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Claimants to the throne - The Norman Conquest - KS3 History - homework help for year 7, 8 and 9.

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Learn about the four claimants to the throne after Edward the Confessor’s death in 1066. For students between the ages of 11 and 14.

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Harold Godwinson had defeated Harold Hardrada at the Battle of Stamford Bridge on 25 September 1066. For more on the claimants to the throne in 1066, read this guide .

Three days later, William of Normandy invaded England, seeking to claim the throne.

William and Harold fought at the Battle of Hastings on 14 October.

William was victorious and was crowned King of England on Christmas Day, 1066.

The two sides:

Fighting experience

Harold's army had a mix of fighting experience. The fyrd were part-time soldiers who were called up to fight when needed. They had little training and were not well armed, often using farming tools for weapons. The housecarls were well-trained, professional soldiers.

It is believed that William's army had more fighting experience overall.

It is believed Harold had between 7,000 and 8,000 soldiers at Hastings.

Most historians think William's army was also between 7,000 and 8,000 soldiers.

Harold's army were tired from just defeating Harald Hardrada at Stamford Bridge.

William's army were well-rested and ready for battle.

William had the stronger army. His men were well-rested, better trained, and generally had more experience in battle. He also had a wider range of soldiers available, with archers and cavalry.

The events of the battle

The Battle of Hastings began at 9am on 14 October 1066. Harold's army was lined up at the top of Senlac Hill, forming a shield wall facing down against William's army. At the start of the battle, William's archers fired their arrows up towards Harold's army but were struggling to break through the shield wall.

William's cavalry then tried to charge up the hill, but they also could not break past the defensive line and were beaten back by Harold's men.

A rumour spread through the Norman army that William had been killed, but he lifted his helmet and rode past his troops to show them he was still alive.

Harold's position was looking strong, but William ordered his soldiers to advance part way up the hill and then pretend to retreat. This was hugely effective. Harold's army lost their discipline and started charging down the hill, losing their strong defensive position. William's cavalry were able to get amongst the English army and cause huge damage, as Harold's army had lost the protection of the shield wall and their defensive position at the top of the hill.

There is some uncertainty as to how Harold Godwinson died. The has the words 'Harold is killed' next to a man with an arrow in his eye, but it is impossible to know which soldier is Harold because all of the English soldiers are dressed identically.

Harold's remaining soldiers lost motivation when news of his death spread across the battlefield. Some fled, and the ones who stayed to fight were left with little hope.

: Harold's army had to march north to fight Harald Hardrada at Stamford Bridge, before turning back to march to the south to face William at Hastings. Many of the English army had been killed and the those who were left would have been extremely tired.

: William's army pretended to retreat, tempting Harold's army into losing their strong defensive position to run after them. William's army was then able to turn round and attack Harold's weakened position.

Army strength : William had a greater range of soldiers for the battle. As well as foot soldiers, he had a cavalry and more skilled archers. This gave his side a big advantage in the range of tactics and attacks they could carry out.

Leadership : William was on horseback and had an overview of the whole battlefield. When a rumour went round his army that he had been killed, he lifted his helmet to show them he was still alive. In contrast, Harold was on foot and was unable to stop his army losing their discipline and chasing down Senlac Hill after William's retreating soldiers.

Some historians have argued that Harold could have waited longer before advancing to Hastings to fight William. This would have given his tired army longer to rest and also gather more soldiers.

A key turning point in the battle itself was when the fyrd started chasing William's army down the hill. If they had maintained their strong position at the stop of Senlac Hill, along with the strong shield wall, it is possible the battle could have turned out differently.

The Bayeux Tapestry was produced by the Normans following William's conquest. Its origins are not known for certain, but some historians believe it was arranged by William's half-brother, Odo, and sewn by English women.

The tapestry is 70 metres long and gives an account of events from 1064 - 1066. Although the tapestry was made almost 1,000 years ago, historians still debate about who made it, why it was created and how it presents the events of 1064 - 1066.

It could be assumed that because Harold was defeated at the Battle of Hastings, he would be presented negatively by the victorious Normans in the Bayeux Tapestry. Instead, the tapestry is surprisingly kind towards Harold, showing him as a good fighter and worthy opponent.

Historians believe the Normans organised the making of the tapestry, but it doesn't overtly celebrate their victory. Historians have suggested this is because the Normans didn't want to anger the English people they were now ruling over.

