HISTORY LESSONS: MAKING BRITISH HISTORIES A GUIDE FOR TEACHERS HISTORY LESSONS: MAKING BRITISH HISTORIES A GUIDE FOR TEACHERSHERS

© Daoud Salaman and family Designed andtypeset by Trilogy PrintSolutions,UnitW107-110, Floor, First Holywell Centre, LondonEC2A4PS.Tel: 1PhippStreet, 0207739 2001 A Company Limited by Guarantee Registered inEngland No.3409935andaRegistered CharityNo.1063609 T: 0207377 9222E:info@runnymedetr publishedbyFirst Runnymede, Clement’s Building,LondonSchoolofEconomics, Houghton St London WC2A Street, 2AE You may notalter,• transform, orbuilduponthis work. You may notusethis work for commercial• purposes; You mustgive the originalauthor credit; • You are free to copy,• distribute, display the work; andperform Derivative Works 2.0UK:England &Wales. Itsmainconditionsare: including translation,without written permission.Thisissubjectto the terms ofthe Creative CommonsLicenceDeed:Attributi policy whichenablesanyone to accessitscontent onlinewithout charge. Anyone candownload, save, ordistribute perform this The Runnymede Trust wants to encouragethe circulation ofitswork aswidelypossiblewhileretaining the copyright. TheTrust hasanopenaccess Open access.Somerightsreserved. adapted by DebbieWeekes-Bernard. Museum, MuseumofLondon,Greenwich HeritageCentre, BlackCulturalArchives, Autograph APandindividualcontributors. Lesson Published by Runnymede inMarch 2015, TheNationalMaritime this documentiscopyrightMuseum,EMOHA, ©Runnymede Story ,TheCardiff ISBN: 978-1-909546-07-3 (online) www.creativecommons.org Runnymede isgrateful to Creative Commonsfor itswork anditsapproach to copyright. For more information pleasegoto You are welcome to ask Runnymede for permissionto usethis work for purposesother than those covered by the licence. ust.org W: www.runnymedetrust.org Special thanks goto allthe individualsandorganisations whohave Acknowledgements National MaritimeMuseum,the MuseumofLondonandthe Greater Brown, Lynne Dixon andAlisonHales,the BlackCulturalArchives, the contributed to this resource, especiallyGeorgie Wemyss, Laurence Heritage Centre, the Cardiff Story Museum,Paul TrevorHeritage Centre, Story the Cardiff andAutograph London Authority, Archive, the EastMidlandsOralHistory Greenwich Mansfi eld, SconePalace, ourthanks are extended to the family. Thanks AP. ofthe Earlof TheimageofDidoElizabethcourtesy Belleappears AHRC, the University ofManchester andthe University ofCambridgein We alsowant tosupport. acknowledge ofthe the invaluable support andRobinalso to Frampton Ros Spry for their editorial commentsand making this work possible. on-Non-Commercial-No work inany format, plans devised and CONTENTS Foreword: The History Lessons project ...... 2 INTRODUCTION ...... 3 What this Guide sets out to do ...... 3 Using the Guide ...... 3 Curriculum links ...... 3 Resources you will need ...... 5 DOING LOCAL HISTORY ...... 6 How to conduct local history research – Laurence Brown ...... 6 Developing local history lesson plans – Lynne Dixon and Alison Hales ...... 8 A local history walk around London’s East India Docks – Georgie Wemyss ...... 12 ORAL HISTORY ...... 18 What is oral history? –The Cardiff Story Museum ...... 18 How can I use oral history in school? – East Midlands Oral History Archive ...... 21 Can I use oral history to support family learning? – East Midlands Oral History Archive ...... 23 READING HISTORICAL SOURCES ...... 25 1700s to 1900 ...... 25 The East India Company – The National Maritime Museum ...... 25 The impact on London of the growth of the British Empire – Museum of London and Mayor of London ...... 29 The historical presence of migrants in South East London – Greenwich Heritage Centre ...... 33 1900 to the present day ...... 35 Black Edwardians – Black Cultural Archives ...... 35 The Second World War and Caribbean migrants ...... 38 Anti-racist protest in the 1970s – Autograph AP ...... 41 Closing comment ...... 44 APPENDIX: FURTHER USEFUL RESOURCES ...... 45 1. A London Migration timeline – Museum of London and Mayor of London ...... 45 2. Image handouts ...... 48 3. Additional resources ...... 54

1 FOREWORD: THE HISTORY LESSONS PROJECT FOREWORD

The History Lessons project is the second phase of a school-based initiative called Making Histories, a joint initiative by Runnymede, the London School of Economics and the University of Cambridge, to bring the fi ndings of an original academic research project into classrooms across the UK. Phase 1, The Bengal Diaspora, a research project conducted by Claire Alexander and Joya Chatterji, explored the migration and settlement processes of individuals of Bengali descent and collected the life-histories of over 180 people in Bangladesh, India and the UK. The project explored the history of migration from the Indian state of Bengal after Partition in 1947. It looked at the experiences of the ordinary people who were forced to leave their homes, and did this in order to show how these lives shaped history.

The fi ndings of this project have been developed into an online educational resource called Bangla Stories. The project team wanted to show children, young people and teachers how these processes of migration have shaped what we know about multicultural Britain. We also wanted to help young learners discover how the everyday, personal stories of millions of people can shine a light on what we know about signifi cant historical periods, i.e. Partition in India/ Pakistan, as well as the impact these migration experiences have had on our understanding of British history.

Making Histories is the umbrella initiative that has allowed us to bring this work directly to students and teachers, showing young people how the migration stories of ordinary individuals, regardless of ethnic background, can enhance our knowledge of historical events. We have done this through creating what we have called a generation of young historians – 210 young people from Cardiff to Tower Hamlets – who have worked with us across two phases of this project.

History Lessons, a collaboration between Runnymede, University of Manchester and University of Cambridge, is the second phase of our attempt to provide teachers with the support, skill and content knowledge needed not just to navigate parts of the new history curriculum, but also to teach diversity at a time when there are continuous demands on the time of classroom teachers. Through using the local history element of the history curriculum, schools have enormous scope to support their pupils in uncovering the wealth of historical information on their own doorsteps. But of even more relevance are those possibilities that can be explored by using the resources of your local area. Focusing on a particular aspect of your local area – a street, a park, a place of worship or even a school – and speaking to residents, shopkeepers and members of your own family, can reveal how waves of migration into and out of an area will have contributed to its historical identity.

This Guide demonstrates how drawing on local resources will not only support the work of teachers in creating interesting and innovative history lessons, but can also encourage the teaching and learning of diversity and engender a love of history in even the most reticent of pupils. HISTORY LESSONS: MAKING BRITISH HISTORIES HISTORY

2 INTRODUCTION HISTORY LESSONS: MAKING BRITISH HISTORIES 3333333333 http:// ]. ] century can be Woolwich th ories.org.uk/fi nd-a-story.html ories.org.uk/fi e has its own useful ‘How to’ guide, which to’ useful ‘How e has its own s/community-stories.html .makinghist lms, podcasts, audio slide-shows and digital lms, podcasts, audio slide-shows eacher the fi the the local migration stories from Sheffi eld, Leicester eld, Leicester Sheffi from stories local migration the and Cardiff [http://www.makinghistories.org.uk/for- t presentations based on independent research based on independent research presentations [ with worked have pupils we the by conducted www • The websit Curriculum links Stage 3 of Key This Guide is aimed principally at teachers guidelines and suggestions can of the history; but many Stage 2 primary of Key teachers history those be used by meet the activities to in developing interested who are local history curriculum. of the element of the requirements some elements of the included within The subject matter cross-curricular section can also provide Sources Historical Citizenship and PSHE; and the KS3 for discussion material 19 from sources newspaper We would also recommend using these lesson plans and these using also recommend would We on the provided material the with guides in conjunction reference makes this Although website. Making Histories stories migration and the regions c geographical specifi to nor of particular exhaustive communities, it is neither can be information the that believe and we exclusive, its but equally for of its content sake the used not just for lesson use of the make Do, therefore, inspire. capacity to website’s the in conjunction with here plans presented in particular:content, • useful for English studies too. English useful for illustrates how students might go about compiling a how illustrates created those similar to project research digital historical our participatingby pupils.

It is important to bear in mind, however, that the general the that It is important bear in mind, however, to can be applied research conducting historical guides to oral history researching location, or to geographical any to backgrounds. and ethnic people of all age groups with In places, the Guide draws on some of the regions regions on some of the Guide draws In places, the For project. Making Histories Phase 1 of the in covered references sources our section on historical example, in which parts boroughs the of London in or near to Hamlets our participating (Tower located schools are Our section on local history also and Greenwich). Moss as to as well areas, these to reference makes Our oral history section includes Side in Manchester. oral history in Cardiff and Yemeni to some references older Asian people in Leicester. from testimonies Using the Guide main sections: in three is presented The material history • Local history • Oral • sources historical Reading The Guide focuses specifi cally on local and oral specifi The Guide focuses phases basis of both the formed which have histories, Stories Bangla and the project Making Histories of the it. The Making which preceded educational website expertise the on of historians, drew project Histories bringing them lm-makers, sociologists and fi archivists, as pupils as well with spend time to classrooms into history doorsteps; the on their explore taking pupils out to includes lesson plans, guidance and Guide too this experts. lesson- by Some of these tips developed and archives by kindly made available plan materials, educational extensive more from ‘extracts’ museums, are suggest consulting would We in existence. guides already the extend to in order guides as well, full-length these materials discussions and activities. Other scope of your Guide, and this cally for specifi been developed have publication to in this together been brought have they support discussion and independent research, teaching, issues of on the classroom, inside and outside the both cance of place, and signifi the change, historical migration, presence. multi-ethnic the What this do Guide sets out to assist history in teachers is to Guide The purpose of this of the teaching supplement their to materials developing illustrate to them will allow that pupils in ways subject to had on how have and ethnicity migration impact that the on themes effect of these the develop, histories different routes story as providing well of Britain, as historical the uence infl both that histories global looking at the towards of migration. histories uenced by infl and are INTRODUCTION Primary Key Stage 2 History Particular aspects of this resource can be used to guide the local-history study element of the KS2 curriculum, which can include: • ‘a study over time tracing how several aspects of national history are refl ected in the locality (this can go beyond 1066); • a study of an aspect of history or a site dating from a period beyond 1066 that is signifi cant in the locality’.1 INTRODUCTION Secondary Key Stage 3 History Many of the lesson plans included within the resource can be used to meet the requirements of the KS3 history programmes of study as indicated below. • Ideas, political power, industry and empire: Britain, 1745–1901 Selected (non-statutory) examples: • Britain’s transatlantic slave trade: its effects and its eventual abolition • the Seven Years War and The American War of Independence • Britain as the fi rst industrial nation – the impact on society • party politics, extension of the franchise and social reform • the development of the British Empire with a depth study (e.g. India) • Ireland and Home Rule • Darwin’s ‘On the Origin of Species’

Corresponding aspects of the Making History Lessons resource: • Historical presence of Migrants in South East London • The East India Company • Impact on London of the growth of the British Empire

• Challenges for Britain, Europe and the wider world: 1901 to the present day In addition to studying the Holocaust, this could include Examples (non-statutory) • women’s suffrage • the First World War and the Peace Settlement • the inter-war years: the Great Depression and the rise of dictators • the Second World War and the wartime leadership of Winston Churchill • the creation of the Welfare State • Indian independence and end of Empire • social, cultural and technological change in post-war British society • Britain’s place in the world since 1945

Corresponding aspects of the Making History Lessons resource: • Black Edwardians • World War II and Caribbean migration • Anti-racist protest in the 1970s

• A local history study a depth study linked to one of the British areas of study listed above • a study over time, testing how far sites in their locality refl ect aspects of national history (some sites may predate 1066)

1 Department for Education (2013) History programmes of study: key stages 1 and 2. National curriculum in England https://www.gov.uk/government/uploads/system/uploads/

HISTORY LESSONS: MAKING BRITISH HISTORIES HISTORY attachment_data/fi le/239035/PRIMARY_national_curriculum_-_History.pdf

