Topic 2 Ethnic Minorities and Social Classes

Topic 2 Ethnic minorities and social classes

Topic 2 Ethnic minorities and social classes Topic-Übersicht Schülerbuch (SB) Aufgabenformate und Workbook (WB)/Hör- und Sehverstehen/ Fertigkeiten Kopiervorlagen (KV) und Klassenarbeiten (KA) LET’S START (SB, S. 26) Ethnic backgrounds and social • Describing a picture Challenge-Code classes – picture and quotes a2c6sc (Vokabellernlisten) LHB, KV LHB, KA WB, Aufgabe A American Dreamin’ (SB, S. 27 – 30) American Oxygen • Working with a song WB, Aufgaben • Online research My American dream led to a • Reading WB, Aufgaben trailer park. And I couldn’t be happier B A different kind of air (SB, S. 31 – 35) Environmental racism: Bronx • Reading – true or false? WB, Aufgaben activists decry Fresh Direct’s • Describing a picture impact on air quality • Writing a letter • Designing a poster • Writing a comment • Working with a map C Get out or die trying (SB, S. 36 – 39)

Driven by fear: the • Reading LHB-CD § A 1.4 Salvadorean children sent on • Answering questions on the Audioskript LHB, S. the perilous journey to the US text WB, Aufgaben • Listening • Preparing a five-minute talk • Writing a postcard • Writing a composition D A question of class (SB, S. 40 – 42)

Why Britain’s class system will • Describing a cartoon LHB-CD § A 1.5/6 have to change • Reading Audioskript LHB, S. • Answering questions on the WB, Aufgabe text • Listening E Segregation and the city (SB, S. 43 – 46)

Segregation in Blackburn: • Reading LHB-CD § A 1.7 ‘We’re at an impasse and it is • Describing a diagram Audioskript LHB, S. only going to get worse’ • Listening WB, Aufgabe • Writing a composition TOPIC TASK

Cultural awareness – Planning • Discussions a “Friendship Day” • Presentation

26 Topic 2 Ethnic minorities and social classes

Let’s start Seite 26

1 SB Seite 26 Lösungsvorschlag: • The picture shows people waiting at a bus stop. • There are five adults and one child. • On the left side of the picture there is an elderly white man. He is standing to the side of the bus stop, leaning on a rubbish bin and holding a plastic bag. He seems to be talking to the elderly white lady sitting nearest to him. • Sitting next to the elderly woman is an elderly man of Indian or Pakistani origin, with a large grey beard and a turban. He is sitting, looking straight ahead of him. • Next to him there is an elderly man who looks as if he is of East-Asian origin. He is looking up from his newspaper. • The last two people at the bus stop are a young girl and her mother. They also look foreign and the mother is looking down the line of people sitting next to them, possibly listening to what the two elderly white people are talking about.

2 Lösungsvorschlag: Ethnic backgrounds: British, Indian/Pakistani, Chinese/Vietnamese/Korean, Central/South American Social classes: working class, unemployed, retired, lower middle-class

3 Lösung: A – the elderly white man/woman B – the mother C – the Indian/Pakistani man or the East Asian man D – the elderly white man/woman

4 Hinweis: Hier eignet sich die Methode „Blitzlicht“. Die S könnten Vermutungen anstellen, zu welcher Person der Gedanke gehört. Dazu sollten den Personen vorher Namen gege- ben werden, um das Raten zu beschleunigen. Dies könnte auch bereits nach Aufgabe 2 ge- schehen. Individuelle Beiträge

A American Dreamin’ Seite 27 – 30

1 SB Seite 27 Hinweis: Alternativ kann hier auch die Methode „Placemat“ angewendet werden. Lösungsvorschlag: success, house, car, family, job, money, from rags to riches, education, freedom, African American, poor, rich, stable, prosperity, migrants, shattered dreams

2 Individuelle Beiträge

3 Individuelle Beiträge

Skills files, 4 SB Seite 28 SB Seite 192 Lösungsvorschlag: In my opinion, the message of the song is that anybody can make a success of their life if they work hard, regardless of their background and upbringing – if they believe in themselves and don’t give up.

27 Topic 2 Ethnic minorities and social classes

5 Lösungsvorschlag: a) We work hard for our money and keep going until we’re rich. b) Working really hard, doing what he can to get his life on track and be a success.

6 Lösungsvorschlag: first black president. anti-war protests, Martin Luther King, The Civil Rights Movement, racism, immigration, riots, the US space program, black power, patriotism, pollution and the environment, Wall Street, American industry, hurricane Katrina, homeless war veterans, 9/11, terrorism, US-Mexico border, Ku Klux Klan

7 Individuelle Beiträge

8 Lösungsvorschlag: Rihanna was born on the island of Barbados in the Caribbean and did not have a privileged childhood. She grew up with two brothers, two half-sisters and a half-brother from her father’s side, each born to different mothers. The family had a small house and Rihanna used to sell clothes on the street with her father to make money. Her father also suffered from drug and alcohol addiction. As a teenager, Rihanna suffered from bad headaches and it was feared she may have a tumour. After forming a band she was discovered by an American record producer and eventually moved to the USA and became a successful and very rich singer and performer. A classic from-rags-to-riches story.

