were cruel as well. Theywere very, very cruel when I look back.

Page 13: KS2: Who has come to Britain, and when? Developing questioning through timeline maps

Who has come to Britain, & when?, 13

3.12. Patrick, born in County Down in 1918,emigrated in 1939, working around Scotlandand the north of England before settlingpermanently in Leeds*The reason why I left home was because there wasno life there. There was no opportunity for peoplethere if you were a Catholic, because they donetheir best to get rid of all the Catholics to reducethe population there. That was my honest opinion.

3.13. William moved fromWaterford to Nottingham inthe 1940s**The Christian Brothers I wentto had very fixed ideas. Youweren’t allowed to play anyforeign games in school. Thebrothers advised us never to go to a pagan country- which made me curious about England. I knewnobody in London but it was an exciting place tobe.

3.14. Peggy moved fromDublin to Nottingham in1958**There was no work in Irelandfor a long time and this is thebitterness I have inside me.[The government] wanted the women at the sinkand the men in the fields.

* Corinne Silva, Róisín Bán. The Irish Diaspora in Leeds, Leeds Irish Health & Homes, 0-9552529-0-3** Making it Home. Experiences of being Irish, Nottingham Irish Studies Group, 0-9540068-0-1

Page 14: KS2: Who has come to Britain, and when? Developing questioning through timeline maps

Who has come to Britain, & when?, 14

Q3. Some reasons for emigratingAdd your own in the black boxes, if you wish

‘Push’ factors ‘Pull’ factors

Persecution/oppression Jobs

Starvation Better life style

Poverty

Religious freedom

Fear Political & military weakness

Traditions Adventure/bright lights

Avoid war at home Advertisements

Join war

Boredom

Relationship Relationships (eg join relatives

Missionary/religious belief

Land/space

Enslavement

Natural disasters

Financial Financial

Page 15: KS2: Who has come to Britain, and when? Developing questioning through timeline maps

Who has come to Britain, & when?, 15

Q2/3. AfL diary

Key question What have I learned? What more do I want to know?

Who has come toBritain, and when?

How accurate are thestatements aboutwhen people came toBritain?

Depth study, eg.‘What was it like to bean Irish immigrant inBritain in the 19thcentury?’ by Ireland inSchools athttp://iisresource.org/migration.aspx

Page 16: KS2: Who has come to Britain, and when? Developing questioning through timeline maps

Who has come to Britain, & when?, 16

Q1. Outline map of Britain

Page 17: KS2: Who has come to Britain, and when? Developing questioning through timeline maps

Who has come to Britain, & when?, 17

Q1. Outline map of the world

Page 18: KS2: Who has come to Britain, and when? Developing questioning through timeline maps

Who has come to Britain, & when?, 18

Q1. Concentric ‘circles’The

Worl

d

Gre

atB

rita

in

Loca

lar

ea

Page 19: KS2: Who has come to Britain, and when? Developing questioning through timeline maps

Who has come to Britain, & when?, 19

The populations of England, Scotland, Wales & Great Britain, by ethnic group, 2001

Page 20: KS2: Who has come to Britain, and when? Developing questioning through timeline maps

Every Child Matters

Every Child Matters Evidence in History We do

Be healthyPhysically healthyMentally and emotionally healthySexually healthyChoose not to take illegal drugs.

Developing self esteem by includingaspects of a pupil’s community’s history.

Enhance self esteem by focussingon the long term nature ofmulticultural Britain and thehistories of all pupils

Stay safeSafe from maltreatment, neglect, violenceand sexual exploitationSafe from accidental injury and deathSafe from bullying and discriminationSafe from crime and anti-social behaviour inand out of school.Have security, stability and cared for.

Developing a questioning disposition sopupils do not take things at face value.

Challenging stereotypes and exploring thehistories of different people and theirsociety or context.

The lesson challenges the imagethat migration is a recent feature ofour society

The lesson a challenges simplisticnotions about why people havecome to Britain.

Enjoy and achieveReady for schoolAchieve stretching national and educationalstandards at primary schoolAchieve personal and social developmentand enjoy recreation.

Providing opportunities to explore andvalue pupil’s identity and place in theworld.Providing opportunities to enjoy findingout exciting and interesting experiences ofdifferent people in the past.Providing opportunities to enjoy andreach their potential through a wide rangeof teaching and learning experiences (e.g.drama).

By providing a lesson that is notAnglo-centric in approach andlooks at the ‘wider world’.

The lesson deals with aninteresting question which relatesto both their own background andthat of others.

A range of pedagogic devices areused enabling all pupils toexperience success.

Make a positive contributionEngage in decision-making and support thecommunity and environmentEngage in law-abiding and positivebehaviour in and out of schoolDevelop positive relationships and choosenot to bully and discriminateDevelop self-confidence and successfullydeal with significant life changes andchallengesDevelop enterprising behaviour.

Providing opportunities to workcollaboratively, e.g. in discussion.Providing an appreciation of a child’splace in the wider world by exploring theachievement of other people within theirsociety and other parts of the world.

Throughout the lesson pupils workin a variety of grouping and ways.

The lesson challenges stereotypicalviews of immigration.

Achieve economic well-beingEngage in further education, employment ortraining on leaving schoolReady for employment.

Providing opportunities to developliteracy and communication skills toexplore historical issues.

The pupils communicate theirconclusions in a variety of ways inthe lesson.

Live in decent homes and sustainablecommunitiesAccess to transport and material goodLive in households free from low income.

Providing opportunities for problemsolving when exploring historicalquestions.

Developing critical abilities whenexamining sources such as artefacts,pictures etc.

Problem solving is central to theactivities

The core of the lesson is tochallenge simplistic perceptionsabout immigration as a recentdevelopment.

Ireland in SchoolsFree resources at http://iisresource.org

email: [email protected]