Scheme of Work – Difference and Diversity – KS4 Laura Nicholls Autumn 2006

I am currently teaching in a mixed 11-18 comprehensive with roughly 1800 students in Cambridgeshire. The cohort is largely white British although there are a small number of students from other ethnic backgrounds. Citizenship is currently taught through ‘Social Studies’, a subject which comprises of Citizenship, PSHE and Careers advice. All students receive two lessons of Social Studies a fortnight and many also have the same teacher for ‘Faith and Ethics’ – a re-branded Religious Education. I have found the attitude of students towards Social Studies is largely positive. Many students appreciate the variety of ‘real life’ topics that are covered, and there is greater freedom to pursue the interests of students as at present Citizenship is not externally assessed. However, this is not without its drawbacks as some key stage 4 students do not apply themselves as fully as they would to examined subjects. As an (enthusiastic!) NQT I volunteered to write a scheme of work for the department to show what could be done under the banner of Citizenship. I was given the topic of ‘Difference and Diversity’ to be taught over 6 lessons, but free reign to interpret it how I wished. Despite having only taught at the school for half a term, I had already heard many comments from students of the ‘us and them’ variety. When students were questioned further, they would identify ‘us’ with positive attributes and ‘them’ with negative attributes. ‘Us’ would invariably be White British, whilst ‘them’ would be anyone who was not white, or who had not been born in Britain. With this in mind I have aimed to produce a scheme of work which encourages students to question and justify their opinions. However, I did not want to produce a set of lessons which merely ‘lectured’ students about racial tolerance. Instead, students are encouraged to examine ideas of diversity and difference and will see that race is only one aspect of identity. This scheme is designed to be delivered over six one-hour sessions. Each lesson is designed to ask and answer a question, with progression from one to the next. However, the lessons could also be used as one-off pieces to develop or explore issues raised during other topics. A summary of each lesson follows, along with further suggestions for further activities. Lesson 1: “Why is Britain a diverse society?” This lesson starts the scheme of work off with encouraging students to focus on their own personal experiences to explore their own identity. By using a ‘local’ example of the classroom, pupils can understand what a ‘diverse society’ looks like before applying this concept to national and global situations. The ‘Having my Say’ sheet encourages students to record their viewpoints and can be used to encourage personal reflection.

L. Nicholls Autumn 2006

Lesson 2: “Why do people move?” This explores the reasons behind immigration and emigration. The starter activity develops the cognitive skills of students as they decode an image. It also introduces students to various ways of summarising information. The card sort results may surprise some people and this could be explored further. Are the ethnic distribuitions similar to that of the local area? Are there any particular reasons why people have moved to or away from the area? How about people who move abroad to ‘retire in the sun’? Lesson 3: “Who / What is British?” In this lesson students explore the concept of ‘Britishness’. The poems by Benjamin Zephaniah are written in simple language and yet the messages are still quite clear. Images that are associated with Britain are explored (are they truly British?) and pupils are encouraged to come up with their own definitions of ‘Britishness’. As an extension students could redesign some of the symbols that are traditionally associated with Britain e.g currency, flags, anthems, stamps etc. Lesson 4: “What stereotypes are we aware of?

How can we challenge them?” Students may not believe that they themselves are stereotyped, and for this reason the aim of the lesson should not be revealed until the starter activity has been completed. If video / projectors are available then episodes of popular soaps/comedies could be shown and discussed. Do people conform to traditionally perceived stereotypes or do they challenge them? E.g HollyOaks – do people always dress / act / look like this?, EastEnders – What jobs do men / women have? Catherine Tate – do people always act that way? (Homosexuals, Teenagers, Old people). Lesson 5: “How is youth culture becoming globalised?” Youth Culture is something which students may not initially identify as being ‘traded’. However, they will discover that globalisation can have positive as well as negative economic effects. The assessment activity is also introduced in this lesson, although it must be noticed that it does not seek to assess the whole of the Citizenship target at Key Stage 4. Students should be encouraged to explore their own areas of interest, although they should not use sight of the assessment criteria. Depending on the facilities available to students and time available , PowerPoint presentations could be used, the proposals could be turned into film, or scenes could be acted out. From previous work with students I have found that assessment activities are more effective when students can use their own thinking and opinions as a starting point. The Assessment Grid also helps to give pupils ownership of their learning as it details the criteria for hitting the desired target. It can also be a valuable tool for feedback as it can be used to show how standards can be improved.

L. Nicholls Autumn 2006

Lesson 6+ “Do I now know why Britain is a diverse society?” This lesson is a conclusion of the unit of work and students evaluate their work and suggest ideas for future learning. If time permits then students may also present their proposals to the class with the remainder deciding if the proposals should go on to the ‘production’ stage. This presentation does not have to be assessed but it should be remembered that some pupils may present themselves better orally than they do in writing and vice versa. The QCI task offers pupils the chance to ‘feedback’ on their learning as well as suggest ideas that could be used to inform planning. Whilst I have not taught this scheme of work in full, I have taught many aspects to students throughout my teaching practice and current position. I have found that students respond well to issues if they are given the opportunity to relate these firstly to local issues, before applying them to national and global settings. All of the starter activities have been trialled (adapted where necessary) and they act not only as an introduction to lessons but also as ‘brain warm-ups’. If a competitive element is introduced, it can serve to motivate even reluctant participants. By using a variety of resources and referencing a number of popular culture icons, I have sought to show that Citizenship teaching does not have to be about worksheet teaching about ‘some people, somewhere else’. Citizenship is about our lives here and now, and should exploit present day artefacts accordingly.