4 INTRODUCTION HISTORY LESSONS: MAKING BRITISH HISTORIES 5555555555 The East India lesson plan, for example). example). lesson plan, for Edwardians Black ories.org.uk/fi nd-a-story.html#Manchester nd-a-story.html#Manchester ories.org.uk/fi guide from the Cardiff the What is Oral History? Story), guide from or pull website Making Histories .makinghist http://www.makinghistories.org.uk/fi nd-a-story.html#Tower-Hamlets nd-a-story.html#Tower-Hamlets http://www.makinghistories.org.uk/fi http://www Sections on local historySections on research oral historySections on research Moss Side and Hamlets, Tower students from by lms and digital presentations Short fi on the Greenwich http://www.makinghistories.org.uk/fi nd-a-story.html#Greenwich http://www.makinghistories.org.uk/fi project schools. project • • • For some lesson plans you may like to develop PowerPoint slides from the contextual contextual the slides from PowerPoint develop to like may some lesson plans you For the (e.g. provided information and an internet computers/laptops access to have of course, be useful to it would Ultimately, c lesson plan (e.g. in a specifi clips as directed viewing for connection, either Each lesson plan is generally self-contained but there are clear links between the three three the between clear links are generally self-contained but there Each lesson plan is Greenwich and the Museum of London Maritime Museum, the the by provided resources includes Each lesson plan therefore below). Sources Historical (see Reading Heritage Centre consult. to need or online sources may you about printouts information the sheet (from an information together out and copied for section can be printed Sources Historical Reading the from Photographs activity centres discussion and/or look at, particularly lessons in which the those students to for itself. photograph the around Making the by oral history the and local history conducted viewing projects ) or for Company History Resources you will need you Resources Corresponding aspects of the Making Historyaspects of the Lessons resource: Corresponding HISTORY LESSONS: MAKING BRITISH HISTORIES HOW TO CONDUCT LOCAL HISTORY RESEARCH (http://hansard.millbanksystems.com/) orby media outletssuchasthe BBCorthe Guardian If alocalevent hashadnationalsignifi debates cance, itmay bementionedinparliamentary as these provide willoften more detaileddescriptions ofanevent than whatisavailable online. Searching localnewspaper collectionsfocused onaspecifi valuable, c date canbeparticularly Events http://goo.gl/maps/P5EzC can beplotted onGoogle Mapssee: dir street orsmallarea alsoopensuptheFocusing possibilityofusingbusiness onaparticular http://www.digitalhandsworth.org.uk/ Birmingham is: clippings orhistorical photographs that are arrangedby geography. Anexample ofthis in sectionswithin have librariesoften Local history cataloguesandresources suchasnewspaper Place http://www.migrationstories.co.uk/ http://www.hidden-histories.org.uk/ http://www http://www.banglastories.org/ Some ofthese projects are available onlineat: Centre inCardiff. and Arts London, the BlackCulturalArchives inLondon,andthe Butetown andthe BritishLibrary History such asthe AhmedIqbalUllahRace Relations Resource Centre inManchester, the Museumof Many locallibrarieshave collectionsonethnic minoritycommunities outstandingoralhistory for onlineresearchbiographies that couldbea starting-point projects. The Oxford Companionto Black BritishHistory People keep records onwhere the objectsintheir collectionscamefrom andtheir historical context. archivesimages, newspaper clippingsorpersonal from your localarea. Equally, mostmuseums places orevents. Many librarieshave sectionthat cancontaincollectionsof alocalhistory Three ways ofdoinghistorical research usinglocallibrariesormuseumsisto focus onpeople, Doing research AhmedIqbalUllahRaceDirector Relations ofthe Resource CentreinManchester Laurence Brown HISTORY RESEARCH HOW TO CONDUCT LOCAL DOING LOCAL HISTORY: 6 photos featured. students from Manchester Academy inMossSide,whichthe MossSideThenandNow Dr LaurenceBrown, the Academic Director atthe workshops Centre, ranlocalhistory with newspaper. ect ories to time.For explore anexample ofhow leisure these andconsumptionataparticular .bbohp.or g.uk/ (2007) provides awide-rangingcollectionof

HOW TO CONDUCT LOCAL HISTORY RESEARCH HISTORY LESSONS: MAKING BRITISH HISTORIES 777777777

Russell Street Moss Side 2014 © Jtpbradbury Russell Street Moss Side 1974 © Manchester Libraries Manchester © 1974 Side Moss Street Russell Moss Side Then Moss Moss Side Now Side Moss HISTORY LESSONS: MAKING BRITISH HISTORIES DEVELOPING LOCAL HISTORY LESSON PLANS 3. What particular cluesare there toWhat particular the diversity ofyour ofglobal area, links? anditshistory 3. signifi• cant events that occurred locally? signifi• cant peoplewhoare linked to the area? timeperiod? aparticular • youWhat isrichinevidence aspect ofhistory are for focusing the on? particular 2. information gleaned from the studentsandotherofthe members localcommunity. • orthe apparent internet, inresources includingthat library from offered alocalhistory by • visibleinthe localenvironment; • Considerevidence ofthe pastthat is: 1. Teacher dowe have? localarea–Whathistory auditofthe You mightalsowant to ofthe considerthe localarea history through anaudit. Whatisthe current learninglevel ofthe students?Thisinformation isnotalways accessible • Are there connectionswith other possible‘locales’? • Dothey have specifi• c connectionswith the area where the schoolislocated, i.e.are their Where dothe studentslive/come from? Whatis their locality? • Whatare their interests? Thesedonothave to orlocallyspecifi behistory-related • c atthis WhatdoIknow specifi• cally about my class,groups ofstudentsandindividuals? themselves bringto the learning: would beto usetheA fruitfulstarting-point following questionsto explore whatthe students Preparation study already underway. for examining abroader aspectofnationalhistory, orto illustrate afeature ofanationalhistory dedicated to localhistory. Alternatively, mightbebeing usedasthe starting-point localhistory Any lessonislikely ofamedium-term localhistory to plan(mtp).Thismtpmightbefully bepart SchoolTeachersGuide for Primary (Routledge, 2014). Adapted book fromtheir Lynne Dixon andAlisonHales LESSON PLANS DEVELOPING LOCAL HISTORY DOING LOCAL HISTORY: 8 These mighthave presented themselves inarangeofways (seeTable A). maps; so planan‘assessandreview’ lessonto fi nd out. family originallyfrom the locality, ordothey work within it? asagoodplacetostage butwillserve start. Bringing History Alive LocalPeople through andPlaces;A Bringing History DEVELOPING LOCAL HISTORY LESSON PLANS HISTORY LESSONS: MAKING BRITISH HISTORIES

which which http://www.age- Oral History Society : with a global dimension? ]. exchange.org.uk Examples of the types of evidence to be obtained from an exploration of your of your an exploration from be obtained to types of evidence of the Examples ends of the ‘Walk the Greenwich local area can be seen in a trail of Maritime http://www.walktheworld.org.uk/walk/regions/greater- at: Earth’ available london/londongreenwich.html be transcripts may there community, school people in the to as talking As well publications, or online. in small local of oral history accounts available the for instance for exist publications such and Lewisham (In Greenwich local history library your Contact Estate.) Downham and the Estate Ferrier of the website line at the on or search information for local projects/ to links also has – this [http://www.ohs.org.uk/resources.php] Exchange it is worth Age contacting publications. In Greenwich It has a range a national reputation. is a reminiscence organization with eld of oral history [ of publications and expertise fi in the economic activity (factories making goods linked to international trade, transport,international docks, to making goods linked economic activity (factories tea) sugar, goods such as grain, neries processing mills and refi warehouses, activity (coffee- and teashops) commercial public buildings (country mansions, ostentatious grand and public wealth estates, private halls) such as town abroad from here and brought been collected have may plants that ‘exotic’ such as seamen’s livelihood, their for institutions supporting or travelling abroad from people hospitals (or missions). (c) National/international events such as the World Wars World the such as events (c) National/international (b) Sporting Olympics such as the events A3. Have there been local events A3. Have Exhibition Great such as the exhibitions (a) International (c) stories of people who have emigrated of people who have (c) stories (b) descriptions by community members of their journeys from other places, or of growing up places, or of growing other from community members journeys of their (b) descriptions by elsewhere A2. People including personal historyfamily A2. People and members family students and their of the (a) memories and testimonies • • • • • (c) evidence of: (c) evidence (b) memorials to individuals or to groups of people groups individuals or to (b) memorials to A1. Aspects of place – look for evidence of other cultures in: evidence – look for Aspects of place A1. style of buildings (a) architectural Table A. Table migration links and global of diversity, aspects Identifying A4. Search for evidence in: • Documents such as the national census, which reveals birthplaces abroad; parish records can refer to black servants, and so on

• Photographs which include people of different ethnicities • Artefacts that can reveal their owners’ personal and family stories • Published material on the history of different communities in your local area

Contact your local history library, perhaps via your local authority website. Greenwich, for example, has its own website [http://www.royalgreenwich.gov.uk/ heritagecentre/site/index.php], which is linked to that of the Royal Borough of Greenwich. There may also be local history societies that can provide resources or information. The British Association for Local History lists some [http://www. balh.org.uk/useful-links/local-societies], localhistoryonline has an extensive list [http://www.local-history.co.uk/Groups/index.html], or try an internet search. Increasingly, local history material is made available online, especially photos and maps.

A5. Local histories: In the form of publications and online material local histories can provide you with an overview of a local area you may not be familiar with. For south-east London, the Ideal Homes website is particularly useful for articles about local places, and for photos [http://www.ideal-homes.org.uk/]. Some areas have their own black DEVELOPING LOCAL HISTORY LESSON PLANS HISTORY LOCAL DEVELOPING history publication; for instance Greenwich has Sugar, Spices and Human Cargo: An Early Black history of Greenwich by Joan Anim-Addo.

When you have become familiar with some of the evidence: (a) Decide on the type(s) of material you want to use in the lesson: • Pictures/photographs of the physical/built environment • Maps • Notes taken from observations • Sketches • Notes from conversations • Oral testimony • Documentary evidence (census, trade directories, newspapers, etc.).

(b) Can you make any immediate links between the evidence? What is the evidence telling you about the history of the area? For instance, what does the census tell you about a particular building or house that has caught your attention?

• Make a list of questions that could be asked about the sources. • Begin to think about what’s the best place to provide you with further insights into some of the topics chosen.

You will need to decide what evidence can be used for the lesson bearing in mind the practicalities of your time to organise this, the abilities and interests of your students, and also that less (evidence) is sometimes more (learning). HISTORY LESSONS: MAKING BRITISH HISTORIES HISTORY

100 Planning DEVELOPING LOCAL HISTORY LESSON PLANS Refer to medium-term planning for any learning outcomes that should be prioritised. (a) Decide on an inspiring or challenging starting-point: A story An extract from an oral history account A sequence of photos A challenging question (‘How has our area been linked to the wider world?’)

(b) Develop the enquiry process: Enquiry can provide a core part of the lesson and can involve students in looking at a range of carefully selected evidence. Questioning is at the heart of all historical enquiry, and asking questions on local history, and more importantly students themselves asking questions, is essential. The local provides an excellent context in which we can begin to ask enquiry questions. Depending on the experience of the students, different frameworks might be offered to help them analyse the evidence. Two frequently used examples are:

Example 1. Generic interrogatives to help students working with most forms of documentary evidence. For example, focusing on a person highlighted on a census return might generate the following questions: How did he travel to work? What was his house like? When was he born? Where was he born? Who is in his family? Why did he move here?

Example 2. Another approach would be to use the trio of questions that encourages careful observation, deduction and inference:

What can I tell for certain?

What can I make reasonable guesses about? HISTORY LESSONS: MAKING BRITISH HISTORIES

What further things would I like to fi nd out?

These questions can work with most forms of evidence, and together with teacher prompts – ‘How do you know that?’ ‘What makes you think that?’ – will encourage careful exploration of the evidence.

If the main form of evidence to be used is the students’ own personal testimonies, then part of the lesson can be spent generating questions which explore the agreed focus and testing whether these questions produce the required type of information.

Differentiation can be organized by means of: the amount and range of evidence provided; the grouping of the students; the structure offered to the students as they use the evidence; or the prompt questions provided by the teacher.

End points: the plenary The plenary can take the form of students reporting back their fi ndings to their colleagues; or generating questions for further research; or discussing ideas for further research on their existing questions. If possible, opportunities can be taken to put their fi ndings into a chronological and national context.

