Migration Case Study: Sheffield Link to Fundamental British Values: mutual tolerance and respect and the importance of civil liberties

Objectives To explore the patterns of migration to the UK by looking at the case study of the city of Sheffield To consider why people migrate to the UK

The different country challenge In groups list as many places as possible which you know somebody has to come to [Insert your local area here] to live from. These could be international (immigration) but also national (migration), different parts of the UK. This can be done as a game with prizes for the group who gets the most

The Arrivals Project Arrivals: Making Sheffield Home was an exhibition at Weston Park Museum by photographer Jeremy Abrahams. He photographed people who arrived in Sheffield from another country between 1945 and 2016 and took down a short profile of their story. Each person chose where in Sheffield they would like their picture to be taken. So the project is a portrait of the city, of the pattern of migration and of 72 individuals. You may wish to show your class some of the photos http://www.jeremyabrahams.co.uk/arrivals Image source: https://upload.wikimedia.org/wikipedia/commons/a/a8/Weston_Park_Museum,_main_entrance.jpg

Predictions Which countries do you think the most people will have come to the UK from between 1945-1975? Between 1974-2016? We are going to find out where people came to the UK from by studying Sheffield in detail using written profiles from the Arrivals exhibition. We will look at most of the people profiled in the exhibit and be using shortened versions of the profiles.

What is the West Indies? The West Indies is a group of islands including Jamaica in the Caribbean. When recording where people have come from if they say Jamaica or the West Indies, write down Caribbean. Image source https://upload.wikimedia.org/wikipedia/commons/thumb/c/ce/Map_of_the_West_Indies_Federation.svg/686px-Map_of_the_West_Indies_Federation.svg.png

Patterns of migration to Sheffield Use the profiles going around the room to map the story of migration to Sheffield from the rest of the world In your groups. Appoint one person as the team leader who will fill in the collection sheet. Work together to fill in the details of every person profiled with the date they came, the country they last came from and the reason for coming. Once you have finished with the profiles you have, you will need to swap them with another group to get more. In the ‘reason’ category here are the categories you can use: Love For work To escape conflict To study For the culture and experience To escape political persecution Once you have finished study the data you have collected. Which are the three countries which the most people came from? Can you see any patterns in the data? For the main task the students stay in their groups. They need the ‘groupwork collection sheet’ and the profiles will need to be cut up and distributed around the classroom, you may want to use two sets. The profiles will need to be swapped between the different groups. Each group needs to appoint a leader to organise their group and fill in the collection sheet. Check that they know the meaning of the word political persecution. Once they have finished the task they can think about the final questions on the slide as an additional challenge.

Patterns What are the top three countries people came from? Did you notice any patterns? Where did the first migrants in the exhibition come from (40s)? During the 50s, 60s and 70s many people came from just two countries. What were they and why did they come? In 75, 76 and 77 where did people come from and why? Recently people have come from all over the world but our laws on immigration mean that they come from different places for different reasons. What were the main reasons for people coming from Europe? What were the main reasons for people coming from Africa and the middle East? They now have additional time to complete the extension question and scaffolding to allow them to do so. They should still work in groups but could write the answers individually in their books.

Patterns answers The top three countries are? Pakistan 9 West Indies (Jamaica) 6 Ireland 4 A number of countries were on three (Uganda, Italy, Chile, France, USA) Did you notice any patterns? Early migration was from Europe and Ireland During the 50s, 60s and 70s many people came from the commonwealth countries of Pakistan and the Caribbean as they were invited here to work In 75, 76 and 77 Chileans came here fleeing political persecution Recently people have come from all over the world. From Europe they have come for love or to work. From the rest of the world they have come to escape conflict and violence.

Mapping the patterns Now map the patterns on your A3 world map. Shade each country that migrants have come from. Use different colours depending on the number of migrants that have come from that country. A colour for 1, 2, 3, 4, 6 and 9. Draw a arrow of the same colour going to the UK depending on the number of people so a very thin arrow for one, a much fatter arrow for 9. Inside each country write the last two numbers of the dates when people came e.g. 1945 -> 45 Draw a symbol near or in that country for the reason why they came. Can you think of example symbols for love, conflict, escaping political persecution? These guidelines are a suggestion but more able students should be able to come up with their own ideas for how to display the data. Obtain a world map outline from https://commons.wikimedia.org/wiki/File:The_World_map.png or similar

Plenary British society is very diverse, we have often offered sanctuary to those fleeing persecution because of their race or religion. What reasons do you think we have to feel proud of this history? Do you think we are living up to this history today?