91热爆

Video summary

Actor and musician Moey Hassan talks to his nephew, 10 year-old Yusef, about Pakistani migration to the UK.

In August 1947, British India split into two new countries, India and Pakistan. From the late 1940s onwards, many Indian and Pakistani people travelled to the UK in search of greater job opportunities.

Of all the South Asian communities in Britain, the largest is that of the Pakistanis from the Punjab region who found work in the mill towns of Lancashire and Yorkshire in the 1960s.

Moey talks about organising 'day-timers' for the local South Asian community, where they played bits of bhangra music and Bollywood tunes. It started off small with just 30 to 40 people turning up, but within a few months, the numbers increased and there were 200 to 300 people coming to Moey's events.

When the mills closed down a lot of Pakistanis at the time were made redundant, so they used their redundancy money to open other businesses, including corner shops. Moey explains that these shops were successful because they provided somewhere that the Pakistani communities could buy goods, like daal and javal, that were not available in British supermarkets at the time.

This short film is from the 91热爆 Teach series British Asian History.

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Teacher Notes

Learning points:

  • To learn about the reasons why people have emigrated to Britain from Asia over time, and in the post-war years.
  • To learn about the effects of the Partition of India in 1947 on post-war Britain.

Key Vocabulary

This film gives you the chance to explore and learn this vocabulary in the context of a personal story.

  • Vocabulary used in the film:

    • British Empire
    • Govern
    • Ruled
    • Migrated
    • Dam
    • Partition of India
    • Mills and mill towns
    • Labourer
    • Made redundant
    • Weavers-Instability
    • Displaced
    • Community
    • Generations
    • Opportunity
    • Clubbing (Nightclubs)
  • Vocabulary useful for discussing the film:

    • Immigration and immigrants - coming to live permanently in another country.
    • Emigration - leaving one's own country in order to settle permanently in another.
    • Asia/Asian - the largest and most populous continent on earth.
    • Britain/ British - "Great Britain" is often used to refer to England, Scotland and Wales, including their component adjoining islands.Great Britain and Northern Ireland now constitute the United Kingdom.
    • Community - a group of people living in the same place or having a particular characteristic in common.
    • Culture - a pattern of behaviour shared by a society, or group of people.
    • Discrimination - the unjust or prejudicial treatment of different categories of people.
    • Diversity - differences in racial and ethnic, socioeconomic, geographic and academic backgrounds.
    • Equality - when people are treated the same, regardless of what they look like or where they come from.
    • Inclusion - being a part of what everyone else is, being welcomed and embraced as a member who belongs.
    • _Legacy - something we inherit from past generations and pass to our future generations.
    • Prejudice - a preconceived opinion that is not based on reason or actual experience.
    • Racism - the belief that people of different races or ethnic groups have different value in society, and using this against them.
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Before watching the film

You may want to discuss what your pupils understand by the word 鈥榠mmigrant鈥 and what they already know about people who have come to live in the UK, over time. Pupils could discuss what they understand by the term 鈥榗ommunity鈥 and whether they identify as being part of any communities.

Moey talks about people being 鈥榙isplaced鈥 after the Mangla Dam flooded lots of villages, and he also sets this in the context of happening just two decades after the Partition of India. Our interviewer, Yusuf, describes the Partition at the start of the film too, supported by maps and a timeline. He talks about the connection between the Partition and the British Empire in the Victorian Era. You could make links between the pupils鈥 prior history knowledge of this time.

Please note, you should consider the needs of any children in your class with Pakistani or Indian heritage, or who have lived experience of being displaced, or having to leave a country under distressing circumstances, as part of your preparation.

Questions to consider

Depending on the focus of your lesson, you may wish to pause the short film at certain points to check for understanding, asking questions such as:

  • Why did some people emigrate from Pakistan to settle in the UK? Why did Moey鈥檚 father come to live in Bradford?
  • What do you think it was like for Moey and his family when they moved to Bradford? Think about what he says about the other people and children.
  • Why does Moey think so many Pakistani people came to live in Bradford?
  • Moey says his parents thought of themselves as 鈥榞uests鈥 who shouldn鈥檛 cause trouble. How do you think it made him feel?
  • What opportunity did Moey notice when he saw people from different communities enjoying music and going to nightclubs?
  • What role did corner shops play in helping Asian communities? Why does Moey say corner shops 鈥榯ook off鈥 and many are still run by people of Asian heritage?

Activities to further explore learning

  • Pupils could compare and contrast this episode with the Marigin Opiala episode.
  • Pupils could write a biography of Moey, including a fact file about the Partition.
  • In music lessons, pupils could listen to the music Moey describes, comparing this with the music they listen to.
  • Pupils could discuss how our British Values were or were not enacted in Moey鈥檚 story. For example, how was tolerance or intolerance a part of this film?
  • Pupils could compare and contrast this episode with the Rupal Rajani episode.
  • Having watched the film, pupils could write down any questions they would ask Moey if they had the opportunity.

How this film meets the aims of the National Curriculum in England:

  • History

This film will help you to ensure your pupils understand the history of these places as a coherent, chronological narrative, focusing on the 19th Century to the present day. Through this personal story, pupils will learn about the diversity of people who have shaped this nation and how Britain has influenced and been influenced by the wider world.

Pupils will develop deeper understanding of historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, and frame historically-valid questions.

They will also gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

How this film meets the aims of the Scottish Curriculum:

  • Social Studies
    This film will enable pupils to compare and contrast communities and the lives of people in the past with their own, and to contribute to a discussion of the similarities and differences.

    They will find out why people and events from a particular time in the past were important, placing them within a historical sequence.

  • Health and Welbeing Across the Curriculum

This film will help pupils to develop self-awareness, self-worth and respect for others, understanding diversity and that it is everyone鈥檚 responsibility to challenge discrimination.

How this film meets the aims of the The Northern Ireland Curriculum:

  • The World Around Us

This film will enable pupils to learn about how people and places have changed over time, the causes and effects of people moving from one place to another, and the positive and negative impacts of people on places. Exploring the lives and memories of people from the past is part of the history non-statutory guidance and this film provides an ideal starting point for this.

  • Personal Development

This film will enable pupils to appreciate the similarities and differences between themselves and others by providing a starting point for discussing cultural heritage, community and the diversity of people living in Britain.

How this film meets the aims of the National Curriculum in Wales:

  • History
    This film will enable pupils to place events chronologically, identify similarities and differences between ways of life in different places during the 20th Century, and to discuss the consequences to people of historic events.

  • Personal and Social Education Framework
    This film will help pupils to see people who have been active citizen and help them to develop respect for others. Through personal stories, pupils will learn the value of diversity and recognise the importance of equality of opportunity.

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