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Harold Godwinson had defeated Harold Hardrada at the Battle of Stamford Bridge on 25 September 1066. For more on the claimants to the throne in 1066, read this guide . Three days later, William of Normandy invaded England, seeking to claim the throne. William and Harold fought at the Battle of Hastings on 14 October.

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Who were the claimants to the throne in 1066? (1/6) | History – The Norman Conquest

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1066: The Battle of Stamford Bridge (3/6) | History - The Norman Conquest

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1066: The Battle of Hastings (4/6) | History - The Norman Conquest

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How William the Conquerer secured power after 1066 (5/6) | History - The Norman Conquest

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The Bayeux Tapestry - Seven Ages of Britain - BBC

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The Catholic Church in England was hugely powerful, because almost everyone believed in God, and that the Pope in Rome had been given authority by God.

Everyone was expected to go to church, which meant it had a powerful position from which to influence people.

Christianity had spread across England well before the , but William I's rapid building programme of churches and monasteries ensured its influence would last for many centuries.

Monasteries were places where monks lived. Monks devoted their lives to God and doing his work. They also provided help and support to their local community. At a time when there was no healthcare provided by the government, monasteries had an infirmary, where they would look after and pray for people who were sick.

Monks were some of the only people in England. They played an important role in copying out and preserving the works of ancient Roman and Greek writers, so these ideas could be learned from in the future.

Women who wanted to devote their lives to God could become nuns. Nuns lived in convents and carried out a range of activities such as farming, preparing food, prayer and healthcare. Like monks, nuns had to give up any wealth or material possessions they owned when joining a convent. Nuns were more likely to be literate than the rest of the population as they received an education. Nuns were held in high regard by society as they had chosen to carry out God's work, making personal sacrifices to do so.

baptisms

marriages

funerals

It was also an essential meeting place for people of the community, and a place where people would go to hear news and share stories.

Most people in the Middle Ages were , so relied on the priest in a church service to read the Bible to them, and tell them the key messages it contained. Services were conducted in Latin - the language of the Catholic Church in the Middle Ages.

As people were attending church services on a weekly basis, this gave priests a huge amount of influence over people's lives. Church services on a Sunday contained a from the priest, where he would tell the how God wanted them to live a good life.

People believed that when they died their souls would go to Heaven or Hell.

At church, people learned about , a place where they believed sins were punished and where a person's soul was purified before it could go to Heaven.

Wealthy people would leave money to the Church in their will so that priests would pray for their souls, in order to spend less time in Purgatory.

When the Crusades began in the late 11th century, the Church encouraged people to go and fight in the , telling them God would reward them after their death for their commitment for fighting for Christianity.

The Pope was the head of the Catholic Church and lived in Rome. He set out rules and guidelines that would be put into action by church leaders and personnel across Europe.

In England, the Archbishop of Canterbury was the most senior member of the He would be responsible for the coronation of the king or queen of England and managed other clergy in England.

There were frequent clashes between the Church and monarch during the . These disputes were often over power and who should make key Church appointments.

An example of such a dispute occurred between King Henry II and Archbishop Thomas Becket. Henry II was keen to have greater control over the Church and appointed his friend, Thomas Becket, to the most important job in the Church - Archbishop of Canterbury. However, Becket refused to do what Henry wanted and, over the next few years, their relationship deteriorated to the point where Becket was murdered by a group of knights who were loyal to the king.

A pilgrimage is a spiritual journey to a place of religious significance. It could be the location of a miracle taking place, or a significant holy site. Pilgrimages were common in the , not only for Christians, but also in other religions. For example, Muslim people completed an annual pilgrimage to Mecca, called Hajj. Canterbury Cathedral became a Christian pilgrimage site following the murder of Thomas Becket.

As part of the Reformation, Henry also took over church land, including all monastic institutions, leading to many monasteries and convents being closed down. This took away a crucial source of support from many local communities, who used monasteries as a source of healthcare and support in times of need.

The Church remained an important institution in England, but some of its influence had diminished.

The Head of the Church of England was the monarch, rather than the Pope.

This gave the King or Queen of England more power over church policies.

During the Renaissance, ancient ideas were revisited and questioned in different fields, such as science, art and medicine.

More on Medieval society, life and religion

Find out more by working through a topic

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The Church's role in medieval life in England - KS3 History - BBC Bitesize

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Learn about the role the Catholic Church played in medieval life in England with BBC Bitesize KS3 History. For students between the ages of 11 to 14.

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Medieval society and life - KS3 History - BBC Bitesize

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KS3 History Medieval society and life learning resources for adults, children, parents and teachers.

