Order from the Hodder website: https://www.hoddereducation.com/subjects/history/products/14-16/aqa-gcse-history-migration,-empires-and-the-people
Meet the people, visit the places and hear the stories that do justice to Black British history.
Designed to be used flexibly, the book contains enquiries that can be slotted easily into your schemes of work. Structured into three key periods, with a mix of depth, site and thematic enquiries, it provides numerous opportunities for you to incorporate Black British history at KS3.
> Focus on real people. Depth enquiries examine individual Black lives within different periods from 1500 to present, using historical concepts such as causation and significance to explore their stories. Unique sources bring the individuals to life and also highlight the complexity of relations between Black and White people in British society.
> Understand the importance of place. Site enquiries on London, Liverpool, Cardiff and Bristol illustrate how crucial Black communities were – and are – for the flourishing of Black identity.
> Look at the ‘big picture’. Thematic enquiries on music and sport help pupils to think about change and continuity in the experiences of Black people over the centuries. Interludes between enquiries zoom out to show what was going on nationally and globally, creating a backdrop to the history of Black lives in Britain.
Order a copy from the Hodder website: https://www.hoddereducation.com/subjects/history/products/11-14/a-new-focus-on-black-lives-in-britain,-c-1500-20
Four history teachers discuss the use of our KS3 textbook in the classroom: Sharon Aninakwa, Nathanael Arnott-Davies, Otis Blaize and Estelle Cooch.
Order a copy from the Hodder website: https://www.hoddereducation.com/subjects/history/products/14-16/hodder-gcse-(9-1)-history-for-pearson-edexcel-mig
This textbook is for the Pearson-Edexcel GCSE Migrants in Britain thematic unit, but it can also be used for material on migration history for any Key Stage.
Understand changes over time. Each period from the specification begins with a Migration Highway double-page spread that illustrates the key people, dates and turning points. Together, the Highways develop the ‘big story’ of migration.
Follow an enquiry-based approach. An overarching enquiry question for each chapter structures students’ thinking and information gathering. Students then apply their learning to an end-of-chapter exam-style question.
Build historical skills and knowledge. Comprehension and source questions throughout the book develop conceptual understanding and students’ ability to explain, analyse, evaluate and make judgements.
Bring the historic environment to life. A rich collection of sources enables students to explore the events and developments in Notting Hill – an area of particular expertise for the authors.
Prepare for exam success. A dedicated chapter on Writing Better History provides step-by-step guidance for answering each question type effectively.
A copy of this book is available to download, press here : https://justicetohistory.org/doing-justice-to-history-book/
Justice to History articles in the ‘Teaching History’ journal:
(a) The Africa and Religion enquiry, explaining how this introductory enquiry for year 7 students was devised and first taught:
Mohamud, A., & Whitburn, R. (2020) ‘What is history?’ Africa and the excitement of sources with Year 7 Teaching History, 181, Handling Sources Edition, pp.17-25
https://www.history.org.uk/secondary/resource/9989/what-is-history- africa-and-the-excitement-of-so
(b) The Anatomy of Enquiry article, outlining our overall approach to planning and teaching historical enquiries:
Mohamud, A., & Whitburn, R. (2019) Anatomy of an enquiry, deconstructing an approach to historical curriculum planning. Teaching History, 177, Building Knowledge Edition, pp. 28–39
https://www.history.org.uk/secondary/resource/9719/anatomy-of-enquiry-deconstructing-an-approach-to
(c) The British Somali History enquiry, explaining how it was researched, planned and initially taught:
Mohamud, A. and Whitburn, R. (2014) ‘Unpacking the suitcase and finding history: doing justice to the teaching of diverse histories in the classroom’, Teaching History 154, A Sense of History edition, pp. 40-46.
(d) The Queen Nzinga story article, explaining how a team of history teachers learned to tell an African history story to their year 8 students:
Whitburn, R., Hussain, M. and Mohamud, A. (2012) ‘“Doing justice to history”: the learning of African history in a North London secondary school and teacher development in the spirit of Ubuntu’ in Teaching History, 146, Teacher Knowledge Edition, pp. 18–27.
The Royal African Society reports:
All-Party Parliamentary Group for Africa, supported by the Royal African Society and the educational consultancy, Justice to History published a report calling on the UK Government to support an overhaul of how Africa is studied in Britain. The report made practical suggestions for improving the way Africa is taught about in schools, suggesting that Africa should be included in the “modern world” section of GCSE and A-Level History and Geography courses with coverage that goes beyond development, disaster, slavery and colonialism to give students a broader and, crucially, more accurate knowledge of the continent.
On the 19th July, Lord Paul Boateng and Bim Afolami MP, who led the inquiry and championed the report by the All Party Parliamentary Group for Africa, met with the (then) Secretary of State for Education, the Rt Hon James Cleverly MP to discuss the report’s recommendations. He responded that:
“There is a real opportunity to have a more sophisticated way of looking at Africa-Anglo relations through the schools system. Black History Month is important, but my personal view is that we need to get to a stage where black history isn’t an appendix but is woven in. There is now an opportunity for a much more balanced, sophisticated and integrated conversation, and having the confidence to have those wall-to-wall conversations to talk about the complexity. Turning that into a reality is important but there is plenty to do. Finding examples where changes can fit in naturally and easily without displacing anything else is well worth thinking about.”
The report underlined that transforming the study of Africa in the curriculum should be a collaborative effort by teachers, scholars, and communities, supported by exam boards, publishers, and the government and that it’s essential to build teachers’ knowledge and confidence in teaching about Africa.
https://royalafricansociety.org/africa-appg-education-report/