Citizenship: Diversity
Broad topic that covers many citizenship issues:
Identity- multicultural society
Rights and Responsibility
Tolerance, respect and understanding
Discrimination
Law
Case study : ID Card Bill
Immigration
Case Study: Asylum seekers
Copies of most resources found in Citizenship filing cabinet in history video store cupboard
Homeworks are included for most lessons for convenience.
Department policy is to set homework every two weeks
Lesson A (maybe two lessons) Where do we come from?
LO:


What is my community like?
To get students to think about Britain as a diverse multicultural society and the
reasons for this and the effects.
Provide the first opportunity for students to putting together a mini project as a
trial run for coursework activity..
Starter:
1. Use world map and post-its
Students identify links to other parts of the world (friends/relatives etc.)
2. Quiz class on statistics from 2001 census: (multiple choice)
What proportion of British pop. Describes itself as white? A.93%
What % of non-white Britain’s were born in Britain? A. 50%
What % of British Muslims agreed they should pledge their loyalty to Britain? A. 76%
Tasks: 1. Why do we live in a diverse society? Mix and match card sort activity
2. Begin Multi-Cultural Britain worksheet (save question 1 for starter in lesson B)
Homework/Mini project – see work sheet Ethnic Diversity in Britain Today
Research an ethnic group
Describe where they are from
Describe their culture
Describe why they came to the UK
Describe what contribution they have made to British society
Examples; Kashmiri Pakistani, Gypsies, Bosian refugees, Bangladeshi, Afro-Carribean, South
African/Zimbabweians, Irish, Germans in Bradford, Jewish, Chinese, Somalis etc.
The library has a box of books on the subject to allow some class research time.
This is a good trial run for their coursework activity and should be marked by teacher (and peers,
see below) with suggestions for improvement.
Lesson B What Does it mean to be British?
LO: Getting students to realise Britishness is an elusive concept.
Starter: Match definitions with key words (Question 1 Multicultural Britain sheet)
Presentation/peer marking
Student presentation in class of a few their projects.
Opportunity for Peer Marking of each others work One thing did well, one thing to improve.
Complete Multicultural Britain worksheet.
Activity: Get students to do the UK citizenship test taken by prospective citizens; enter search
in google for UK citizenship test for plenty of links.
Video: What does it mean to be British? 25 minutes (see bottom drawer of citizenship filing
cabinet in S1)
Lesson C: Your Identity?
LO: Getting students to realise Britishness is an elusive concept.
Starter:
Brainstorm: How would you describe your identity?
Ethnic/Culture/religion/other beliefs/heritage/class/geographical identity
How would you describe British identity?
Tasks
Worksheet: What holds Britain together apart from the sea?
Homework
Draw/cut out of magazines symbols/images of what it means to be British
Lesson E : What is discrimination?
LO To get students to appreciate the increased seriousness and stages of discrimination
 The relationship between the concepts of stereotype, prejudice, discrimination,
persecution
 about different causes of discrimination, prejudice and intolerance
 how to respond to situations that might be racist
Stereotype Starter:
Get students to complete the following sentences:
Most boys are …..
Most Girls are …..
Most people who skateboard are….
Most Hoodies are……..
Blondes are …..
People who have AIDS are ….
Most French people are …..
Most Irish people are ……
Most Americans are …..
Most Muslims are ……
Tasks:
Construct a pyramid to show how stereotypes form the basis of
prejudice/discrimination/persecution. Students to copy in book.
Class brainstorm of definition of Stereotype:
Building a image of a group of people that is based
on an oversimplified idea or generalisation (usually harmless)
Or is based on prejudice (can be harmful).
(stereotypes worksheet) If you believe stereotypes this can lead to
prejudice, bullying and racism
More Seriously:
Define prejudice: being intolerant or thinking unfairly about a group based on stereotype
Define Discrimination: treating groups of people differently for unjust reasons
Define Persecution: a government making people suffer just because they are different
Ask pupils to discuss why any form of discrimination is unacceptable, including on the basis of
race, culture, religion, ability, gender, etc;
Discrimination may involve violent crime (racially motivated crimes, Stephen Lawrence);
people should be treated equally and fairly regardless of their differences;
much discrimination is against the law.
Taking a stand against Racism Worksheet
Homework : Continue with Ethnic diversity project
Or Racial Equality Questionnaire
Lesson F: Racism/Discrimination
LO: Students to examine and discuss in detail racial discrimination.
Starter: 1. Use results from Racial Equality Questionnaire
2. Ask them to give examples of incidents involving racial discrimination that they have heard
or read about in the local or national news.
Using a range of scenarios as a focus for discussion, ask pupils to consider whether or not they
think the scenario involves racial discrimination or racist activity. Scenarios could include:
 a Sikh boy being teased because he wears a turban
 a British National Party magazine, which contains cartoons making fun of Asian and
black people, being passed round
 a black pupil deliberately tripping up a white boy and the white boy hitting him
 an Asian shopkeeper complaining because pupils from the school are constantly being
rude to him
 people constantly telling derogatory jokes about the Irish to an Irish girl
 a black pupil whose parents live on benefit being told 'You lot just come over here to sign
on
Discuss Stephen Lawrence (or other racist murder) Murder and concept of Institutional Racism
Def. Collective failure of an organisation (eg police force or school) to provide
appropriate and professional service to an particular ethnic group. Through often
unwitting ignorance, thoughtlessness or use of prejudice, stereotypes.
Macpherson Report 1999 looking into the failures of Metropolitan Police in the
Stephen Lawrence case
See p.62 Citizenship studies text book
Plenary: You are drafting the a Race Relations Act
Writing Frame: “It is illegal to
The punishment for violating this act is…..”
Real acts are 1976 and 2000 Race Relations Act
Lesson G: Asylum seekers
LO:
Applying previous learning to a specific group
Destroying myths and warnings of dangers in stereotyping
Starter: 1. Can be mix and match activity. Distinguish between key words:
economic immigrants – moving into country to make more money improve standard of living
migrants - moving within country,
illegal immigrants - somebody sneaking in to country without any permission,
asylum- place of refuge or protection
asylum seekers - somebody trying to persuade government of another country that they face a
“well grounded fear of persecution” (imprisonment or death or other serious human rights abuse)
if returned to native country.
refugee – somebody escaping war/famine/other natural disaster
2. Quiz Multiple Choice (see sheet)
Tasks: Read article “Because she’s an asylum seeker”
Worksheet and questions
Homework: complete application for asylum