L. Nicholls Autumn 2006

L. Nicholls Autumn 2006

Scheme of Work – Difference and Diversity – KS4 Rationale: This series of six linked lessons is designed around the theme of Difference and Diversity. In each lesson a key question will be asked and answered: Lesson 1: “Why is Britain a diverse society?” Lesson 2: “Why do people move?” Lesson 3: “Who / What is British?” Lesson 4: “What stereotypes are we aware of?

How can we challenge them?” Lesson 5: “How is youth culture becoming globalised?” Lesson 6 “Do I now know why Britain is a diverse society?” This scheme of work specifically looks at life in Britain (past, present and future), but far from taking an Anglo-centric view, it seeks to challenge individual views of Britishness. There are no right or wrong answers, but it is hoped that through this module students will question, expand on and justify their own opinions whilst considering those of others. At times some students may raise viewpoints which may appear to be ‘unacceptable’. Whilst it is important to consider the well-being of everyone in the class, students should be encouraged to distinguish between fact and opinion, and evaluate the reliability of information sources. Some of the ideas in this scheme of work have been adapted from those mentioned in existing (free) resources and I have mentioned these in the resource section. Laura Nicholls Autumn 2006

L. Nicholls Autumn 2006

Medium Term Plan

Scheme of Work: “Difference and Diversity”

Year Group: 10, 11

Duration of Scheme of Work: 6 x 60 minute lessons

Assessment (Formative): The assessment opportunities are listed on each individual lesson plan Assessment (Summative): The ‘Talking about my generation’ activity in lessons 5-6 can be used to ‘level’ students. Please note that not all of the curriculum is assessed. Assessment for Learning:

• Each lesson students can fill in the ‘Having my Say’ sheet to reflect on their learning throughout. • The ‘Talking about my Generation’ assessment sheet allows students to evaluate and peer assess their

work before submitting it for final teacher assessment. • The Q.C.I task encourages students to reflect on the topic and suggest future directions and

improvements to learning.

Learning Objectives: (Referring to the Citizenship National Curriculum at KS4)

Students will be learn about: • the origins and implications of the diverse national, regional,

ethnic identities in the United Kingdom and the need for mutual respect and understanding

• the opportunities for individuals to bring about social change locally, nationally, in Europe and internationally

• the importance of a free press, and the media's role in society, including the internet, in providing information and affecting opinion

• the United Kingdom's relations to the wider global communities

• the wider issues and challenges of global interdependence and responsibility

Students will be encouraged to:

• research a topical political, spiritual, moral, social or cultural issue, problem or event by analysing information from different sources

• express, justify and defend orally and in writing a personal opinion about such issues, problems or events

• contribute to group and exploratory class discussions, and take part in formal debates.

Students will:

• use their imagination to consider other people's experiences and be able to think about, express, explain and critically evaluate views that are not their own

Resources: See attached resources.

Sources / References: When producing this scheme of work I have made use of the following (free) resources and websites.

• www.bbc.co.uk/newsround - an up-to-date website with lesson plans, quizzes and resources on topical issues

• http://www.britishcouncil.org/arts-literature-publications-and-resources-

poetryquartetshome.htm - a website with animated poems about life in Britain

• We all came here from somewhere: Diversity, identities and citizenship – a resource produced by the post16 citizenship support programme. A lot of the resources are easily adaptable for ks4 (www.post16citizenship.org)

• www.benjaminzephaniah.com – a website about the poet

• Global Communities – learning about refugees. A resource produced by DFID. Can also be downloaded from: www.refugeeweek.org.uk/YouthEducation/global.htm

L. Nicholls Autumn 2006

Lesson 1

Topic coverage: Britain – A Diverse Society Learning focus: “Why is Britain a diverse society?” Aim: To understand that Britain is a diverse society Resources: • TEACHER -Citizenship definition,

Word definition sheet, • CLASS - Having My Say sheet, What

does ‘British’ mean to me? Outcomes: Students to: • Know which countries make up the

UK and Britain, the meanings of key words

• Develop: - speaking and listening skills during

paired and class discussion, - cognitive skills by using mind

maps/spider diagrams and sentence starters.

• Understand how a diverse society

can have both similarities and differences.

Assessment: Students can demonstrate their understanding both orally and through written work. Students can evaluate their learning by filling in the ‘Having My Say’ sheet.

Principal tasks/activities: STARTER: On board write the words: UNITED KINGDOM, BRITAIN, DIVERSITY, DIFFERENCE, SOCIETY, CONTROVERSIAL. Students to come up with their own definitions for each word and write in their exercise books, leaving a line between each. Using the resource sheet go through each word, with pupils correcting if necessary. • INTRODUCTION OF TOPIC Explain that this is a module of CITIZENSHIP (for definition of

Citizenship, see attached sheet). Due to its very nature, the class will not always agree with each other, and depending on the nature of your class it may be necessary to go over some ground rules: Remember to distinguish between fact and opinion, everyone is entitled to an opinion as long as they can justify it/explain it, listen to and respect the opinions of others etc, issues raised in the classroom stay in the classroom etc.

