Communities Learning Resource

Communities learning resource

Part 1

Introduction

Contents Part 1

Part 2

Introduction

Lessons 13

Background

4

About this resource

4

1.1 Context

13

Manchester Central Library

4

1.2 Learning objectives

13

Archives+

4

1.3 Teacher briefing

13

Curriculum links

5

1.4 Document Bank

13

Manchester Communities – an introduction

5

1.5 Activities

15

African

6

Armenian

6

2.1 Context

16

Bangladeshi

6

2.2 Learning objectives

16

Belgian

6

2.3 Teacher briefing

16

Caribbean

6

2.4 Document Bank

16

Chinese

7

2.5 Activities

18

German

7

Greek

7

3.1 Context

21

Irish

7

3.2 Learning objectives

21

Italian

8

3.3 Teacher briefing

21

Jewish

8

3.4 Document Bank

21

Miles Platting ‘Tripe Colony’

9

3.5 Activities

23

Pakistani community in Cheetham Hill

9

Polish

9

Sikh

9

Ukrainian

9

Yemeni

10

Manchester Communities Timeline

10

Lesson 1: Working communities

Lesson 2: Manchester as a place of refuge

Lesson 3: Creating culture in Manchester

16

21

Part 1 – Introduction

Background Every person living in Manchester, whether born here or elsewhere, shapes our city. Manchester has always been a constantly evolving city of diverse communities.

This learning resource has been developed to engage learners with Manchester’s communities through the Manchester Central Library and Archives+. The resource presents original archive material relating to the theme of Manchester Communities. The theme of Manchester Communities is explored through the use of original archive material, including historic photographs, videos and document facsimiles.

About this resource This resource has been produced by Minerva Heritage Ltd in association with Manchester Central Library and Archives+.

Manchester Central Library Opened in 1934 by King George V, the iconic Grade II* listed Central Library is one of the finest civic complexes outside London and one of the best examples of architecture from the period. The second-largest public library in the UK, it is also one of the country’s busiest, attracting more visitors than the British Library. Manchester Central Library is also widely regarded as one of the finest libraries in Europe. It crowns the city’s ‘Knowledge Corridor’, which is home to the largest academic campus in the UK and the largest clinical academic campus in Europe.

Inside the transformed venue, a spacious ground floor houses a new Performance Space and Archives+.

On the first floor, the lovingly refurbished Wolfson Reading Room has been returned to its former glory, highlighting its original distinctive features

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and character. The world-famous Henry Watson Music Library is enhanced by facilities and music equipment.

The second and third floors feature new information and business facilities, study spaces, and meeting rooms for hire. Services include up-tothe-minute market information and intelligence to support business development, employment prospects and the regional economy.

The fourth floor features a broad range of reference collections.

The Library has also expanded into the refurbished Town Hall Extension through a new underground link, creating an additional 20,000 square feet of public space that houses a colourful new Children’s Library, a Media Lounge and a large lending library.

Archives+ Archives+ is a purpose-built showcase and repository for Greater Manchester's archive and family history. The Archives+ partnership builds on the appetite and demand for accessible community history and personal heritage.

The main partners in Archives+ are: • Greater Manchester County Record Office (Association of Greater Manchester Authorities) • Manchester Libraries, Information and Archives (Manchester City Council) • North West Film Archive (Manchester Metropolitan University) • Ahmed Iqbal Ullah Race Relations Resource Centre and Education Trust (The University of Manchester) • Manchester & Lancashire Family History Society • BFI Mediatheque • Manchester Registration Service (Historic Registers).

Part 1 – Introduction

Archives+ brings history to life using interactive exhibits, sound and vision. Its focus is on telling stories and helping people to identify with the past.

Displays and exhibitions in Manchester Central Library explore the rich collections to tell the stories of Manchester’s people and communities.

Curriculum links The resource has been developed for key stage 2 learners. Additional activities are suggested so that the resource can be adapted for key stage 3/4 learners.

The lessons and suggested activities are designed to help learners to meet the History curriculum by allowing them to undertake historical research to learn about several aspects of history. Activities look at how aspects of history are reflected in the locality, and the challenges experienced throughout history in Britain, Europe and the wider world.

Activities also provide opportunities to study citizenship, where learners are required to think critically, debate political questions, appreciate democracy and the liberties enjoyed by the citizens of the United Kingdom, and understand the ways citizens work together to improve their communities.

Manchester Communities – an introduction There are many different ways in which ‘community’ can be understood. Communities can cover a whole range of groups of people coming together for a wide range of reasons. People can come together to form a community because they share a space where they live, work, or play together.

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Oxford Dictionaries define community as: A group of people living in the same place or having a particular characteristic in common.

When people come to settle in Manchester from another country they might form a community based on a shared nationality, religion or ethnic background.

From the 18th century, the Manchester mills often employed many people who lived in the nearby area, and these became closely knit communities.

Parts of the more rural settlements in areas of Greater Manchester were actually founded as ‘mill colonies’ or communities, where all the houses were built for the workers in a particular mill.

During the latter part of the 18th century and throughout the 19th century, Manchester developed into a new city with a fast-growing population. Like many cities, Manchester was a place to which many people came to escape from disaster, war and persecution in their native countries. Manchester was not far from the global ports of Liverpool and Hull, which connected Manchester to the British Empire. Britain’s global empire was based on conquest and commerce.

It included colonies in the Americas and West Indies, Canada, India, Australia, and large sections of Africa. Modern links between Britain and the wider world were forged during the 18th and 19th centuries as the British Empire expanded across the world.

Many of the communities that came to Manchester originated in former British Empire possessions because of historic trading and cultural links. The former British Empire countries have contributed hugely to Manchester as a culturally diverse city throughout its history.

Manchester’s history as a centre of trade along an important route from Europe to America has meant that European merchants, families, refugees and workers have also made important contributions to Manchester’s cultural life.

Part 1 – Introduction

6

African

Bangladeshi

Africans have been playing their part in Greater Manchester since at least the 1700s. The first recorded African in Manchester was Juba Thomas Royton, described in his baptism record as a ‘Negro belonging to Thomas Percival, Esquire’.