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Starting in the medieval period, a series of powerful kingdoms developed in West Africa.

These West African kingdoms and empires developed their own diverse and rich cultures, art, histories and religions.

Video Transcript Video Transcript

Narrator: From the medieval ages, West Africa was home to a range of powerful kingdoms and empires with their own diverse cultures, identities and people. The 13th century saw the rise of Mansas and the Empire of Mali. The Mansas brought huge wealth and established Islam as the main religion. They created centres of learning and culture at Timbuktu and Djenné.

The Kingdom of Benin was founded by the Edo people. It was ruled by the Divine Obas. In 1440, Oba Ewuare turned Benin City into a flourishing city state and used his military to expand the kingdom. The Obas dominated trade along the coast and ruled over tribes in the east and west of the region. And the kingdom was renowned for its artworks, made of bronze, iron and ivory, which often depicted the Obas and Iyobas.

The 15th century also saw the rise of the Songhai Empire and their Warrior King, Sonni Ali, descended from the fishing tribes of the Niger River. He captured Timbuktu and the other cities along the Niger River with his army of cavalry and canoes. The empire used the river to spread wealth and learning across the region.

The early 18th century saw the rise of the Asante Empire, who established a new societal structure made up of leaders from the tribal regions. Women were of high status and had a very important role to play in society as well, although the king, the Asantehene, was the leader. The Queen of the Asante was critical in choosing regional leaders and involved in all decisions of the empire. The Asante people are still an important part of Ghana today, but this is just a small part of a much larger story of Africa.

Starting in the medieval period, a series of kingdoms rose and fell in West Africa. The kingdoms of Benin, Mali, Songhai, Kongo and Asante each had their own language and unique ways of leading and governing their people, and many practised different religions.

The Kingdom of Benin

Ruled by a king, known as the Oba.

Edo

The Oba's palace was decorated with intricate bronze work, made by skilled craftsmen.

The Mali Empire

Mali had kings known as Mansas.

Islam is the name of the religion, and its followers are known as Muslims. Muslims believe that Islam was revealed over 1,400 years ago, through a man called Prophet Muhammad.

Some people remember Mali's leader, The leader of Mali from c.1312 to c.1337. Mansa Musa is remembered by some, as the wealthiest man that has ever lived. , as the wealthiest man who has ever lived.

The Kingdom of Kongo

Christianity

The kingdom produced vibrant embroidered textiles and sculptures made from ivory.

The Songhai Empire

The rulers of the Songhai Empire were known as Sonni or Shi.

Islam, traditional Songhai religion and Paganism

Sonni Ali is remembered as a strong military leader who greatly expanded the empire. After conquering Tuareg, he brought the Saharan trade routes to his kingdom.

The Asante Empire

The King of the Asante was known as the Asantehene.

Akan religion

The Golden Stool was a sacred object and Asante symbol of unity and good fortune.

The kingdoms of Benin, Mali, Kongo, Songhai and Asante each expanded their territories and developed trading links to exploit the rich natural resources available to them, such as gold, silver and salt. The natural resources helped the empires and kingdoms to develop key trading routes with Europe and the rest of the world. The Mali Empire was one of the world's major producers of gold, and at the time, many of the coins used in southern Europe could be traced back to West Africa.

Through the expansion of their trading links, kingdoms came into contact with Arab traders. This led empires, including Mali and Songhai, to convert to Islam and build mosques, Islamic learning centres and universities.

Many African kingdoms, including Benin and Kongo, started to develop relationships with Europeans. However, over time, the Europeans sought to gain greater control and power over these kingdoms. In the Kingdom of Benin, the British wanted to control the trade in palm oil and rubber, and in Kongo, the Portuguese enslaved increasing numbers of people through their involvement with the transatlantic slave trade. Ultimately the relationships forged with Europeans contributed to the demise of the kingdoms. The period before these countries were colonised is referred to as the precolonial period.

The Kingdom of Benin ruled from c.1200 - 1897 in what is now southern Nigeria. Benin was a wealthy kingdom of around 2 million people. They followed a traditional African religion known as Edo, which many people in Nigeria still practise today.

The Kingdom of Benin was led by a series of rulers known as Obas, who were very powerful and believed to be descended from the gods. The Obas ruled with strong authority. They were supported by groups of servants and noblemen who helped them maintain order and collect taxes. The Obas of Benin developed a community of skilled metalworkers who created plaques and figures in bronze, which they used to decorate the Oba's large palace.

