This document provides materials for a Year 10 lesson on identity and diversity in Britain. It begins with introductory questions about British identity and attitudes toward foreigners. It then defines identity and diversity. The lesson discusses how Britain has become a multicultural society through immigration since the 1950s. It provides statistics on the ethnic diversity of Britain from census data. Students are asked to consider their own identities and connections to other parts of the world. The document discusses how diverse communities have influenced British society and culture. It aims to help students understand the meaning of identity and consider Britain's multicultural communities and diversity.

1. YEAR 10:
RIGHTS AND
RESPONSIBILITIES
MODULE
IDENTITY & DIVERSITY

2. SCENE-SETTING
DISCUSSION
Do British people have
“an island” mentality?
Does this reflect in our
attitude to “foreigners”?
Does it matter?
I want to set the scene for the
lesson by using a big open
question that requires abstract
thinking skills.

3. WHAT IS THIS LESSON ABOUT?
IDENTITY
Noun: identity;
the fact of being who or what a
person or thing is.
“we know the identity (name) of
the person who threw the
snowball"
Plural noun: identities;
A collection of things that
identifies the individual.
“this person is in Year 10/ is a
boy/ has blonde hair/ plays
rugby/lives in Ilkley….."
DIVERSITY
Adjective: diverse
showing a great deal of
variety; very different.
"a culturally diverse
population"
Noun: diversity
the state of being diverse.
"there was considerable
diversity in the style of the
reports"

4. PUTTING THE LESSON INTO CONTEXT
“The British are not a
single tribe, or a single
religion, and we don’t
come from a single
place. But we are
building a home where
we are all able to be
who we want to be, yet
still be British. That is
what we do: we take,
we adapt and we move
forward.”
- Benjamin Zephaniah

5. IS BRITAIN A MULTI-
CULTURAL SOCIETY?
In the 1950’s,
many people from
British colonies in
Africa, Asia and
the Caribbean
settled in the UK
looking for work,
as there was a
shortage of
manual and semi-
skilled employees
in Britain during
that period.

6. HOT OFF THE PRESS –
CENSUS RESULTS
In London more than
half of the population
(55%) have an
ethnicity other than
white British
http://www.bbc.co.uk/news/uk-
20677321

7. MULTI-CULTURAL BRITAIN
KEY TERMS
Emigration: leaving your homeland to
live in another country
Immigration: moving to another
country to live there
How has British
society changed as it
reflects and adapts to
multi-culturalism?
Examples?
Think about: different faiths,
more varied food, diverse
music, inter-faith and inter-
racial marriages, joining
other social celebrations etc
2011 Census

8. CONSIDER SOME
STATISTICS
• The non-white British population in England & Wales rose
from 6.6m in 2001 to 9.1m in 2009
• There are now almost a million mixed race people in
England & Wales
• In 2010 Britain had the highest rates of dual heritage
relationships in the world (people with parents of different
origins)
• The Census showed that approximately 70% of Bradford’s
population are White British and 20% Asian or British
Asian
• The ethnic make-up of Ilkley's population is 98.02%
White, 0.74% mixed, 0.72% Asian, 0.37% Chinese or
other ethnic group and 0.14% Black. The largest age group
is 45 to 59-year olds (20.73%).

9. PLEASE NOW COMPLETE THE
FIRST PART OF YOUR
WORKSHEET
Lesson 3 - Multicultural Britain, Diversity and Identity
LEARN:
• Understand the diverse communities that make up the UK
• Understand the meaning of identity and community
• Consider your roots and the diversity of our local communities
My connections to the world:
Key Words:
Dual Heritage – People with parents or ancestors
of different origins
Cultural diversity – The range of different groups
that make up a wider population
Multicultural – Many different cultural or ethnic
groups
Immigration – Moving to another country to live
there (e.g. EU migrant workers)
Name:
Form:
o Is Britain multicultural? Explain your answer
o Is Bradford? Explain your answer
o Is Ilkley? Explain your answer
“I consider myself English first.”
Do you agree with this view? Explain your answer

10. CONSIDER YOUR IDENTITY & ROOTS
• What does identity mean?
• It is a combination of where you
come from and the influences on
your life. Consider what your
identity and roots are.
• Do you consider yourself English
or British or is that not
important to you?
• Can you think what young British
Muslims might regard as their
identity?
• http://youtu.be/-fWh-HfrvM0

11. WHO FEELS BRITISH?
Consider this research from 2012
https://www.iser.essex.ac.uk/2012/06/30/ethnic-
minorities-living-in-the-uk-feel-more-british-than-white-
britons
New research examining how British people feel about their nationality
has revealed that people from ethnic minority backgrounds identify
more closely with Britishness than their white counterparts.
The researchers also point to the significant numbers of White British
people who feel little or no association with “being British”.