• Hand out ‘Having My Say’ Sheet. This needs to be stuck into books. Explain the purpose of it –

Sometimes not everyone may have time to share their ideas with the class. However, pupils can write down any of their thoughts on this sheet, along with the date. You may want to designate a time at the end of each lesson for this to be filled in.

• What does a diverse society look like? In pairs pupils to find out 2 things that they have in

common with each other and 2 things that make them different from each other. Allow 3 minutes to find this information out and write it down. Give a few suggestions e.g. football team, place of birth etc. Hear feedback from 2 or 3 pairs. The class is a society – we all have the fact that we in the same classroom in common. However, we all have differences which mean that our society is diverse,

• Who am I? Students to produce a spider diagram - which groups do they belong to. These can be

any e.g. football teams, religion, ethnicity, places etc. • What does ‘British’ mean to me? Hand out sheet. Students to complete sentences and this

needs to be stuck into book. Hear feedback from class. There may be some stereotyped views – ask students to give reasons for their answers, and distinguish between fact and opinion.

PLENARY: Recap – what do we mean by a diverse society? What countries make up the UK? Britain? Homework: Find at least 10 things at home which come from another country. Make a list.

L. Nicholls Autumn 2006

Lesson 2

Topic coverage: Britain – a nation of migrants Learning focus: “Why do people move?” Aim: To understand the reasons behind migration Resources: • TEACHER – Example of board

drawing, Card sort answers, inventions etc answers, (extension activity)

• CLASS – Cartoon, On the Move sheet, ethnic card sort sheet.

Outcomes :Students to: • Know definitions of Migrant,

Immigrant, Emigrant. • Develop: - speaking and listening skills, - reasoning skills to categorise and sort

information - note taking / study skills, - cognitive skills by decoding an

unfamiliar image. • Understand that people move for a

variety of reasons. Not all of these reasons are ‘negative’ and migrants can make many valid contributions to society.

Assessment: Students can demonstrate their understanding and reasoning both orally and through written work. They can reflect on their own learning styles when considering methods of taking notes. Students can evaluate their learning by filling in the ‘Having My Say’ sheet.

Principal tasks/activities: STARTER: Either display the cartoon or hand out sheets in pairs. Pupils to write down what they think the message of the cartoon is. Explain that Britain is a nation of migrants: e.g. Romans, Saxons, Vikings and Normans. Can any of us claim that we are truly British? (Might be yes in an area of low migration). Why? Why not? Who would we be left with if we got rid of all migrants from early history to the present day? Students to copy down definitions: Migrant – someone who moves, Emigrant – someone who leaves their region / country, Immigrant – someone who arrives from another region/country. • Why do people move? Hand out ‘on the move’ sheets to class. Students to read through. Draw a

stick person on the board and ask for reasons why people may move. For each reason add the corresponding item to the diagram (see very rough attached picture) so: Invasions – draw axe, Persecution / war –draw arrows, Slaves – draw ball and chain, Better standard of living - draw house, Economic – draw money bag, Bringing useful skills e.g. brewing - draw a bottle in ‘hand’. Then give students a choice – they can either summarise the information by producing a diagram, or by making notes. Remind students that they learn in different ways – sometimes pictures/ diagrams can be just as useful as copious notes.

• What is the Ethnic make-up of Britain? Hand out the card sort sheet to each Student. Explain that the figures come from the 2001 census. The boxes need to be cut out and students need to try and match up the correct percentages with each ethnic group. Reveal correct answers. Students need to correct and stick in their books. They should then think about and answer the following questions:

- Are any percentages higher than you would think? Why? - Are any percentages lower than you would think? Why? - How do you think these percentages may change by the time of the next census (2011)? • What can we be thankful for? Referring to Homework set the previous lesson, explain that

immigrants often bring with them new skills, inventions, recipes etc. This can then lead to trade with other countries, or practices etc being adopted in the new country. Write the following on the board and students need to come up with 2 lists – things which have originated in Britain, and things which come from elsewhere / have been invented / produced by immigrants.

Mini, Potatoes, Chillies, Tomatoes, tea, coffee, pyjamas, slippers, rubber, Glass, paper, umbrella, printing, Fish and Chips, Oxtail Soup, Biscuits, Rabbits, The Draining of the Fens, Andrex toilet paper, Marks and Spencer shop. Use teacher guide sheet to explain the origin behind each thing. • EXTENSION – see extension activity sheet – thought experiment PLENARY: What would make us leave this country? Can students come up with any more reasons why they would move? HOMEWORK – find 5 images from papers / magazines / internet etc which are ‘British’ to you. These need to be stuck in books / on paper and a sentence of explanation needs to be written for each one.

L. Nicholls Autumn 2006

Lesson 3

Topic coverage: Who / What is British? Learning focus: How can we define ‘British’? Aim: To explore our own ideas of ‘Britishness’ and compare them with the viewpoints of others. Resources: • TEACHER – Quiz sheet, answers,

background to Benjamin Zephaniah, poem (1 of 2), explanation of ‘British Images’

• CLASS – copies of poem (1 of 2), British images sheet, homework images.

. Outcomes :Students to: • Know some of the culture, law and

traditions that are important in British society.

• Develop: - speaking and listening skills, - analysis skills using sources and

images to draw out information, - reasoning skills to categorise and sort

information - reasoning skills to justify opinions.