It was common for wealthy families to employ black servants in the 18th century. The servants were bought as enslaved people in Africa and transported to plantations in the New World, before being brought back to England by plantation owners. Some former enslaved people were paid as servants in Britain.

In 1947 India gained independence from British rule.

The former state of British India was divided into India and Pakistan, with Bangladesh forming part of East Pakistan. This division of land and power created mass economic and social instability, and eventually led to the outbreak of The War of Independence between India and Pakistan.

From the late 19th century onwards after the opening of the Manchester Ship Canal many Africans began to arrive in the city as merchant seamen. The small number living in Ordsall led to the area becoming known as ‘Little Africa’. During the First World War some labour shortages were filled by Ethiopians and West Africans, including men from Sierra Leone. Until the Second World War, Greengate in Salford was the home of a closeknit black community of mostly West Africans but also some West Indians and African-Americans.

Little is known about these communities.

Since the Second World War, many Africans have come to the city to study or work, and some Mancunians with African roots have become sporting stars.

Armenian The first Armenians settled in Manchester in 1835 as silk merchants. By 1862, it is estimated that there were 30 Armenian businesses in the city.

Many of them settled in south Manchester, in particular in Didsbury.

The Holy Trinity Church on Upper Brook Street, Manchester was the first Armenian Church built and consecrated in Western Europe. It opened on Easter Sunday 1870 and is the only Armenian Church outside London.

The War began on 3 December 1971 and ended just 13 days later, on 16 December, when Pakistan surrendered and India took control of East Pakistan, now Bangladesh. The violence and instability caused by the war meant that many people travelled to Britain in the hope of a better life, some coming to work, while others came to complete their studies.

Bangladeshi men would usually travel alone, becoming reunited with their wives and families after securing a job and home. With their husbands working long and unsociable hours, women often felt isolated. Language and cultural differences made it difficult for the women to settle in to their new homes and they missed their family and friends in Bangladesh. The Bangladeshi Women's Organisation 'Ananna' on Dickenson Road, Longsight, was created in 1989 by Bangladeshi women to support others in their community.

Belgian The start of the First World War saw an influx of refugees from Belgium to Britain. In September 1914 the British government offered victims of war the hospitality of the British nation. The British government accepted the responsibility for the reception, maintenance and registration of Belgian refugees, and sought out assistance from local authorities to house the refugees. The Belgian refugees remained in Britain until after the end of the First World War, when most returned to Belgium.

Caribbean After the Second World War, Britain needed people again to help rebuild the economy. In the 1950s and 1960s, the British government was keen to

Part 1 – Introduction

recruit workers from the Caribbean, particularly for the NHS. There were plenty of opportunities to work and to study that were not available in the Caribbean, and these attracted many immigrants to the UK. English tended to be taught in Caribbean schools and so language was not a problem.

Manchester’s African-Caribbean community is mostly rooted in Moss Side, Hulme, and Cheetham Hill. African-Caribbean stores and shops initially provided places for people to socialise, along with Caribbean sports and social clubs, and cultural centres. The first Manchester Carnival was held in 1972 by a group of immigrants from St Kitts and Nevis and the Trinidadian Eastern Caribbean. This has now grown into a large annual event, known as the Manchester Caribbean Carnival.

The Manchester West Indian Centre is one of the largest in the UK, and the African-Caribbean community has been at the forefront in addressing wider issues for black and minority ethnic (BME) communities – those of employment, housing and education, which are part of a legacy of racism and immigration.

Chinese The first Chinese immigrants arrived in Manchester in the early 20th century. The 1911 census shows seven Chinese households. All were born in China and ran laundries.

The biggest wave of Chinese immigration came in the 1950s and 1960s. A large number of refugees arrived in Hong Kong, due to unstable politics in the region. This, combined with post-war unemployment, led many Hakka-speaking Chinese to make their way to Britain.

From the 1970s, a new wave of Chinese immigrants came to Manchester to join family and friends who had already settled in the city. Their help was needed in the expanding catering trade. The introduction of long-haul flights at Manchester airport in 1981 and the opening of the Chinese consulate in 1986 added to Manchester’s appeal.

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The vibrant Chinese community continues to attract immigrants to the city. Many new settlers arrived in 1997 and in 1999, when control of Hong Kong and then Macau was handed back to the Chinese authorities. Most recently, Mandarinspeaking Chinese from mainland China have arrived in the city seeking work and study opportunities.

German There is not much evidence left of Manchester’s German community, but for a long time between the late 18th and early 19th centuries Germans were Manchester’s largest immigrant community group. German merchants and their families established places of worship, community organisations and schools, and many settled in the Victoria Park area. From 1859 to its closure in 1911, the Schiller Anstalt was central to the communal activities of Germans in Manchester. By 1911 there were 1,300 Germans in Manchester – this made Manchester the second-biggest German immigrant city in the UK after London. In the buildup to the First World War, the German community faced hostility and persecution. Between 1914 and 1919 the British government interred Germans living in the north west in two large internment camps on the Isle of Man at Douglas and Knockaloe near Peel.

Greek The first Greeks settled in Manchester during the 1830s and by 1843 had formed their own committee and church. From 1849–1860 an East Orthodox Church existed on Waterloo Road in Strangeways.

In 1860/61 a new Greek Orthodox Church was built and opened on Bury New Road in Higher Broughton. It was built by the Manchester architects Clegg & Knowles and was funded with donations from Greek merchants and immigrants from the island of Chios. This is the oldest purpose-built Orthodox Church in Britain and still exists today.

Irish The Irish began to arrive in Manchester long before the turbulent time of the Potato Famine

Part 1 – Introduction

(1845–49). They were driven by opportunity and by the consequences of the Irish Penal Laws, the economic slump in the aftermath of the Napoleonic wars, and persistent ongoing religious problems. Seasonal migratory labourers who had come from Ireland every year from at least the 18th century to help with the English harvest had become attracted to Manchester by the economic opportunities they saw. These workers also began to settle down as mechanisation advanced. By 1841 approximately 10% of the city’s population was Irish, and many lived in the district known as ‘Little Ireland’ near Oxford Road Station.