1111 HISTORY LESSONS: MAKING BRITISH HISTORIES A LOCAL HISTORY WALK AROUND LONDON’S EAST INDIA DOCKS • • • • • What you willneedfor classroomsession follow-up the • • • • What you willneedfor walk the discussing historical migration. based discussionandwritingactivitiescanhowever beconducted by any schoolasaway of to the EastIndiaDocks orfor schoolsableto make aschooltripto the area. Theclassroom- elementofthis activityisidealforThe localhistory Londonschoolslocated inthe areas close subcontinent andEastLondon. archiveand to research andoralhistory dofurther into the shared histories ofthe Indian to askquestionsaboutthe localenvironment, aboutwhatisremembered andwhatisforgotten , butbythousands oflascars takingaguidedwalk around the area studentscanbeencouraged settledinthenumbers dockside communities.There are nooffi cial monumentsto these from present-day Bangladesh, neededto stay inLondonbetween voyages, andunknown British shipsthat docked inEastLondon.Seafarers, known as been resident inthe UKfor four centuries,the mostnumerous beingthe menwhoworked on the UKlargely occurred duringthe 1950s and1960s. However, peoplefrom South Asiahave suggestedIt isoften that the migration ofindividualsfrom whatispresent-day Bangladesh to Brief relate to the Chinese,Somali,Africanandother populationsofthe diverse localcommunities. communities. Thissessionfocuses onlinks with Bangladesh; however, itcanbeadapted to and monumentsand,through this, to beableto make links with the histories ofdiverse local The aimisto develop acriticalawareness ofthe histories oflocalstructures, street names Objective Centre forLondon ofEast Research, andBelonging,University Migration WemyssGeorgie LONDON’S EAST INDIADOCKS A LOCAL HISTORY WALK AROUND DOING LOCAL HISTORY: 12 2 W http://www.bl.uk/learning/histcitizen/asians/intro/introduction.html Eit http://www.banglastories.org/the-bengal-diaspora/history/ayahs-lascars-and-princes.html Copies ofthe pagetitled‘Ayahs, andprinces’ printed lascars from the Images of Projector to show imagesandmapsfrom the previous week’s walk Cameras orstudents’ own camera-phones Printed discussionworksheets with questionsrelating to the walk (seethe example below) below) Printed photographs oflocalsites for studentsto fi nd andidentify(see Maps ofthe localarea (large-scale, both current andhistorical) ork her print sheets from the previous week lascars (seeusefulsiteslascars below) outs from, oraccessto, the pages from the British Library websiteAsians inBritain pagesfrom the BritishLibrary , manylascars ofwhomwere

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At each site ask students: Have you noticed this site before? before? site noticed this you ask students: Have each site At is visible and What about it already? know What do you now? what is invisible and photographs own their take to Encourage students to linked were docks these questions about how ask to transported were goods that on the Asia, focusing South ships. on the people who worked of the lives and the cance of signifi historical Q&As the out of the Draw of lives the its history with and how links area the contemporary communities. own ask their students to remind walk of the end the At any share members to older family friends’ or their or of working docks about the have may memories they East End. in the docked ships that on the Wemyss Georgie with walk First set the students up with maps, pictures of sites and cameras. and of sites maps, pictures First up with students set the i.e. of interest, ed sites identifi at previously stopping area, East India Docks the around Walk cations, the import remaining the fortifi dock wall commemorates plaque that import inside the 1806 roads the names of the walls, dock the Road East India Dock the name of it, the and engineered who paid for those

East India Dock Entrance Entrance Dock India East Children from Langdon Park Park Langdon from Children • • • • • • Activities to undertake to during theActivities walk HISTORY LESSONS: MAKING BRITISH HISTORIES A LOCAL HISTORY WALK AROUND LONDON’S EAST INDIA DOCKS Local History Walk Route India DocksLocal History East aroundthe 14 4 Onyour ofthe rightyou originalentranceto willseealarge plaquewhichwas the part • Walk to the outsideofthe wall andfollow itallthe way around aroundto untilitcurves • You willseeanother sectionofthe originalwalls, orfortifi nearthe cations, onyour left • Walk Way, down Saffron westwards, pastasmalllake to whatwould have beenthe • Cross Leamouth Road andthen the A1261 AspenWay andwalk towards Saffron • Cross back from where you around cameandwalk the west edgeofthe andnorth • You cancross over to the lockgate, onthe other sideofthe where lock, there isan • aheadyou Straight will seethe lockwhichwas the entranceto the EastIndiaDock • oneastwards untilyou gothrough Carry ametalgate into the oldEastIndiaDock • you Onyourwillpassthe Virginia left Monumentwhichwas builtto remember the • Walk ifyou eastwards are facing (left the river) alongthe Thames. • You have beenwalking through andare now standinginthe area that was oncethe • Whenyou reach the Thamesyou willseethe MillenniumDomeacross the river. • Walk onthe paved area, stepping over the mosaicthat marks the lineofthe Greenwich • Walk Avenue south down Newport towards the River Thames. • Meetatthe EastIndiaDLRstation. • the warehouses andauctionhousesinthe CityofLondon. TheEastIndiaDockRoad Dock. was builtto takeImport the goodsfrom the docks to and the A102 Blackwall Tunnel Approach. the right.Keep walking untilyou reach the junctionofthe A13 EastIndiaDocks Road entrance to the EastIndiaDLR. Dock. middle ofthe Import youDocks. canseesomeofthe Ifyou remaining looknorth-east dockwalls. Avenue. You are now in the area Dockofthe that EastIndia was oncethe Import East IndiaDockBasinuntilyou reach the exit gate onLeamouth Road. information board aboutthe docks. Basin. Shipswould then progress Dock. to the Import Basin, whichisnow abird sanctuary. 1606 ofthe ofVirginia. English from colonisers this country departure Dockofthe EastIndiaDocks. Export Meridian, towards the Thamesriverside. A LOCAL HISTORY WALK AROUND LONDON’S EAST INDIA DOCKS HISTORY LESSONS: MAKING BRITISH HISTORIES 555555 1515151 lascars Bangla Stories Bangla Stories pages from the ‘Asians in ‘Asians the pages from http://www.bl.uk/learning/histcitizen/asians/ perspective, about the experience of experience about the lascar perspective,

Map of the local history walk walk history local the of Map route around the East India Docks India East the around route Making Home in Britain and Making Home in Britain o write, from a from o write, oduction.html o/intr Using the projector show the maps and pictures used and produced the previous week. week. previous the used and produced maps and pictures the show projector Using the imported people who and the were goods that about the information with Supplement these docks. built the who as those and transported as well produced them, of the lives the are invisible (i.e. how on what is visible and what is invisible Focus nowadays?). since last heard have may they oral histories on any feedback provide students to Ask the week. Lascars on the and Princes’ page ‘Ayahs, the from read students to Invite website and Empire Global Trade Visit the British Library section on the Britain’ website intr coming ashore at the docks in London. docks at the coming ashore Ask students to imagine and t Ask students to Activities for a follow-up class for Activities • • • • • • Discussion points (see also the worksheet questions) Why does so little remain of the East India Docks? Why are the past lives of the lascars so invisible in the present day? What was everyday life like on the ships? How might lascars have felt arriving in Poplar in the 1800s/1900s or during the Second World War?

Follow-up tasks • Students should be asked to work in groups to produce a slideshow of the walk they took. Encourage them to caption their maps and pictures of the sites with information they have uncovered about the docks, the local Bangladeshi community histories, and past and present links with South Asia. • Get the students to imagine they are a lascar who has decided to ‘jump ship’ in East London during the Second World War. Ask them to write a series of letters to be sent home to their parents in a village in East Bengal (present-day Bangladesh): the fi rst should describe life on board, and explain why they have decided to leave the ship; and the second, three months later, should describe life in East London during the war.

Differentiation/Extension activities

Invite students to adapt their letters into a series of monologues exchanged between a worried parent in East Bengal and a son who had recently migrated to the UK (see above). Ask students to create a drama piece based on this scenario. A LOCAL HISTORY WALK AROUND LONDON’S EAST INDIA DOCKS EAST LONDON’S AROUND WALK HISTORY A LOCAL Useful sites for researching material

Port Cities: http://www.portcities.org.uk/london/server/show/nav-11.html

Bangla Stories: http://www.banglastories.org/for-teachers.html

British Library: http://www.bl.uk/learning/histcitizen/asians/asiansinbritain.html

Useful books for further research

Across Seven Seas and Thirteen Rivers: Life Stories of Pioneer Sylhetti Settlers in Britain by Caroline Adams, 1994 2nd edition, published by Eastside Books

Asians in Britain: 400 Years of History by Rozina Visram, 2002, published by Pluto Press

Counterfl ows to Colonialism: Indian Travellers and Settlers in Britain 1600–1857 by Michael Fisher, 2004, published by Permanent Black HISTORY LESSONS: MAKING BRITISH HISTORIES HISTORY

166 Sample discussion points for a local history walk around the A LOCAL HISTORY WALK AROUND LONDON’S EAST INDIA DOCKS East India Docks and the follow-up class

East India Docks Walk

1. On the map of the local area, colour in the location of the East India Docks.

2. What can you see of these docks now?

3. Why are these docks called the ‘East India Docks’?

4. When and why were the East India Docks built?

5. Why was the East India Dock Road built?

6. Robert Wigram, John Woolmore, Joseph Cotton: What did these men do? Who were they? How are they remembered?

7. Who worked on the ships? How are they remembered?

Follow-up class (discussion questions structured around slideshow)

8. Who was John Mummud? What did he do? How is he remembered? [Show an image of St Anne’s Church. John Mummud was a lascar whose death was recorded in 1730 in the Parish register of that church in Limehouse]

9. Who were Mrs Mohammed, Mrs Janoo, Calcutta Louise? [Show a map of Poplar. These women were the white partners of South Asian men who ran boarding houses for lascars]

10. What and where was the ‘Oriental Quarter’ in the mid-1800s? [Show the same map as above]

11. What was the Strangers’ Home? Where was it? [Show an image of a building on West India Dock Road, now demolished. It was built as a hostel for lascars and African seafarers]

St. Anne’s Church HISTORY LESSONS: MAKING BRITISH HISTORIES

© Steve Cadman 2007

1717 HISTORY LESSONS: MAKING BRITISH HISTORIES ORAL HISTORY - WHAT IS ORAL HISTORY? • • • history oforal Quick history (b) Andthis iswhatitnot…. (a) Thisiswhatit… interviewing someonetointerviewing record their memories&opinions experiences andopinionsofthe speaker. Itinvolves: The recording, &interpretation preservation ofhistorical information, basedonthe personal is… Oral History • • • You willneed: • • • • • By the endofthe sessionstudentsshouldbeableto… Learning objectives Each box canbeincorporated into adigital(Powerpoint, Prezi) presentation. Archive.History a lookatthese inconjunctionwith the information sheetsprovided by the EastMidlandsOral These pagescanactasanintroduction to OralHistory. We would recommend that you take Museum Story kindly donated by Cardiff the fromlearningresources Extract WHAT ISORALHISTORY? ORAL HISTORY: 18 8 work were villages,where inSuffolk ‘the walking oldsurvivors books’. inEngland, The pioneeroforalhistory end ofthe 1940s. Americaatthe inthe modernformOral history ofaudio-recordingshaditsoriginsinNorth It was the onlyform inpre-literate of‘history’ societies. A numberofsmalldigitalrecording devices for (optional) interviews paperandpens Flipchart Computer orlaptop with alarge whiteboard orscreen for projecting Ask appropriate questions interview Begin anOralHistory interview anOralHistory Arrange Prepare for interview anOralHistory why isimportant State OralHistory • interviewing olderpeople onlyabouttheir interviewing memories • agroup ofpeoplesittingtogether talkingabouttheir lives • something you needto askpermissionto do • anoralrecord for future generations • events aboutimportant • abouteveryday life • perspective onhistory apersonal • recording people’s memories&stories • George Ewart Evans, collected Ewart George memoriesoflife and about a particular subject. aboutaparticular ORAL HISTORY - WHAT IS ORAL HISTORY? HISTORY LESSONS: MAKING BRITISH HISTORIES 999999 1919191 (a) Use open questions: • me about ... ? tell Can you • … ? to it like What was • when … ? feel did you How • … ? think What did you • about … ? me more Tell questions – 4Ws and 1H: your structure to how (b) Remember • What? • When? • Where? • Who? • How? • Introduce yourself • Introduce • project the Introduce • interview them to like would you chosen subjects why your Explain to • future! interview will be used in the the Describe how • interview process. Clarify the 1. 1. oral history purpose of the project Establish the 2. ask going to are questions you Consider the 3. interview going to are Decide who you 4. interview and set up the ask permission to interviewee Contact the Oral history is based on MEMORY, and therefore may not always be factually reliable. be factually not always may and therefore Oral history is based on MEMORY, i.e. Oral historyIt is highly SUBJECTIVE, offers personal an individual’s on perspective others. by not be shared may which history, offers perspectives. & unique of different, a range new histories. Women’s e.g. hidden histories, to voices gives and emotions. feelings is a personal historyit can convey - Conducting the interview To set up the set interview need to you To To make your preparations you need to: preparations you your make To You need to: You together ingredients your Prepare/Get 1. 2. Interview/Bake 3. Summarise & digitise/Clear up afterwards Oral History baking a cake is like • However… are disadvantages of, and their be aware to things are – they drawbacks NOT These are overcome. can help to interviewer the something Things to be aware of are that: of are be aware Things to • The value oral historyThe value offers it: is that • • • Activity 1 – Idea for a project

As a group: (a) Select the topic you would like to research & establish why you have chosen it (b) Decide on who you think would be the best person(s) to speak to about it (c) Agree on FIVE key OPEN QUESTIONS for your topic

Write the fi ve questions on the fl ipchart Report back to the classroom group Activity 2 – Mock interview

In groups nominate some to be interviewers and others to be interviewees who will take it in turns to ask and answer questions: • Introduce yourself to your audience • Introduce the person you are going to interview • State where the interview is taking place • State what the date is • And also give the time of the interview

ORAL HISTORY - WHAT IS ORAL HISTORY? - WHAT ORAL HISTORY FOR TEACHERS TO NOTE

Copyright stipulation: When interviewing someone the interviewer MUST take along a declaration form, which the interviewee must be asked to sign. This form is the document that gives permission for people to access this oral history in the future.