• Understand that ‘Britain and

Britishness’ mean different things to different people.

Principal tasks/activities: STARTER: If people want to move to the UK they now need to take a Citizenship test to prove that they have knowledge of British history and culture. Read out Qs and students to answer in books. Would they pass? • Viewpoints of Britain Choice of 2 differentiated resources. As this is literacy based you need to

choose the one best suited to your group ability. Higher: play/display the animated poem ‘London Breed’ by Benjamin Zephaniah and answer attached questions. http://www.britishcouncil.org/arts-literature-publications-and-resources-poetryquartetshome.htm Lower: read through the poem ‘The British’ by Benjamin Zephaniah and answer attached questions.

• What images do we have of Britain? Hand out ‘Images of Britain’ sheet. Individually students are to choose and rank 5 images which they believe most represent Britain. Students then need to answer the following questions in their books:

- Why have I chosen these images? - Could any images be added to the page? - How do the images I collected for homework compare to these? Are they more Positive?

Negative? Diverse? - Has the person sat next to you chosen the same images? If not, why not?

Feedback answers as class • EXTENSION: How can we describe ‘British Culture’? We can break culture down into 3

separate areas: The concrete – things we can see / hear. E.g. clothes, music, food, games The behavioural – what we say and do. E.g. language, family structures, gender roles, The symbolic - what we believe, our values, customs, worldview, beliefs, religions Students to think about how they would describe ‘British Culture’ using these 3 categories and give some examples.

PLENARY: Benjamin Zephaniah has the view that: Does the class agree? Discuss.

L. Nicholls Autumn 2006

Lesson 4

Topic coverage: Challenging Stereotypes Learning focus: “What stereotypes are we aware of? How can we challenge them?” Aim: To understand what stereotypes are, why they exist and how they can be challenged. Resources: • TEACHER – Quote sheet, Teenage

Stereotype sheet (notes), • CLASS – Teenage stereotypes

question sheet. . Outcomes :Students to: • Know what a stereotype is. • Develop: - speaking and listening skills, - analysis skills using sources and

images to draw out information, - cognitive skills to consolidate and

challenge their own opinions. - reasoning skills to justify opinions.

• Understand that stereotypes generally

conform to patterns of dress and behaviour. Stereotypes can be used sometimes for negative reasons. There are instances where stereotypes may have been challenged both in real-life and the media.

Principal tasks/activities: STARTER: Before revealing the purpose of the lesson, ask pupils to draw a picture of a ‘robber’ to feature in a children’s book. Then ask ‘What do we mean by the word ‘Stereotype’? Students to write down in their book. Explain that a stereotype is a conventional image of a person or group. Stereotypes generally conform to a pattern of dress and behaviour. How do the pictures produced by the class relate to this statement? (look at dress, gender, equipment, etc). How do these pictures relate to real-life? • The youth of today Read the two quotes and ask students to think about when it was written and

by whom. Reveal the answers. Why is it that adults still have similar views of the young over thousands of years? Actual behaviour? Media hype? Misunderstandings?

• Exploring Stereotypes. Hand out the ‘Teenage Stereotypes’ sheet. Explain that comedy programs often stereotype young people for comedy value. It may be necessary to explain some of the characters (see teacher background sheet). (If you have access to www.youtube.com you can search for short clips to show). In pairs students need to discuss the questions on the sheet and note down their answers in their books. Feedback answers as class, highlighting that as well as conforming to stereotypes, some of the characters also challenge other stereotypes (ethnic, gender, intelligence, behaviour).

• Do not assume that… Students to list the groups that they belong to e.g. age, gender, ethnicity,

music, football team, likes dislikes. Aim for at least 10. They then need to produce a poem using the sentence structure; ‘Do not assume that because I… I am…’

• EXTENSION: Stereotypes in the media. Filmmaking is a business. People tend to play safe and

back types of characters that have worked in the past. In this way racist and sexist attitudes are reinforced. Students to choose a recent film and rewrite it, to challenge stereotypes. E.g. How could James Bond be rewritten?

PLENARY: Discuss. Are there instances either in film or real-life where stereotypes have been challenged? Why are stereotypes used in film? (traditional, instantly recognisable characters).

L. Nicholls Autumn 2006

Lesson 5

Topic coverage: The Globalisation of Youth Culture Learning focus: “Why is youth culture becoming globalised??” Aim: To understand that globalisation can have both positive and negative effects on culture To introduce assessment task Resources: • TEACHER –Globalisation definition, , • CLASS – Student assessment sheet,

AFL Sheet Outcomes: Students to: • Know what globalisation means • Develop: - speaking and listening skills during

paired and class discussion, - cognitive skills by using mind

maps/spider diagrams. - reasoning skills to justify opinions • Understand how globalisation can

affect groups and individuals. Assessment: Students can demonstrate their understanding both orally and through written work. Students can consolidate their learning through production of the summarising spider diagram in the plenary.

Principal tasks/activities: STARTER: Students to write down their favourite 3 of Music artists/groups, fast food, movies, TV Shows. (12 in all) How many of these are British? How many of these are imports from another country? So how ‘British’ is British youth culture? • Winners and Losers Explain Globalisation (see teacher resource sheet) With increased

Globalisation, ‘the big get bigger and the small get smaller’. However, not everyone may view this as a negative thing. Write the following groups on the board: British Film Maker, New Indie Band, Small Television Producer, Robbie Williams, British Film Goer, British Teenagers. Students need to pick 4 of these groups and imagine what their views may be about the ‘Global Entertainment Industry’, explaining their reasoning. E.g. ,Robbie Williams may view it as a positive thing because he can sell more records in more countries’ ,‘A new Indie Band at first may find it hard to compete in a global entertainment industry because the market is dominated by large international bands with a lot of financial backing behind them’.

