QUESTION WHY HAS THE ETHNICITY OF SPARKBROOK CHANGED

QUESTION – WHY HAS THE ETHNICITY OF SPARKBROOK CHANGED SO MUCH SINCE 1945?

YOUR EXCITING LESSON TODAY IS … • LI – Today I will look at why Post 1945 Britain was so popular for im_igration. • Learning Outcomes • I can give valid reasons as to why certain ethnic groups were attracted to life in Britain. • I will be able to account for the experiences of migrant workers • I will use commas in my work, as this is an area that the class needs to improve on.

Mind Map Why did immigrants come to Britain Post 1945? What were their experiences like?

• http: //www. youtube. com/watch? v=Vi. Gwx. Jlo. I 70 • Add these reasons to your mind map.

Name: Leila Jones Age: 30 Country of origin: Jamaica Occupation: Nurse Family: Married with 2 children aged 5 and 8 Situation before moving to Britain: • • • Employed but low wages Husband had lost job when sugar trade collapsed Struggled to feed family Home was damaged by hurricane Worried that children were not receiving good education What attracted her to Britain? • • Her father had served for the Allied armed forces during World War II and had told her about how well he was treated in Britain A cousin living in Britain and working as a nurse told her that the NHS needed more nurses and that the working conditions were much nicer than in Jamaica Experience of Britain • Few treated her with respect e. g. bus conductor would let her off paying fee • Loved cleanliness and order of hospitals • Found it difficult to find accommodation. Her young family were forced to live in Peter Rachman’s flats, her husband was beaten when he complained about rent cost • Husband was attacked with glass bottle during 1958 Notting Hill Riots

Name: Joseph Lewis Age: 24 Country of origin: Jamaica Occupation: Carpenter Family: Single Situation before moving to Britain: • Struggled to find work • Friends had moved to USA but in 1952 new controls made it difficult for people to emigrate to USA • Home devastated by hurricane • Mother was ill but they could not afford decent health care What attracted him to Britain? • Was told there was 6 jobs for every man • Wanted to help the mother country by filling the job shortages • Adverts were posted everywhere encouraging people to move to Britain for work • He could send money back home to pay for mothers health care • Thought it would be an adventure Experience of Britain • When stepped off Windrush ship, there was cameras and some voices shouting go back ‘Go home’ • Most rented accommodation had signs saying ‘No dogs. No blacks’ • Managed to rent a flat in Handsworth, where there was a strong Caribbean community • A wall in the street had graffiti saying ‘keep Britain white’

Name: Suresh Ruparala Age: 42 Country of origin: Uganda Nationality: British/Asian Ethnicity: Indian Occupation: Lawyer Family: Married with 3 children aged 10, 14 and 16 Situation before moving to Britain: • • • Employed as a lawyer with good wage In 1972 the leader of Uganda Idi Amin announced he wanted to all 50, 000 Asians to leave the country, anyone that stayed would be killed Father was kidnapped and killed by Ugandan army What attracted him to Britain? • • Relatives had moved to Britain 10 year earlier to work for as doctors in NHS so already had strong links Held British passport and felt as much British as Indian Good educational opportunities for children Good job prospects and high wages Experience of Britain • Overqualified for jobs that were offered

Name: Ajay Singh Age: 52 Country of origin: India Nationality: British/Asian Ethnicity: Indian – Sikh Occupation: Engineer Family: Married with 4 children aged 25, 27, 28 and 30 Situation before moving to Britain: • • Most people in India were Hindu or Muslim and therefore Sikh’s were a minority group Since India had become independent there had been lots of disruption and violence between the Muslim Pakistan and Hindu India in area where Ajay and most Sikhs lived What attracted them to Britain? • Had served in British armed forces • Job opportunities advertised in Indian newspapers • Admired order of British society • More safe for family • Had family living in Britain who could find work and housing • Better health care Experience of Britain • Overqualified for jobs that were offered • Worked as a cleaner and then in a textiles factory • Had to use separate toilet facilities to white workers • Would hear people say that he was only there for benefit system even though had worked since moved to country and had never claimed money from goverment

