Hello, and thank you for joining me today.

My name is Mrs. Knox, and today, I'll be guiding you through the resources and materials that you need to be successful with this lesson.

So let's begin.

Today's lesson is part of the GCSE Edexcel historical environment topic of Notting Hill.

We're asking the question, what can Notting Hill tell us about migration? And in today's lesson, we'll be focusing on writing about the historical sources associated with Notting Hill.

By the end of the lesson, you'll be able to write effectively about Notting Hill and its sources.

Today's lesson will use three keywords, which we'll go through now.

The first word we'll use is utility.

When we talk about the utility of the source, we mean the usefulness of the source.

We'll also use the word contemporary.

If something is a contemporary source, it is from the period that you are studying.

And finally, we'll use the word provenance.

The provenance is the background of a source, so for example, the nature or the origin or the purpose of the source.

Today's lesson will be in three parts.

So we'll get started now on part one, which will focus on describing the features of Notting Hill.

Before we get started on answering a described question, let's remind ourselves about the local context of Notting Hill by having look at housing.

Poverty and good quality housing was a problem in London in the aftermath of World War II.

Caribbean migrants found it difficult to find accommodation due to discrimination and racism.

Many settled in Notting Hill, as it was one area in London where they were able to rent.

However, migrants were forced to live in overcrowded slums and were exploited by greedy landlords such as Peter Rachman.

The Rent Act of 1957 had removed controls on rent, which resulted in many landlords turning their houses into Houses of Multiple Occupation, or HMOs.

Okay, here's a quick check now of your understanding.

I'd like you to answer this question.

Why did Caribbean migrants often live in poor quality housing in Notting Hill? Press pause whilst you think of your answer, and then press play when you're ready.

Welcome back.

Let's have a look now at what you might have said.

You could have said that in the period after the Second World War, good quality housing was in short supply.

Migrants faced racism and discrimination, so they had to rent whatever houses they could regardless of the quality.

Also, landlords exploited the Rent Act of 1957, which led to overcrowding.

All right, let's have a look now at how we would answer and describe the features of question from the historical environment topic Notting Hill.

The study of a historic environment requires you to provide knowledge of the key features and characteristics of the period you've been studying.

In addition to correctly identifying and selecting relevant information, you are also required to show a detailed knowledge of the topic through adding precise and detailed information.

Describing the features of particular aspects of the Notting Hill historical environment allows you to demonstrate this knowledge.

When you are describing the features of a particular aspect of Notting Hill, aim to provide a feature per topic with accurate supporting information for each of these features.

Let's have a look now at the sort of question you might be asked.

Here, Aisha is trying to answer the question, describe one feature of Notting Hill that encouraged Caribbean migrants to settle there.

I'd like you to have a read of her answer and consider what is the main problem with her answer.

Let's have a look at her answer now.

Aisha has written, "Caribbean migrants settled in Notting Hill because there was no racism or discrimination in the area and they were able to get nice houses and good jobs there." Have a think about which aspect of her answer is incorrect.

Has she used inaccurate knowledge, irrelevant knowledge, or is her answer too long? Press pause, and when you're ready to hear the answer, press play.

That's right.

You should've said that Aisha has used inaccurate knowledge.

Okay, here's part of the answer to the same question, this time using accurate supporting knowledge.

"One feature of Notting Hill that encouraged Caribbean migrants to settle there was the presence of a growing Caribbean community.

Migrants who had newly arrived in the UK were keen to settle in Notting Hill as there were already migrants living there, many of them family and friends, and this made them feel safer and more secure." Can you see where the student has used accurate supporting knowledge? Yes, this is where accurate knowledge has been used to support the point that was made.

Okay, time for another check of your understanding.

Which of these statements best explains how to describe features of the Notting Hill historic environment? Is it to, a, explain three features of the topics, b, to identify a relevant feature of each topic and provide supporting information for both, or c, to explain two disadvantages and support them with a detailed explanation.

Press pause, and then when you're ready for the answer, press play.

Well done if you said the correct answer was b.

The question requires you to identify a relevant feature of each topic and to provide supporting information for both.

It's time now to put your knowledge about the Notting Hill describe question into practise by trying this question.

I'd like you to describe one feature of housing in Notting Hill.

Here's how you could start your answer, "One feature of housing in Notting Hill was." Press pause to complete the answer, and then press play when you're ready to see what you could have written.

Welcome back.

Let's see how you got on.

You could've said that, "One feature of housing in Notting Hill was that there were Houses of Multiple Occupation, HMOs.

In order to make as much money as possible, local landlords turned their houses into these so they could rent one house to multiple people or families and charge higher amounts of rent.

