1. facinghistory.org

2. Note to Teachers: Getting Started
This PowerPoint presentation accompanies Lesson 12: Standing Up to Hatred on Cable Street from the Standing Up for Democracy scheme of work. It is important to read the lesson plan in order to understand its rationale and historical context, as well as information in the Notes to Teachers about key vocabulary and materials that need to be prepared in advance of the lesson.
This presentation includes verbal instructions for the activities in the Notes beneath each slide. Accessing hyperlinks in PowerPoint involves extra steps: select View - Notes Page - right click on the hyperlink - and select Open Hyperlink. Alternatively, you can access the hyperlinks from Lesson 12: Standing Up to Hatred on Cable Street or by viewing the presentation in Google Slides.
While you may need to modify this presentation to meet the needs of your students, please note that Facing History and Ourselves is not accountable for any changes that alter the presentation's content or original layout.
Information about Standing Up for Democracy PowerPoint Slides
Each PowerPoint accompanies a corresponding lesson plan that includes more detailed instructions about the activities and should be read in advance of teaching the lesson.
Wherever possible, we have used images in lieu of writing to encourage the verbal delivery of instructions as a means of boosting focus and to promote active listening skills.
The same image is used for each recurring teaching strategy throughout the scheme of work to facilitate recall and promote student independence.

3. Note to Teachers: Prepare for the Gallery Walk
Multiple copies of the following six slides should be printed before the beginning of the lesson and placed around the classroom for the opening gallery walk activity.

4. Anti-Fascist Barricade
Alamy
Anti-Fascist Barricade
Demonstrators at the Battle of Cable Street gathered to protest against Fascist leader Oswald Mosley and the Blackshirts.

5. Alamy
Anti-Fascist Crowds
Demonstrators at the Battle of Cable Street gathered to protest against Fascist leader Oswald Mosley and the Blackshirts.

6. Anti-Fascist Demonstrators Charged
Alamy
Anti-Fascist Demonstrators Charged
Demonstrators at the Battle of Cable Street gathered to protest against Fascist leader Oswald Mosley and the Blackshirts.

7. Oswald Mosley and the Blackshirts
Central Press / Stringer / Getty
Oswald Mosley and the Blackshirts
Fascist leader Oswald Mosley founded the British Union of Fascists in In the years leading up to the Battle of Cable Street, the BUF had developed a reputation for its attacks on Jews and Communists.

8. Police at Battle of Cable Street
ullstein bild Dtl. / Contributor / Getty
Police at Battle of Cable Street
Demonstrators barricaded the streets in London’s East End where Fascist leader Oswald Mosley and the Blackshirts had planned a march.

9. Arrested Anti-Fascist Demonstrator
Topical Press Agency / Stringer / Getty
Arrested Anti-Fascist Demonstrator
Demonstrators at the Battle of Cable Street gathered to protest against Fascist leader Oswald Mosley and the Blackshirts.

10. Standing Up to Hatred on Cable Street Day One

11. Guiding Question
What can the Battle of Cable Street teach us about the importance of individuals and groups working in solidarity against discrimination, racism, and antisemitism?
Standing Up to Hatred on Cable Street: Learning Objectives
To illustrate and describe key events from the 1936 Battle of Cable Street in London’s East End.
To discuss the factors that can influence an individual or group to take or not take action against injustice.
To recognise the power of individuals and groups to enact change when they work in solidarity in the face of racism and discrimination.

12. Cable Street Gallery Walk
Before hearing an eyewitness account of the Battle of Cable Street, tell students that they will circulate around the room to examine six different photographs (see The Battle of Cable Street image gallery) in a modified gallery walk to help them “see” scenes of a historical event called the Battle of Cable Street in 1936.
Let the students take a few minutes to browse all of the photographs in the collection.
As they browse, instruct them to choose one photo that resonates with them for some reason.

13. Lead students through a See, Think, Wonder activity and have them record their observations in their journals. It is important that they take time to really “see” their image before making inferences and asking questions. You can help control the pacing by asking students to respond to one question at a time:
What do you see in your image? What details stand out? (Encourage students to write observations and not try to interpret what is happening.)
What do you think is going on in your image? What makes you say that?
What does this image make you wonder? What broader questions does this image raise for you?

14. To debrief the activity, divide students into groups of six so that each group has one student with each image.
Instruct students to share their observations from their see, think, wonder reflections.

15. 84 rioters are taken into custody
Sir Oswald Mosley
“They shall not pass!”
4th October 1936
84 rioters are taken into custody
British Union of Fascists/Blackshirts
Jews, Irish dockers and labourers, trade unionists, Communists, Labour Party
Whitechapel High Street
“Get to Cable Street! He’s marching to Cable Street!”
Alien menace
The police marched them back
Pass out the handout The Battle of Cable Street Word Bank.
Ask groups to brainstorm the story of the Battle of Cable Street based on their set of images and the information on the handout.
Remind students that they are making educated guesses and will learn about what happened in the next activity.
Have one or more groups volunteer to share their stories before moving to the next activity.

