This active session asks pupils to create a physical fortunes graph to show the effects that changes in the law and people’s reactions had on the lives of Black people living in Britain over the last 60 years. Having created a shape, pupils then draw their own line graph (with happy and sad on the vertical axis) and annotate the turning points.


Learning Objectives

  • Pupils can interpret the likely effects of new laws on black people;
  • they can make judgments about the relative significance of relevant events e.g. Brixton riots;
  • they can evaluate the extent to which the experience for Black people living in Britain has improved in the last 60 years;
  • they are able to see the influence of the ‘Black Lives Matter’ campaign.

Learning sequence

Step 1

Pupils are shown a montage of 4 different events which are deemed to be significant in the experience of Black people living in Britain over the last 60 years. Working in pairs, can they release any prior knowledge and then deduce from the clues what the 4 events might be.

Step 2

Explain that after the first Windrush generation had settled in Britain, the government started to pass laws to

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