Transcriptions/Summaries: If children are able to use digital recorders during the lesson, give them the opportunity to play around with transcribing and summarising (as below).

Summaries are brief lists of the topics discussed and stories told, listed in interview order. To prepare one:

• Note down the key themes, stories and key questions asked.

• Write these down in order and make a note of the time a statement is made, e.g.: 5:27 – discusses growing up in the docks

6:30 – talks about father Ali coming from the Yemen

7:27 – talks about parents owning the Cairo Café on Bute Street.

This is the Salaman Family, showing father Ali, who is originally from Yemen (as mentioned above) and his wife Olive, with their six children .

Further information about the family is included in Cardiff Migration Stories, available to download from the Making Histories website, as well as the Cardiff Story Museum. HISTORY LESSONS: MAKING BRITISH HISTORIES HISTORY

© Daoud Salaman 200 HOW CAN I USE ORAL HISTORY IN SCHOOL? HISTORY LESSONS: MAKING BRITISH HISTORIES 11 2121212121212121 setting this could arise from your History your could arise from this SCHOOL? USE ORAL ORAL USE HOW CAN I I CAN HOW HISTORY IN HISTORY to guide their interviews and need not be stuck to too too interviews and need not be stuck to guide their to Work, or relate to an anniversary or festival connected with your your with connected an anniversary to or festival or relate Work, oral history in the context of other sources of historical evidence, such as evidence, of historical sources of other oral history context in the its unique discover to and artefacts children will enable books photographs, characteristics. interview: will Identify who you a starting contact people be to point may If or relatives. school, such as friends the connections with have who already could start you wider community, the with establish links to seeking are you It is also worthstation or library. radio contacting local newspaper, your with particular represent or religious that local organisations cultural, ethnic groups. Prepare questions with the children/students carefully: encourage questions their that children the open-ended. Remind are questions that a framework are rigidly. Using the tape recorder and carrying out the interview: the check that can practise interviewing children/students It is useful if the equipment works. dent about confi are they that ensure to beforehand in pairs or small groups as quiet as possible asking questions and taping interviews. Find somewhere children/ place. It is useful if the take interviews to the school for in your interviews their questions, as it will help keep their students tick off to replies on track. After of the sources interview: could be used alongside other recordings support these children to younger evidence a range of activities. For historical whole class discussions, sequencing activities, role- or might include group recordings of the students, extracts and older children For or drawing. play supportcould be transcribed and analysed, used to and presentations Depending in drama, art work or used as a stimulus for or literacy. displays, could also be used recordings the available, have amount of time you on the consider depositing could even or booklet. You a school archive develop to East Midlands Oral History the Archive with make interviews you copies of any enjoy! generations to future for school. of oralDiscuss the history value with the children/students: Things to consider Things to starting an appropriate Find point: Scheme of Oral history is an exciting resource that can be used with different age groups age groups different with can be used that resource Oral history is an exciting part in an oral history support curriculum. Taking to the learning across a wide range of develop to and older students enables children project skills and understandiing and offersknowledge, opportunity schools the to community. wider the with links develop What is oral history? an opportunity children learn It gives to history. Oral history is spoken rst people who actually hand accounts of the fi the past through about the stories, from forms, different past can take it. Oral accounts of the experienced about their interviewing people directly to recordings, songs and edited of a particularexperiences time or event. #9 Schools Leicester LE1 7RH Oral History in Information Sheet Information Fax: 0116 252 5062 0116 Fax: www.le.ac.uk/emoha East Midlands East Midlands University of Leicester University Phone: 0116 252 5065 Phone: 0116 Email: [email protected] Centre for Urban History for Centre variety of curriculum areas variety history project Oral History Archive Oral History Archive • own your develop to How This sheet willl explain: • What oral history is • use oral history in a to How Oral history extracts Oral history and learning There are many benefi ts of using oral accounts to support classroom learning:

‘We used to save the History: speaking about their own past and listening cigarette cards and have games with them – you’d to others’ memories actively involves younger set one card up against a children in developing their understanding of wall and the others you’d the passing of time and its associated language. use to skim & hit it down.’ Sometimes it is the way that something is said, rather than what is said, that is important. Oral accounts can be used with older children and students to compare different points of view, to evaluate different sources of evidence, and to investigate events from different times in the past. ‘I used to go two days a week to the woodwork Literacy: oral history provides opportunities for school...I drew my fi rst children to develop their speaking and listening wages before I was skills. Oral accounts can be used to investigate the thirteen.’ differences between written and spoken language and are a valuable resource for exploring different accents and dialects. Carrying out their own interviews provides opportunities for children to devise and ask questions, and to listen and respond to what they have heard. Oral history can also be used as a stimulus for ‘ I was born in 1905... work in drama. HOW CAN I USE ORAL HISTORY IN SCHOOL? I USE ORAL HISTORY CAN HOW there was ten cottages. They were small, run right up. No taps inside, no Geography: oral evidence can be used in conjunction toilet out the back you’d with maps and other documents to support the study of just got a kind of a sink settlements, the local area and the impact of changes in the and a bowl. environment on ‘ordinary’ people.

Religious Education: oral recordings of people from the different faith communities provide many opportunities for children and young people to develop an understanding of the customs, practices and stories associated with them.

PSHE and Citizenship: oral accounts can be used to enhance children’s and older students’ understanding of a wide range of issues, from the importance of respecting the differences between people, to under- standing what a democracy is and the role of the gov- ernment. Oral history can also be used to enhance a sense of identity and belonging, and to promote com- munication skills.

ICT: children and young people can develop a range of skills in ICT through oral history projects, from research using CD ROMs or the Internet, to taping and editing their own recordings. Organising and presenting their work can also involve children and older students in developing other skills in ICT, for example, learning how to combine sound, images and text using a multimedia software package. There are further opportunities to extend learning in ICT through developing oral history projects with family and other community groups to pro- duce a booklet, newsletter, or even a school website.

© the contents of this Information sheet may be copied for the purposes of training of personal study only, but the contents remain the copyright of EMOHA and must not be altered in any way. HISTORY LESSONS: MAKING BRITISH HISTORIES HISTORY

222 CAN I USE ORAL HISTORY TO SUPPORT FAMILY LEARNING? HISTORY LESSONS: MAKING BRITISH HISTORIES 33 232323232323232 from mud’ (Asian Eldersfrom made http://www.le.ac.uk/so/ethnic/research/ LEARNING? HISTORY TO TO HISTORY CAN I USE ORAL ORAL I USE CAN SUPPORT FAMILY FAMILY SUPPORT School come mothers used to of school milk, and all the days the before ‘This was the it through and shove a cup of cocoa with school at playtime the to down locked’. were gates because the school gate they not believe kids or mothers would called her… Some ‘The nit nurse they put paper then a paper, hair onto had nits. The nurse comb a child’s would of attention the “For write seal it, then an envelope, into contents and moving Mum’. it home to take Mrs…”. then The child would ‘Games them days were hopscotch, shuttlecock & battledore… snobs, whip & snobs, hopscotch, shuttlecock & battledore… were days ‘Games them a hoop’. along with bowling top, get an very wide. You’d weren’t streets see the You streets. in the play ‘You’d hammer it - called get a bit of lead and put it in & old shoe polish tin & you’d tin-high hockey’. improvise would We as now. games weren’t India the in days ‘In those they and sell games that come round or people would games, and make balls example, had made. For themselves Houses small… No taps were cottages. They ten was there born in 1905… ‘I was just got a kind of a sink and a bowl’. you’d back yard out the inside, no toilet, in the & sit yard the go up to had to You outside, no inside toilets. were ‘Toilets ‘. & all share… there toilet of eight. We a family big enough for a biggish house and it still wasn’t ‘It was lads did’. four the toe, to sleep top had to Games What is oral history? the past through learn about the to It enables us history. Oral history is spoken it. Oral accounts can rst people who actually experienced of the hand accounts fi interviewing to recordings, edited songs and stories, from forms, different take of a particular experiences nd out about their time or event. fi to people directly support to use it Can we learning? family different of involving an ideal way The memories of older people are from examples a few are Here in learning together. family generations of the our recordings: ) of Leicester University project, elderasians/) #17 Leicester LE1 7RH Family Learning Family Oral History and Information Sheet Information Fax: 0116 252 5062 0116 Fax: www.le.ac.uk/emoha East Midlands East Midlands University of Leicester University Phone: 0116 252 5065 Phone: 0116 Email: [email protected] Centre for Urban History for Centre history appropriate to family family to history appropriate learning. history as part of a range of activities. learning family Oral History Archive Oral History Archive • Explain how you can use oral you • Explain how This sheet willl explain: • Explain what oral history is. of oral examples some • Give HISTORY LESSONS: MAKING BRITISH HISTORIES CAN I USE ORAL HISTORY TO SUPPORT FAMILY LEARNING? 24 4 Kindly donated by the East Midlands Oral History Archive History Kindly donated MidlandsOral by East the Pictures provided by http://www.usda.gov/oc/photo/opchomea.htm These are justafew suggestions. You canprobably think ofmany others… also beencouragedto develop knowledge andskillsinother areas suchas: point,children can –butbylearning abouthistory usingthese asastarting The memoriesandexperiences resource ofolderpeopleare for awonderful Some ideasfor family learning study only, butthe contents remain the copyright ofEMOHAandmustnotbealtered inany way. © the contents ofthis Information sheetmay becopiedfor the purposes oftrainingpersonal free Inf orvisitourwebsiteemail [email protected], athttp://www.le.ac.uk/emoha. Our Can Ifi ormation Sheetscanalsobedownloaded from the website. nd out more about oral history? nd outmoreaboutoral explore other sources ofinformation onsubjects that • make afamily albumorscrapbookwhichincludes • record onto aninterview tape,ifyou have accessto an • make comparisonswith their own experiences, or • think ofmore questionsto andhelpthem ask, to write • encourage them to: enjoy hearingthe ‘stories’ ofolderpeople,butyou canalso Children –andotherofthe members family –may simply • Citizenship Communicationskillssuchasspeakingandlistening • • Literacy • Information Technology could dothis by: time.Youelse was happeninginthe world ataparticular village orneighbourhoodwas like inthe past,andwhat interest them, like toys andgames,schooldays, whattheir family ‘tree’ photographs, drawings, family memories,andperhapsa other. get different generationsofthe family to each interview audio cassette recorder orsimilarequipment.You could cultures with other periodsoftime,ordifferent socialgroups or these down visitingamuseumtogether to lookatoldtoys, • pointfor usingoldphotographs telling asastarting • • reading together with goingto them andhelpingthem the to library • usingthe internet with them (orletthem teach you • household implements,clothes, vehicles… or writingstories choose somerelevant books how to useit) 1700S TO 1900 - THE EAST INDIA COMPANY HISTORY LESSONS: MAKING BRITISH HISTORIES 55 252525252525252 © NMM http://www.portcities.org. Monsoon Traders: The Maritime World of The Maritime World Monsoon Traders: What was the business of the East India Company? business of the What was the , 2011 1900 er/show/ConNarrative.136/chapterId/2764/The-East-India-Company. TO

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The purpose (why it was created) it was The purpose (why The message (what it says, shows) The message (what it says,

What was the business of the East India Company? business of the What was the uk/london/serv HV Bowen, John McAleer and Robert HV Bowen, J Blyth, PortCities London website The East India Company, the East India Company the • • tells us? tells html • • • is it? What type of source • it? created think Who do we • created? it was When and where • (what for) been created? might it have Why • our question? in answering source is this useful How • should not trust what it we reason any Is there reliable? taken we’ve information Is the