STOP, COLLABORATE AND LISTEN …. . • Look at your work and your friends together. • Add in extra information. • Included commas • Together write three sentences on what you have learnt so far about Immigration in Britain post 1945 and put your own opinion in. • However therefore due to the fact consequently

NOTTING HILL RIOTS – WHY DID IT HAPPEN? http: //www. youtube. com/watch? v=p. FLQk. C 4 Ob. Xc

Add more detail to your Mind Map WHY DID IMMIGRANTS COME TO BRITAIN 1950 -1975 LI – I will study and look at Why people were attracted to Britain and what their experiences were like. Learning Outcomes – 1. I can explain through source work the reasons key elements of immigration to Britain. 2. I can evaluate and use contextual detail when analysing sources. 3. I can independently gather information to meet my LI.

Question Content What can you see/read? Use Quote Type of source Context When was it created? Who created it? Why are these significant? What was happening at the time? 1. What can you learn about immigration to Britain from source A? Comment Answer the question! Challenge What are its limitations? Is it misleading? Does it miss out information? You can learn that…. . N/A 2. How useful is source B as evidence about why people immigrated to Britain? Is it one-sided? Does it apply to every immigrant? It is useful because…. However, the source is limited because… 3. To what extent does source C explain the experience of immigrants in Britain during 1950’s? Is it one-sided? Does it apply to every immigrant The source explains that…. However, it does not explain that…. . 4. What is the message of source D? The overall message is……. N/A

ASSESSMENT • 1. What can you learn about immigration to Britain from source A? • 2. How useful is source B as evidence about why people immigrated to Britain? • 3. What is the message of source D?

WHAT DOES THIS PICTURE REVEAL?

ENOCH POWELL • Racist or misunderstood?

REACTIONS TO IMMIGRATION – WHAT DID THE GOVERNMENT DO? LI: To explain how the government responded differently to immigration during 50’s and 60’s http: //www. youtube. com/watch? v=0 lj. I 2 P MUfw. Y

Why was there racial tension in the 1950’s? Read through pages 458 -459 Make notes on racial tension in 1950’s under these headings: Reactions to immigration Summer of violence Did politicians help? Homework in the blue folder. New homework set for next Tuesday.

DID THE GOVERNMENT HELP? • Commonwealth immigrants 1950’s and 60’s received less help than the Poles and POW’s during World War II • Government initially encouraged migrants to come to Britain but by late 1950’s started to discourage them • E. g. one government leaflet warned Caribbean's that people in Britain were not talkative and the food was drab • Why do you think the government began to discourage immigration to Britain?

GOVERNMENT ACTION • You need to remember the key actions of the government to tackle the issue of immigration between 1959 and 1976 • Read through the information on 462 -463 • Were the acts encouraging or discouraging immigration?

1959 1962 -1964 1965 -66 1967 1968 1976 How did violence of 1958 make immigration an issue? ‘Keep Britain White’ campaigns Commonwealth Immigrants Act 1962 Race Relations Act 1965 Race Relations Board 1966 Founding of the National Front Commonwealth Immigrants Act 1968 Enoch Powell’s speech Racial Equality Act Commission for Racial

GOVERNMENT ACTION RECAP Restricted immigration to people who had valuable 1962 -1964 Commonwealth Immigrants Act 1962 skills or jobs where shortage of workers (people from countries like Caribbean, India and Pakistan had less skills than those from other countries such as Australia and Canada) 1965 Race Relations Act Illegal to discriminate against any person because of colour or race 1966 Race Relations Board Set up to deal with complaints for discrimination (lacked legal powers and people on board were all white) Foundation of the National Front Openly racist political party, called for end of immigration and for immigrants to be sent back to their country of origin 1968 Commonwealth Immigrants Act Further restrictions, had to have British passport, born in Britain or parents/grandparents born in Britain (allowing mostly people from white Commonwealth countries to emigrate) 1976 Racial Equality Act Commission for Racial Equality Racially offensive music or publications illegal. Tribunals for people who felt they had been discriminated against in work place Commission for Racial Equality investigated racism

IMMIGRATION ON BRITISH SOCIETY • Read through pages 466 -469 • This will then be discussed as a group.

