Y8/9 - Britain - C18-20th How much did Gypsy and Traveller life change in Britain 1753-1914? by https://padlet.com/richkerridge/9pr46rdbi0wupwem Gypsy, Roma and Traveller people are the largest minority ethnic group in some communities (and therefore in some schools) in the UK. Yet the past of Gyspy, Roma, Traveller people may rarely be part of history lessons. The result is that pupils of Gypsy, Roma and Traveller heritage may not encounter their past in history classrooms and myths and stereotypes may take root in the minds of others. Richard Kerridge and Helen Snelson have worked with the historian Professor Becky Taylor to produce a range of teaching resources for teaching the history of Gypsy, Roma and Traveller people. en-us 2024-10-22 12:16:51 UTC 2025-07-28 12:15:55 UTC hello@padlet.com https://padlet-uploads.storage.googleapis.com/2927394211/4ad54c69bf309696606a9da1fabeafa2/Logo_Round.png Useful Reading & Organisations richkerridge https://padlet.com/richkerridge/9pr46rdbi0wupwem/wish/3181530970 Becky Taylor 'Another Darkness, Another Dawn: A History of Gypsies, Roma and Travellers'


David Cressey 'Gypsies'


J E Treherne 'The Canning Enigma'


York Travellers Trust: https://www.ytt.org.uk/


Advisory Council for the Education of Romany and other Travellers: https://acert.org.uk/

]]> 2024-10-22 12:16:51 UTC https://padlet.com/richkerridge/9pr46rdbi0wupwem/wish/3181530970 Activity resources here: richkerridge https://padlet.com/richkerridge/9pr46rdbi0wupwem/wish/3181530975 Mary Squires Sequence

]]> 2024-10-22 12:16:51 UTC https://padlet.com/richkerridge/9pr46rdbi0wupwem/wish/3181530975 richkerridge https://padlet.com/richkerridge/9pr46rdbi0wupwem/wish/3181530981 The CPATHS Principles for History Teaching helped guide the creation of this unit.

]]> 2024-10-22 12:16:51 UTC https://padlet.com/richkerridge/9pr46rdbi0wupwem/wish/3181530981 A summary of the CPATHS Principles for History Teaching richkerridge https://padlet.com/richkerridge/9pr46rdbi0wupwem/wish/3181530983 Full details on each Principle can be found at the end of this section

]]> 2024-10-22 12:16:51 UTC https://padlet.com/richkerridge/9pr46rdbi0wupwem/wish/3181530983 How does the content link with one or more of the Principles? richkerridge https://padlet.com/richkerridge/9pr46rdbi0wupwem/wish/3181530984 Children should hear as many voices from the past as possible, but all too often the curriculum is full of stale, male, pale men. This unit encourage children to challenge silences in the past by centring the marginalised voices of the Gypsy, Roma and Traveller community.

(Please note, there is no one word that can cover the multitude of peoples who have been called, or might call themselves Roma, Gypsy or Traveller.)

]]> 2024-10-22 12:16:51 UTC https://padlet.com/richkerridge/9pr46rdbi0wupwem/wish/3181530984 How do the pedagogical choices link with one or more of the Principles? richkerridge https://padlet.com/richkerridge/9pr46rdbi0wupwem/wish/3181530985 The pedagogical choices we made when designing these lessons took into account a range of learning styles. There are activities here that can be done individually, in pairs, groups or across the whole class. There are a range of resources; maps, photographs, paintings, video, all things we think children will enjoy learning with.

Tasks are open-ended to allow for a multitude of abilities and for everyone to be successful.

]]> 2024-10-22 12:16:51 UTC https://padlet.com/richkerridge/9pr46rdbi0wupwem/wish/3181530985 How do the outcomes / pupil responses link with one or more of the Principles? richkerridge https://padlet.com/richkerridge/9pr46rdbi0wupwem/wish/3181530988 The outcome will certainly help train and prepare children to think critically and historically. Because of the topic nature it will allow children to confront possible family prejudices against this marginalised group.

]]> 2024-10-22 12:16:51 UTC https://padlet.com/richkerridge/9pr46rdbi0wupwem/wish/3181530988 Key learning objectives for this unit richkerridge https://padlet.com/richkerridge/9pr46rdbi0wupwem/wish/3181530993 By completing this sequence of lessons pupils will learn:

  • How life changed for Gypsy and Traveller people in Britain in the 150 years up to the First World War

  • An outline history of Gypsies and Travellers in Britain before 1750

  • Some of the social and economic changes that occurred in Britain 1750-1914

  • Hinterland knowledge that will help develop their sense of period and place for further study of the years 1750-1914

  • To evaluate the ‘extent’ of change and to learn that changes are not experienced in the same way  

  • To collect notes from a variety of sources and interpretations, to organise them and to frame them as an answer to a historical question.

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