By the 1800s, the Kingdom of Benin was under threat. The British wanted to control the trade in palm oil and rubber. Tensions mounted, and in 1897 the British sent 10,000 soldiers to invade Benin. The capital, Benin City, was burned to the ground, and the Kingdom of Benin became part of the British Empire.

In the 1230s, a man called united a series of smaller kingdoms to form the Empire of Mali. Mali became increasingly powerful, stretching through modern-day Mali, Mauritania, Burkina Faso, Senegal, the Gambia, Guinea-Bissau, northern Ghana and Côte d'Ivoire.

Sundiata Keita was the first ruler of the Mali Empire. His name means 'lion prince' and he was known for his great skill in battle.

In the 1230s, he united several of West Africa's kingdoms to defeat Ghana's king, Sumanguru. He then began to conquer more land in the area, calling his new kingdom the Mali Empire.

Records of oral history show that during his reign, the Mali Empire created one of the first charters for human rights. The Manden Charter protected human rights, promoted diversity within communities and abolished the capture and enslavement of people through raids, a practice known as 'slave-raiding'.

It is argued that Sundiata Keita converted to Islam after coming into contact with many Arab Muslim traders. However, this is widely debated amongst historians. The empire widely practised Islam and many of the descendants of Keita were practising Muslims.

Sundiata Keita died in 1255, but he laid the foundations for Mali to become one of the wealthiest empires in history.

Mansa Musa
Mansa Musa, Sundiata Keita's great-nephew, ruled the Mali Empire from 1312-1337. Under his leadership, many schools, universities and libraries were built and the empire doubled in size, expanding into the important trading cities of Timbuktu and Gao.

Mali became famous for its trade in gold and the empire became incredibly wealthy. During the medieval period, it is estimated that two thirds of the world's gold originated from Mali. Some historians have even described Musa as one of the wealthiest men who has ever lived.

In 1324, Musa went on his pilgrimage to Mecca. He is said to have given vast amounts of gold away to the people he met on his journey. When Arab historian Al-Umari visited Cairo a few years later, he stated that Musa "flooded Cairo with his kindness".

The Mali Empire widely practised Islam and Mali became a centre for Islamic learning.

Following the death of Mansa Musa in around 1337, poor leadership and a decrease in trade saw the empire decline. By the time the last Mansa died in 1610, the empire had lost virtually all its power.

The Kingdom of Kongo ruled from c.1390 in what is now northern Angola. It was led by a powerful ruler known as the Mwene Kongo and was made up of around 3 million people.

Kongo was known for its ivory, pepper, spices and other trading goods. From the 1480s, Portuguese traders started to travel to the Congo River to trade.

In the 1480s, Portuguese explorer Diogo Cão reached the Kingdom of Kongo and was welcomed by the Mwene Kongo. Several years later, the king of Portugal sent royal ambassadors to Kongo and the Mwene Kongo developed strong relationships with the Portuguese royal family. Trade with the Portuguese made the kingdom extremely wealthy.

In 1491, the Mwene Kongo, Nzinga a Nkuwu, was into the faith. He took the Christian name King João, naming himself after the Portuguese king. His son, Mvemba a Nzinga, travelled to Europe before becoming Mwene Kongo. He was also baptised into the Catholic faith, taking the name Afonso.

This relationship with Portugal brought many Portuguese settlers to the kingdom. The Portuguese king reached an agreement with Mwene Kongo Afonso, known as the Regimento of 1512, to help organise the Kingdom of Kongo. This involved Portuguese settlers in the Kingdom of Kongo building churches and training the Kongo army. In return Afonso would supply Portuguese traders with copper, ivory and enslaved people, most of whom were captives from Kongo's wars of expansion into neighbouring territories.

However, tensions began to rise when Portuguese traders began to enslave Kongo citizens. In 1526 Mwene Kongo Afonso wrote to the Portuguese king explaining the negative impact the enslavement of Kongo citizens was having on the kingdom. The relationship between the kingdom and Portugal continued to decline and in 1665 the Kongo army was defeated by the Portuguese at the Battle of Mbwila. The Mwene was killed and many Kongo people were enslaved and taken to the Portuguese colony of Brazil.

Following nearly two centuries of power struggles, and , the Kingdom of Kongo officially became a of Portugal in 1857. This was agreed by Mwene Pedro V, who required Portuguese military assistance to secure the throne over his relatives, who also believed that they should rule. This agreement gave Portugal authority over the Kingdom of Kongo. It remained a vassal state until 1914, when Portugal abolished the Kingdom of Kongo following a against Portuguese rule. The Kingdom of Kongo was absorbed into the Portuguese colony of Angola.