EXTENDED WRITING • This should be about a page and a half long. You need to answer the following essay question. What was Britain like for Immigrants in Britain 1939— 1955? Introduction Paragraph 1 – Who came to Britain and why. Paragraph 2 – Experiences, both bad and good. Paragraph 3 – Government reaction. Paragraph 4 – Your own opinion with reference to the contribution of immigrants.

ASSESSMENT REVIEW LO: To review and develop ability to answer source based exam questions

• Complete a piece of extended writing (1 page and a half) on

Working in groups of 3 or 4 you are going to create a model answer for one of the assessment questions 1 person will write content 1 person will write context 1 person will write comment 1 person will write challenge You will then read out your part and the class will have to guess which section you have done

GOVERNMENT ACTION • You have 20 mins to complete your activity that will help the rest of the class to remember what the government did to tackle immigration between 1959 -1976 • You will present your activity to the class • We will then vote to see which group has created the best activity

WHAT IS THE MESSAGE OF THIS CARTOON?

WHAT WAS THE PURPOSE OF SOURCE 30? • In this type of question you need to explain why a source was made. • The crucial thing here is not to stop at explaining the message of the source. • Make sure you go on and explain its purpose. In other words, what impact was it designed to have on people’s thoughts or actions. • Content: take 2 x quotes + explain for written sources • Context: when was it made? By whom? What was going on at the time? Could it be biased? • Comment: why was the source made – what is it trying to get you to think?

GOVERNMENT ACTION • Government policies on immigration during 1960’s have been criticised for benefitting immigrants from Old Commonwealth Countries and discriminating against immigrants from New Commonwealth Countries • Which do you think the were Old Commonwealth countries? • Which do you think were New Commonwealth countries?

HOW WELL DID GOVERNMENT HANDLE IMMIGRATION IN 1960’S? Evidence for ‘The government said comments and did actions just in order to get the vote’ ‘Measures supported immigrants from Old Commonwealth rather than New Commonwealth’ ‘The government saw immigrants as problem rather than those with prejudiced or racist views’ Evidence against

DEBATE • ‘ Politicians did not do much to help New Commonwealth Immigrants during 1960’s’ • Agree or Disagree?

• As mass immigration continued in the 1950 s, so did the rise of racial violence and prejudice. Many areas including Birmingham, Nottingham and west London experienced rioting as white people feared the arrival of a black community. • On one hand, these men and women had been offered work in a country they had been brought up to revere. On the other, many were experiencing racial prejudice they had never expected. • Legislation had allowed people from the Empire and Commonwealth unhindered rights to enter Britain because they carried a British passport. • Under political pressure, the government legislated three times in less than a decade to make immigration for non-white people harder and harder. By 1972, legislation meant that a British passport holder born overseas could only settle in Britain if they, firstly, had a work permit and, secondly, could prove that a parent or grandparent had been born in the UK. • In practice, this meant children born to white families in the remnants of Empire or the former colonies could enter Britain. Their black counterparts could not. • While government was tightening the entry rules, racial tension meant it had to try to tackle prejudice and two race relations acts followed. • In 1945, Britain's non-white residents numbered in the low thousands. By 1970 they numbered approximately 1. 4 million - a third of these children born in the United Kingdom.

• What is the message of the cartoon/source? • What does the source suggest about a person/event? • What can we learn from the source? • What the purpose of a source is/ why was this source produced? • Whether (and how far) a source is useful for a study of……. . ? • Whether a source is reliable (trust) for an enquiry. • Are you surprised by the source? • How similar are these two sources? • Which of the sources gives a more accurate view of…. ? • How far do the sources support a particular viewpoint or opinion?