ACTIVITY WORKSHEET 1 - Activities 1-5 Our Untold Stories: The Asian Community in Gloucestershire

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ACTIVITIES FOR ALL GROUPS

1. Look at the photographs on pages 4, 14, 48, 46, 47, 44, 43, 33, 50, 56, 57, 59, 69, 71, 76, 79, 98, 113, 128, 129, 130, 141, 153, 154.

After studying these photographs, show how varied the Asian community is in Gloucestershire, by creating a spider diagram. Link as many boxes as you wish to the central box

What does this diagram tell you about the way that some people stereotype?

2. different students could cover different questions within their groups, discuss your answers within the group.

a) Study pages 6 – 7.

• What does the term “Asian” mean?
• Look at the 5 key questions asked in this book (paragraph 3). Put the questions into order, ranking the most important one number 1 and so on. Then discuss your reasoning with another group or through whole class discussion led by your teacher.

b) Sketch the map on page 8 and then read page 9. Give 2 reasons for the significance of Surat.

c) Read page 9. List 5 ways in which Indian people helped the British Empire.
Read appendix one, page 173. Find Ruth. What was an Ayah? (Look at page 9).
Look at appendix one again and also look at pages 10 – top of page 12.

• Now design a bar chart to show The Social Status of Asian People in Gloucestershire before World War 2.
  Estimate the number of working, middle and upper class people and put to scale with a key.

d) Read page 12. Put a heading Social and Economic Profile of Gloucestershire Asians Today. List the general characteristics from page 12. Then answer this question:

• Does the awareness of such a profile help promote and celebrate cultural diversity? Explain your thinking.

e) What is the significance of the 1991 census, in terms of cultural diversity, for the city of Gloucester?

3. again different students could tackle different questions, discuss your answers within the group.

Put the heading "The Gujarati Muslim Community". Then read page 15.

(a.) List all the natural problems faced by incomers in the 1960’s.
(b.) What social problems did they face?
(c.) How did they overcome these? (p15–top of 16)
(d.) Make a storyboard to show a, b and c above in action.

More advanced work: Read pages 16–17 and the last 2 paragraphs of page 18, and then read p20–21.

• Bullet point the 10 main factors that show how complex the Gujarati Muslim community is in Gloucester.
• Share your findings with another student and discuss.

4. Study The Bangladeshi Community p76-83 & work in your group to answer the following questions.

What is the odd one out of:

All groups will now attempt this concept map. [IF YOU CANNOT REMEMBER HOW TO DO A CONCEPT MAP THEN CHECK BACK ON THE WORK YOU DID ON THE CHINESE COMMUNITY IN GLOUCESTER.]

To do this you will also need to read Badsha Meah’s story (p84-86), Amzad Ali’s story (p86-88), Mohibul Hussain’s story (p88-91), Muhibur Rahman’s story (p91-92), Waris Ali’s story (p92-93), Namder Meah’s story (p95-96) and Haris Ali’s story (p96-97)

THE QUESTION YOU ARE RESEARCHING IS

Put this question in the middle of the page. Then put the following statements into boxes and link them to the middle box with a labelled line of explanation. You may decide that some of these statements are irrelevant when you discuss – but you must justify your opinion.

• Voluntary work
• Charity work
• Too competitive
• Supermarket cuisine
• New Karachi restaurant
• Merchant Navy
• Indian ‘takeaways’
• Poetry
• Politics
• Professions
• Tajmahal
• Higher education
• Factory work
• All day opening
• Marriage
• Indian vegetables
• Popularity
• Multilingual

Present your findings for display.

5. All groups should attempt this mystery about the Pakistani Community in Gloucester

To do this, you will need to study The Pakistani Community (p98–103) and then grade the statements below.

You may well decide that some of the statements are irrelevant. Grade others as very important (v.i.); important (i.); and of minor importance. (m.i.) The mystery you have to solve is:

WHY HAS THE PAKISTANI COMMUNITY IN GLOUCESTER GROWN FROM INTERNAL MIGRATION WITHIN ENGLAND RATHER THAN DIRECTLY FROM PAKISTAN?

Here are the statements:

1. People from the Indian sub-continent have been coming to England for hundreds of years. (Quick question for a quick discussion – what is a sub-continent?)
2. Some Pakistani sailors settled in British ports after World War 2 and then moved inland.
3. Pakistanis now make up the 3rd largest minority ethnic group in Britain. (M.E.G.)
4. Many Pakistani men emigrated to find work in the textile mills of northern England before 1962.
5. They were joined by their families and communities developed in cities like Bradford.
6. The Pakistani community has suffered from racism.
7. Compensation was paid to Pakistani people displaced by the building of a dam.
8. The B voucher scheme allowed many professionals to come to Britain.
9. There was a shortage of workers in Britain after World War 2.
10. Gloucestershire was a 2nd or 3rd stop for many migrants.
11. The vast majority of Pakistanis in Gloucestershire live in Cheltenham, Gloucester, Stroud or Tewkesbury and are well settled and integrated.
12. The educational achievement of the Pakistani community in the county is good.
13. The traditional family system is the joint or extended family of 3 generations.
14. Origins go back to Punjab or Azad Kashmir.
15. Links are strong with the Gujarati Muslim community.
16. A Pakistani social and cultural organisation was set up in Gloucester in 1991.
17. Urdu classes are held.

WHEN YOU HAVE FINISHED, convert the census returns for 1951 and the estimated figures for 1961 and 1966 into graphs or bar charts. (page 100–101)
AND THEN LOOK AT THE STATISTICS in paragraphs 2 and 3 on page 101 and work out how best to present these figures – graphs? Bar charts? Pie charts?