• THE EAST INDIA COMPANY THE EAST More information on the history East India Company: on the of the information More Students can record their ideas and evidence on the Point/ Evidence/Explanation framework Evidence/Explanation framework Point/ on the ideas and evidence their Students can record (see below). Draw a conclusion question using the key the to answer provisional giving their a paragraph students write Have structure. Evidence Explanation (P.E.E.) Point Have students ‘theorise’ about each object and what it might say about the East India about the about each object and what it might say students ‘theorise’ Have ts with theory as long as the wrong fi aren’t or hypotheses, activities. ‘Best guesses’, Company’s evidence. the Encourage the theorising of answers This will help them to collect information about the nature of the East India Company’s East India Company’s of the nature about the collect information to This will help them activities, eg: Model the questions process of asking Model the source a historical process of analysing that clues provide that objects’ students as a collection of ‘mystery your to sources the Present question: key the can help answer Summary role students adopt the National Maritime Museum, the from selected items Based on two and questioning skills use their sources, historical examine as they detectives of historical question: the investigate Extract learning resources from the National Maritime Museum by kindly donated 1700 READING HISTORICAL SOURCES HISTORICAL READING HISTORY LESSONS: MAKING BRITISH HISTORIES 1700S TO 1900 - THE EAST INDIA COMPANY These activitiescanalsobeusedinconjunctionwith t were built inthe private yards atDeptford andBlackwall. Later inthe 17th century, the Company reverted to the practiceofhiringvessels, many ofwhich maintenance ofthese yards atDeptford soonproved highly expensive to run. At fi the Company’srst decisionto builditsown shipswas justifi ed, butthe shipbuilding and armed they were mistaken often for men-of-war. European tradingrivals Thecompany’s suchasthe DutchandPortuguese. shipswere sowell ships were armedfor engaginginconfl ict anddefending trade.Pirates were athreat, aswere They neededto befi t for trade,but also war. Travelling to Asiawas dangerous andsothe capacity.cargo-carrying interiors were fi nished to ahighstandard asmuchfor oftheasfor the passengers comfort the vessel makingthe journey to the EastIndies.They were builtofwood, highlydecorated, andthe ships builthere were the ‘EastIndiamen’ andfor over 200years they were the mostsuperior In 1607 the Company decidedto builditsown shipsandthey leasedayard in Deptford. The and wreck took their toll andlarge ships suitablefor the Eastern tradewere soonatapremium. Initially shipsusedby the Company were purchased privately. However, lossesfrom wear, tear IndiaCompany East riseofthe Shipbuilding andthe well asarangeofvarious smallcraft. Deptford Creek, allclearlyvisibleinthis painting.Onthe river are several Indiamenatanchoras In 1660 the EastIndiaCompany yard consisted ofadockandtwo slipways onthe site at to shipsbuiltfor the Company. ships are onthe stocks. Theirstripedensignsidentify them as‘East Indiamen’, the name given This paintingshows EastIndiaCompany’s yard andbuildingsnearDeptford Creek. Several painting Examining the questions Possible enquiry Description: oiloncanvas Date made:around 1660 17thArtist/maker: century, English School Title: EastIndiaCompany ships at Deptford Source information IndiaCompanyObject 1-East shipsatDeptford You willneedto: 26 British Empire?’. wasguides from the the ImpactonLondonofthe MuseumofLondon:‘What growth ofthe 6 • • • • • • • Print outacopy oft co.uk/fi page 28andalsoavailable from available from http://www.rmg. Framework andPoint Evidence Explanationsheetsto complete (see Download andgive studentsacopy Evidence ofthe Student Do you anything? think these shipsare Ifso,what? carrying Why mightthese shipsbearmed? Who doyou think isbuildingthese ships? Why are these shipsbeingbuilt? resour http://www.rmg.co.uk/schools/national-maritime-museum/ and JohnMcAleer, talkingaboutthe HMSSeringapatamfi gurehead talking aboutthe picture ‘EastIndiaCompany shipsatDeptford’ Watch the from videoclipofSteve the MaritimeMuseum Martin, ces/secondary/empire/fi lms-objects le/1 4895) he pictures for studentsto lookat

hose includedinthe activitysheetsand

See Appendix 2 for larger image 1700S TO 1900 - THE EAST INDIA COMPANY HISTORY LESSONS: MAKING BRITISH HISTORIES 77 2727272727272727 for larger image larger for See Appendix 2 • on? sculpture this What kind of ship was • might be? bird man on the the think Who do you • had an army? East India Company the think do you Why Possible enquiryPossible questions Source information Source [Tipu Sultan?] Title: HMS Seringapatum Artist/maker: unknown made: 1819 Date India Place made: Bombay, lead paint; pine Description: copper; iron; Object 2 - Figurehead from HMS Seringapatum from 2 - Figurehead Object While some local Asian rulers cooperated and collaborated with the East India Company, some East India Company, the with and collaborated While some local Asian rulers cooperated of presence the resented They advance. Company’s the Tipu Sultan – stubbornly resisted – like powers. foreign Who was Tipu Sultan? Who was him before India. He and his father in southern empire ruled an extensive Tipu Sultan of Mysore the to in India, and had a long and bloody antagonism of British power advance the resisted rule. Company of East India extension The seated turbanned fi gure probably represents Tipu Sultan, ruler of Mysore. He is riding Tipu Sultan, ruler of Mysore. represents probably gure turbanned fi The seated of this symbols both – and holding an umbrella, strength of great bird – a mythical on a roc status. regal character’s Examining the object of HMS Seringapatam, a 46-gun gurehead be a fi to is thought This carved sculpture wooden in India in 1819. Dockyard Bombay at the Navy Royal the built for frigate HISTORY LESSONS: MAKING BRITISH HISTORIES 1700S TO 1900 - THE EAST INDIA COMPANY 28 8 Explanation The evidence supports my pointbecause… Theevidence supports Explanation this is…(may Evidence to have support several) Evidence TheEastIndiaCompany was inthe businessof… My ideais… IndiaCompany? East What wasbusinessofthe the THE IMPACT ON LONDON OF THE GROWTH OF THE BRITISH EMPIRE HISTORY LESSONS: MAKING BRITISH HISTORIES 99 292929292929292 1 he National Maritime Museum’s he National Maritime Museum’s

Engraving of Wentworth Street by Gustave Doré (1872) Doré Gustave Street by of Wentworth Engraving (1779) Johan Zoffany by Murray Belle and Lady Elizabeth of Dido Elizabeth A picture 1. To read this unit in full please visit https://www.london.gov.uk/priorities/schools-and-education/for-teachers/london-curriculum this read To 1. The changing face of east London The changing face India merchants, West London’s 1790s, London. In the transformed The sugar trade physically build their to be allowed to port,ciency of the government lobbied the ineffi the by frustrated enormous with Isle of Dogs in 1802, opened on the India Docks The West docks. private own new Other of sugar and rum. casks large hold 100,000 able to dock basins and warehouses and Docks Surrey East India Docks, the London Docks, including the soon followed, docks London had changed and south-east appearance of east the By 1828, St Docks. Katharine dramatically. The demand for sugar The demand for sugar, demand for European the by be driven Africans continued to The trade in enslaved The trade 1740s. the from drinking became fashionable when tea still greater which grew sugar imported London handled 75% of the By 1750, wealth. London’s to greatly contributed had been in continental Europe sugar available 90% of the around Britain. By the1780s, to of sugar hundreds were there 1850s and the 1700s late the imported Britain. Between from south. the in and Rotherhithe Lambeth East End and between neries in the refi By the 1700s London had overtaken Paris as Europe’s largest city. Over the next two centuries it two next the Over city. largest as Europe’s Paris London had overtaken 1700s By the The empire. global kingdom’ but also of an expanding capital not only of a ‘united became the trade. The overseas through created largely wealth richest, its world’s city became one of the a was there that and sugar ensured spices, tea Indian cottons, silks, luxuries like exotic for taste the all over goods came people from these back. With goods brought the for constant market on ships or as servants. as crew world, Useful Information the scene Setting You will need to provide will need to You • • These activities can also be used in conjunction with t with These activities can also be used in conjunction Learning Objectives been central have trade and migration world of how knowledge their All students will increase of the growth on London of the impact the will investigate Most students history. London’s to connections will make They primary evidence. interpreting pictorial through British Empire industrial era. Some and social and economic change in the of empire growth the between of exploitation and the wealth of London’s growth the connections between students will make of people. some groups Adapted from an extract taken from the Curriculum, London taken from an extract Adapted with City and reproduced Stage kind History 3 World Key of London thepermission from and Mayor Museum of London GROWTH EMPIRE BRITISH OF THE THE IMPACT ON LONDON OF THE THE OF ON LONDON IMPACT THE ‘Examining Historical Sources’ guide & activities. Sources’ ‘Examining Historical HISTORY LESSONS: MAKING BRITISH HISTORIES THE IMPACT ON LONDON OF THE GROWTH OF THE BRITISH EMPIRE over one-third lived ofLondoners inpoverty. barely earnedasubsistence wage. Londonwas oneofthe wealthiest citiesinthe world, but those whoworked atthe docks andmarkets, onconstruction sites andinthe factories, often Merchants, investors, fi and factory ownersgrewnanciers rich onthe profi ts ofempire. However, including the railway network, the docksystems, pumpingstationsandthe sewer network. making doormatsandbrushes.New technology was usedonenormousbuildingprojects, works andshipbuilding, to sugarrefi neries andsoapfactories, to smallfamily businesses manufacturing centre. Raw materials from the coloniesfuelledLondon’s industries,from engine London was notonlythe politicalandfi nancial capitalofavast empire, butalsoitslargest ofallnations’; inreality itwas intendedindustry to show that Britainwas leadingthe way. place asthe leadingindustrialnationofthe world. Whilstitwas aplatform for ‘the works of The Great Exhibitionof1851, Palace inHydePark, showcased stagedinthe Crystal Britain’s Trade andindustry where they established synagogues,kosher andbathhouses. butchers tailoring andwoodworking skillsto London.Thesepoorer migrants settledinthe EastEnd In the 1880s, Jewish refugees escapingreligiousinEastern persecution Europe brought their merchants role andbusinessmenwhoplayed inthe economicgrowth animportant ofthe city. London since1656, whenthey were offi cially allowed to. Thesewere mostly wealthy fi nanciers, found work asdockers orlabourers.Jewish peoplefrom Western Europe hadbeenreturning to 1800s thousands ofIrishimmigrants arrived, escapingfrom the potato famine inIreland. Many also saw the includingSylhetisfrom arrivalBengal.Inthe calledlascars, mid- ofIndiansailors, in the docks area leadingto the development ofLimehouseasthe fi Chinatown.rst Thedocks andprofessionalsStudents arrived from Africa,thesettled CaribbeanandIndia.Chinesesailors ofthe BritishIsles. parts due to migration. Many ofthese camefrom new overseas, Londoners aswell asfrom other building. Over the next 100 years the populationofLondonwould increase to 6.7million,mainly and the IndustrialRevolution was aboutto causeasurge inmanufacturing, engineering and By 1800 London’s populationstood ataround 1,000,000. TheBritishEmpire was expanding An expanding city Company than the tea trade. opiumgrownillegally imported inBengal.By1830 the opiumtradewas more profi table for the addictive drug.Despite prohibitions andprotests by the Chinesegovernment, the Company to buygoodswith silver untilthey found acommoditythat was –opium,ahighly soughtafter however, asthere littlethe was Chinesewanted very from the West. Thisforced the Company became increasingly fashionable, company profi ts grew further. Trade with Chinawas noteasy, tea andporcelainThe Company from beganimporting Chinainthe 1720s. Astea-drinking still standtoday. included the BengalWarehouse ofthe inBishopsgate, Warehouses CutlerStreet now part that slavery.then Vast virtual new warehouses were These builtinLondonto housetheir imports. in India.InBengal,itsmonopolyover textile production forced textile workers into debtand of London’s wealth. Duringthe1700s power the Company builtupeconomicandmilitary The EastIndiaCompany played akey role inthe expansion ofthe BritishEmpire andthe growth The growing power oftheEastIndiaCompany period. Noneofthe freed slaves were compensated. ‘property’, andmany ex-slaves were tiedto the plantationsinan‘apprentice’ schemefor afi xed and emancipationfi nally happenedin1838. Planters were compensated for the lossoftheir the possessionofenslaved peoplewithin the BritishEmpire andby Britishsubjectsin1833, fi nally abolishedin1807 although continued.Laws plantationslavery were passedpreventing campaign focused onParliament andthe fi nancial institutionsofthe City. Thetradewas wrote ofthe inhumanityofenslavement whichhelpedto changepublicopinion.Theabolition the moralityofslavery. AfricansinLondonsuchasOlaudahEquianoandOttobah Cugoano The slave tradepeaked inthe 1780s. More andmore peoplewere beginningto challenge The abolitioncampaign 30 0 THE IMPACT ON LONDON OF THE GROWTH OF THE BRITISH EMPIRE HISTORY LESSONS: MAKING BRITISH HISTORIES 11 3131313131313131 (You may also like also like may (You

