People, action and impact

LAUNCH Humanities Autumn1 W5 People And Impact Pupil

LAUNCH HUMANITIES / PUPIL SHEET 1

Contribution cards

Autumn 1 · Week 5 · People, action and impact

Name: __________________________ Date: ______________

O | Olaudah Equiano, 1789

Olaudah Equiano published his autobiography in London in 1789 and campaigned against the slave trade. His book is evidence of a Black writer taking part in public debate in Britain before 1948. One book cannot represent every Black person's experience.

New secondary teaching summary; no autobiographical extract reproduced.

M | Mary Seacole, 1855

Mary Seacole was born in Jamaica. In 1855 she travelled to the Crimea. With Thomas Day she established the British Hotel, supplying food and medicine and helping sick and wounded soldiers. The British Hotel was a business and a base for care; it was not Nightingale's hospital. Seacole later wrote about her life.

New secondary teaching summary of English Heritage's biography.

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.

LAUNCH HUMANITIES / PUPIL SHEET 2

Commit, reveal, defend

Autumn 1 · Week 5 · People, action and impact

My criterion is:

Why my first choice leads under this criterion:

LAUNCH HUMANITIES / PUPIL SHEET 3

A stronger concession

Autumn 1 · Week 5 · People, action and impact

An alternative criterion:

Under that criterion, I would move __________ because __________.

A detail our evidence does not give:

My final qualified judgement:

My listener's challenge and my response:

Source: Humanities_Teesside/Teaching_Packs/LAUNCH/Week_5/LAUNCH_Humanities_Autumn1_W5_People_And_Impact_Pupil.docx