The landlords were able to do this as they were exploiting the Rent Act of 1957." Well done if you correctly identified a feature and provided detailed supporting knowledge.

It's time now to move on to the second section of our lesson today.

This section will focus on how to evaluate the usefulness of a source.

Before we get started on answering this question, let's have a reminder about the local context of Notting Hill by looking at The Mangrove.

Frank Crichlow set up The Mangrove, an all-night restaurant which served West Indian food, in 1958 on All Saints Road in Notting Hill.

It became the heart of the black community and well-known black stars, like Diana Ross and Bob Marley, regularly visited.

People not only went there for the delicious food, but also for the political discussion and the support.

Customers were able to hear about jobs and were able to get help finding suitable accommodation.

The restaurant also provided an escape from the racism and the discrimination experienced by migrants at the time.

Other things to know about The Mangrove restaurant is the police targeted it frequently with raids, claiming it was being used to deal drugs, and the council revoked its licence in 1969.

The British Black Panthers organised a protest march against the council's decision and against police racism and discrimination.

This led to the arrest of the Mangrove Nine.

The group were eventually acquitted and the judge acknowledged racism within the Metropolitan Police force.

This was a significant step in the civil rights movement in Britain.

Okay, here's a quick check of your understanding of The Mangrove.

I'd like you to answer this question.

Why was The Mangrove so important to the black community in Notting Hill? Press pause to think of your answer, and then press play when you're ready.

Let's have a look at what your answer could have included.

You could've said The Mangrove was important to the black community in Notting Hill because it provided them with a sense of home as it served traditional Caribbean food and played Caribbean music.

It was also a sanctuary away from racism and discrimination.

Popular black musicians regularly visited the restaurant.

Customers were also able to hear about jobs and to get help finding suitable accommodation.

Let's move on now to see how you could apply this knowledge to a question about the utility of a source.

The study of a historic environment requires you to show your ability to analyse and to evaluate the utility of contemporary sources in relation to specific historical investigations.

These sources could be written or visual, but at least one of them will be written.

Your ability to analyse and to evaluate sources from the period will rest on your ability to use both the content and the provenance of the sources in your writing.

The focus of this question is on the utility of a source.

That is how useful it is for a given investigation, and when you evaluate the utility of sources, you must remember to discuss its content as well as its provenance.

When we talk about the content of a source, we are referring to the information we learn from it about a particular topic or event.

It could be a detail you can see in the source or something you can infer from what has been written.

The provenance of a source refers to where the source comes from.

It includes the nature, the origin, and the purpose of a source.

For example, it could be the date when it was written and its context or why it was produced or the type of source, like a diary or a newspaper.

Okay, time to check your understanding so far.

I'd like you to answer this true or false question.

Evaluating the usefulness of a source requires you to discuss its utility.

Is that true or false? Press pause now and then press play when you're ready to hear the answer.

You should've said the correct answer is true, but what's the correct justification for the answer? Is it because you need to write about what can be learned from the source by analysing its content and provenance or you need to write about the reliability of the source by comparing it to other sources? Press pause and then press play to hear the answer.

That's right.

You should have said the correct justification is a.

In your answer, you need to write about what can be learned from the source by analysing its content and its provenance.

Now, the study of a historic environment requires you to show your understanding of more than one source.

You must use both sources and consider the content and provenance of each.

Use detailed historical contextual knowledge to analyse and to evaluate the sources.

However, you do not need to compare the content of the sources or to discuss the limitations of the sources.

We're going to see an example question now.

The following texts have been created especially for this lesson, but they are based on similar sources from the Notting Hill historical environment.

Let's have a look at the two sources now.

Remember, the question that we are going to be asked is to do with how useful we think the texts are.

The first text is from a local radio interview with Frank Crichlow in 1968.

Frank Crichlow was the manager of The Mangrove restaurant.

The second source is written by Notting Hill resident, Robert Brown, who was writing a letter to his family back home in Trinidad in 1968.

Let's start by looking at the radio interview by Frank Crichlow.

He says, "It is difficult for new migrants in the early days.

They want to socialise with other folk from the Caribbean.

Given attitudes in London, it is vital they have a safe space away from the hatred and the racist comments.

The police should leave us alone!" Let's have a look now at the letter written by Robert Brown.

He says, "The Mangrove is where everyone from the Caribbean community meets up.

It's terrific, a cool social space, which plays the music I recognise and serves the food I love.

In the last two months, I have seen Marvin Gaye and Nina Simone!" The question that we're being asked here is, how useful are texts one and two for an inquiry into the importance of The Mangrove restaurant to Caribbean migrants in the 1960s? Let's have a look at Jacob's first paragraph and identify two ways he's gone wrong with his answer.

Jacob has said, "Text 1 would be quite useful for an inquiry into the importance of The Mangrove to the Caribbean community.