e out hard copies.) Ask students to focus on the young woman on the left on the woman (i.e. Dido) in the young on the focus students to copies.) Ask e out hard What are the economic circumstances of the young people? How can you tell? can you people? How young of the economic circumstances the What are picture? people in the other and the them is between relationship the think What do you come from? have they born in London? If not, which countries might were they think Do you Which groups of Londoners benefi ted most from its position as the capital of the capital of the its position as the most from ted of Londoners benefi Which groups least? ted benefi Which groups British Empire? How was this impact connected to social and economic change during the industrial social and economic change during the to impact connected this was How era? How did the British Empire impact on London? British Empire the did How How are both these young Londoners connected to trade and the British Empire? British Empire? trade and the to Londoners connected young these both are How of Londoners’ diversity experiences? about the show stories What do their Is there anything about Dido’s story that surprises the students? story surprises the that about Dido’s anything Is there time? in London at the position of black people about the What does it show What drove continued trade expansion and the growth of the Empire? of the growth and the continued trade expansion What drove wealthy? become immensely to and investors enabled some merchants Which trade Empire? capital of the as the t London, benefi did this How right? morally was this think Do you • • young two comparing and contrasting the response, a written give students to might ask You people. • Do not give the students any additional information at this point but ask them, with a partner, to to a partner, with but ask them, point this at additional information students any the Do not give For questions. focus a few them give to like may You people. young and contrast these compare example: portrait, and the young man (possibly a lascar) who seems to be wiping a plate, in the centre of centre in the be wiping a plate, portrait, (possibly a lascar) who seems to man young the and engraving. the • Draw out points related to London’s development as a large manufacturing centre, and centre, manufacturing as a large development London’s to points related out Draw of work. in search city the of people to migration the • • themes. different the to points related out Draw Report back on the different images and the conclusions students drew from them. from Report conclusions students drew images and the different back on the Activity 4. PlenaryActivity • out the Point diversity. as ethnic, out points about social, economic and cultural, as well Draw of students know image. Do the Doré right-hand corner of the bottom man in the Jewish seated Irish people example, period (for in London during this who settled of migrants groups other any and 1850s)? 1840s in the famine potato escaping the • • he that image except other man in the young about the anything do not know we Explain that – when he was area in east London – a very impoverished in Whitechapel, living in a street was been an Asian have He may early 1870s. artist in the Doré a French Gustave called by sketched ships. Sailors from East India Company’s on one of the Bengal, employed perhaps from sailor, when in London. and docks, river nd cheap lodgings, near the fi would overseas • Ask students to report back on their ideas, then tell them that the young woman was called Dido was woman young the that them report tell ideas, then Ask students to back on their captain and a mixed- of a naval daughter illegitimate the She was Belle (1761–1804). Elizabeth House in Kenwood sent back to called Maria Belle. Dido was enslaved, probably race woman, eld, who was of Mansfi Earl the her great-uncle, with live – to area London – a very wealthy West of her death after in painting) the woman other (the Elizabeth raising his granddaughter already if family the did not eat with Dido differently. treated were cousins they were they Although parents. that probably Her status was example. meal, for ladies after the join the had guests, but would they correspondence. with her great-uncle her cousin, and she also helped of a personal companion to Activity 3. ReportingActivity back to giv to Activity 2. A diverse 2. city Activity start Londoners going to at images of two from looking are by they students that the Explain to students Show time. this about London at them can learn from nd out what they fi period to this Street. of Wentworth portraitthe engraving Belle and the Elizabeth of Dido Activity 1. General discussion 1. Activity • • • • HISTORY LESSONS: MAKING BRITISH HISTORIES THE IMPACT ON LONDON OF THE GROWTH OF THE BRITISH EMPIRE 323 2

Dido Elizabeth Belle Whitechapel, 1872,

and Lady Elizabeth Wentworth Street,

Zoffany circa 1779 Murray by Johann

Gustave Doré

© Earl of Mansfi eld, Scone Palace © Museum of London of Museum ©

THE HISTORICAL PRESENCE OF MIGRANTS IN SOUTH EAST LONDON HISTORY LESSONS: MAKING BRITISH HISTORIES

33 333333333333333

LONDON and donated Ward Frances by Sources collected the Heritage Centre Greenwich by OF MIGRANTS IN SOUTH EAST EAST IN SOUTH MIGRANTS OF THE HISTORICAL PRESENCE PRESENCE HISTORICAL THE HISTORY LESSONS: MAKING BRITISH HISTORIES THE HISTORICAL PRESENCE OF MIGRANTS IN SOUTH EAST LONDON 34 4 • • • • discussions. Have their answers changed? the then to askgroups andrestart to their articles, swap articles Split studentsinto groups to discussthe following questionsinrelation ethnicity ofthe individualsinthe lesspositive pieces. latter, compared with more the positive, clearreference article, to the consider the absenceofamentionethnic background inthe mid- to late-1880s andthe Pioneerinthe 1920s); alsogetthem to may have had(the were Kentish written Independentarticles inthe Encourage studentsto think aboutwhatimpactthe timedifference backgrounds are beingdescribed. where possibleinwhichpeoplefrom different migrant orethnic Provide from alocal paper studentswith copiesofnewspaper articles Activity • • • You willneed ‘evidence’? about the useofhistorical sources andthe meaning ofthe word have formed duringthe mid-to late-1800s? Whatcanthis tell us What opinionofmigrants mightreadersofthe diplomat orpoliticianfrom adifferent country? with apotential racistelement,or(b)the visitto the UKofanoffi cial, an altercation between individuals ofdifferent ethnic backgrounds andthe waythese acurrent articles newspaper mightdescribe:(a) What cleardifferences canyou spotbetween the languageusedin the Kentish Independentandthe Pioneer? in reported What differences canstudentsseebetween the articles migrants inWoolwich atthe time? tellWhat dothese historical usaboutthe presence articles of Copies ofthe LondonMigration Timeline(seeAppendix)for context each. Pioneer sothat eachgroup ofstudentshasonearticle from thePhotocopies ofsingle articles from (seebelow) local ornationalnewspapers Cuttings ofarticles Kentish Independentandthe Kentish Independent 1900 TO THE PRESENT DAY - BLACK EDWARDIANS HISTORY LESSONS: MAKING BRITISH HISTORIES 55 353535353535353

Copies of the photograph of Joseph Barbour-James family (included) family of Joseph Barbour-James photograph Copies of the bring in) in UK leagues (students to playing teams of football Photographs family Barbour-James about the (included below) information Background

• • • Green’s book focuses on the lives of a number of prominent Black people who lived in Britain Black people who lived of a number of prominent lives on the book focuses Green’s Barbour-James John Alexander family. Barbour-James period, including the during this ce clerk in Service Civil Guyana) British Guiana (now as a post offi the for worked (1867–1954) Gold Coast (present-day ce of the post offi the to transferred he was year and during that 1902 gentleman: conservative, Edwardian of the epitome the He was be a postal inspector. Ghana) to used his social standing to Barbour-James However, Empire. of the and proud Anglican, from After retiring stereotypes. its negative counteract of Africa and to knowledge promote African the including he became a member of a number of groups, Civil Servicethe in 1917, the improve to which fought Peoples, of Coloured African League Union and the Progress often living in great of Black people living in Britain, many thousands conditions of the material poverty port in London and other cities. A history uncovered — the Barbour-James Family A history Family — the Barbour-James uncovered material comprises a proportion BCA research at the of the material family The Barbour-James pamphlets, and letters, photographs, Barbour-James the He collected Green. Jeffrey of historian (1998). Edwardians his book Black documents as part for of research The Edwardian period takes its name from the reign of King Edward VII (1901–1910), and lasted and lasted VII (1901–1910), of King Edward reign the from its name takes period The Edwardian cant shifts signifi by marked era was The Edwardian in 1914. startuntil the War First of the World highly structured the from away in a move time, and ushered political landscape of the in the birth the It saw and modern world. progressive a more era, towards and moralising Victorian of socialism, development rights, the women’s of expansion the suffragette movement, of the and its related industrial revolution rise of the the through loosening of class structures and the rights movement. workers’ The Edwardian era The Edwardian Context for the Teacher for Context You will need: You What was Britain like one hundred years ago? Was there a Black community in England? How How a Black community in England? there ago? Was years one hundred Britain like What was through of Black Edwardians topic the learners This activity will introduce to live? did they held in the family, Barbour-James of one member of the history the and photograph examining below. questions the answer and seek to Black Cultural Archives collections at the This extract is adapted from a learning resource from is adapted This extract the Black Cultural by Archives kindly donated BLACK EDWARDIANS 1900 TO THE PRESENT DAY THE PRESENT TO 1900 READING HISTORICAL SOURCES HISTORICAL READING HISTORY LESSONS: MAKING BRITISH HISTORIES 1900 TO THE PRESENT DAY - BLACK EDWARDIANS been like hadhebeenpoorer? young Edwardian? WhileJosephwas from amiddle-classblackfamily, whatwould life had in the early1900s. How mightcomingfrom different classbackgrounds the affect life ofa essay aboutwhatlifewrite couldpossiblyhave ashort beenlike for ateenage boy like Joseph migration, butalsoethnicity andclass.Askstudentsto collectthis information sothat they can a context to whatthey have begunto lookatin class. Thisactivityhastouched onissuesof Encourage studentsto conductmore background research onEdwardian Londonto provide Additional work for lessonoranextension another activity Broader activity Discussthe following: about whatevidence they have attheir disposalto helpthem to answer the questions. students cut-outcopiesofthe text above. Throughout the exercise make sure studentsthink Invite studentsto lay outtheir pictures ofother football teams next to the picture ofJoseph.Give Activities/Discussion children becamewell educated andactive ofthe members community. highlighting that many Blackpeoplewere ableto attainmiddle-classstatus,ensuringthat their Engaging with this material helpsto challenge stereotypes around Blackachievement, Points for plenary Bones ofthe River. image). Josephdiedin1938 asaresult ofafi re whilstworking asanactor onthe setofO Springfi day, eld College’s sports andheplayed for the Springfi eld Collegefootball team (see the Acton Gazette ofAugust 2nd1907 hehadcomethird inthe senioregg-and-spoonraceat his wife Caroline hadanother three according to children. Josephwas abitofsportsman: British Guiana,settlinginActon inWest Londonwith hisparents in1905 whichJohnand after Joseph Barbour-James, was oneofJohn’s eightchildren. Heandfour siblingswere bornin Joseph Barbour-James 36 6 • • • • • can bedrawn from lookingatthese photographs (i.e.migration, family, childhood) Ask studentsto work ingroups to discusswhatmightbesomeofthe mainthemes that How doesmigration feature inthe modernfootball game? important? fact that there isonlyoneminorityethnic footballer onthis team aproblem ornot Compare modernschoolfootball teams with the Springfi eld Collegeteam –isthe England includingDarlington, Preston andSheffi eld. in Ghana)was the fi blackprofessionalrst footballer, playing for teams of inthe north (1865–1930) Wharton then Liverpool; andArthur borninthe GoldCoast(now Accra to Joseph’s father (borninBritishGuiana,now Guyana) played initiallyinScotland and footballers were playing inBritain:Andrew Watson (1856–1921) with asimilarheritage the early1900s. Josephwas playing football atatimewhensmallnumberofBlack Encourage studentsto conductsomeinternet research aboutBlackfootballers during photograph? Joseph andthe rest ofthe team? How mightJosephhave felt standinginthat team What mightthe photographer have beenthinking whentakingthe photograph of ld 1900 TO THE PRESENT DAY - BLACK EDWARDIANS HISTORY LESSONS: MAKING BRITISH HISTORIES 77

3737373737373737 © Jeffrey Green Jeffrey © ,

eld College College eld

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1908 with his his with 1908 Foot ball Team

Spring

Joseph Barber-James Collins Educational

http://spartacus-educational.com/Fblack.htm http://www.jeffreygreen.co.uk/john-barbour- http://bcaheritage.org.uk/ s – Spartacus Educational

7-1954 See Appendix 2 for larger image larger for 2 Appendix See w the original archive material at Black Cultural Archives or book a school workshop or book a school workshop at Black Cultural Archives material original archive w the To vie To , Frances Lincoln Children’s Books Lincoln Children’s Scrapbook, Frances Tull’s Walter (2013) Michaela Morgan Mainstream Publishing Mainstream Hero, Soldier, Footballer, Tull: Walter (2011) Dan Lyndon visit Places to Black Cultural Archives Books History Footballers Line: The in Britain of Black White the Colouring over (2000) Phil Vasili Websites History of Black Footballers http://www.vasili.co.uk/ in Britain Phil Vasili’s Black Footballer Useful resources Useful related to the Barbour-James family and other periods of Black British history, please visit please visit periods of Black British history, and other family Barbour-James the to related http://bcaheritage.org.uk/ Website of Historian Jeffrey Green Green Jeffrey of Historian Website james-186 HISTORY LESSONS: MAKING BRITISH HISTORIES THE SECOND WORLD WAR AND CARIBBEAN MIGRANTS You willneed throughout that tumultuousperiod. as itcanexplore how individualsfrom across the Commonwealth asarmy personnel served such asthe SecondWorld War, isanidealway to introduce studentsto the subjectofmigration, migrants have beencomingto, andlivingin,Britainfor centuries.Taking akey historical period, occurred the after dockingofthe iconic It isgenerallybelieved that the migration ofindividualsfrom the Caribbeanto the UKlargely Brief (both real andfi ctional) ofindividualswholived through it. To develop criticalthinking aboutakey historical periodthrough exploring the oraltestimonies Lesson/Workshop objective CARIBBEAN MIGRANTS THE SECONDWORLD WAR AND 38 8 • Imagesofser • Access to the testimony ofLinette BarbraPhillipsfound onthe • Printed copiesofanextract from SmallIslandby Andrea Levy • Access to the fi lm traileronthe Dividedb cont and UK(i.e.CaribbeanRAFoffi http://www.caribbeanaircrew-ww2.com/wp-cers html#Manchest titled ‘Migration from the Caribbean’ http://www.makinghistories.org.uk/fi nd-a-story. latest.com/#pr ent/uploads/2008/1 vice menandwomen from the SecondWorld War from the Caribbean ettyVideo/0/ er 2/wigroupcross.jpg (seealsousefulsites below)