12. The research showed that:
 All minorities (other than mixed) identify more strongly as British than
the White majority
 Muslim Pakistanis are not any more likely to have a strong minority
identification than any other group – in fact the opposite
 Indians, Black Africans, Pakistanis, Bangladeshis and Middle Eastern
Muslims associate most closely with Britishness
 White, Chinese and Afro-Caribbeans associate least closely with
Britishness
 Identification with Britishness is higher among the children and
grandchildren of migrants
So make a note please:
“Research carried out by the Institute for Social and Economic
Research in 2012 suggests that people from ethnic minority backgrounds
identify more closely with Britishness than their white counterparts.”
RESULTS OF THE RESEARCH

13. CONSIDER OUR LINKS AND
YOUR LINKS TO THE REST OF
THE WORLD
Different sorts of links:
• Ancestors/family ties
• Family still living in other
parts of the world
• Membership of the EU
(free movement of
workers for example)
• Trade links/global inter-
dependence
• Political links/associations
• Travel
• EVEN THE MAKE UP OF
OUR NATIONAL
SPORTING TEAMS!

14. PLEASE NOW COMPLETE THE
OTHER PARTS OF YOUR
WORKSHEET
Lesson 3 - Multicultural Britain, Diversity and Identity
LEARN:
• Understand the diverse communities that make up the UK
• Understand the meaning of identity and community
• Consider your roots and the diversity of our local communities
My connections to the world:
Key Words:
Dual Heritage – People with parents or ancestors
of different origins
Cultural diversity – The range of different groups
that make up a wider population
Multicultural – Many different cultural or ethnic
groups
Immigration – Moving to another country to live
there (e.g. EU migrant workers)
Name:
Form:
o Is Britain multicultural? Explain your answer
o Is Bradford? Explain your answer
o Is Ilkley? Explain your answer
“I consider myself English first.”
Do you agree with this view? Explain your answer

15. RECAP ON THE LEARNING
OBJECTIVES AND WHAT WE
HAVE LEARNT TODAY
Lesson 3 - Multicultural Britain, Diversity and Identity
LEARN:
• Understand the diverse communities that make up the UK
• Understand the meaning of identity and community
• Consider your roots and the diversity of our local communities
My connections to the world:
Key Words:
Dual Heritage – People with parents or ancestors
of different origins
Cultural diversity – The range of different groups
that make up a wider population
Multicultural – Many different cultural or ethnic
groups
Immigration – Moving to another country to live
there (e.g. EU migrant workers)
Name:
Form:
o Is Britain multicultural? Explain your answer
o Is Bradford? Explain your answer
o Is Ilkley? Explain your answer
“I consider myself English first.”
Do you agree with this view? Explain your answer

16. PUTTING THE LESSON INTO CONTEXT
“The British are not a
single tribe, or a single
religion, and we don’t
come from a single
place. But we are
building a home where
we are all able to be
who we want to be, yet
still be British. That is
what we do: we take,
we adapt and we move
forward.”
- Benjamin Zephaniah
http://www.poemhunter.com/poem/the-british/

17. DIVERSE COMMUNITIES AND
RACIAL UNDERSTANDING
 Local schools (particularly in
urban areas) may serve a
community with several different
home languages and different
festivals to celebrate
 Public and community information
in a number of different languages
 Hospitals may work with a variety
of traditions and expectations
surrounding births and deaths
 Local councils have to take
account of different community
needs for shops and religious
buildings
 Businesses may have staff and
customers from a wide range of
cultural backgrounds
 Different cultural celebrations
Leicester: a lesson in
racial understanding?
In the 1970’s, Leicester was labelled one of the most racist cities in Britain and racial
tension was high. The city council took the lead and created Britain’s first-ever race
relations committee, along with a public education committee. Now festivals such as
Diwali attract many visitors and Asian communities are represented on the city council.

18. RECENT NEWS!
http://www.bbc.co.uk/news/uk-politics-21921089
http://www.bbc.co.uk/news/uk-politics-21850751
http://www.bbc.co.uk/news/uk-politics-25398612

19. WHOLE-CLASS APPROACH
TO EXAM STYLE QUESTION
QUESTION:
“Immigration benefits
a country”. Do you
agree with this
statement? Give
reasons for your
opinion showing you
have considered
another point of view.
http://youtu.be/MHplEJ
gevqM
As a Group, create a list (and copy this
up in your books) of:
• Ways in which immigrants benefit
from coming to the UK, along side…
• Ways in which they contribute to the
UK (in other words how do we benefit
from them?)
Think about:
• How do immigrants contribute to the world
of work?
• How do they contribute to the culture of
the UK?
• Does meeting people from other cultures
help us to understand the world better?
• Do we get on better if people from different
cultures mix together?