Feedback as class. Draw out both the positive and negative aspects of globalisation. What could be done? What would the effects of this be on all groups concerned?

• Introduce Assessment Students need to imagine that they have been given a ten-minute slot to

fill on a documentary TV show about Difference and Diversity. The aim of the show is to educate the public about an aspect of difference and diversity in Britain today. It can be a topic which has been mentioned during the topic, or one of their own choosing. Examples might be Youth Culture, Immigration, Fashion, Food, Stereotypes etc. Students need to produce a proposal for their ‘slot’ detailing what will be featured and why (see student assessment sheet).

• If this unit of work is to be levelled then Hand out the AFL assessment sheet.

Explain that this can be used to gain marks to contribute to a levelled mark in Citizenship. It involves self evaluation, peer assessment and finally teacher assessment.

• Plenary To consolidate learning students need to produce a spider diagram in their books with

‘what can I remember?’ in the middle. Feedback as class. Homework: Research and work on assessment piece.

L. Nicholls Autumn 2006

Lesson 6

Topic coverage: Britain – A Diverse Society Learning focus: “Why is Britain a diverse society?” Aim: To know that Britain is a diverse society Resources: • TEACHER –Globalisation definition, , • CLASS – Student assessment sheet,

AFL Sheet Outcomes: Students to: • Know what difference and diversity

means in context of British Culture. • Develop: - speaking and listening skills during

paired and class discussion, - cognitive skills by using mind

maps/spider diagrams. - reasoning skills to justify opinions • Understand that Britain is a diverse

society.. Assessment: Students can demonstrate their understanding through written work. Students can evaluate their learning by filling in the ‘Having My Say’ sheet and by the QCI task at the end.

Principal tasks/activities: STARTER: Thinking about the work that has been covered over the past 5 lessons, students write the letters a-z in their books and think of any words which can be linked to Britain. Feedback as class. • Continuation of Assessment Students to carry on with their assessment, using the assessment

sheets as guidance. • Self-Evaluation of Assessment Students to self evaluate their work using the AFL assessment sheet. They

tick the boxes only when they think they have included this in their work. • Peer Assessment Students to swap their work with the person next to them. They need to honestly mark

each other’s work. Can they suggest where their friend might make improvements? -

PLENARY: QCI Students to consider the work they have produced over the topic. In their books they need to come up with: A Question – Has the work raised any questions? Are there any areas which they want to find out more about? A Comment – What have they enjoyed? Not enjoyed? Have they learnt anything which they didn’t know before? An Idea - How would they like to learn about topics in future? Is there anything they could do or take part in relating to the work that they have done?

Teacher Resource Sheet – Lesson 1 Word definitions: • UNITED KINGDOM

England, Wales, Scotland, Northern Ireland • BRITAIN

England, Wales, Scotland • DIVERSITY

Ways in which things are different, unlike, a variety • DIFFERENCE

A specific point or element that distinguishes one thing from another. • SOCIETY

An organised group of persons associated together for religious, benevolent, cultural, scientific, political, patriotic, or other purposes.

• CONTROVERSIAL

An issue or subject which people may disagree on. Can lead to debates.

Definition of Citizenship By studying Citizenship at Key Stage 4, students will be able to study, think about and discuss topical political, spiritual, moral, social and cultural issues, problems and events... Students will study the legal, political, religious, social, constitutional and economic systems that influence their lives and communities, looking more closely at how they work and their effects. Students will gain knowledge, develop skills and increase their understanding of various issues and concepts at local, national and global levels. Most importantly Citizenship is not about ‘some other place, at some other time’ –it is about ‘Here and Now’!

But why…

Having my say…

I’m not too sure about…

What about if…

I now know that…

I think that…

I disagree with… If you ask me…

I have changed my opinion on…

What does ‘British’ mean to me?

• I am…

• Scottish people are…

• Welsh people are…

• English people are...

• Being British is…

• A diverse society is…

• A diverse society isn’t…

Rough picture to show reasons for migration

Teacher Copy

Population of the United Kingdom: by ethnic group, April 2001

White 92.1% Mixed 1.2% Indian 1.8%

Pakistani 1.3% Bangladeshi 0.5% Other Asian 0.4%

Black Caribbean 1.0% Black African 0.8% Black Other 0.2%

Chinese 0.4% Other ethnic groups 0.4%

Population of the United Kingdom by Ethnic Group 2001

White 1.0%

Mixed 0.4%

Indian 0.5%

Pakistani 1.3%

Bangladeshi 1.8%

Other Asian 0.4%

Black Caribbean 0.2%

Black African 92.1%

Black Other 0.4%

Chinese 1.2%

Other ethnic groups 0.8%

From Around the World

(With reference to p19 Global Communities) Cut out the cards above and try and match the correct percentages

with each ethnic group.