MV EmpireWindrush y Race w ebsite http://www.dividedbyrace.the- in1948. However, Caribbean

Making Histories website Empire Windrush Empire

© Michael A.W. Griffi n, 1949 THE SECOND WORLD WAR AND CARIBBEAN MIGRANTS HISTORY LESSONS: MAKING BRITISH HISTORIES 99 393939393939393 have felt felt Windrush have and compare these to to these and compare by Andrea Levy Andrea by Small Island Why do students think we might make the assumption that WW2 service assumption that the personnel might make we do students think Why British born and usually White? were on the might Jamaican ex-service travelling How and women men about returning to Britain in peacetime? to about returning as a RAF uniform housing in his Gilbert for searching effect that mentions the been more he might have think had. Do you might have ‘Brylcreem in blue’ boy pilot? as an ex-RAF nding accommodation dressed successful in fi but is still or trains in England of chimneys Gilbert existence the is not surprised by might be. this Discuss why he is receiving. welcome surprised at the Show students images of Black serviceShow men and women general images of service personnel during the Second World War. Then show them a them Then show general images of service War. personnel Second World during the serviceset of images of minority ethnic men and women. so that Race websites and Divided by Making Histories the from video clips the Play testimonies the to pupils can listen Small Island in which Gilbert passage from aloud a selected Joseph, who fought Read UK as a civilian the to has returned War, Second World RAF during the Britain in the for a very harshand receives welcome. ‘You see, most of the boys were looking upwards. Their feet might have been stepping been stepping might have Their feet looking upwards. were boys of the see, most ‘You • • • • • • • Discussion points example: For Activities Activities Taken from pages 212—215 from Taken get inside. Man managing to me breath even and shut quick without doors opened slow that – still If I had been in uniform excuses. and ladies could come up with landlords English these houses I knock on? Let me count the many I swing open? How gates many So how me thanked have they Would seen me different? have they a Brylcreem in blue – would boy look of I still see that Or would tea? me in for hand and invited my shaken victory, sweet the for as nobility sun, while polite the a cloud before like smiling face their pass across quiet horror I ‘Well, so gently spoken, let me know, as they listen has gone? Or room the me inform they a coloured.’ it if I let it to like wouldn’t lots of lodgers and they only I have you it to give would the besmirching before let you’, just me I’d I understand, not me – if it was Making sure ‘It’s sight of me…”. could not bear the person assured, of some other who, I was character get a nice place would we that faith the as a Bible with fat Jamaicans. And every us was one of damp cramped rooms two These a kitchen, a little patch of garden. – a bath, in England live to we for rst weeks fi the were Windrush these sailing on the the from But still breezy More two. One night, maybe temporary. had let us use were brother friend of Winston’s the that and this months Two there! I was months Two hostel. the than Better shelter. the than private so I could start live. somewhere hope. I needed my to violate hospitality had begun to intimate – land steadfast the on them rst sea legs wobbling shaking time – their fi the soil for on London you, let me tell And Town. in London nally arrive fi They eyes. lifted their that wonder but it was Jamaican boys. these Country bewildering Mother place – was the thought-I-knew-you – this when billowing shocked looked bridge. They a rumbles across that pointing at a train See them hung on drying washing sheets, the white – the lines the round puffedits way black smoke what same. And seen houses so tall, all the had never they bonnets. Come babies’ pants, the had old RAF volunteer ... But this house in England? in their re fi have They A chimney? is that? boys newcomer big-eyed them unlike looking down, So I was war. during the seen it all before, … Extract from HISTORY LESSONS: MAKING BRITISH HISTORIES THE SECOND WORLD WAR AND CARIBBEAN MIGRANTS Windrush F http://worldwaronecolorphotos.com/project/soldiers/ World War OnePhotos –Photographs duringWorld ofthe many whoserved War soldiers I to World War II.London:KrikKrak. A Osborne&Torrington (2005) htm menandwomen fromby Africa,the CaribbeanandIndia service Memorial Gates Trust: asite dedicated to highlightingthe contributionmadeto both World Wars Useful sites for researchmaterial drama piecebasedonthis. in Jamaicaandanunhappy recent migrant son/daughter to the UK.Askstudentsto create a Invite studentsto adapttheir letters into aseriesofmonologuesbetween adisbelieving parent Differentiation/Extension activities been seekingwork oraccommodation. while they are onboard the ship;the secondamonth they after have arrived inthe UKandhave of letters to besentto their parents whohave behindinJamaica:the fi beenleft composed rst one ofthereturning passengers to the UKasayoung civilian.Askstudentsto write aseries The journey to Britainonboard the Windrushwas alongone.Askstudentsto imaginethey are tasks Follow-up 40 0 oundation (2008) Windrush Pioneer W e Ser ved: TheUntoldofthe West Story IndianContribution s 1948, West Indies–England.

http://www.mgtrust.org/index. ANTI-RACIST PROTEST IN THE 1970S HISTORY LESSONS: MAKING BRITISH HISTORIES 11

4141414141414141 © Paul Trevor 1978 Trevor Paul ©

project 1978 project

Protest. Paul Trevor/ Paul Protest.

Survival programmes

Anti-Racism Sit-Down Sit-Down Anti-Racism by the Swadhinata Swadhinata the by

S

Photocopies of the photograph ‘Anti-Racism Sit-Down Protest’ Sit-Down ‘Anti-Racism photograph of the Photocopies notes teacher Bengalis in Britain the from Copies of pages 15–17 http://www.swadhinata.org.uk/document/bengali-teach4a.pdf Trust • •

You will need You This activity is adapted from a set of teaching resources kindly donated kindly donated resources of teaching from a set is adapted This activity the reproduce has to main photograph Permission AP. Autograph by Trevor the Paul photographer by kindly been given IN THE 1970 IN ANTI-RACIST PROTEST ANTI-RACIST HISTORY LESSONS: MAKING BRITISH HISTORIES ANTI-RACIST PROTEST IN THE 1970S ‘Contextual information’ above. As aclassthe studentswillcompare their questionswith the factual text includedinthe answersto the they questions,bearinginmindtheshort story think the photographer wants to tell. willthen swapStudents their imageandquestionswith pupilsfrom adifferent group and write Ask studentsto pay closeattention to the elementsinthe imagethat provide cluesto the narrative. • • • • photograph. Askstudentsto choosefrom the following: In groups, studentswilldevise aseriesofquestionsfor anumberofthe subjectsinthe in aphotograph, how studentswillunderstand to read animage. critical thinking skillsby exploring photographs indetail.Byformulating questionsfor asubject This research activityhasbeendevised to enablestudentsto develop their visual literacy and image the Interviewing • • • for questions KeySuggested introductory 3 Stage to that oftheir olderBangladeshi migrant counterparts. the growing politicalawareness ofyoung Bangladeshis atthe time,whichisinmarked contrast elections inthe EastEndofLondon,exacerbated racialtensions. Paul Trevor’s imagerefl ects levels for ofunemployment. This,coupledwith the the NationalFront riseinsupport inlocal During the mid-1970s, many BritishAsiansexperienced racism,socialdeprivation andhigh racism’ entered publicdiscourse. into the murder ofthe Blackteenager Stephen Lawrence inEltham, that the term ‘institutional until theInquiry, some20years later, Macpherson into how the policehandledthe investigation the racismendured by somany atthe handsofthe active then NationalFront. very Itwas not come to protest againstracismby the policeandwhoclearlysaw this asmore than pervasive racism’ to commentonwhathadprompted this demonstrationby the young Bengalis,whohad entitled‘BrickLane1978’.story Inthe originalcaptionPaul hadusedthe phrase‘institutional Programmes Project. Thephotograph appeared inissue13 of spent several years documentingBritain’s innercitiesinthe 1970s oftheir Survival aspart Altab Ali.At the timePaul Trevor was amemberofthe ExitPhotography Group, which Green Road on17 July1978, whichfollowed the murder ofayoung Bengaliclothing worker photograph was taken atananti-racismdemonstrationoutsidethe policestationinBethnal Paul Trevor hasbeenphotographing life inthe EastEndofLondonfor over 35years. This Contextual information 42 2 one ofthe demonstrators lookingdirectly into the camera one ofthe policeoffi watching thecers demonstration one ofthe onlookers standingatthe side the demonstrator with hishandraisedinthe centre ofthe picture What doyou think the young manwith hisfi st raisedisprotesting about? How doesthe photographer to show himthrough you whatisimportant this image? What istakingplaceinthis photograph? Camerawork magazine,ina ANTI-RACIST PROTEST IN THE 1970S HISTORY LESSONS: MAKING BRITISH HISTORIES 33 434343434343434 . Ask them to produce an essay an essay produce to . Ask them at Notes Teacher Britain: Bengalis in answer the following overarching question. overarching following the answer help to ompts below What is the central focus of this photograph? of this central focus What is the image? caption this you would How political concerns? photographer’s the image alludes to this think do you In what ways older the from differently issue of racism the to respond Bangladeshis did younger Why members communities? of their 1970s? the during us about race relations tell photograph What does the • • • • • How has protest been used historically to address racism? to been used historically has protest How http://www.swadhinata.org.uk/document/bengali-teach4a.pdf Extension activities or questions for Key Stage5 4 and Key or questions activities for Extension Stages Key older students in activity or for an extension for as prompts below questions Use the from 15–17 copies of pages students the 4 and 5. Give using the question pr using the HISTORY LESSONS: MAKING BRITISH HISTORIES CLOSING COMMENT Debbie Weekes-Bernard, Runnymede hear from you. your experiences. Ifyou are producing resources ofyour own, we keen would alsobevery to enjoyed usingthis teaching resource, pleasedocontactusatRunnymede to letusknow about of highquality, covering interesting historical subjects,usinganarray ofmedia.Ifyou have this butwe resource know that isacollationofexpertise, even more resources exist, resources need to have suchmaterial readily available andeasilyaccessible.Whatwe have begunwith interesting andengaginglessonplansto assistwith the teaching ofdiverse histories, they also culturallyinclusive classrooms. Teachersnurture have told usthat notonlydothey require schemes ofwork, developed by those keen andenhancethe work to ofteachers to support ofwhatisavastsuggestions hassimplyscratchedthe array surface ofexisting resources and grateful to them for their contribution.However, this collectionoflessonplansandteaching museums, individualresearchers, photographers andacademicswe are immensely These resources have beencompiledwith the kindpermissionofanumberarchives, CLOSING COMMENT 44 4 APPENDIX: 1. A LONDON MIGRATION TIMELINE HISTORY LESSONS: MAKING BRITISH HISTORIES 55 454545454545445 to London, where many established many London, where to réfugiés themselves in the Spitalfi elds area as silk weavers. The word ‘refugee’ enters the English language English the enters ‘refugee’ The word as silk weavers. elds area Spitalfi in the themselves Huguenots (French Protestants) brought around 20,000 around brought Protestants) Huguenots (French London the city the

Countries and Germany Low the mainly from were ‘aliens’ the that show Figures on all ‘aliens’. levied Tax settle in London to invited Flemish weavers court at the recorded of Henry Black trumpeter VII – John à Lasco resident First Polish known Hanseatic League established

as king of England accepted Cnut in London reside to allowed ‘Men of Cologne’ in and worked also lived merchants ‘alien’ in London. Numerous mention of ‘Street of Jews’ First recorded city in the against ‘aliens’ – attacks Day Evil May Frisians and Jutes Saxons, Angles, by and beginning of settlement Romans of Withdrawal 1656 Cromwell Oliver London by to readmitted Jews 1630s city as servants) the Start to in London (brought Asian presence of South 1600 East Indies the trade with charter to granted East India Company 1598–1685 of the Persecution national religion. as the Catholicism establishing passed in France, Edict of Nantes 1337 1440 1507 1517 1547 1555 in beginning of continuous Black presence the Africa – marks John Lok brings ‘certaine from black slaves’ 1290 England from expelled Jews 1281 1288 in Fleet Street Irish tailor murdered 1128 1130 Norman invasion 1016 Norman 1066 871/872 on London attacks led to east of England established in the in London. Territories Vikings overwinter 410 c. 50 London founded Romans AD to theAD to present day