9 Lösungsvorschlag: unemployed people, poorer people, immigrants, outsiders, people who like their freedom and dislike big cities, ex-convicts, travellers

10 SB Seite 30 Lösung: • Relationship in England comes to an end • Meets Sabrina online • Flies to Ohio to meet Sabrina • Marries three months later • Gets a job driving an ice cream truck • Gets a job drawing maps • Moves to a more expensive area • Loses his job • Moves back to Ohio and lives with Sabrina’s parents • Gets a job caring for elderly men • Loses his job and sues his former employer • Becomes a US citizen • Drives an ice cream truck again

11 Lösungsvorschlag: Simon’s life is an unusual example of the American Dream because although he has found happiness, it is not through wealth or professional success, but instead in a situation many people would consider a failure. It shows that success is defined differently depending on the individual.

12 Lösung: a) I learnt a lot from it. b) I am not interested in doing what everyone else does. c) Things started to go wrong from then on. d) Americans very quickly sue people for sometimes minor issues, and now I am doing it, too.

28 Topic 2 Ethnic minorities and social classes

13 Lösung: 1. a) negative d) negative g) negative b) positive e) negative h) negative c) negative f) positive i) positive 2. a) untröstlich d) erstaunlich g) überflüssig b) leidenschaftlich e) wahnsinnig h) obsolet/veraltet c) elend, erbärmlich f) vernünftig i) stolzeste 3. Many people are passionate about fighting for the rights of migrants. It is astounding how many people still live below the poverty line. If you say you don’t want to be rich, some people will think you are crazy. The introduction of robots in production has made many workers obsolete. Buying my first home was one of my proudest moments.

Grammar files, 14 SB Seite 220 Lösungsvorschlag: After Simon had married Sabrina, he got a job driving an ice cream truck. After he had worked driving an ice cream truck, Simon got a job drawing maps. Before he lost his Job, Simon had moved to an expensive area. After Simon had lost his job, they moved in with Sabrina’s parents. After Simon moved in with Sabrina’s parents, he got a job caring for elderly men. Before Simon started driving an ice cream truck again, he had lost his job caring for elderly man and had sued his employer.

B A different kind of air Seite 31 – 35

1 SB Seite 31 Hinweis: Vor der Bearbeitung des Textes könnte man die S bitten, das Bild zu beschreiben und Vermutungen anzustellen, gegen bzw. für was die Menschen auf dem Bild protestie- ren. Nach dem Lesen könnte man diese Frage nochmals aufgreifen um zu vergleichen, in- wiefern die S richtig lagen. Lösungsvorschlag: Environmental racism refers to people being exposed to environmental problems based on their ethnic background.

2 Individuelle Beiträge

3 SB Seite 33 Lösungsvorschlag: The residents of the South Bronx complain that their area is dangerously polluted. This is due to many people living in a small geographical area which is surrounded by busy highways. On top of that, there are also some major industrial companies in the area which produce a lot of waste and emissions. Many people in the area suffer from health problems, particularly respiratory, as a result and find it unfair that such “poorer” areas are exploited in this manner. A trucking company called “Fresh Direct” plans to relocate to the area and this would mean a large increase in the amount of trucks driving through the neighborhood. This would increase the problems and the residents are doing their best to stop it.

4 Hinweis: Diese Aufgabe kann auch in Tabellenform beantwortet werden. Somit erledigen die S die Aufgabe Schritt für Schritt und verinnerlichen die drei Dinge, die anzugeben sind: true/false, Zeilenangabe, Zitat.

29 Topic 2 Ethnic minorities and social classes

statement true false line quotation

Lösung: a) false – “If he’s lucky, the inhaler he always carries with him will get his lungs open again. If not, he will be rushed to the nearest emergency room …” (ll. 16 – 20) b) true – “One in four children suffers from the disease …” (ll. 30 – 31) c) true – “The densely populated area …” (l. 42) d) false – “They joined together to form South Bronx Unite, and they’ve been fighting the proposal ever since.” (ll. 69 – 71) e) false – “A recent study … found that white and minority Americans actually breathe different quality air …” (ll. 82 – 85) f) true – “… South Bronx Unite is pressing forward with its own plan to revitalize the waterfront by transforming six parcels into parks …” (ll. 107 – 110)

5 Lösungsvorschlag: The protest poster uses a large image of a green and a blue hand holding on to one another, representing the land and the water. The image could represent the residents trying to hold on to their waterfront and save it from being turned into an industrial site. The hands are working together to fight against Fresh Direct, which is written in black underneath. The smoking letter T could represent a smoking chimney or truck exhaust polluting the air.