Mini, Invented by Sir Alex Issigonis who was a Greek who fled from Turkey Potatoes, Chillies, Tomatoes, Originated from South America and brought to Europe in 15th century by explorers Tea, from India Coffee, from Abyssinia Slippers, rubber, invented by indigenous people in the Americas Glass, invented in Egypt Paper, invented in china Umbrella, invented in south eastern Asia Printing, invented in Germany Fish and Chips, Brought to UK in 17th century by Jewish refugees from Spanish and Portuguese territories in Europe Oxtail Soup, Biscuit recipes, The Draining of the Fens, All down to French protestant (Huguenot) refugees. Rabbits, Introduced by the Romans Andrex toilet paper, Marks and Spencer shop. Both created by people who were once refugees.

Extension Activity – A Thought Experiment

Some pupils may be against any immigration. It may be helpful for them to imagine things on a smaller scale, and so this activity may be useful in helping students develop their thinking. It can either be conducted as a ‘Thought Experiment’ or if you can get a colleague / pupils from another class involved, you can indulge in a bit of role-play… In each situation, the rest of the class need to think about whether they are willing to allow the ‘visitor’ into the class. Comparisons to wider immigration issues are in italics. 1. Another teacher wishes to observe the lesson. They have heard good

things about this class and want to take notes which they can use in their own classroom. They will not be involved in the lesson. Explorers have often visited other countries and taken back discoveries or inventions to their own countries e.g. Potatoes

2. For a particular activity, you wish another teacher to join the class as

you need an ‘extra pair of hands’. Skilled workers have often been invited to the UK to fill labour shortages. E.g. Bus drivers from the West Indies.

3. A teacher would like to sit at the back of the classroom and get on with

their marking. They are unable to do this in their own classroom because building work is going on. Sometimes people have to leave their homes because their home has been destroyed by natural disaster or war.

4. A pupil from a PE class asks if they can join the class as they are unable

to take part in the PE lesson. They will complete their work and not �interfere with others. They are willing to participate in class discussions if asked. People may move for a variety of reasons. However, many are willing to work. Some may keep their own cultures and traditions, whilst others may get involved with the cultures of the host country.

For each scenario, students need to think about why or not they are willing to allow the Visitor to join the class. Are there any provisos they would like to make? – They must not distract us, they should have their own pens and pencils, they should be getting on with work etc. What would happen if the visitor wanted to take part in the lesson? Borrow a pen? Broke the rules?

The British by Benjamin Zephaniah Serves 60 million (from ‘Wicked World’) Take some Picts, Celts and Silures And let them settle, Then overrun them with Roman conquerors.

Remove the Romans after approximately 400 years Add lots of Norman French to some Angles, Saxons, Jutes and Vikings, then stir vigorously.

Mix some hot Chileans, cool Jamaicans, Dominicans, Trinidadians and Bajans with some Ethiopians, Chinese, Vietnamese and Sudanese.

Then take a blend of Somalians, Sri Lankans, Nigerians And Pakistanis, Combine with some Guyanese And turn up the heat.

Sprinkle some fresh Indians, Malaysians, Bosnians, Iraqis and Bangladeshis together with some Afghans, Spanish, Turkish, Kurdish, Japanese And Palestinians Then add to the melting pot.

Leave the ingredients to simmer.

As they mix and blend allow their languages to flourish Binding them together with English.

Allow time to be cool.

Add some unity, understanding, and respect for the future, Serve with justice And enjoy.

Note: All the ingredients are equally important. Treating one ingredient better than another will leave a bitter unpleasant taste.

Warning: An unequal spread of justice will damage the people and cause pain. Give justice and equality to all.

Questions to think about • What do you think the messages of this poem are? • Do you think they have been communicated well? • Is there anything which has been left out?

The London Breed Benjamin Zephaniah

The London Breed I love dis great polluted place Where pop stars come to live their dreams Here ravers come for drum and bass And politicians plan their schemes, The music of the world is here Dis city can play any song They came to here from everywhere Tis they that made dis city strong. A world of food displayed on streets Where all the world can come and dine On meals that end with bitter sweets And cultures melt and intertwine, Two hundred languages give voice To fifteen thousand changing years And all religions can rejoice With exiled souls and pioneers. I love dis overcrowded place Where old buildings mark men and time And new buildings all seem to race Up to a cloudy dank skyline, Too many cars mean dire air Too many guns mean danger Too many drugs means be aware Of strange gifts from a stranger. It’s so cool when the heat is on And when it’s cool it’s so wicked We just keep melting into one Just like the tribes before us did, I love dis concrete jungle still With all its sirens and its speed The people here united will Create a kind of London breed

Questions 1. What do you think the messages of this poem are? 2. Do you think they are well communicated? 3. What positive images are there? 4. What negative images are there? 5. Do you think this is a true picture of a large British City?

Why does Benjamin Zephaniah choose to write about some of the topics he does? The above passage is taken from an introduction of a resource designed to help students consider ideas of diversity, identity and citizenship.