The greatest influx of Irish to Manchester was in the late 18th century, which was a time of unprecedented industrial growth. Manchester offered a diverse selection of employment in machine textiles, warehousing and railway construction, as well as in canal, mill and housebuilding, all of which encouraged Irish workers to leave their native land. Many were employed as labourers on the Manchester Ship Canal. A huge demand also existed for hand loom weavers, who were paid double the amount they could receive in Ireland.

Every March, Manchester celebrates one of the city’s longest-established immigrant populations with the Manchester Irish Festival. The Irish World Heritage Centre is based in Cheetham Hill.

Italian From 1865 to 1900 many Italians moved to Manchester owing to political unrest and poverty.

They arrived from most of Italy, but especially southern and rural Italy, Lazio and Campagna.

Some settled in the Ancoats area of Manchester, which was about as different from the Italian countryside as you could get. The Italian community eventually grew to outnumber the English and Irish families living in Ancoats. The area became known as ‘Little Italy’.

When these first Italians arrived, much of Ancoats was already well over 100 years old. Even so, the Ancoats homes – with their separate kitchens, living rooms, bedrooms and outside toilets –

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must have seemed luxurious to these newly arrived immigrants.

A Manchester Italian Catholic Society was formed in 1888 to look after the cultural needs of the families of Italian immigrants. The society was responsible for providing Italian-language classes, social gatherings, events and trips out.

Families worked together in the cellars of their small homes to make ice cream. Ice cream sellers built their own vehicles to sell their goods, and push and pony carts were commonly used. The ice cream industry in Britain was built on these small family businesses, some of which made and sold confectionery, or imported Italian foods.

The Second World War almost destroyed Manchester’s Italian community. ‘Aliens’ were interned, including at an internment camp at Worth Mill, Bury. Italian businesses were closed because of internment and rationing, including the banning of ice cream. ‘Little Italy’ began to rebuild itself after the Second World War, although by the late 20th century families began to move out to the suburbs, which is where more recent Italian immigrants have also headed.

Jewish The story of the Jewish community goes back over 200 years. In the late 18th century, most of Manchester’s early Jewish arrivals came from Germany and had settled in London or the south coast ports before moving on to Manchester.

Typically, they would have made their living initially as pedlars and hawkers dealing in easily carried commodities, such as second-hand clothing, optical lenses and cheap jewellery. Later, they might have become small shopkeepers, selling a similar range of goods in the oldest streets of the town.

The earliest historical evidence we have for Jewish settlers in Manchester is a residence licence dated 1798 for brothers Lemon and Jacob Nathan, who were silversmiths from Bavaria. During the 19th century, Manchester’s Jewish community built synagogues in the city, and Jewish families moved out to the suburbs as Manchester expanded.

Part 1 – Introduction

9

Miles Platting ‘Tripe Colony’

Sikh

The ‘Tripe Colony’ was the name given to the streets of terraced houses bordered by Clifton Street, Lord North Street and Hulme Hall Lane in Miles Platting.

Today, there are five Gurdwaras (Sikh temples) in Manchester, and the largest purpose-built Gurdwara opened in 2011. Around 1,500 Sikhs celebrated the opening of the Sri Guru Gobind Singh Gurdwara on Upper Chorlton Road, a fabulous temple costing around £2million.

The first Gurdwara was very different. It was the living room of Bhil Singh Landa at 23 Monton Street, Moss Side.

Tripe is offal, made from the stomachs of animals.

It was a staple food in Britain until the late 20th century. The houses known as the Tripe Colony were built from 1906 by the Pendlebury family, which owned the local tripe factory and shops.

Many of the residents worked in the factory.

Manchester has a long association with people of Pakistani origin, but it was after the Second World War – when Britain was suffering labour shortages – that many families at the heart of the community first moved here.

Bhil Singh Landa was an affluent member of the Manchester Sikh community and befriended most early Sikh migrants, helping them in any way he could. Mr Singh was a hard-working man, a pedlar, retailer, garage owner and coal merchant, but it was through buying property that he made a huge impact on the Sikh community. In 1951, Mr Bhil Singh became one of the first people in the UK to offer his home to the community as a Gurdwara.

He was the first to have a Guru Granth Sahib (a holy scripture) from India and began with a Guru Gurpurp, a celebration of a Guru’s birthday.

Many people from South Asian countries (Bangladesh, Pakistan and India) came to work in Manchester’s mills from the 1950s. Many settled in Longsight and Rusholme. Today, the Pakistani community is an integral part of Manchester life, with homes across Manchester and in the wider region.

People came from far and wide for the five annual Guru Gurpurps. It soon became clear that a larger Gurdwara was needed. In 1953, the Sikh community raised the money to buy 15 Monton Street, which was also owned by Mr Bhil Singh, and it became the first registered Gurdwara in Britain.

Cheetham Hill, to the north of the city, has a particularly long association, which continues to this day, with a number of mosques at the heart of a vibrant family, business and cultural life.

Rusholme’s ‘Curry Mile’ is a famed Manchester food destination.

Ukrainian

United Cattle Products sold some of the housing to tenants in the 1950s, and Manchester City Council purchased the rest in the 1970s. The houses were demolished in 1994.

Pakistani community in Cheetham Hill

Polish Poles started arriving in Manchester in the second half of the 19th century, most settling in Cheetham Hill. A second wave of Poles arrived in Manchester during and after the Second World War as displaced persons. The Polish Armed Forces fought under the British command in the Second World War.

Ukrainians first migrated to Manchester in the late 19th and early 20th century. They settled in the Red Bank area of Manchester. These immigrants are often referred to as the ‘old immigrants’, or ‘stari emihiranty’. Further Ukrainian immigrants, displaced persons from Western Ukraine, settled in the Cheetham Hill area after the Second World War.

Part 1 – Introduction

Yemeni Britain’s historical and trading links with the Yemen date back to the early 19th century. The Yemeni community in Eccles is the ‘newest’ of the Yemeni communities in the UK, but British Yemenis represent the oldest Muslim community in Britain, born of Britain’s imperial past.