6 SB Seite 34 Lösung: a) by; b) by; c) from; d) of; e) in; f) from; g) to; h) of

7 Lösung: a) generally e) suggestion b) Resisting f) appeared c) parallel g) progressing d) restrict h) Somehow

Helping hand, 8 SB Seite 170 Hinweis: An dieser Stelle erscheint es sinnvoll, die S kurz darüber zu informieren, wer der/die aktuelle Bürgermeister/in von New York City ist, damit sie sich die Person, an die sie schreiben, bildlich vorstellen können. Als Vorlage für den Brief kann der Bewerbungs- brief auf S. 198 im Schülerbuch dienen (Achtung: Britisches Layout). Durch die Aufgabendifferenzierung können die S selbst bestimmen, ob sie den sprach- lich anspruchsvolleren Brief wählen oder lieber das Poster gestalten. Die Poster können danach in einem Gallery Walk gewürdigt werden. Die Briefe können vorgelesen werden oder im selben Gallery Walk präsentiert werden.

30 Topic 2 Ethnic minorities and social classes

Lösungsvorschlag: Brief (Amerikanisches Layout)

January 12, 20__ Re: Pollution issues in the south Bronx Dear Mr/Ms … • We are writing to you today about the amount of industrial building and pollution in our neighborhood. • Our neighborhood is concerned that you do not realize what is happening to us here. • This community thinks it is unfair that we have to live in such conditions. Would it be the same if we were white, or living in a nicer area? • We understand that you are busy. However, we feel very strongly about this and want to see some action. • We would be grateful if you could look into the matter as soon as possible. • South Bronx Unite is looking forward to hearing from you, and you are more than welcome to visit us and tell us if there is anything you can do to help us. Your help and support would be very much appreciated. Thank you for your time. We look forward to hearing from you in the near future. Sincerely, …

Poster: Individuelle Beiträge

9 SB Seite 35 Hinweis: Zur Auswertung eignet sich hier die Methode „Pass the text“. Lösungsvorschlag: I totally understand why the residents are getting so angry about this. If this was in my backyard, I would be furious. We all complain, but the difference is that these guys are actually doing something about it. I respect their efforts and wish them all the success in the world. There is no way on earth this would happen in a more affluent area where people have friends in high places.

10 Lösung: 1. 1 e) Staten Island; 2 b) Brooklyn; 3 d) Queens; 4 c) Manhattan; 5 a) Bronx 2. The proposed location of the Fresh Direct plant is on the waterfront, on the banks of the East River and opposite of the Queens borough.

3. Hinweis: Diese Aufgabe eignet sich gut als arbeitsteilige Gruppenarbeit oder Hausaufgabe. Die S können die Kopiervorlage XX nutzen. Informationen finden sich im Internet auf der Wikipedia-Seite oder der Seite von NYC The Offcial Guide. Individuelle Beiträge

31 Topic 2 Ethnic minorities and social classes

C Get out or die trying Seite 36 – 39

1 SB Seite 36 Lösungsvorschlag: a lack of employment opportunities, war, the AfD coming into power, because of a relationship with somebody in another country, having no family left in Germany, rising cost of living, the weather

2 Individuelle Beiträge

3 Individuelle Beiträge

4 SB Seite 37 Lösung: 1 – D; 2 – B; 3 – E; 4 – A; 5 – C; F –

5 SB Seite 38 Lösung: a) Linda Benítez • Her daughter is trying to enter the US with the help of coyotes. • She doesn’t like the idea of people being smuggled. She is worried about her daughter’s safety and doesn’t know if she will see her again. b) Pablo Benítez • Linda Benítez’s husband • He supports the decision to let his daughter leave as their hometown is no longer safe. c) Mauricio Silva • works at the office of foreign affairs and migration in San Salvador • He has seen and heard many bad things about what happens to some people on their attempted journey to the US. d) Marilyn Benítez • has attempted but failed to enter the US • She is determined to make it and help her family by sending back some of the money she will earn. • She wants a better life and feels she has to move to achieve it.

6 Lösung: a) Many people think “aliens” enter the US to have an easy life and to become wealthy. In reality, many people leave their home countries because they fear their life may be in danger. b) The number has increased dramatically. c) It means you pay for one attempt to be smuggled across the border and if it doesn’t work you can try twice more.

7 Lösung: 1 avoided; 2 border control; 3 Mexican; migrants; 4 drug gangs; hike; boat ride

Grammar files, 8 SB Seite 39 SB Seite 225 Lösungsvorschlag: a) … she will try again. b) … they might have made it to the US. c) … I would be in danger. d) … I wouldn’t have gotten into trouble with the police. e) … I would stay with my family. f) … they are often sent back to their home country.

