Additional Teacher Resource Pack Being British Copyright Classroom Video Limited 2010. This teacher resource pack is copyright of Classroom Video Limited and may not be amended, reproduced or resold in any way without gaining written permission from Classroom Video Limited. 0117 929 1924 0117 930 4345 www.classroomvideo.co.uk
For Teachers Brief Summary of Programme When the United Kingdom of Great Britain was formed a sense of Britishness came about as a national civic identity. Today many would consider themselves to have a layered identify where they would describe themselves as British as well as English, Scottish, Northern Irish or Welsh. Recently the government has encouraged schools to investigate diversity in the UK and in doing so, develop an awareness of Britishness. Growing concern has mounted around division in the UK and a sense of pride being lost. This DVD explores the history of the UK and travels its way to the current state of UK Britishness as well as providing stimulation for discussion about the future of Britishness. DVD Timeline 00.00 01.00: Introduction 01.00-05.55: Chapter one Being British 05.55 10.05: Chapter two From past to present 10.05-15.03: Chapter three A people to be proud of 15.03-19.42: Chapter four- The good, the bad & the ugly 19.42-23.57: Chapter 5 - The future of Britishness 23.57-25.51: Conclusion Other Background Information for Teachers This topic should help to contribute towards identity and diversity through promoting equality, tolerance, moral reasoning, empathy, and shared values. Students should be able to apply their knowledge and understanding to become confident, responsible and informed active citizens. This topic is important to the wellbeing of British youth and community cohesion. Teaching controversial issues Racist statements or comments may occur in lessons such as Being British or multi-cultural society perhaps because students may never have been challenged about it before and it may be the norm in their home environment. It may be worth thinking how you would address a racist comment if it took place in your classroom BEFORE the lesson takes place It may help to point out the British Isles have been multi-cultural for thousands of years It may help to explain what would happen in the school if a student was involved in a racist incident (look at the code of conduct), although this would not necessarily help to change a students opinion Stressing the ground rules may help (no nasty/personal comments) Make yourself familiar with the school diversity policy and even address it at the start of the lesson to ensure students understanding too 2
Curriculum Links Citizenship KS3: Key Concepts and Processes 1.1c - Considering how democracy, justice, diversity, toleration, respect and freedom are valued by people with different beliefs, backgrounds and traditions within a changing democratic society. 1.2a - Exploring different kinds of rights and obligations and how these affect both individuals and communities. 1.3a - Appreciating that identities are complex, can change over time and are informed by different understandings of what it means to be a citizen in the UK. 1.3b - Exploring the diverse national, regional, ethnic and religious cultures, groups and communities in the UK and the connections between them. 1.3d - Exploring community cohesion and the different forces that bring about change in communities over time. 2.1a - engage with and reflect on different ideas, opinions, beliefs and values when exploring topical and controversial issues and problems 2.1c - analyse and evaluate sources used, questioning different values, ideas and viewpoints and recognising bias. 2.2b communicate an argument, taking account of different viewpoints and drawing on what they have learnt through research, action and debate Citizenship KS4 Key concepts and Processes 1.1c - Considering how democracy, justice, diversity, toleration, respect and freedom are valued by people with different beliefs, backgrounds and traditions within a changing democratic society. 1.3a - Appreciating that identities are complex, can change over time and are informed by different understandings of what it means to be a citizen in the UK. 1.3b - Exploring the diverse national, regional, ethnic and religious cultures, groups and communities in the UK and the connections between them. 1.3c - Considering the interconnections between the UK and the rest of Europe and the wider world. 1.3d - Exploring community cohesion and the different forces that bring about change in communities over time. 2.1a - question and reflect on different ideas, opinions, assumptions, beliefs and values when exploring topical and controversial issues and problems. 2.1c - interpret and analyse critically sources used, identifying different values, ideas and viewpoints and recognising bias 2.2a - evaluate critically different ideas and viewpoints including those with which they do not necessarily agree. 2.2b - explain their viewpoint, drawing conclusions from what they have learnt through research, discussion and actions, including formal debates and votes. 2.3a - explore creative approaches to taking action on problems and issues to achieve intended purposes. 2.3d - assess critically the impact of their actions on communities and the wider world, now and in the future, and make recommendations to others for further action. Links to KS3 and KS4 PSHE 1.5a - Appreciating that, in our communities, there are similarities as well as differences between people of different race, religion, culture, ability or disability, gender, age or sexual orientation 1.5b - Understanding that all forms of prejudice and discrimination must be challenged at every level in our lives. 3
Related DVDs available from Classroom Video Ltd Homophobia Unplanned Pregnancy The Choices Selling Yourself Successfully Series The Interview The Career Portfolio The Application Form Please visit our website, www.classroomvideo.co.uk, for many more related resources. Useful Web Resources www.wdwtwa.org.uk/ (Who do we think we are) http://en.wikipedia.org/wiki/britishness http://en.wikipedia.org/wiki/british_day http://news.bbc.co.uk/1/hi/events/scotland_99/news/319682.stm (Gordon Brown talks about Britishness) http://news.bbc.co.uk/1/hi/uk_politics/7287984.stm (school leavers swear allegiances to the queen sense of belonging?) http://news.bbc.co.uk/1/hi/uk/1701843.stm (What is Britishness anyway?) 4