Many Yemenis came to Britain as Lascars, working as sailors and boilermen on British ships. As the Yemeni men became settled with homes and jobs, the community rapidly grew. During the 1970s and 1980s many married local girls, while others were reunited with the wives and families they left when they first travelled to Britain.

Today, the community is much smaller due to economic depression and limited job prospects, but it is still strong. The Yemenis are an established part of the Eccles community, who identify with both British and Yemeni values, culture and heritage. This is shared at public events such as the Eccles Summer Festival.

Manchester Communities timeline 1700s: Africans and people of African descent began to arrive in Britain, connected with Britain’s role in the Transatlantic Slave Trade 1700s – early 19th century: The beginning of largescale Irish migration to Manchester, supplying labour for the Industrial Revolution Late 18th century: Early Jewish immigrants arrived in Manchester 1830s: The first Greeks settled in Manchester 1835: The first Armenians settled in Manchester as silk merchants 1840s: Irish Potato Famine – by 1851 Irish immigrants in Manchester represented around 15 per cent of the city's poor

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1880s: Anti-Jewish riots (pogroms) and persecution in Russian Empire (including Poland and Ukraine) Late 19th century: Italian migration to Manchester started; many Italians moved to ‘Little Italy’ in Ancoats Late 19th century: Polish immigrants arrived in Manchester in the second half of the 19th century, mostly settling in Cheetham Hill Late 19th – early 20th century: Ukrainians first migrated to Manchester 1894: Africans began to arrive in the city as merchant seamen 1900s: A second wave of anti-Jewish pogroms took place in Eastern Europe 1911: There were 1,300 Germans recorded in Manchester – this made Manchester the second-biggest German immigrant city in the UK after London 1911: The census shows only seven Chinese households in Manchester, all born in China and operating laundries 1914–1918: The First World War labour shortages were filled by Ethiopians and West Africans 1914–1918: The First World War led to an influx of refugees from Belgium 1914–1919: The First World War meant that the British government interred Germans living in the north west on the Isle of Man. German-sounding streets in Manchester were renamed 1939–1945: A second wave of Poles arrived in Manchester during and after the Second World War, as displaced persons 1939–1945: Recruitment from British Empire colonies was needed to help the war effort 1945: Ukrainian immigrants displaced from Western Ukraine settled in the Cheetham Hill area after the Second World War

Part 1 – Introduction

1948: Nationality Act: Citizens of colonies and former colonies were given UK citizenship 1953: 15 Monton Street became the first registered Gurdwara (Sikh temple) in Britain 1950s/1960s: East European immigration was not enough to fill Britain’s post-war labour shortages 1950s/1960s: Mass migration was encouraged from the Caribbean to help rebuild the economy 1950s/1960s: Mass migration was encouraged from India and Pakistan to supply workers for Manchester’s textile industries 1950s/1960s: Labourers from Yemen were encouraged to come to the UK to help Britain’s post-war industrialisation 1950s/1960s: The biggest wave of Chinese immigration via Hong Kong took place, due to political instability 1962: Commonwealth Immigrants Act: the ‘open door’ policy to Commonwealth immigrants is closed 1970s: A new wave of Chinese immigrants came to join family and friends and to help the expanding catering trade 1971: Many Bangladeshi citizens were displaced by the War of Independence 1997 and 1999: Many new Chinese settlers arrived when Hong Kong and Macau were handed back to the Chinese government

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Part 2

Lessons

Part 2 – Lessons

Lesson 1: Working communities 1.1 Context This lesson specifically introduces Manchester’s significant history and shows how the city has been a provider of opportunities for people to find work. The lesson explores: • Stories connected to some of the working communities • Contrasting living and working conditions • The social impact of working individuals and communities.

1.2 Learning objectives

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1.3 Teacher briefing In order to deliver this lesson you will need: • to provide your learners with context and background to the different communities in Manchester. Use Part 1 – Introduction to help you with this • to prepare and copy items from the Document Bank (see section 1.4) • an internet connection, Smart/whiteboard and speakers to watch ‘Miles Platting Tripe Colony’ video (Item 8) • access to a world map or to a map of Europe to show the learners where Ireland, Germany and Armenia are in relation to Manchester.

• Understanding different personal motivations • Understanding historical characters by examining what their lives were like • Understanding how different groups of people have been influential in the development of north west England • Understanding how Britain has been influenced by the wider world • Providing learners with a new vocabulary • Understanding historical concepts such as continuity, change, and cause-and-effect • Gaining a historic perspective by understanding the subject material in local, regional and national contexts.

1.4 Document Bank (see overleaf)

Part 2 – Lessons

14

Item no.

Name

1

German merchants in Manchester, 1790s

2

Character card containing photograph of Mr Astardjian and two commercial travellers

Provided in Document Pack (GB124.DPA.1707.26)

3

Character card containing photograph of Carmine ‘Carlo’ Tiani’s ice cream van

Provided in Document Pack (GB124.DPA/2161/13)

4

Character card containing photograph of James Cox, Irish stonemason

5

Photograph showing a terraced house in the Miles Platting ‘Tripe Colony’, early 20th century

6

Photograph showing a group of workers from the Miles Platting ‘Tripe Colony’, early to mid-20th century

7

Photograph showing residents of the ‘Tripe Colony’ getting ready for a coach outing, c.1950

8

‘The Tripe Colony (1994)’ by NWfilmarchive on Vimeo

Link/Description Provided in Document Pack Also here: www.flickr.com/photos/manchesterarchiveplus/9057211020

Provided in Document Pack Also here: www.flickr.com/photos/manchesterarchiveplus/9604369883/in/ album-72157625478009358/

Also here: www.flickr.com/photos/manchesterarchiveplus/11085959845/

Also here: www.flickr.com/photos/manchesterarchiveplus/9214122379/sizes/l

Provided in Document Pack (DPA/14/24) Also here: www.flickr.com/photos/manchesterarchiveplus/6499436345/in/ album-72157628388257487/

Provided in Document Pack (Trafford Park (338.0942T5) p 32) Also here: www.archivesplus.org/history/tripe-colony/

Provided in Document Pack (DPA/14/14) Also here: www.flickr.com/photos/manchesterarchiveplus/6499432435/in/ album-72157628388257487/

Online here: www.vimeo.com/76866293

Part 2 – Lessons

1.5 Activities Starter activity Teacher information Mind-map the question ‘What is a community?’ with the learners in order to define what a community is.