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§ A 1.4 9 Hinweis: Bei Aufgabe e) ist Javiers Fluchtversuch gemeint. Lösung: a) Der junge Mann, der verprügelt wurde, war in einem Stadtteil unterwegs, der von der Gang „Barrio 18“ kontrolliert wird. Er war dort nicht willkommen. b) Haushalte werden regelmäßig von der Gang erpresst. Sie verlangt Schutzgeld von den Bewohnern der Gegend, die sie kontrolliert. Zahlt man nicht, kann man sogar getötet werden. c) Die Gang wollte Javier anheuern. Um aufgenommen zu werden, muss man sich bruta- len Aufnahmeritualen unterziehen. Es wird verlangt, gegen mehrere Gangmitglieder zu kämpfen oder sogar einen Menschen zu töten. Es ist nicht möglich, den Beitritt ab- zulehnen. d) Die Bearbeitungszeit für einen Asylantrag ist sehr lange, und Javier rennt die Zeit da- von. e) Sein Fluchtversuch war nicht erfolgreich, weil er in Mexiko in eine Straßensperre ge- riet, und von dort aus in ein Auffanglager für Flüchtlinge in Veracruz gebracht wurde. Nach zwei Wochen im Lager wurde er wieder nach Hause geschickt. f) Viele US-Amerikaner denken, dass Migranten nur in ihr Land kommen um sich zu be- reichern oder das Sozialsystem dort auszunutzen. Sie sehen nicht, dass es oft um Leben und Tod geht.

Audioskript Thomas: Hi there, thanks for listening to the latest Borders podcast. I’m Thomas Sutton and today I’m talking to Javier Cabral and his mom Patricia. Like most 16 year old boys, Javier Cabral loves football. But while millions of boys his age are kicking balls in streets and parks around the world, Javier is often too scared to leave his home to go to school or the shops. Javier lives in a suburb of San Salvador, the capital of El Salvador – one of the world’s most dangerous countries. Javier and his mother, Patricia, spoke to me earlier about his life and his dreams to start a new life in the USA. Javier, thanks for talking to me. Javier: No problem. Thomas: Can you just start by telling me about just how dangerous it is for you and your family here? Javier: It’s crazy, man. You can’t even cross the street without looking over your shoulder. Just yesterday some kid wandered into the wrong ‘hood and was beaten down with a metal pipe. He only just survived, but he’ll probably never walk again. And what do you think his crime was? Thomas: I don’t know. Javier: I’ll tell you. He was in the wrong place. Simple. Without knowing he’d walked into Barrio 18 territory and they ain’t too welcoming to outsiders. Thomas: Barrio 18? Is that a gang? Patricia: Yes, and they’ve ruined this place. I look around our house and dream that I’m living in a nice neighbourhood, just like it was when we bought this house. But then I hear a gunshot, or a scream and I come back to reality with a bang. And it’s worse. They charge us to live in this hell. Every few weeks, someone from the gang comes around to collect money. Thomas: Extortion money? Javier: Yes, and if we don’t pay, the next knock on the door will be followed by a bullet. Patricia: They wanted to recruit Javier, so I thought enough is enough. We gotta get him out of here. Thomas: And can’t you just say you don’t want to join? Javier: It’s not an offer. On these streets, it’s join a gang, or be killed. Patricia: And you can even be killed joining … Thomas: I’m sorry, what do you mean? Javier: They have initiation rituals, usually beatings. Sometimes you have to fight against four other gang members to prove your courage and strength, and then maybe even kill someone to prove your loyalty. Just saying no, or leaving the gang is not an option.

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Thomas: So you ran? Javier: Yeah. Patricia: I tried to apply for asylum. You know, do it the right way. But the process looked like it was going to take years, and Javier doesn’t have years. I know my son. He’s no killer. Thomas: So what did you do? Javier: I packed a bag with some clothes, food, a little money, and my birth certificate and went to a coyote. I was taken, together with another girl and we were driven along back roads to Guatemala. I can’t say how long the journey was, but it was a bumpy ride. Thomas: And what happened in Guatemala? Javier: We stopped, had something to eat, and then got straight onto a bus for the long journey to the Mexican border. Thomas: And how did you get into Mexico? Javier: Well, I don’t wanna say too much and, you know, give something away … but we walked on foot, for a day and a night. Once we’d reached the right spot, we were picked up by a rickety old mini bus. Man, that thing stunk! That night we stayed in some motel. I don’t know where it was, but it had air conditioning and I slept like a baby – well, until I was woken at 4am. I was put on a bus to Mexico City. Thomas: And then what was the plan? Javier: They wanted to sneak us up to the border and put us on a boat over the Rio Bravo, but … Thomas: What? What happened? Javier: We hit a road block, and that was it, man. We were shipped off to some detention center in Veracruz. Thomas: And how long did you have to stay there? Javier: It was about two weeks, and then I was sent back home. Thomas: And now? Javier: I ain’t got no choice. I gotta run. If I stay, I’m a dead man … Patricia: And if he gets there, people will tell him he doesn’t belong. A lot of Americans think we go to their country to get rich, or just feed off of their benefit systems but the truth is we’re running for our lives. For many of us it’s not about having a better life; but having one at all. Thomas: Patricia, Javier, thank you very much for talking with me today and I wish you luck for the future, wherever it may be. Well, that’s all for today. Thank you for listening, and please subscribe to get the Borders podcast delivered to your smart device once a week. Goodbye.