When the Mali Empire began to decline in the 1300s, Sonni leaders seized control of the city of Gao. In the 1400s, the empire expanded dramatically under the leadership of Sonni Ali. In his seizing of Timbuktu, Muslim scholars reported that he was extremely cruel and murdered many of the city's inhabitants.

Many historians described Ali as a formidable ruler who destroyed the city of Timbuktu. Al-Sa'dī described Ali as "a man of great strength and colossal energy" and "a tyrant". Following his invasion of Timbuktu, Ali showed great hostility towards the city's scholars, who opposed his unorthodox observance of Islam. North African scholar Al-Maghīlī said that Ali prayed and observed the fasts at Ramadan. However, he also practiced some non-Islamic beliefs and customs.

Askia Muhammad I
In 1493, Sonni Ali's son, Sonni Baru, was defeated by Askia Muhammad I at the Battle of Anfao. Askia Muhammad I became the leader of the Songhai Empire and under his rule, all of the Songhai Empire became an Islamic state. He built many mosques and Islamic schools and universities across the empire. He also divided the Songhai Empire up into different areas. Each area was ruled by a governor and different systems of rule were developed, which helped Muhammad maintain control and stability across the empire.

Askia Muhammad I was overthrown by his son in 1528, and the Songhai Empire's power declined throughout the 1500s. In 1591 the Moroccan army, which was well-equipped with canons and early types of gun, defeated the Songhai army in the Battle of Tondibi and took control of Gao and Timbuktu.

The Asante Empire, which was made up of most of present-day Ghana, was a powerful kingdom located in West Africa. The Asante Empire began in 1701 when military leader Osei Tutu defeated neighbouring kingdoms and took the title Asantehene, which means 'King of the Asante'. The wealthy empire controlled gold mines and supplied gold to European traders in exchange for weaponry. The Asante Empire also supplied enslaved people to European traders.

The Golden Stool was a sacred object made from solid gold. It represented the Asantehene's authority as well as being the Asante symbol of unity and good fortune. In 1900, Frederick Mitchell Hodgson, the British Governor of the Gold Coast, demanded that the Asante people give him the Golden Stool. In response, Yaa Asantewaa, the Asante Queen Mother, began a military revolt against the British which led to the War of the Golden Stool. Yaa Asantewaa was defeated in July 1900 and exiled to the Seychelles, along with the Asantehene and other Asante leaders, but the stool was never surrendered to the British. In 1902 the Asante Empire was incorporated into the British Empire. In 1935, partial was restored to Asante, which later became part of the independent country of Ghana in 1957.

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What was precolonial West Africa like? - Precolonial Africa - KS3 History - homework help for year 7, 8 and 9.

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Find out what precolonial West Africa was like with BBC Bitesize History. For students between the ages of 11 and 14.

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Songhai Empire: BASIC NIGERIAN HISTORY #4

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Liberty's Dawn is a triumph, achieved in fewer than 250 gracefully written pages. They persuasively purvey Griffin's historical conviction. She is intimate with her audience, wooing it and teasing it along the way.-Anthony Fletcher, Times Literary Supplement

-- Anthony Fletcher * Times Literary Supplement *
Griffin's crisp and accessible prose rests on a foundation of scrupulous scholarship.-Amanda Vickery, The Guardian -- Amanda Vickery * The Guardian *
'A totally compelling account of the Industrial Revolution. Through a remarkable range of life stories, Emma Griffin opens up this extraordinary epoch of change, providing a brilliant chronicle of its social history and upending traditional interpretations in the process. With her light touch and rigorous scholarship, Griffin provides an important and rewarding overview of this defining moment in British history.' - Tristram Hunt, author of Building Jerusalem: The Rise and Fall of the Victorian City
-- Tristram Hunt

This is a brave book that challenges accepted wisdom by offering a decidedly optimistic view of the impact of the Industrial Revolution on the opportunities, freedoms and choices available to the working class.-Pat Hudson, Times Higher Education Supplement