Frank Crichlow, the manager of the restaurant in 1968, explains that the aim of the restaurant was to provide a safe space for Caribbean migrants." Jacob has gone wrong in two ways.

Does his answer lack contextual knowledge, does it show no judgement , or does it simply repeat rather than explain the provenance value? Press pause, and when you're ready to hear the answer, press play.

You should've said that the first mistake that Jacob has made is that his answer lacks contextual knowledge.

He needs to provide more details.

The second mistake he's made is he simply repeats rather than explains why the provenance of the source is of value.

In this answer, Jacob has made some improvements to his response.

This time, Jacob is using contextual knowledge as explaining the value of the provenance.

Can you see where Jacob has improved his answer? Jacob has said, "Text 1 would be quite useful for an inquiry into the importance of The Mangrove restaurant to the Caribbean community.

The original source is from a local radio interview of Frank Crichlow, the manager of the restaurant in 1968.

This is useful because, as the manager, he would've witnessed firsthand the way Caribbean migrants relied on The Mangrove as a place of sanctuary and support.

He explains that the aim of the restaurant was to provide a safe space for Caribbean migrants.

It is unsurprising that The Mangrove was used in this way as Caribbean migrants faced hostility and racism when they came to Britain as people feared they would be a burden on the welfare state and that they would undercut wages.

The Mangrove would have offered respite from the negative treatment they received." Here are the places where Jacob improved his answer.

Firstly, he explained why Frank Crichlow was an important eyewitness, and secondly, he used detailed contextual knowledge to explain how black immigrants used The Mangrove.

Time now to check your understanding.

I'd like you to answer this question.

What is the provenance of a source? Press pause, and when you're ready for the answer, press play.

You should've said that the provenance of a source refers to where the source comes from.

It includes the nature, the origin, and the purpose of a source.

So for example, it could be the date when it was written and its context or why it was produced or the type of source, like a diary or a newspaper.

It's now time to put everything you've learned here into practise by writing the second paragraph of Jacob's answer.

Here, you need to talk about why Text 2 is useful for an inquiry into the importance of The Mangrove.

Press pause to complete your answer, and when you're ready to see what you could've written, press play.

Welcome back.

Let's have a look at what you might have said.

"Text 2 would also be useful for an inquiry into the importance of The Mangrove for the Caribbean community.

The source it is based on is a letter sent by a Notting Hill resident, Robert Brown, in the 1960s to his family in Trinidad.

Brown's purpose is to inform his family about life in Notting Hill, and it is useful because it offers an eyewitness insight into The Mangrove popularity with Caribbean migrants.

Brown explains that the music and the West Indian food reminded him of home, hence his and other migrants' affection for the place as it allowed them to feel in touch with their Caribbean culture and traditions.

Brown also says that he has encountered celebrities at the restaurant, further demonstrating The Mangrove's popularity, and it is true that Diana Ross was also a regular customer." Well done if you've remembered to include both the content and the provenance of the source in your answer.

It's time now to move on to the final section of our lesson today.

In this section, we'll focus on how to follow up details in a source.

Before we look at answering this final question type, let's have a reminder about the local context of Notting Hill by focusing on All Saints Road.

In the Swinging Sixties, All Saints Road in Notting Hill was a bustling and vibrant street.

It was the heart of the black community in the area and was home to black culture, food, fashion and music.

Famous black artists from the time, including Diana Ross, Bob Marley and Jimi Hendrix, all performed at venues along the road, and street performers, like steel bands and reggae singers, performed regularly on the pavement.

Lining the street were shops selling the latest fashions and bars selling alcohol without a licence, known as shebeens.

The road was also associated with drug use, and subsequently, the businesses along All Saints Road experienced frequent police raids.

Time for a quick check of your understanding.

I'd like you to answer this question.

Why was All Saints Road important to the Caribbean migrant community in Notting Hill? Press pause to write your answer and then press play.

Let's see now what you could have written.

You might have said All Saints Road was important as it was the heart of the community as home to black culture, food, fashion and music.

Street performers like reggae musicians performed on the pavements, and famous black artists at the time performed at venues along the street.

Okay, let's have a look now at how you would answer a following up the details in a source question.

The study of the historic environment requires you to think about the kind of questions a historian might ask as part of a historical inquiry.

As well as thinking of a relevant question, you need to identify a source which would be useful for answering the historical question you have posed.

The source you identify needs to be specific, for example, "the West Indian Gazette" rather than "a newspaper".

The study of a historic environment therefore requires you to follow up the detail in a source and to explain how you would do this.

A good way to show your understanding of this is to make sure you complete the following stages in order.

Firstly, select a detail in the source that you would follow up.