This timeline is by no means exhaustive but is intended to cover major events that have have that major events cover to but is intended no means exhaustive This timeline is by timeline – focus this to events key add other wish to may London. You to migration affected that events or include world as part area study, own scope of your in your of the on events volcanic of Cyprus or the invasion Turkish the example, students, for your to relevant are eruption in Montserrat. MIGRATION TIMELINE MIGRATION from the StageBased on an extract History London Curriculum, Key City this Migration London with Timeline is reproduced 3 World of London. from thekind permission and Mayor Museum of London 1. A LONDON A LONDON 1. USEFUL RESOURCES USEFUL APPENDIX: FURTHER FURTHER APPENDIX: HISTORY LESSONS: MAKING BRITISH HISTORIES APPENDIX: 1. A LONDON MIGRATION TIMELINE 1959 1958 1956 1950s 1950 First BritishIndianMP, First DadabhaiNaoroji, elected to Central Parliament for inFinsbury the LiberalParty 1897 1892 1887 SmallChinesecommunityinLimehouse,aswell asasmallSomalicommunityaround the docks Pogroms inEastern Europe drive thousands ofAshkenazi Jews westwards. Many arrive inLondonandsettle 1881–1914 1880s Londonwas hometo Jewish, Black, Chinese,German,Greek, Spanish,Irish,South Asian, Turkish, Italian, 1850s ClimaxofIrishmigration dueto the Great Famine 1845–1850 1819 Britishwithdrawal from Americabrought thousands of‘Empire loyalist’ troops to London,includingmany records inthe First ofChinesesailors docks area 1783 1780s Signifi cant presence ofBlackandSouth Asianslave/servants andseamen 1743 1700s SamuelPepys that the recorded EarlofSandwichreturned inhisdiary from abroad with ‘alittleTurke anda 1662 46 1948 1947 1945 Around 40,000,mainlyJewish, refugees beganto arrive inBritain,escapingfrom the Nazipersecution. Greek Cypriot presence; Punjabisettlement 1938 1920s AliensActs placedrestrictions onimmigration for the fi time rst 1905–1919 TheMethodist chapelatthe cornerofFournier Street 1898 6 Huguenotchurch builtinSpitalfi elds TheHuguenotchurch inSpitalfi elds becomesaMethodist chapel The Lascar mission established at St Luke’s LascarmissionestablishedatSt Church with aBengalichaplain Endofthe SecondWorld War. Many exiles, especiallyPolish people,decided to stay inLondonrather than grow into the NottingHillCarnival Claudia Jonesorganised Pancras a‘CaribbeanCarnival’ atSt Town Hall,the fi oftwo eventsrst whichwould Race riotsinNottingHill at Soviet occupation Hungarian refugees arrived inLondonfollowing outasastudentrevolution inprotest whatstarted inHungary Cyprus. TheChinesecommunitybeganto establishitselfinSoho encouraged fromRebuilding Ireland, ofLondoncontinued.Settlers the Caribbean,South Asia,Italyand than 10 Christianplacesofworship are South Asian,andthere are 10 SikhGurdwaras, two Hindutemples andthree mosquesaswell asmore e.g.atLondon’s Today Heathrowemployment opportunities, Airport. over 55%ofSouthall’s 70,000residents a former BritishIndianArmy offi cer. ThisSouth Asianpopulationgrew, dueto the proximity ofexpanding The fi grouprst ofSouth Asiansarrived inSouthall, reputedly recruited to work inalocal factory owned by from the Caribbean arrived inBritainand about100,000 settledinLondon to the USA hadmadeLondonanattractive alternative destination.Between 1948 and1961, 177,000 people with the fi Large-scale post-war islandunemployment Caribbeansettlers. rst andrestrictions onimmigration accompanied Eng poor conditions.Today abouthalfofBritain’s Jewish population(around 350,000people)lives inLondon people inLondon.They work in‘sweated’ tradeslike tailoringandshoemaking,for minimalwages andin in the Whitechapel area whichbecomesknown as‘LittleJerusalem’. By1900 there are 120,000 Jewish French Americancommunities andNorth Black soldiers negro’ for hisdaughters and‘many birds andother pretty noveltys’ return to aCommunistcountry British NationalityAct confi rmed peopleofthe Commonwealth asBritishcitizens. ofIndiadrovePartition many peopleto London,where the post-war boomprovides anew start Almost 10,000 without their were parents children whoarrived viathe Kindertransport becomes the Great Synagogue opened inAldgate andmoved to Hackney Ayah’s Homeopensfor South Asianwomen awaiting passagebackto India.Thesewomen lish f amilies returning from India.Somewaited years for areturn passage.TheHome andBrickLane,formerly the Huguenotchurch, Empire Windrush arrived APPENDIX: 1. A LONDON MIGRATION TIMELINE HISTORY LESSONS: MAKING BRITISH HISTORIES 77 4747474747474747 Commonwealth Immigrants Act reduced immigration from the ‘New Commonwealth’ ‘New the from immigration reduced Act Immigrants Commonwealth East ux from infl mass an expected to response as a immigration limited Act Immigrants Commonwealth Africa Independence of War Bangladeshi the to due Bengali migration Climax of adopted born, or grandparent a parent with ‘patriality’ – people entry with those restricted to Act Immigration held by citizenship previously traditional rights of unconditional the UK – overriding the or naturalised within residents Commonwealth East London Jamme Masjid – the the became Bengali community, the by Synagogue, bought The Great Mosque a racist attack in Southall Singh Chaggar killed in Gurdeep Sikh teenager National Front the in Brick Lane against marches protest of Altab Ali sparked Murder during police by unconscious after and anti-racist activist, died knocked being teacher Blair Peach, National Front demonstrations against the the across them Compulsory arrive. scattered dispersal began to programmes Chinese-Vietnamese refugees Vietnamese population UK’s half of the London. Around UK, but secondary back to them brought migration and Southwark Lewisham Lambeth, Hamlets, Greenwich, Tower in London, mainly in Hackney, is now Parliament to be elected rst black MPs to fi become the and Bernie Grant Boateng Diane Abbott, Paul rst time fi the Census for Kingdom national United in the recorded Ethnicity residents Union European lifted for restrictions and border created market European Single be ‘White British’ to 72% of Londoners themselves considered UK national Census of 2001, the to According Latvia, Hungary, Estonia, Union (Czech Republic, European countries joined the European Eight Eastern migrants of European ows infl increasing and Slovenia), Slovakia Poland, Lithuania, city a ‘super-diverse’ cially London became offi to been elected have rst origin to MP of Bangladeshi fi is the and Bow, Green Bethnal Ali, MP for Rushanara Parliament as identify themselves residents half of London’s less than that revealed The UK national Census of 2011 ‘White British’ Olympic Games in London Britain at the gold medals for two won a Somali-born athlete, Mo Farah, Cabinet be made a member of the rst MP to British Pakistani fi became the Bromsgrove, MP for Sajid Javid, 1968 1968 1971 1971 1975 1976 1978 1979 1979 1987 1991 1993 2001 2004 2006 2010 2011 2012 2014 1962 1962 HISTORY LESSONS: MAKING BRITISH HISTORIES APPENDIX: 2. IMAGE HANDOUTS 484 East India Company ships at Deptford APPENDIX: 2. IMAGE HANDOUTS HISTORY LESSONS: MAKING BRITISH HISTORIES 99

494949494949494

[Tipu Sultan] [Tipu HMS Seringapatum Seringapatum HMS HISTORY LESSONS: MAKING BRITISH HISTORIES APPENDIX: 2. IMAGE HANDOUTS 505 0 Dido Elizabeth Belle and Lady Elizabeth Murray by Johann Zoffany circa 1779

© Earl of Mansfi eld, Scone Palace APPENDIX: 2. IMAGE HANDOUTS HISTORY LESSONS: MAKING BRITISH HISTORIES © Museum of London

Gustave Doré Gustave

Wentworth Street, Street, Wentworth

Whitechapel, 1872, 1872, Whitechapel, HISTORY LESSONS: MAKING BRITISH HISTORIES APPENDIX: 2. IMAGE HANDOUTS 552 2 APPENDIX: 2. IMAGE HANDOUTS HISTORY LESSONS: MAKING BRITISH HISTORIES 3333333333 5353535555355535535 HISTORY LESSONS: MAKING BRITISH HISTORIES APPENDIX: 3. ADDITIONAL RESOURCES r Making Histories http://www r Campaign f Power andPolitics http://www.20thcenturylondon.org.uk/theme/power-politics Making Britain:Disco Ma British Librar East MidlandsOralHist Black CulturalArchiv Ahmed IqbalUllahRace Relations Resource Centre http://www.racearchive.manchester.ac.uk/ Selected Websites 3. ADDITIONALRESOURCES USEFUL RESOURCES APPENDIX: FURTHER 54 Divided b Gr Oral Hist W Scone Palace. DidoElizabeth Belle-herstory V National MaritimeMuseum.TheEastIndiaCompan Museum ofLondonhttp://www.museumofl ondon.org.uk andhttp://www.museumofl ondon.org.uk/docklands/ 20 Mig Communities http://www.20thcenturylondon.org.uk/theme/communities Poems b But British Associationf Memorial Gat esear esour 4 oices fr orld W een th y et -Century London.Includesawealth ofinteresting-Century pages includingamongothers: ration andCitizenship or ofLondon.LondonCurriculum own History & Arts Centre &Arts own History wich HeritageCentre chprojects/makingbritain/ ces/secondary/empire om the Holocausthttp://www.bl.uk/learning/histcitizen/voices/holocaust.html ar OnePhotos http://worldwaronecolorphotos.com/project/soldiers/ or y JohnAgard http://www.rmg.co.uk/whats-on/exhibitions/atlantic-worlds/other-views y R y Societyhttp://www.ohs.org.uk or Abolition ace: United inWar andPeace http://www.dividedbyrace.the-latest.com/ y es T . AsiansinBritain rust rust or LocalHist es v http://www.mgtrust.org/index.htm er how South AsiansshapedBritain1870–1950. TheOpenUniversity or http://www http://bcaheritage.org.uk/ y Archive http://www.20thcenturylondon.org.uk/theme/migration-citizenship http://www.royalgreenwich.gov.uk/heritagecentre/site/index.php .makinghistories.org.uk/ http://www.bl.uk/learning/histcitizen/asians/asiansinbritain.html http://bhac.org.c31.sitepreviewer.com/ ory http://www.bahl.org.ukory .bl.uk/learning/histcitizen/campaignforabolition/abolition.html http://www.le.ac.uk/emoha/ https://www.london.gov.uk/sites/default/fi les/World%20City.pdf http://scone-palace.co.uk/dido-elizabeth-belle-her-story-1761-1804 y http://www .rmg.co.uk/schools/national-maritime-museum/

http://www.open.ac.uk/

APPENDIX: 3. ADDITIONAL RESOURCES HISTORY LESSONS: MAKING BRITISH HISTORIES 55 555555555555555 edition, nd , London: Scala , 2 , Permanent Black , Permanent , Mainstream Publishing , Mainstream , Greenwich Leisure Services Leisure , Greenwich , London: Pluto Press , London: Pluto Monsoon Traders: The Maritime World of the East India Company East of the The Maritime World Monsoon Traders: er the White Line: The History FootballersBritain in of Black White er the 1948, West Indies – England. West Windrush Pioneers 1948, v Counterfl ows to Colonialism: Indian Travellers and Settlers 1600–1857 in Britain Colonialism: Indian Travellers to ows Counterfl Vasili, P. (2000) Colouring o P. Vasili, . Nimrul Committee/The Centre for Research on Nationalism, Research for Centre . Nimrul Committee/The Notes Teachers’ Bengalis in Britain: Trust, Swadhinata http://www.swadhinata.org.uk/document/bengali-teach4a.pdf of Surrey University & Multiculturalism (CRONEM) Ethnicity Krik Krak Asians in Britain: 400 Years of History 400 Years Visram, R. (2002) Asians in Britain: Windrush Foundation (2008) Windrush Foundation Life stories of Pioneer Sylhetti Settlers of in Britain Seas and Thirteen stories Rivers: Seven Life Across (1994) C. Adams, Selected Books and Articles and Books Selected Sugar, Spices and Human Cargo: An Early Black History of Greenwich An Early Black Human Cargo: Spices and Sugar, Anim-Addo,J. (1996) (2004) M. Fisher, II, London: War World to Indian Contribution A. Served Story West (2005) We the : The Untold of Osborne, A. & Torrington, Eastside Books J. (2011) R. & McAleer, H., Blyth, Bowen, , Primary for and Places: A Guide Teachers Local People School Bringing History through Alive L. & Hales, A.Dixon, (2014) London: Routledge A. Book Publishing Small Island, London: Headline (2004) Levy, HISTORY LESSONS: MAKING BRITISH HISTORIES NOTES ...... 56 6 HISTORY LESSONS: MAKING BRITISH HISTORIES 77 5757575757575757 Runnymede St Clement’s Building, London School of Economics, Houghton Street, London WC2A 2AE T 020 7377 9222 E [email protected]

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