-- Pat Hudson * Times Higher Education Supplement *
'While the author's purpose is a serious study, this won't prevent anyone from lapping up the inspiring stories in this meaty and satisfying book.'-Lorraine Courtney, Irish Times * The Irish Times *
'Emma Griffin's brilliant use of the voices of the poor that survive in memoirs allows us to grasp the ambiguiities and complexities of their encounter with the momentous changes of the Industrial Revolution as never before. It was not simply a time of harsdhip and disruption but of opportunity and release from social constraints. Griffin's stylish and accessible account marks a major shift in our understanding of this period that moves beyond economic abstractions: we hear the voices of those who lived through the creation of the world's first industrial society.' - Martin Daunton, author of Wealth and Welfare: An Economic and Social History of Britain, 1851-1951 -- Martin Daunton
'Emma Griffin gives a new and powerful voice to the men and women whose blood and sweat greased the wheels of the Industrial Revolution.' - Tim Hitchcock, author of Down and Out in Eighteenth-Century London
-- Tim Hitchcock
Through the 'messy tales' of more than 350 working-class lives, Emma Griffin arrives at an upbeat interpretation of the Industrial Revolution most of us would hardly recognise. It is quite enthralling.-Elizabeth Grice, Oldie Magazine -- Elizabeth Grice * Oldie Magaizne *
A provocative study.- The New Yorker * The New Yorker *

'This is a novel twist on the story behind the Industrial Revolution. Griffin does a fine job in personalising the social history of the period by trawling through hundreds of autobiographies from 1760-1900 to offer first-hand experiences of how this era impacted upon the working classes, including a rise in income and improved literacy.'-Steve Harnell, Who Do You Think You Are Magazine

-- Stever Harnell * Who Do You Think You Are Magazine *

'Griffin's excellent history of writing by those born in poverty. . .shine[s] a light on what working men endured. . .and what they felt about it, in their own words.'-Lesley McDowell, Sunday Herald

-- Lesley McDowell * Sunday Herald *

An admirably intimate and expansive revisionist history.-Publishers Weekly

* Publishers Weekly *

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Buy Liberty's Dawn: A People's History of the Industrial Revolution By Emma Griffin. New & used copies available with free delivery in the UK. ISBN: 9780300205251. ISBN-10: 0300205252

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Exploring the Holocaust is a free, comprehensive and flexible cross-curricular scheme of work produced by the Holocaust Educational Trust for use at Key Stage 3 in England, Wales and Northern Ireland and at S2 in Scotland, although it can be adapted for teaching of older age groups. Exploring the Holocaust is built around 15 core lessons in History, Religious Education (or Philosophy where appropriate), and Citizenship or PSHE. It is also recommended that English be incorporated: a guide to teaching the Holocaust in English can be found below, where teachers will also find further resources which can be added to the scheme of work and guidance on incorporating Drama and Art.
Download the Exploring the Holocaust teachers' guide

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Exploring the Holocaust is a free, comprehensive and flexible cross-curricular scheme of work produced by the Holocaust Educational Trust for use at Key Stage 3 in England, Wales and Northern Ireland and at S2 in Scotland, although it can be adapted for teaching of older age groups.

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Educational Resources – The Holocaust Explained: Designed for schools

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This section features educational resources on different topics related to Nazism and the Holocaust. Each resource draws upon original primary sources from The Wiener Holocaust Library’s archive. It is primarily aimed at teachers.

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These free digital teacher resources are designed to help support teachers in their teaching of the Holocaust to secondary school students.

IWM consulted with teachers from across the UK who told us about the many key challenges that they face in teaching the Holocaust.

Three particular challenges kept coming up in our conversations:

Why is language so important when trying to teach the Holocaust?

What should we consider when using images in our teaching of the Holocaust?

How can you address the complexity of the Holocaust with limited teaching time?

IWM's James Bulgin, Head of Content for The Holocaust Galleries, spoke with Jaya Carrier, History Teacher and Vice Principle at Westminster Academy School, in the Taube Family Holocaust Learning Centre at IWM London, about how The Holocaust Galleries and Holocaust Learning Programme can support teachers to respond to these questions. In these films you will find practical guidance about this and more.

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Teacher Guide: Preparing to teach the Holocaust

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Free Teacher Guide to support teaching the Holocaust for secondary students, led by IWM experts and teachers.

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This book details 900 years of women's history. I was able to include things I had learnt from this book in lessons on medieval England. I will continue to incorporate this book into my lessons in an attempt to introduce more women into the curriculum.

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My placement B school used this book as part of their topic on women's suffrage. Whilst I missed this topic, I did purchase the book and have enjoyed broadening my knowledge on the topic.

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These are a series of books which have helped me with my wider historical/social knowledge. Whilst not all may seem relevant I have been able incorporate most into my lessons. I feel passionately about teaching for social justice and promoting racial literacy and try to engage my students into modern debate where appropriate in lessons.