10 Hinweis: Informationen finden sich im Internet bei Wikipedia und der Seite von InSight Crime. Individuelle Beiträge

Helping hand, 11 SB Seite 171 Lösungsvorschlag: Dear mum and dad I am writing from a small town about 30 miles from the US border. I don’t know what it’s called, but it’s hot and dry. We’re waiting for someone to take us to the border and everybody is a bit nervous. I don’t know why, but I am not nervous. I’m excited, really excited. The USA is so close I can almost touch it. The journey so far has been hot, bumpy and uncomfortable. There are 11 of us and I am one of the youngest. We are nearly all males apart from two girls, who I think are sisters. I really hope we make the last stretch but it’s the most dangerous part. Pray for me, mum and dad. I am safe and I don’t want you to worry. We will be together again soon.

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Skills files, 12 SB Seite 196 Lösungsvorschlag: Introduction Since becoming US President, Donald Trump has said some controversial things. But one of the most controversial has been his plan to build a wall or fence on the border between the United States and Mexico as a way of stopping illegal immigrants coming into the country. Of course, this has caused a lot of discussions and has been largely criticised around the world. Transition But what are the pros and cons of having a border fence between USA and Mexico?

Pros Cons • It could help keep out criminals, thus making • It would cost a lot of money to build such a USA, and in particular the border towns, fence. more safe. • People will still find a way to enter the • It has worked in lots of other countries. country and it will be impossible to police the • Migration needs to be controlled. entire length of the border. • A more controlled border can stop the supply • The construction will destroy the wildlife in of drugs into the country and the violence the area. and problems that come with them. • In today’s world, physically separating • Making it more difficult to come to the USA countries seems like a step backward. may force Mexico to offer more opportunities • Immigration from other parts of the to its own citizens. world is a bigger problem for the US than immigration from Mexico. • The USA was founded on integration and opportunity, which doesn’t fit with the idea of building a wall.

Conclusion In conclusion, there are clear arguments for both sides. On the one hand, building a fence or wall may help to control the flow of migrants coming into the country, but on the other hand, people will always find a way, so maybe it is essentially fruitless. Furthermore, most people seem to have more of a problem with the moral side of the argument – should we really be dividing people with walls and fences in the 21st century? In my opinion …

D A question of class Seite 40 – 42

Skills files, 1 SB Seite 40 SB Seite 212 Lösungsvorschlag: The cartoon shows that there are no longer defined class levels, such as lower, middle and upper. These days there seems to be more of a larger mix of people who are often defined by their occupations and where they live, and not just how much money they have. However, it is interesting to see that the tallest people in the cartoon are all men, which might also hint at the fact that women these days are still underrepresented in high positions.

2 Individuelle Beiträge

3 SB Seite 41 Hinweis: Diese Aufgabe kann auch in Tabellenform beantwortet werden. Somit erledigen die S die Aufgabe Schritt für Schritt und verinnerlichen die drei Dinge, die anzugeben sind: true/false, Zeilenangabe, Zitat.

statement true false line quotation

35 Topic 2 Ethnic minorities and social classes

a) false – “Social class is clearly no longer neatly defined by occupation.” (ll. 7 – 8) b) true – “People of the same income can have access to widely varying resources.” (ll. 8 – 10) c) true – “… social mobility is lower in the UK than elsewhere in Europe …” (ll. 26 – 28) d) false – “Almost everywhere in the world today, women live longer than men.” (ll. 56 – 58) e) true – “… established gender divisions become untenable … “ (ll. 75 – 76)

4 SB Seite 42 Lösung: a) According to the author, the main factors for defining somebody’s class can be their accent, where they live and even how they dress or what they are called. b) The author recommends introducing a basic income or making education more widely available.

5 Lösung: 1. a) undivided e) impossible i) dissimilar b) unestablished f) unsocial j) unqualified c) undefined g) immobility k) discontinue d) unlinked h) untraditional l) disallow 2. It is not impossible to change your social class, but quite difficult. The new class system has an untraditional feel to it. Unqualified workers generally belong to the lower classes. Social immobility is a problem in some countries. Many people would like the class system discontinued.

Grammar files, 6 SB Seite 230 Lösung: a) The class system still has an important role to play in British society, hasn’t it? b) How many social classes are there? c) When was the class system first used? d) Is it possible to change the class you are in? e) How much do people in the highest class earn? f) How educated is the lower class usually? g) What use does the class system have?

§ A 1.5/6 7 Helping hand, Hinweis: Die Fülle an Informationen ist bei dieser Hörverstehensaufgabe sehr groß. Hier SB Seite 171 kann auf 3 Stufen differenziert werden, indem man die folgende Lösungstabelle für die stärkeren S komplett leer (siehe SB S. 171), für mittelstarke S mit einigen Informationen gespickt und für schwache S mit den meisten bereits vorhandenen Infos austeilt. Die leere und die ausgefüllte Tabelle befinden sich digital auf dem Digitalen Unterrichtsassistenten.