16. The Battle of Cable Street
Tell students that next they will listen to a BBC Witness audio account of the Battle of Cable Street that includes the testimony of Bill Fishman, who snuck out of his house to join the protesters at Cable Street when he was 15 years old.
Let them know that they will create a storyboard of the audio to capture key events and information about the battle.  
Pass out the handout Storyboard Template and explain that you will pause the audio in six places. During those pauses, instruct students to use one or two boxes on the handout to draw a quick sketch of what they heard in that segment and write a brief description in the space provided.
Play BBC Witness Audio: The Battle of Cable Street (this is an external link). To allow time for students to process what they have heard and create their storyboards, consider pausing the audio after each of the following segments:
00:00-01:00 (Overview of Mosley and Fascist march)
01:00-02:44 (Fishman’s family story and hearing Mosley on the radio)
02:44-04:35 (Whitechapel and the police presence)
04:45-06:50 (The spy and how the march shifted to Cable Street)
06:50-08:20 (Mosley’s retreat and the arrests and injured)
08:20-08:59 (The aftermath)
The Battle of Cable Street
(BBC Witness)

17. Instruct students to share their storyboards with one or more of their peers, or in a gallery walk, and then answer any remaining questions that they have about the audio.

18. What happened during the Battle of Cable Street?
How did community members protest the march of fascists through their neighbourhood?
What actions did they take?
Were they successful?
What role did violence play in the Battle of Cable Street? Was it necessary?
Could it have been avoided?
Should it have been avoided?
As a class, discuss these questions.

19. What can the Battle of Cable Street teach us about the importance of individuals and groups working in solidarity against discrimination, racism, and antisemitism?
To capture students’ understanding, ask them to respond on an exit card to the question.
Citation: Webster's Third New International Dictionary, Unabridged, s.v. “solidarity,” accessed 10th July 2018,
Solidarity: an entire union of interests and responsibilities in a group: community of interests, objectives, or standards

20. Standing Up to Hatred on Cable Street Day Two

21. Guiding Question
What can the Battle of Cable Street teach us about the importance of individuals and groups working in solidarity against discrimination, racism, and antisemitism?
Standing Up to Hatred on Cable Street: Learning Objectives
To illustrate and describe key events from the 1936 Battle of Cable Street in London’s East End.
To discuss the factors that can influence an individual or group to take or not take action against injustice.
To recognise the power of individuals and groups to enact change when they work in solidarity in the face of racism and discrimination.

22. What can the Battle of Cable Street teach us about the importance of individuals and groups working in solidarity against discrimination, racism, and antisemitism?
Take a few minutes at the start of class to share from some of last lesson’s exit cards. We recommend that you keep the students’ responses anonymous, unless they have given you permission in advance of the lesson to share their ideas.

23. Tell students they will now read an article commemorating the 80th anniversary of the Battle of Cable Street.
Pass out and read aloud (or divide students into groups to read) Reading: “I’d Do it All Over Again”: Last Hurrah for the Veterans of Cable Street (this is an external link).
While reading, have them interact with the text by annotating the following:
Underline or write a “C” in the margin for places where they see connections to images and the audio recording from the previous lesson.
Write an exclamation mark in places where they are surprised.
Write a question mark in places where they feel confused or have a question.

24. Connect Extend Challenge
How do the ideas and information in this reading connect to what you already know about the Battle of Cable Street?
How does this reading extend or broaden your thinking about the Battle of Cable Street?
Does this reading challenge or complicate your understanding of the Battle of Cable Street? What new questions does it raise for you?
Divide the class into groups (if you haven’t already) to discuss the article.
Pass out and ask students to complete a Connect, Extend, Challenge Chart in response to the following questions:
Connect: How do the ideas and information in this reading connect to what you already know about the Battle of Cable Street?
Extend: How does this reading extend or broaden your thinking about the Battle of Cable Street?
Challenge: Does this reading challenge or complicate your understanding of the Battle of Cable Street? What new questions does it raise for you?
After groups have finished their Connect, Extend, Challenge charts, review their answers together, perhaps creating a class version on a flipchart.
Challenge

25. What risks did the protesters take by participating in the protest?
What factors may have motivated the different groups of men, women, and children to protest Mosley and his march through the East End of London in 1936?
What risks did the protesters take by participating in the protest?
What does the response of the East End community reveal about their obligation and responsibility to defend each other’s human rights?
In small groups or as a class, discuss the questions. There are three main questions, and each one has its own slide.
Project the questions one at a time and ask each group to discuss them while you circulate to get a sense of their understanding of the material.
Alternatively, you can print and pass out the questions, and then assign one question to each group. Have them present the key points from their discussion to the class. Then discuss the questions together as needed.

26. Willie Myers, who was at the Battle of Cable Street, reflects on the situation today: “Prejudice is still directed at Jews, but it’s even worse towards Muslims. When I hear Muslims, or Polish people, being attacked today, I feel angry. I cannot fathom out why we can’t see each other as human beings.”
What factors do you think prevent people from seeing each other as human beings?
What responsibility do you think individuals and groups have to act when they see or hear others being attacked because of their race, religion, gender, sexual orientation, or other aspects of their identity?
What are some ways we might take action? What factors might prevent us from taking action?
What reasons for not taking action do you think are excusable? What reasons for not taking action are inexcusable?

27. In the final paragraph of the article, Danny, a history student from Bristol who visited Cable Street in 2016 to see the mural commemorating the event, said: “Given the current climate, the battle of Cable Street still has enormous relevance. There are right-wing nationalist movements in France, Germany, Austria, and here we have UKIP. The way things are going, future generations need to learn the lessons.”
What lessons do you think your generation and future generations need to learn from the Battle of Cable Street? What makes you say that?

28. Consider the lessons that you think your generation and future generations need to learn from the Battle of Cable Street.
How might you apply one or more of these lessons in your own school or local community to make it a more welcoming and inclusive place?
Ask students to reflect on the question in a journal response.

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