The government is launching the citizenship test for foreigners who want to become British. If you want the passport, then you’ll have to read Life in the UK, a special book, and sit a 45-minute test on society, history and culture. But do you know what it is to be British? The following very unofficial questions are based on information in the official book – let’s see how well you do… 1, Life in the UK says to be British means you should… A: “Respect laws, the elected political structures, traditional values of mutual tolerance and respect for rights and mutual concern.” B: “Share in the history and culture of an island nation with a character moulded by many different peoples over more than two thousand years.” C: “be part of a modern European democracy, one with a tradition of sharing our ways with the world – and allowing the world to bring its ways to us.” 2, Almost 60m people live in the UK. By what factor do the native-born English outnumber their Scots or Welsh neighbours? A: By nine to one B: By seven to one C: By six to one 3, “The origins of our Parliament were in the early Middle Ages. In 1215 the great barons forced rights from a tyrannical King John”. What is that document called? A: The Mappa Mundi B: The Magna Carta C: The Bill of Rights 4, When did all 18-year-olds get the vote? A: 1918 B: 1928 C: 1969 5, There are four national saints’ days in the UK, one for each nation. Which order do they fall in the calendar? A: St Andrews, St Patrick’s, St David’s and St George’s B: St David’s, St Patrick’s, St George’s and St Andrews C: St George’s, St Patrick’s, St Andrews and St David’s 6, According to Life in the UK, where does Father Christmas come from? A: Lapland B: Iceland C: The North Pole 7, According to the book, where does the myth of Father Christmas come from? A: The Victorians B: Pagan myths updated by Shakespeare C: German/Swedish immigrants to the USA

8, Life in the UK explains what to do if you spill someone’s pint in the pub (we’re not making this up). What, according to the book, usually happens next? A: You would offer to buy the person another pint B: You would offer to dry their wet shirt with your own C: You may need to prepare for a fight in the car park 9, You’ve unfortunately had that fight and are bleeding from a well-placed left hook. Which two telephone numbers can you call for an ambulance? A: 999 or 112 B: 999 or 111 C: 999 or any other digit three times 10, What or who is PG (again, according to the guide)? A: One of the brand names for the national British drink, tea B: A Personal Guide, a British-born mentor provided to each immigrant applying for nationality C: Part of the cinema film classification system 11, The British are a nation of animal lovers, says Life in the UK. What must dog owners do? A: Get a licence B: Get the dog neutered C: Get a collar with the owner’s name and address 12, Back to that pub. The police turn up with the ambulance and an officer asks you to attend an interview at the station. What are your rights? A: You don’t have to go if you are not arrested, but if you do go voluntarily you are free to leave at any time B: You must go. Failure to attend an interview is an arrestable offence C: You must go if you are a foreign national 13, What’s the minimum time you must have been married before you can divorce? A: Six months B: One year C: Two years 14, And finally, what does Life in the UK tell you it is “very important” to do when engaging a solicitor? A: Ask if they have a potential conflict of interest B: Ensure they are qualified in the area of law of concern C: Find out how much they charge

Answers to ‘Life in Britain’ test

1. A 2. A 3. B The Mappa Mundi is an ancient map of the world held at Hereford Cathedral and the Bill of

Rights came later in 1689. 4. C Women over 30-years-old got the vote in 1918. Ten years later the law equalised the franchise

for all men and women over 21. In 1969 the then Labour government lowered the voting age to 18.

5. B The dates are 1 March (David for Wales), 17 March (Patrick for N Ireland), 23 April (George for England) and 30 November (Andrew for Scotland) 6. C 7. C This is a hotly disputed issue, not least because of the role of the Coca Cola Company in

updating the legend in the early 20th Century. 8. Manners should prevail, says the guide, saying it would be “prudent” to buy a replacement.

9. A The UK introduced the 112 number to help foreign visitors who may not know that 999 is the

main emergency number.

10. C It means Parental Guidance and applies to films where viewing is at the discretion of the parent. The other classifications are U, 12, 15 and 18.

11. C Dog licences were abolished in 1987, but Life in the UK says there is still an obligation for a dog to wear a collar with the appropriate details.

12. A 13. B 14. C

Explanations of ‘Images of Britain’

The Youth of Today

Quote 1

"What is happening to our young people? They disrespect their elders, they disobey their parents. They ignore the law. They riot in the streets

inflamed with wild notions. Their morals are decaying. What is to become of them?"

Attributed to Plato so is around two and a half thousand years old

Quote 2

"I see no hope for the future of our people if they are dependent on frivolous youth of today, for certainly all youth are reckless beyond

words... When I was young, we were taught to be discreet and respectful of elders, but the present youth are exceedingly wise

[disrespectful] and impatient of restraint” Hesiod, an early Greek poet, believed to have lived about 700 BCE

Comedy Stereotypes of Teenagers

1, Lauren 2, Vicky Pollard

3, Kevin and Perry 4, The Bhangra Muffins Questions: 1, Write down 3 words you could associate with each character. 2, Are these words positive or negative? 3, Do these characters conform to any stereotypes of young people? Why? 4, Which other stereotypes do these characters challenge? Why?