Next, identify a question that you would ask, and a good tip here is to choose a closed question.

That's a question with a specific answer.

Thirdly, identify a source that you will use, and finally, explain how this source would help to answer the question.

Okay, let's check your understanding of how to approach the question.

Which two skills are being tested when you follow up the detail in a source? Is it, a, your ability to think like a historian and pose historical questions, b, your knowledge and understanding of the life of Caribbean migrants, or c, your knowledge of the specific sources historians would use to find out about life in Notting Hill? Press pause, and when you're ready for the answers, press play.

Welcome back.

You should've said that the first correct skill that's being tested is the ability to think like a historian and pose historical questions.

The second skill that's being tested is your knowledge of the specific sources historians would use to find out about life in Notting Hill.

Here's an example now of a source that you could be asked to follow up on.

This text has been created for this lesson, but it's similar to the texts you'll see in the historical environment.

It's the one we saw earlier where Frank Crichlow is being interviewed.

Let's have a look at Jun's response.

Jun has said, "I'd like to follow up on the comment Frank Crichlow made about 'the racist attitudes in Notting Hill' to immigrants.

A question I would ask is, 'How did the police treat Caribbean migrants in Notting Hill?'" All right, I'd like you to attempt this question now.

Jun has selected an appropriate follow-up question for Source A.

Is that true or false? Press pause to consider your answer, and then press play when you're ready.

You should've said that the correct answer is true.

Jun has selected an appropriate follow-up question.

Why? Is it because, a, Jun has selected a detail mentioned in the source to follow up and has asked a closed question, or b, Jun has come up with a point not raised in the source and has asked a closed question? Press pause and then press play when you're ready for the answer.

Well done if you said the correct answer was a.

Jun has selected a detail mentioned in the source to follow up and has asked a closed question and therefore has followed the correct procedure.

Question set.

Okay, let's see which source Jun has selected to answer the inquiry question that was set.

Jun has selected a newspaper.

I'd like you to now answer this question.

Jun has correctly identified an appropriate source to answer his inquiry question.

Is that true or false? Press pause, and when you're ready for the answer, press play.

You should've said the answer was false, but why is the answer false? Is it because Jun needs to provide a visual source such as a photograph or a poster, or is it because Jun needs to specify a local source like a newspaper by giving its name, like the "West Indian Gazette"? Press pause and then press play to hear the correct answer.

You should've said the correct answer was b.

Jun needs to specify a local source like a newspaper by giving its name, like the "West Indian Gazette".

Let's have a look now at the final part of Jun's answer where he explains how the "West Indian Gazette" would help answer his question.

Think about whether you can see where the student has provided a clear explanation of the information that would be provided by the source.

Jun's answer says, "The 'West Indian Gazette' would help answer my question because it reported on the actions of the Metropolitan Police in the 1950s and 1960s.

Articles in the paper highlighted police brutality and gave a voice to the black community so would provide a useful insight into attitudes just prior to the opening of The Mangrove in 1968." You should have noticed that the places where Jun's answer provides a clear explanation are here.

Try to incorporate similar levels of detail into your own answer, ensuring that you actually explain why the information would answer your question.

Okay, now for another check of your understanding.

What is the missing step in following up a detail in a source? You need to select a detail in the source you'd follow up, identify a question you would ask, and say how this would help answer the question.

Press pause whilst you write down the missing step, and then press play for the answer.

You should've said that the step that was missing was to identify the source that you would use.

Finally in today's lesson, I'd like you to put what you've learned here into practise.

Use Text 2 to practise following up a detail in the source.

Here is the source that you should use and a reminder of the questions that you need to answer.

Press pause, and when you're ready to see what you could have written, press play.

Welcome back.

Let's take a look now at a possible answer.

"A detail in the source that I would follow up is 'the type of music I like.

' A question I would ask is, 'What kind of music was central to the cultural experiences of migrants in Notting Hill in the 1960s?' A type of source I could use would be a photograph of reggae musicians on All Saints Road in Notting Hill.

The information I would gain from this source about my inquiry question is that the migrants brought their own musical traditions with them, such as reggae, and it was played by street performers which would've reached a large multi-racial audience." We've now reached the end of today's lesson, so let's have a recap of what you've learned today.

The study of a historic environment requires you to demonstrate specific knowledge and understanding of the key features of the period you have studied.

It also requires you to analyse and to evaluate the utility of contemporary sources in relation to specific historical investigations.

And finally, it asks you to think about the kind of questions a historian might ask as part of a historical inquiry.

Thanks for joining me in today's lesson and for all of your hard work.

It will be important to put these skills into practise, but I do hope that you feel more confident now at tackling the questions that you'll find on the historical environment of Notting Hill.