Oxford Dictionaries defines community as: ‘A group of people living in the same place or having a particular characteristic in common’ Thanks to historic documents retained by the Archives+ we know about some of the communities in Manchester in the distant past.

We know, for example, that there were many German merchants in Manchester in the late 1780s and early 1790s. The German merchants came to Manchester during the Industrial Revolution as traders who had very good connections in Europe.

They are the first non-British nationality to appear in records of Manchester, and Germans were a significant part of Manchester’s population.

Exploration of this resource introduces the idea of working communities.

For learners • Look at Item 1.

• What is the nationality of the people named?

• What do you think they were in Manchester for?

Main activity Teacher information This main activity looks at three communities that we know came together in Manchester because of work – the Italian, Irish and Armenian communities.

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Use the three character cards (Items 2–4), each consisting of a photograph and supporting information from the Archives+, to help you answer questions about each of the characters.

Split the class up into small groups. Each group should explore at least one character.

For learners • Look at a one of the character cards (Items 2–4).

• What is your character’s name?

• What country have they come from?

• What job do they do in Manchester?

• Imagine that you are one of the characters.

Write a letter home to your family describing your first week in Manchester.

Main activity Teacher information This main activity looks at one of the many working communities in Manchester – the Miles Platting ‘Tripe Colony’.

In small groups ask the learners to look at Items 5–7 and a copy of the Miles Platting Tripe Colony description (in Part 1 – Introduction). Then as a class watch the video (Item 8) on the Miles Platting Tripe Colony https://www.vimeo.com/76866293.

These resources will help the learners to explore life in this community that developed around their workplace.

For learners • Look at each of the Items in detail and watch the video.

• What does each of the Items tell you about the Miles Platting Tripe Colony?

• What do you think life was like in this community?

Part 2 – Lessons

1.6 Key stage 3/4 suggested extension activity For learners

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2.2 Learning objectives • Understanding different personal motivations

Some communities form because of the need to find work.

• Understanding historical characters by examining what their lives were like

What are the benefits and challenges for:

• Understanding how different groups of people have been influential in the development of north west England

• The people coming to find work • Employers • Manchester?

1.7 Debriefing Teacher information The learners should reflect on the different communities they have encountered during the lesson. This is to reinforce the idea that these are working communities. The learners should also reflect on the idea that communities are groups of people coming together. Ask the learners to think about other reasons for communities forming.

People form communities when they have the same ethnic or social background, the same work, or because they share the same interest (activityled, eg. football, music).

On reflection – for learners • What is the main reason we have seen for communities forming?

• What other communities are there?

• Why do communities form?

Lesson 2: Manchester as a place of refuge 2.1 Context This lesson introduces Manchester’s significant history as a place of refuge for people to escape war or persecution. The lesson explores: • Stories connected to some of the refugee communities • The social impact in Britain of individual refugees or refugee communities • The influence Britain has had in the world.

• Understanding how Britain has influenced and been influenced by the wider world • Providing learners with a new vocabulary • Understanding historical concepts, such as continuity, change, cause-and-effect, similarity, difference and significance • Using historical concepts to make connections and draw contrasts • Gaining a historic perspective by understanding the subject material in local, regional and national contexts.

2.3 Teacher briefing In order to deliver this lesson you will need: • to provide your learners with context by exploring the reasons that communities and individuals came to live in Manchester.

The communities and individuals the lesson looks at have come to Manchester to escape from persecution and war in Europe and elsewhere. Use Part 1 – Introduction to help you with this • to prepare and copy items from the Document Bank (see section 2.4) • access to a world map, to show the learners where Sri Lanka, Lithuania, Poland, Germany, Austria, Ukraine, Belgium, Armenia and Hungary are in relation to Manchester.

2.4 Document Bank (see overleaf)

Part 2 – Lessons

Item no.

17

Name

Link/Description Provided in Document Pack (SC.C.PO.46.5)

1

Viraj Mendis Defence Campaign poster

Also here: www.flickr.com/photos/ manchesterarchiveplus/15876037431/in/ album-72157647137824854/ Provided in Document Pack (GB124.DPA/1384/48)

2

Solomon Myer Laserson, Russian-born mill-owner

Also here: www.flickr.com/photos/manchesterarchiveplus/ sets/72157626073524556 Provided in Document Pack (GB124.DPA/743/1)

3

Mr Zattman and family, Polish ‘clicker’, c.1906

Also here: www.flickr.com/photos/ manchesterarchiveplus/5452855813/in/ album-72157626073524556/ Provided in Document Pack (GB124.DPA/1461/6)

4

Refugees from Nazi Germany in the Cassel Fox Hostel, Manchester

Also here: www.flickr.com/photos/ manchesterarchiveplus/5213674519/in/ album-72157625481141988/ Provided in Document Pack

5

Photograph of a ‘Free Ukraine’ demonstration, no date

Also here: www.flickr.com/photos/ manchesterarchiveplus/5690729482/in/ album-72157625763119948/ Provided in Document Pack

6

Frank Stassen, a cutter at Blackley, 1915

7

Photograph of a meeting of 86 members of the Armenian community for collecting funds for Armenian refugees escaping from Turkey to other countries 1918–20

Also here: www.flickr.com/photos/ manchesterarchiveplus/5212992144/in/ album-72157626772914133/ Provided in Document Pack Also here: www.flickr.com/photos/ manchesterarchiveplus/9249373148/in/ album-72157634561006103/ Provided in Document Pack

8

Professor Michael Polanyi on a hike in England, c.1933

Also here: https://www.flickr.com/photos/ manchesterarchiveplus/5213045000/in/ album-72157625355748361/

Part 2 – Lessons

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2.5 Activities Starter activity

Main activity

Teacher information

Teacher information

The starter activity introduces the idea that Manchester has historically been a place that people have come to to escape from disaster, war and persecution. The historic documents retained

by Archives+ help us to understand some of the communities that have come to Manchester seeking refuge. These documents also preserve individual stories.