36 Topic 2 Ethnic minorities and social classes

Lösung:

Class Precariat Emer- Tradi- New Technical Estab- Elite gent tional affluent middle lished service working workers class middle workers class class Income £ 8,000 £ 21,000 £ 13,300 £ 29,000 £ 37,500 £ 47,000 £ 89,000 Educa- low level arts not many not many science university top uni- tion degree gradu- gradu- degrees versities ates ates Jobs cleaner, chef, care lorry sales, en- pilot, town chief ex- cashier, worker, driver, gineer pharma- planner, ecutive, unem- nursing electri- cist police dentist, ployed assistant cian, sec- officer, banker retary midwife % of 15 % 19 % 14 % 15 % 6 % 25 % 6 % population addi- £ 800 avg. age avg. age young, lack of so- highbrow savings of tional savings 34, 66, socially cial and tastes £ 140,000 informa- youngest oldest and cul- cultural tion group group turally activity active

Audioskript Presenter: Hello, and welcome to Britain Weekly. On today’s show I will be joined by Daniela Watson, sociologist professor at LSE, the London School of Economics, and author of the book The New British Class System. Welcome to the show, Daniela. Daniela: Thank you. Presenter: Ok, let’s get right to it. In your new book, you claim that the age-old class system is no longer an accurate representation on modern Britain. Daniela: Yes, that’s correct. Generations of people have grown up in the classic system of upper, middle, and working, or lower, class. There are a couple of problems with this. Firstly, there are stigmas attached to the classes, … Presenter: I’m sorry, could you explain? Daniela: Of course. For example, people think the upper class are snobs, the middle class may be xenophobic and the working class lazy and aggressive. It’s all nonsense, of course, but these things stick. But the main problem is our society is too complex to sort everybody into three neat categories. Presenter: Well, that’s not quite true, is it? I mean we also talk about being upper or lower middle- class, don’t we? Daniela: True. But even that’s not enough. We cannot just base class on how much money you have, or what your job is. We have to take into account economic, social and cultural factors to get a true picture. Presenter: And in your book you suggest there are seven social classes. Daniela: Yes, that’s correct. The precariat, emergent service workers, traditional working class, new affluent, technical middle, established middle, and the elite. Presenter: Could you maybe give us a brief overview of them, to help us understand the differences? Daniela: Yes, of course. Let’s start with the lowest group, the precariat. The name comes from precarious proletariat and this group makes up around 15% of the population. These people earn about £8000 after tax and have a fairly low level of education. Presenter: What do you mean by that?

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Daniela: I mean that they are very unlikely to go on to higher education. In fact, about 1 in 30 will visit university. And this is reflected in the jobs they go on to do, such as cleaners, cashiers in a shop, or even just unemployed. And generally, they will have a maximum of £800 in savings. The group above them are known as the emergent service workers. Presenter: And what characterizes them? Daniela: The emergent service workers is a new, young urban group who are relatively poor in terms of money, but have high social and cultural capital. They’ll typically have jobs such as chef, care workers or nursing assistants and have an average wage of around £21,000. They have arts degrees and they are the youngest group, with an average age of 34, and represent 19 % of the population. And now we move on to the traditional working class. With an average age of 66 this is the oldest group and makes up 14 % of the population. Typical jobs are lorry drivers, electricians and secretaries and the average wage is estimated at £23,300. Presenter: And I suppose there are not many graduates in this group? Daniela: Yes, that’s right. Presenter: So, that’s three social classes. Are we now at the middle class? Daniela: No, not quite. First there is the group known as new affluent workers. They work in sales or as engineers, earn around £29,000 a year and are a young and socially and culturally active group. There are also not many graduates among them and they account for 15 % of the population. Presenter: What do you mean by socially and culturally active? Daniela: Basically, that they enjoy having a social life, going to concerts, the cinema, etc. Presenter: I see. Daniela: And now we arrive at the middle class, well the technical middle class to give it its proper name. Although they only represent 6 % of the population, they are fairly well off, earning on average around £37,500 in jobs such as pilot and pharmacist. One thing that sets them apart is their lack of cultural and social activity. They often have science degrees. Moving on what’s known as the established middle class, we have the largest group at around 25 % of the population. These people are university-educated, do jobs such as town planner, police officer, or midwife, and can earn about £47,000. And they have some very highbrow tastes. Presenter: Could you just explain what you mean by highbrow? Daniela: Yes, of course. Highbrow basically means intellectual or sophisticated. Presenter: So, that was six, if I have counted correctly. What is the final social class? Daniela: Those at the very top of the tree are the elite. They are not just university-educated, but generally went to top universities such as Oxford or Cambridge. They are chief executives, dentists and bankers and earn around £89,000 a year and have average savings of £140,000 on top of that. Presenter: And I assume this is a fairly small number of people. Daniela: Yes, the elite represent around 6 % of society, but there is a bigger gap between them and the middle classes than any other of the seven groups we’ve discussed. The elite may be low in numbers, but they have a large economic advantage over the rest of the population. Presenter: This is really fascinating stuff, but I’m afraid that’s all we’ve got time for today. Daniela, thank you for coming in. Daniela: You’re welcome. It was my pleasure. Presenter: And if you want to find out more about the new social class system, check out Daniela’s book. Until next week. Take care and thank you for listening.