Comedy Stereotypes of Teenagers (Teacher Notes)

These characters have all appeared in British comedy programs over the last 10 years. Below is a summary of each. (with reference to wikipedia for some of the background) 1, Name: ‘Lauren’ Played by: Catherine Tate Series: The Catherine Tate Show Catchphrase: ‘I aint bovvered’ Background: Lauren is a comprehensive school student with a bad attitude. She frequently responds to unfavourable situations by continually asking, "Am I bovvered? Am I bovvered though?" If insulted, she asks, "Are you disrespecting me? Are you disrespecting my family?" or "Are you calling me a pikey?" 2, Name: Vicky Pollard Played by: Matt Lucas Series: Little Britain Catchphrase: ‘Yeah but, no but…’ Background: Vicky is a moody, obnoxious teenage girl seemingly incapable of doing much of anything except gossiping (in a strong Bristolian accent). When questioned about some aspect of her behaviour, she will usually reply defensively (with rapid delivery), "Yeah but no but yeah but wot 'appened was..." and when people don't believe her, she tends to talk back: "Oh my God, I so can't believe you just said that!" She is often seen as the ultimate television chav (although she was created before the term came into popular usage), and is usually dressed in a pink Kappa tracksuit. She has had at least 13 children and one was exchanged for a Westlife CD. 3, Name: Kevin and Perry Played by: Harry Enfield and Kathy Burke Series: Harry Enfield and Chums Catchphrase: ‘It’s soooo unfair’, ‘You’re pathetic’ Background: Wearing a baseball cap the wrong way round and with his ginger hair flopping over his face, Kevin is incredibly rude to his despairing parents, frequently shouting "I hate you, I wish I'd never been born!" at them, and insisting that everything is "so unfair!". Once when his father asks him to wash his car, Kevin ends up taking the entire day to complete the task due to his inability to get out of bed before noon and an apparent allergy to work. Kevin and Perry heap immense amounts of abuse on their own suffering mother and father, yet are incredibly polite to each other's parents. 4, Name: The Bhangra Muffins Played by: Sanjeev Bhaskar and Kulvinder GhirSeries: Goodness Gracious Me Catchphrase: ‘Kiss my Chuddies, Man’ Background: Two teenage boys who are always trying to be "cool" and attract girls, but failing miserably. In their sketches, they seem to be having an intelligent discussion, albeit in their own "street" language, but it is then shown that they are doing something nonsensical or are in the wrong place (example: in one episode they are waiting in the audience at a taping of The Oprah Winfrey Show, leading to a conversation about the purpose of television and talk shows in society, but then the show starts and they find out they have in fact gone to an opera performance by mistake.)

Teacher Resource Sheet

Globalisation of youth culture – adapted from www.bbc.co.uk/newsround

• What is the globalisation of youth culture? TV, radio and the internet make it possible for young people all over the world to enjoy the same images, sounds and ideas. Often they prefer something from the other side of the world to something local. Youth culture is becoming globalised.

• The big get bigger… A global market means more chances to make money, but also more competition. There are winners and losers in all areas of society but normally bigger players continue to grow and newer and smaller companies and artists struggle - because they do not have the money to advertise themselves globally.

What will globalisation do to British society? What changes might occur and how would older people feel about the changes?

Talking about my generation…

Imagine that you have been asked to fill a 15 minute slot on a youth documentary / information TV program on the subject of difference and diversity in the UK today. You need to produce a proposal / outline to be

submitted to the TV company.

You need to choose a particular issue to focus on, e.g. music, sport, entertainment, pastimes, religion.

Once you have chosen your topic you need to think about:

What genre your ‘slot’ will take – is it comedy, news, report, investigation, interview? Why have you chosen this?

Who will be your choice of presenter(s)? Why? What is your issue? Why is it important to youth today? What differences exist? Have they always been like this? Have any changes occurred?

What facts can you include? What opinions do people have? Are there any ‘experts’ you could refer to?

Are there any relevant news stories you could refer to? You can include information, quotes, pictures and colour. You might like to produce a plan first before producing your final draft. You will be assessed as working towards, at or beyond the required level for citizenship for KS4. Use the ‘Talking about my generation’ grid sheet to help you achieve as much as possible.

‘Talking about my Generation’ Assessment Sheet

What genre will your ‘slot’ take – is it comedy, news, report, investigation, interview? Why have you chosen

this? Who will be your choice of presenter(s)? Why? What is your issue? Why is it important to youth today? What differences exist? Have they always been like this? Have any changes occurred? What facts can you include? What opinions do people have? Are there any ‘experts’ you could refer to? Are there any relevant news stories you could refer to?

If you can say yes to most of these you are working TOWARDS expectations:

I think that I have:

My friend thinks that I have:

My teacher thinks that I have:

I have chosen a genre for my ‘slot’ I have named my choice of presenter(s) I have identified an issue to focus on that interests me. I have listed some of the differences that exist I have researched facts and figures from the internet I have included relevant pictures and diagrams I have listed basic opinions on the issue If you can say yes to most of these you are working AT expectations: * * * I have chosen a genre for my ‘slot’ and explained why it is suitable for the show.

I have named my choice of presenter(s) and explained why they are suitable for the show.

I have identified an issue to focus on that interests me and explained why it is important to people today.

I have listed some of the differences that exist and I have mentioned changes which have occurred.

I have used a number of sources for research I have included relevant pictures and diagrams and labelled them. I have listed different opinions on the issue. If you can say yes to most of these you are working BEYOND expectations: * * * I have chosen a suitable genre for my ‘slot’ and explained why I have rejected others.

I have named my choices of presenter(s) and have explained what qualities they will bring to the show.

I have identified an issue to focus on and have explained why it is relevant to people today. I have referred to some relevant news stories.

I have listed some of the differences that exist, mentioned any changes which have occurred and suggested ways in which things may change in the future.

I have used a variety of appropriate sources for research. I have used appropriate pictures / diagrams/ statistics and have labelled them.

I have described different opinions on the issue and have identified ‘experts’ on the issue.