This main activity introduces the idea that Manchester has provided a home for communities that have found the city a place of safety at different times throughout history.

The activity uses a striking poster (Item 1) to introduce the story of Viraj Mendis. You will need to explain to learners that Viraj Mendis was a Sri Lankan national who overstayed a student visa in 1974 and then stayed in a Hulme church for two years, claiming sanctuary there, supported by the priest and members of the public.

Viraj Mendis claimed that he would be put to death if he returned to Sri Lanka. He actively supported the Tamil rebels, who were at war with the Indian government. His story shows that refugees were supported by Manchester people, and that it was viewed as a place of safety.

For learners • Examine Item 1.

• What do you think the poster is for?

• Where is Viraj Mendis afraid of being deported to?

• Why was he afraid of being sent back to Sri Lanka?

• Who do they think this poster is aimed at?

Using a world map and historical photographs (Items 2–4), introduce three groups of Jewish people that arrived in Manchester from different parts of Europe at different times. Ask the learners to look at Items 2–4 in small groups.

The people in Items 2–3 fled violence in Russia and Poland respectively during the 1880s. The people in Item 4 fled violence in Germany and Austria 50 years later in the 1930s.

In the 1880s, persecution of Jewish people became worse in Eastern Europe. People blamed Jewish people for the assassination of Tsar Alexander II in 1881. There were also other social and economic reasons behind the violence, but many Jewish people were in danger of being murdered by rioters across the Russian Empire. A large number of Jewish people saw their houses destroyed and their livelihoods ruined.

Solomon Myer Laserson (Item 2) was born around 1870 in Zagare in Lithuania, which was then part of the Russian Empire. During a wave of violence in the 1880s he fled to Manchester, where he set up a successful business and bought a mill. He used some of the money he made to help other Jewish people escape from areas close to Zagare. After they arrived by boat in Hull, many stayed in Britain.

Some travelled on, from the Port of Liverpool to the United States of America.

Harry Zattman (Item 3) was born in Warsaw in Poland. He emigrated from Poland around 1888.

Warsaw saw some of the worst anti-Jewish violence at the time. As a skilled slipper-maker (a ‘clicker’) Harry was able to provide for his family in Manchester.

Part 2 – Lessons

During the 1930s the Nazi Holocaust began in Europe. Jewish people were attacked and murdered, and across Europe many people were arrested and shipped to concentration camps, where they were killed in their millions.

Harold Linton (Item 4) was born Heinz Lilienthal.

He came from Regensburg in Germany and he probably changed his name to avoid sounding German, which would have been a very unpopular thing to be in Britain during the Second World War. He found work in Manchester as a warehouseman.

He escaped to Britain in 1939, just before the start of the Second World War. He had managed to obtain one of only 18 emigration vouchers issued each year by the German government for every 1,000 people wishing to leave. Harold’s father had originally fled to Germany from Russia to escape the anti-Jewish violence there, but nearly 20 years later in Germany he was beaten to death in November 1938 during what is known as Kristallnacht (the Night of Broken Glass).

For learners • Examine Items 2–4.

• What do the people have in common?

• Why did they leave their home countries to come to Manchester?

• Can you find their home countries on a world map?

Main activity Teacher information This activity introduces the idea that Manchester has provided a home for many different communities that have found it a place of safety.

Using a world map, the activity uses historical photographs (Items 5–7) to introduce different groups of people who have come to Manchester as a place of refuge. Ask the learners to look at Items 5–7 in small groups.

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The republic of Ukraine had been totally destroyed during the Second World War; 28,000 villages, 714 cities and towns, and 85 per cent of the capital Kiev's city centre were destroyed. 19million people were homeless. At the end of the Second World War the Iron Curtain divided Europe into East and West, and the Ukraine became a satellite state of the Soviet Union. The country was legally independent, but in reality it was controlled by the Soviet government. Many people from Western Ukraine came to settle in Cheetham Hill. These people can probably be seen demonstrating against Soviet control of the Ukraine (Item 5).

Frank Stassen (Item 6) was a Dutch citizen living in Belgium when the First World War was declared and the German army invaded. He argued that he could leave the country because he was Dutch, and he came to Britain. His father had been a cutter and he inherited his father’s trade. The picture shows Frank wearing a designer’s smock. He is holding a wallpaper roller. On the reverse of the photograph it says ‘Souvenir de Francois Stassen le 29 Mars 1915. Photographers: Gale’s Studios Ltd., Branch 54, Market Street, Manchester’.

People from Armenia had settled in Manchester for the textile trade as early as the 1830s. From then until the Armenian Genocide of 1915, Armenians in the Ottoman Empire were picked out for second-class treatment. The prosperous textile city of Manchester was somewhere Armenians could live and trade, and this community began to look very kindly on Manchester and Britain.

From the 1870s, conditions for Armenians living in the Ottoman Empire became rapidly worse. In 1894, massacres began, and as many as 300,000 Ottoman Armenians were murdered in that round of violence. Violence escalated in 1915 when there were some 2,500,000 Armenians living in the Ottoman Empire. By 1923, this number had been reduced to 200,000, as many people had died of starvation. In Manchester the Armenian community tried to help by raising funds to help people escape (Item 7).

Part 2 – Lessons

For learners

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For learners

• Look at Items 5–7.

• Look at Item 8.

• Why do you think these people have come to Manchester?

• What did Professor Polanyi think about his adopted home and host city?

• How do you think they felt in Manchester compared to their home country?

• What challenges do you think he faced in Manchester?

• Why do you think people came to Manchester to seek refuge?

• What contribution did Professor Polanyi make to Manchester?

• Can you find their home countries on a world map?

• Write a short obituary for Professor Polanyi.