E Segregation and the city Seite 43 – 46

1 SB Seite 43 Hinweis: Als Vorbereitung zu diesem Thema empfiehlt sich die Kopiervorlage XX. Lösung: Blackburn is in the north-west of England, not far north of Manchester and fairly close to the west coast.

38 Topic 2 Ethnic minorities and social classes

2 Lösungsvorschlag: faith and religion, ethnic background, social class, income, housing area, age, sex, political beliefs

3 Lösungsvorschlag: The picture shows a young man dressed in traditional Muslim dress crossing a residential street. Aside from his religious clothing you can also see a mosque in the background.

4 SB Seite 45 Lösung: • A lot of white people are leaving urban housing areas and are being replaced by ethnic minorities. • Blackburn has become very segregated with some areas being almost completely populated by minorities. • The majority came from India and Pakistan in the 1960s and have slowly been joined by their relatives.

5 Lösung:

Name (former) Ethnic Views/comments on the situation in Blackburn Occupation background Mohammed butcher India • thinks it isn’t good to be segregated but doesn’t Tabrez know how it can be fixed Noorji • says the segregation isn’t deliberate on the part of the minorities Laura – white British • says there is prejudice on both sides and this Dawson stops integration • wants her daughter to grow up in a multicultural environment

6 Lösungsvorschlag: 1. segregation, white, Asian, British Muslim, area, urban areas, minority, ethnic, communities, Pakistan, India, mosques, Islam, racist abuse, name-calling, prejudice, mixing, suspicious, monoculture, cultures, race riots, fear, terrorised, integrate, way of life 2. Individuelle Beiträge 3. Many members of the British Muslim community are often falsely associated with terrorism. It is mostly in large urban areas that you find large numbers of ethnic minorities. People from Pakistan and India have lived in Britain for generations. Racist abuse is still a major problem in schools across Britain. Some people are suspicious of anybody that looks Muslim. In America and Britain there have been race riots due to police actions against non-white citizens. Whereas some groups do their best to integrate into the host country, others do not.

Grammar files, 7 SB Seite 231 Lösung: a) In some UK cities there are a lot of ethnic groups living isolated from the rest of the population. b) We’ve seen cities transformed by the changing population. c) Ethnic minority segregation is a problem affecting everyone living in the city. d) Parents worry that their children growing up in a segregated area will not be able to integrate. e) Many people are not satisfied with the efforts made to integrate ethnic minorities. f) White people living in areas with a large ethnic population say they don’t always feel safe.

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Skills files, SB 8 SB Seite 46 Seite 212 Lösungsvorschlag: • The graph clearly shows that the most racially segregated classrooms are in the north of the country, and the least segregated classrooms are in the south. • This could be a result of there being more larger urban areas in the north and a higher population of less well-off people. • The south of the country is traditionally more expensive and less likely to attract ethnic minorities.

Erweiterung: What problems are created when children are racially segregated (like in the north of England) from an early age onwards? Use information from the text to support your answer. Mögliche Antwort: • If their parents do not integrate into the host society, children may find it difficult to make friends at school. Or as the text says, they may also suffer racist abuse. • The children may have a problem learning English if their family only speaks the native language at home. • If their parents do not learn English, they are poorly equipped to help their children during their time at school. • By not integrating into society, parents are not fully aware of the options open to their children, who may then miss out.

§ A 1.7 9 Lösung:

Name (former) Occupation Ethnic Views/comments on the situation in background Blackburn Musa Ismail President of the – • agrees that the two groups live their Masjid-E-Raza mosque own lives, but there is a level of in Blackburn and understanding and integration that former textile worker is maybe hard to see Ian Goodliffe retired taxi driver white British • thinks that the segregation is getting worse and finds it sad • doesn’t like the racism and thinks there is fear on both sides • would like people to mix but thinks Britons are scared of losing their identity

Audioskript Segregation in Blackburn: ‘We’re at an impasse and it is only going to get worse’ Audioskript s. Lehrerhandbuch

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10 Hinweis: Informationen finden sich im Internet auf der Seite der Welt und auf der Seite des Statistischen Bundesamtes. Lösungsvorschlag: Before the influx of refugees in 2015: Frankfurt, Stuttgart, Munich, Berlin (Neukölln, Kreuzberg), Since 2015: Pforzheim, Frankfurt, Bonn, Nürnberg