Resources Starter Play the first minute (intro) to the DVD This would be a good time to find out what the students think already. Ask your class, What is Britishness? Explain to the pupils why you are doing this lesson, why it is important they address the idea of Britishness. What did they think during that first minute (first impressions) Lower ability to go with part 1 Answer: British 5
Section 1 (Being British) Question: What is the difference between British and English? Answers: British has the Union Jack, born in England, no British national football team. English has the George Cross, born anywhere in British Isles, a lot of history with dress sense like the bowler hat, monarchs, football team. Similarities are that a British person can be English and English can be British. Both speak English but British has other languages like Gaelic. 6
Being British Section 1 (Being British) Complete the words on the map to show, show who were the original nal indigenous people in Britain? Answers: Homosapiens Romans Anglo Saxons Vikings Normans 7
A People to Be Proud of - The Face of 21 st Century Britain Students should identify the best of the following to represent the face of 21 st Century Britain.: A) Food B) Sport C) Landmark D) Personality. Ideas for answers: There are not set answers to this, students should think for themselves and teachers should listen to opinions and gather ideas on the board. Ideas may be Curry, Kebabs, Sunday roast, Fish and Chips, Chinese dishes. Football, Rugby, London Eye, Big Ben, David Beckham, Queen, Cheryl Cole 8
Famous British Citizens: Who Am I Quiz Instructions: 1. Guess who the following people are 2. What do they all have in common? A B C D When I was at school one of my class mates was murdered I went to a 4 day stag party I got in to trouble for organising a boozy Christmas party I do a lot of charity work I am proud to play in defence for England and have worn the captain s armband I had a number 1 in the USA I do a lot of charity work Britain voted me a winner I love pets I like dogs I play the piano I was born in England I am a Christian My family can be traced back to German routes I was born in England I am a Muslim I support a football team I love boxing Answers: A= Rio Ferdinand B = Leona Lewis C= The Queen D= Amir Khan 9
Plenary Ideas The Future of Britishness Students need to show they are engaging with the material presented in the lesson. Give them the following handout. Students can use it as a planning framework and present their ideas to the class at the end. (This could be the beginning for schools who wish to take part in who do we think we are week http://www.wdwtwa.org.uk/ People in the UK are losing their British identity. How can I get them to explore Britishness, how can we promote it? Task What strategies can you suggest to get from this to this? Haha! Sorted! Up the Brits! Grrrr! Ideas for answers: This can be linked to the possible British Day with examples of what citizens can do on this day. Campaigns, adverts, school shows, more news reporting and national flags being flown at school and in neighbourhoods. Students could discuss problems with their ideas, maybe that British day would just be another day off, could it be used in a positive way and how could the government ensure people don t sit at home not participating. Maybe if they requested, filled in a form for the day off then it could work like that. Students should think about this and write the notes on the handout. 10
Alternative Plenary to end the topic and gather students gained knowledge. Students can either work alone or in groups to identify the main and most interesting points students should have gained from the Being British topic. Instructions Velma found a child s school book, Scooby and the gang are reading about Britishness. Fill in the speech bubbles for Scooby, Shaggy, Daphne, and Fred. Ooh we have a clue. This is a students book, title..being British. Lets read on guy. What should students be writing? Ideas about what Britishness is, How we became the Brits of today (homosapiens, Romans, Vikings, Anglo Saxons etc), What is good about Britain, Problems Britishness faces today, the future of Britishness. It should be based on the DVD. This could be used as a spider diagram for writing interesting points down from the DVD. 11
Plenary task You and your group are going to write a rap/poem about how Britain has many different people and cultures from all over the world. Raps are songs that use spoken words. First, think about the ideas you might want to use in your rap. Use the next slide to jot down ideas. They don t have to rhyme yet you will do that step later. IDEAS GRID Here are our ideas about how Britain is a multicultural country: Here are our ideas about how to deal with racism or prejudice: Here are our ideas about how people can live together with different cultures: Here is the most important message we want to tell people about in our rap: 12
Ideas for Raps Being British People with the skin, colour of white, Others with the skin black as night, If you look inside we are all the same Regardless of colour, creed or name You can t judge people from the place they re from The country is ours, we all belong. From continents, countries, who really minds? We work with people of all different kinds (Year 9 Students at Frederick Gough School, North Lincolnshire) Get With It Do it, do it, become multicultural Do it, do it become an individual Don t judge by race Accept Britain s changing face Live with it, live with it, live multicultural Live with it, live with it, live with the individual They might be black they might be white Its just time you lived with it, alright! Be it, be it, be multicultural Be it, be it, be the individual Accept religion and accept faith not hate Just don t leave it too late Get on with it, get with it. (Rapped by Frederick Gough Secondary School Pupils, North Lincolnshire) 13