2.7 Debriefing

2.6 Key stage 3/4 optional activities Teacher information This suggested optional activity explores what Manchester offers as a host city for refugees and how individual refugees have shaped Manchester.

Professor Michael Polanyi was born Pollacsek Mihály to Hungarian secular Jewish parents in Budapest in Hungary, a former part of the Austro-Hungarian Empire. He left Hungary to work in Germany, and converted to Roman Catholicism in 1923.

The rise of the Nazi party in Germany meant that although his family were practising Roman Catholics, his Jewish heritage made it unsafe to stay. In 1933, he therefore accepted a job at Manchester University as Professor of Physical Chemistry, later becoming Professor of Social Sciences. Two of his former students went on to win Nobel Prizes - Melvin Calvin for Chemistry in 1961 and Eugene Wigner for Physics in 1963. Melvin Calvin said: “My experience with Michael had a profound effect on my subsequent career. There is no doubt that Michael Polanyi had a profound effect on the careers of all three of us and many others as well.”

Using the character card for Professor Michael Polanyi (Item 8), learners should think about what refugees offer their new homes, and how the city of Manchester provides opportunities for people.

Teacher information It is important to reflect on the impact the individuals had on Manchester and the impact Manchester had on the wider world.

Viraj Mendis (Item 1) moved to Germany and became the chairman of the International Human Rights Association, defending refugees facing deportation, and he continued to support the Tamil cause.

Solomon Laserson (Item 2) used the money he made in Manchester to arrange safe passage out of Russia for Jewish people living near his Lithuanian hometown; with his help many Jewish people made their way to the UK and the USA. On reflection – for learners • What challenges did the refugees experience?

• What did ‘safe’ Manchester provide for refugees?

• What contributions did the refugees make to Manchester?

Part 2 – Lessons

Lesson 3: Creating culture in Manchester 3.1 Context This lesson looks at how the various communities in Manchester have contributed to make it a culturally diverse city throughout its history.

The lesson looks at: • How diversity in Manchester has occurred, as different individuals and communities live together • Stories from real-life people – individuals who have ‘made and changed’ Manchester • How communities view themselves and contribute to the ‘culture of Manchester’.

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3.3 Teacher briefing In order to deliver this lesson you will need: • to provide your learners with context by exploring reasons for communities and individuals coming to live in Manchester. Use Part 1 – Introduction to help you with this • to prepare and copy items from the Document Bank (see section 3.4) • access to a world map or a map of Europe to show the learners where China, Hong Kong, Guyana (South America), Gold Coast, Corfu and Italy are in relation to Manchester • a laptop and projector, with speakers, to watch the ‘Manchester’s Chinese Community’ film.

3.4 Document Bank (see overleaf)

3.2 Learning objectives • Understanding different personal motivations • Understanding historical characters by examining what their lives were like • Understanding how different groups of people have been influential in the development of north west England • Understanding how Britain has influenced and been influenced by the wider world • Providing learners with a new vocabulary • Understanding historical concepts, such as continuity, change, cause-and-effect, similarity, difference and significance • Using historical concepts to make connections and draw contrasts • Gaining a historical perspective by understanding the subject material in local, regional and national contexts.

Part 2 – Lessons

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Item no.

Name

1

‘Manchester’s Chinese Community’, 1985

Link/Description

www.vimeo.com/76696208

Provided in Document Pack 2

Character card – Chief Elouise Edwards

Also here: www.archivesplus.org/wp-content/uploads/2013/10/2_11_3_ Community-EE-5-cropped-bottom-1180x400.jpg

Provided in Document Pack (GB124.DPA/915/1)

3

Character card – Vincent (Vince) Kwiku Eggay Taylor

Also here: www.flickr.com/photos/manchesterarchiveplus/5207650620

Provided in Document Pack (GB124.DPA/2269/2) 4

Character card – Sabbato Levy

Also here: www.flickr.com/photos/manchesterarchiveplus/5213030388/in/ album-72157625481185386/ Provided in Document Pack (GB127.Broadsides/FND.646)

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Flyer for Chinese ballet

Also here: www.flickr.com/photos/manchesterarchiveplus/5690729482/in/ album-72157625763119948/ Provided in Document Pack Also here: www.flickr.com/photos/manchesterarchiveplus/5431339915/in/ album-72157626013673182/ (m61992)

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Item 6: Chinese New Year, Manchester, 1985

www.flickr.com/photos/manchesterarchiveplus/5431947636/in/ album-72157626013673182/ (m50919) www.flickr.com/photos/manchesterarchiveplus/5431339599/in/ album-72157626013673182/ (m61996) https://www.flickr.com/photos/ manchesterarchiveplus/5431947756/in/ album-72157626013673182/ (m61998)

Part 2 – Lessons

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Item no.

Name

7

Item 7: Italian Whit Walks, 1914 and 1930s

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Item 8: Marco Rae’s ice-cream van, 1930s

Link/Description

Provided in Document Pack (m61992) Also here: www.flickr.com/photos/manchesterarchiveplus/9249373148/in/ album-72157634561006103/

Provided in Document Pack Also here: https://www.flickr.com/photos/ manchesterarchiveplus/5213045000/in/album-72157625355748361/

3.5 Activities Starter activity

• Different people – young and old, Chinese and non-Chinese

Teacher information

• Festivals

The starter activity involves looking at a short video on the Chinese community in Manchester from the 1980s (Item 1). The learners will be asked to list things that might not exist in Manchester if it were not for the presence of a Chinese community and a Chinatown.

• Vibrant colours

Historic documents retained by Archives+ can be used to find out more about communities and to show what they contribute to Manchester.

This video tells us that in the 1980s the Chinese community was growing. The video shows a range of things the learners might identify as Chinese, and which might not exist in Manchester without the Chinese community. These include: • Writing • Bilingual signs • Music • Flags • Dragons in the Town Hall • Food • Restaurants

• Costume • Dance • Firecrackers.

Ask the learners if they have ever been to a Chinese restaurant or eaten Chinese food. Have they ever eaten food that has come from another country or culture?

For learners • Watch the video – Item 1.

• What is the nationality of the community in the video?