Skills files, 11 SB Seite 196 Lösungsvorschlag: Helping hand, 1. SB Seite 171 Introduction Many major cities and towns around the world are home to large ethnic minority communities and the multicultural feeling it brings can be a real benefit for the city. However, some groups fail to integrate into their new country, and sometimes the native population are not very welcoming. When this happens, there is often trouble of some kind. Transition But what are the pros and cons of ethnic groups segregating themselves in a society? Main part Pros: • They are surrounded by like-minded people who share the same religious beliefs and cultural values. • They can build up a support network and help one another. • Being surrounded by your own people and language could help smooth the transition into another country. • Extended families can stay together. • By living in large communities ethnic groups can keep their traditions and customs alive by practicing them in large numbers. Cons: • Any immigrant to any country has a responsibility to integrate themselves into their new society. • Refusal to integrate, however innocent, can be seen as a lack of respect to the host country. • When ethnic groups do not integrate it fuels suspicion and even hate on the side of the natives. • Although elder generations may not feel the need to integrate, it is important that their children are given the best possible chance to succeed in the new country. Suggestions to help integration: • Community events to promote understanding and awareness of the different ethnic and cultural backgrounds in an area. • Classes could be offered to new arrivals – i. e. language training, cultural competencies, and day-today basics. • Children could be encouraged to join local sports teams.

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Conclusion In conclusion, there are many arguments for both sides. On the one hand, it is understandable that people want to stick to what they know as they feel safe and comfortable. However, on the other hand, you have a responsibility to integrate into your new surroundings, and this can make your life a lot easier and more enjoyable. I hold the view that … 2. Introduction The recent influx of non-EU migrants across Europe has had major effects, both politically and socially in all the countries it has touched. On the one hand, there is understanding, sympathy and willingness to help those arriving from war-torn countries. Signs saying “refugees welcome” could be seen all over Germany, for instance, and people cheered as trains arrived packed with Syrian refugees. On the other hand, however, there has been hate, mistrust, violence and a shift to the political right in many places, with many people calling for stricter border controls and even for refugees to be sent back. Transition But what are the justifications for tighter border control and what are the counterarguments? Main part Justifications: • Migration has to be controlled. Even if you intend to help the needy, you cannot be sure if you are letting criminals or even terrorists enter the country. • A sudden influx of refugees can put a great strain on local communities and cause serious social and economic problems. • It will help to stop illegal trafficking of people, which can often end in death. • It is one thing to allow people to enter the country, but how are you going to integrate them? • If the borders are not controlled, your own population may not feel safe any longer. Counterarguments: • It is difficult to simply “park” people somewhere while the entry process goes on. • An alternative would be refugee camps at the border and these make the refugees feel like criminals and can even be dangerous places for women and children. • In certain situations, such as the war in Syria, special measures need to be taken. It is unethical to allow people, including women and children, to die just because a country is worried about who might be entering it. • If criminals and terrorists want to enter the country, they will find a way – regardless of how strict border controls are. Conclusion In conclusion, both sides of the argument are understandable, and how you feel about this issue very much depends on your views on immigration. Personally, I see the argument for tighter border controls in the connection to fears of crime and terrorism. However, the overwhelming majority of refugees are simply looking for a better and safer life for themselves, but mostly for their children, and I do not agree with them being punished, or even dying, just so some people can sleep better at nighttime.

TOPIC TASK Seite 47

Grundsätzliches: Ziel der Aufgabe ist es, Einzelkompetenzen, die im Lauf des Topics 2 trai- niert wurden, im Rahmen einer etwas umfangreicheren Situierung anzuwenden, die zur Erstellung eines Produktes führt. Cultural awareness – Planning a “Friendship Day” Situierung: planning a cultural event Das Ziel ist es, einen detaillierten Plan für einen „Friendship Day“ in Blackburn zu ent- werfen und diesen dann (in Teilen) der Klasse zu präsentieren. Dazu gehört ein Ablaufplan mit verschiedenen Events, Werbung für die Veranstaltung sowie ein Abschlussbericht nach der Veranstaltung. Es ist wichtig, dabei auch die Situation in Blackburn zu beachten (siehe Text SB S. 43 – 44). Der Fokus sollte darauf liegen, die stark getrennten ethnischen Gruppen durch die Veranstaltung näher zusammen zu bringen. Die S werden in entspre- chende Gruppen eingeteilt. Die maximale Zahl der Gruppenmitglieder beträgt 4 – 5.

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Die Ergebnisse können durch Präsentationen und einen Gallery Walk gewürdigt werden. Welche Einzelkompetenzen, Skills und Inhalte werden benötigt? • SB Seite 33, Aufgabe 5 • SB Seite 34, Aufgabe 8 • SB Seite 39, Aufgabe 8 • SB Seite 42, Aufgabe 6 • SB Seite 45, Aufgabe 4 – 7 • SB Seite 46, Aufgabe 8, 9 und 11 • SB Seite 202, Discussions • SB Seite 214, Presentation • WB Seite 20, Aufgabe 8 • WB Seite 21, Aufgabe 9 • WB Seite 22, Aufgabe 10 • Kopiervorlage XX Individuelle Beiträge