GROWHumanities

Plan an account

Pupil resources for this lesson. Use these sheets alongside the matching slideshow.

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GROW Humanities Autumn1 W6 Account Plan Pupil

GROW HUMANITIES / PUPIL SHEET 1

Evidence bank for your plan

Autumn 1 · Week 6 · Plan an account

Name: __________________________ Date: ______________

Optional earlier-history reminders: J records a Black trumpeter in 1511; O records Equiano's book in 1789. These remain secondary summaries.

W | A journey recorded, 1948

The Empire Windrush brought passengers to Tilbury on 22 June 1948. The shipping record lists names, ages, occupations and proposed addresses. On this page Kenneth Amos is recorded as 21 and a welder; Rubert Adolphus as 24 and a carpenter. A recorded occupation is not proof of a job secured in Britain. The form does not directly record each person's reason for travelling.

Secondary teaching summary of a primary passenger list; original image supplied.

B | A collective campaign, 1963

The Bristol Omnibus Company excluded Black and Asian people from work as bus crews. Paul Stephenson, Roy Hackett, Owen Henry, Audley Evans and Prince Brown were among the campaign organisers. Supporters refused to use the buses. The company ended the employment colour bar in August 1963. This was a collective campaign; it did not end all racism.

New secondary teaching summary of Historic England's account.

R | A law with limits, 1965

The Race Relations Act 1965 prohibited racial discrimination in specified public places in Great Britain. It did not cover major areas such as employment and most housing. It was a legal change, but it did not make all treatment fair or remove racism. A rule and people's everyday experiences are different kinds of evidence.

New secondary teaching summary of UK Parliament's historical account.

GROW HUMANITIES / PUPIL SHEET 2

Plan before writing

Autumn 1 · Week 6 · Plan an account

PointSource and detailWhy this helps answer the question
1
2
3

Question: How did migration and action shape Britain?

My opening judgement:

My conclusion note:

GROW HUMANITIES / PUPIL SHEET 3

A partner tests the plan

Autumn 1 · Week 6 · Plan an account

My strongest point-source pair:

My partner could understand:

One gap they noticed:

My response / improvement:

Optional counter-view and my answer:

Source: Humanities_Teesside/Teaching_Packs/GROW/Week_6/GROW_Humanities_Autumn1_W6_Account_Plan_Pupil.docx