• What has this community brought to Manchester?

• What wouldn’t exist in Manchester if this community was not in the city?

Part 2 – Lessons

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Main activity

Vince Taylor graduated in Law from Cambridge University in 1960 (Item 3). He grew up in Manchester during the 1940s and 1950s. His father was James Taylor, who had arrived in Manchester from Ghana, then part of the Gold Coast. James Taylor ran hostels for African seamen in Manchester (as well as Liverpool and elsewhere).

He was the President of the Negro Welfare Association, and in 1945 helped to finance the PanAfrican Congress in Manchester. This congress was globally important, and hugely significant in the independence movement for African countries in the British Empire and other Imperial possessions.

The Pan-African Congress called for an end to imperialism and capitalism. It was also important in resolving to criminalise racial discrimination. In 1966, James Taylor died and was buried in Ghana.

His family held a special ceremony for Vince Taylor when he arrived, as he missed the funeral. Vince later left Britain to live with his family.

Teacher information This activity looks at three individuals from some of Manchester’s diverse communities.

These individuals are real people who have each contributed to the culture of the city of Manchester.

Ask the learners to look at the three character cards (Items 2–4), each consisting of a photograph and supporting information from Archives+, to answer questions for each of the characters. You may want to split the class up into small groups and give each group one character.

Eloise Edwards (Item 2) was born in Guyana in South America. Her father was an engineer and she arrived in Manchester in 1961 to be with her husband, Beresford (Berry, also known as Nana Bonsu). Beresford had moved here the previous year to study lithography. Eloise Edwards had never wanted to leave Guyana and was very unhappy when she arrived in Manchester.

The young couple found that a lot of things people take for granted now – schools, the police, education, social services, and housing – were very racist. There was a lot of racial discrimination when it came to housing, for example. Eloise Edwards set up the Walton Housing Association to provide good-quality housing for black and minority people in Manchester.

Over time she was involved in more than 35 organisations in Manchester. She was instrumental in celebrating black culture, battling racism, and developing community resources in Moss Side.

She received an MBE, and an honorary masters’ degree from The University of Manchester. She also received an African Chieftaincy for her work with African people in Manchester. The honour was bestowed at an official naming ceremony

by Chief Reogigi-ugo of Nigeria.

Later, Sabbato Levy is photographed in Manchester in 1900 (Item 4). He was born in Corfu, which was then a part of the British Empire.

He was a cotton merchant, and he brought his family to Manchester around 1870. Around this time they were one of many Sephardic (Spanish) Jewish families that moved to Manchester from the Levant and Mediterranean. Manchester had a vibrant textile trade and historical trading links with these countries. The new Suez Canal opened up important new trade routes in 1869. Manchester became so important in this community that for Sephardic Jewish boys born in Aleppo, now in Syria, the words ‘May he live in Manchester’ became a traditional blessing.

Sabbato Levy’s ancestors had escaped from Spain to Corfu in the 1600s, from the Spanish Inquisition.

Many other Sephardic (or Spanish) Jewish people also left to settle elsewhere around the Mediterranean, the Levant, and in Europe.

Part 2 – Lessons

Sabbato Levy was a founder of the Spanish and Portuguese Synagogue in Manchester.

The Sephardic Jewish community (consisting of around 35 families in Manchester at the time) now had somewhere to worship. This synagogue has since been converted to become the Manchester Jewish Museum.

For learners • Look at the three character cards (Items 2–4).

• What is your character’s name?

• Are they associated with a particular Manchester community?

• What do you think they have contributed to Manchester’s culture?

Main activity Teacher information This main activity looks at how some of Manchester’s diverse communities view themselves and how they are viewed. The historic archive documents also show some of the ways in which they have contributed to the ‘culture of Manchester’.

Split the class into groups. Each group will be provided with archive documents (Items 5-6).

Each group will examine the documents that present how the Chinese community has contributed to Manchester’s culture. These documents show how festivals (eg. Chinese New Year), dance and other cultural traditions have been adopted by the people of Manchester.

For learners

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Main activity Teacher information Ask the learners to look at Items 7–8. In groups ask them to compare these items (which show us the Italian community in Manchester in the early 1900s) with the previous pictures of the Chinese community.

Ask the groups to discuss the differences and similarities. Item 7 shows the Italian community taking part in the traditional Whit-Walk processions – a Catholic Easter tradition that was imported from Italy. Some people play instruments, and most wear Italian costumes.

Item 8 shows another major Italian contribution to Manchester – the icecream van selling traditional Italian ice cream, made using British equipment. This shows a very specific and unusual way in which communities interacting has been important to Manchester.

For learners • Look at Items 7–8.

• What community is being shown in these items?

• What have they introduced to Manchester?

• How have they contributed to Manchester’s culture?

• Think about the similarities and differences between this community and the community seen in Items 5–6.

3.6 Key stage 3/4 optional activities

• Look at Items 5–6.

Teacher information

• What do they tell us about the Chinese community?

In pairs, ask the learners to look at Items 2–4.

The pair should prepare a ‘role-play’ interview, where one of the pair assumes the role of interviewer and the other the interviewee. Their role-play interview should be presented to the rest of the class and should highlight the role of people in making cultural Manchester. The learners should address what they as individuals think – about Manchester, their community and how it is significant to Manchester – as well as the challenges they themselves have faced.

• What has the Chinese community introduced to Manchester?

Part 2 – Lessons

For learners • Look at Items 2–4.

• In pairs, develop a role-play interview. One person should play the interviewer and the other the interviewee.

• The role-play should be presented to the rest of the class to help them to understand how the character and their family contributed to the culture of Manchester.

3.7 Debriefing Teacher information The learners should reflect on the different contributions made by communities to Manchester.

This is to reinforce the idea that a community can have a distinct culture. This culture can be translated to a new home like Manchester.

The learners should also reflect on the idea that people coming together in this way makes a place energetic, vibrant and interesting. When cultures Ware side by side in a city like Manchester we can see how the many different cultures share many things.

On reflection – for learners • What do communities contribute to the culture of Manchester?

• What is the Manchester culture?

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