This document is a test and not part of your Student Contract and is not an Official University

Document. For accurate information always ensure you confirm with your tutor and check the
Syllabus.

BRITISH AND AMERICAN CULTURE

Document Pack – Seminar Materials
2025

Document Pack
Document Pack written by – Calum John Leatham (MA)

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 This document is a test and not part of your Student Contract and is not an Official University
Document. For accurate information always ensure you confirm with your tutor and check the
Syllabus.

BRITISH AND AMERICAN CULTURE

Welcome to British and American Culture! In this module, we will explore the traditional and modern
cultural values of the British and American people. The course will provide you with an understanding
of their countries, people, values, attitudes, beliefs, political systems, government, and other key
aspects of their societies. Throughout the module, you will have the opportunity to compare these
elements with Vietnamese culture, helping you to deepen your insights, enhance your
communication skills, and develop other essential abilities for studying and working in a multicultural
environment. Themes such as cultural identity, societal values, and cross-cultural communication
will be central to our exploration.

British and American Culture is taught by the following staff:

Nguyen Viet Linh – Viet Linh is the module leader [email protected]

Calum John Leatham – Calum is a module tutor [email protected]

This document pack contains a variety of materials to support your learning as we explore the
themes and topics of British and American culture. You will find additional resources on the British
and American Culture on your Microsoft Teams group, including links to the Primary Reading
Material or Additional Reading material. If you have any questions, please feel free to reach out to
your course instructors for assistance.

Document Pack – Contents (Ignore This until complete)

Preparation for Seminars p. 4

Assessment Information p. 4

Guidance for Preparing a Group Presentation p. 6

Guidance for Seminar Preparation p. 8

How to Use the Group Notes Template for Seminars p. 9

Seminar Materials

British & UK Culture

Seminar 1 Country & People p. 12

Seminar 2 History p. 15
Seminar 3 Identity p. 18

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This document is a test and not part of your Student Contract and is not an Official University
Document. For accurate information always ensure you confirm with your tutor and check the
Syllabus.

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 This document is a test and not part of your Student Contract and is not an Official University
Document. For accurate information always ensure you confirm with your tutor and check the
Syllabus.

Preparation for seminars

As shown on the schedule on the previous pages, each seminar will focus on a specific topic,
supported by a dedicated 1-hour lecture. The seminar tasks will introduce key events, individuals,
themes, and areas of debate. Alongside your timetabled seminars, you are expected to engage with
the Primary Reading material outside of class and independently study any additional sources
provided in this document pack.

You are required to prepare in advance for all your seminars. For each seminar, you should:

1. Make sure to complete the essential seminar reading— this includes the Primary Reading
Material and Additional Reading material. It’s all available electronically and linked directly
from your Microsoft Teams groups or within the Lecture Slides. This might include articles,
movies, TV programmes, as well as written texts.

2. Read through all the primary documents for the topic and take some time to find out about
their authors and context (the seminar reading will help with this). As you go, make notes—
you can either annotate the documents or create separate notes. If there’s anything you don’t
understand, like words or phrases, look them up. Don’t worry if you can’t figure everything
out; just make a note of what you’re unsure about and ask your tutor for help.

3. Try to write down answers to the seminar questions. Again, it’s fine if you’re not sure about
some of them—you’ll have the chance to discuss and work through them during the seminar.

Each seminar requires you read a chapter from the Primary Reading Material (the two course books)
and Additional Reading material, which can be found in this document pack or through links on
your Microsoft Teams. This reading is compulsory, and we strongly encourage you to engage with it
to deepen your knowledge and understanding of the topics. It will also serve as a valuable resource
to support your revision for the exam.

For some seminars you will be asked to complete additional preparation tasks as an individual or
group.

Assessments

The Course is assessed as follows:

Attendance and Participation

1. 10% of total mark for module

Formative assessment

1. Group Presentation (30% of total mark for module)

a. A group of 5-6 students will choose one topic relating to the UK

Summative Assessment

1. Final Written Test (40% of total mark for standard program module or 20% if you are in
the higher quality program):
a. - 30 multiple-choice questions: 60% of total score.
b. - 01 written response: 40% of total score.
2. Culture Fair (higher quality program only – 20% of total mark for module).

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 This document is a test and not part of your Student Contract and is not an Official University
Document. For accurate information always ensure you confirm with your tutor and check the
Syllabus.

Your formative assessments will be submitted electronically via the ‘Assessments’ section
of Microsoft Teams.

Assessment Details:

Formative assessment:
Demonstrate your group work with visual aids as PowerPoint/Keynote slides or equivalent. You will
get feedback after the group presentation has been conducted.

Submit to the instructor via Microsoft Teams no later than one day before the test. Please do not
forget to submit your group list with full name, student ID and contribution of every member of the
group. Note about submission email: for example: Monday Class – Group 1 – Understanding the
culture of the United Kingdom.

Time budget: 15 minutes each group.

A group of 5-6 students will choose one of the following options:

Final Written Exam:

At the end of the module there will be a 1-hour final exam which you will complete within the
University. The purpose of the test is to make a final review of the topics covered and assessment
of each student's knowledge of the subject. The test includes thirty multiple-choice questions and
one question which requires a minimum of 250-word written response.

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 This document is a test and not part of your Student Contract and is not an Official University
Document. For accurate information always ensure you confirm with your tutor and check the
Syllabus.

Guidance for Preparing a Group Presentation

Group presentations are an excellent opportunity to collaborate, develop your communication skills,
and deepen your understanding of other cultures. By working together, you can create a compelling
and engaging presentation that not only meets the assignment criteria but also encourages your
audience to think critically about the topic. Remember, you will be expected to understand Britain
and America as future business leaders, so now is a great opportunity to express that knowledge.
Below are some guidelines to help you prepare effectively:

Choosing a Topic
Your group of 5-6 students will choose one of the following topics:
 The country and people in the UK
 UK History
 UK Identity
 UK Attitudes
 UK Political Life, the Monarchy, and Government
 UK Education
 UK Economy and Everyday Life
 Other selected topics (approved by your instructor)

When selecting a topic, consider what interests your group the most and how it connects to your
own cultural experiences in Vietnam. This will make your presentation more engaging and
meaningful.

Structuring Your Presentation

Your presentation should include the following elements:
1. Introduction:
 Briefly introduce your topic and its significance.
 Provide an overview of what your presentation will cover.
 Highlight why this topic is relevant to understanding British culture.
2. Main Content:
 Divide the content into clear sections, with each group member responsible for a
specific part.
 Use visual aids (PowerPoint/Keynote slides or equivalent) to support your points.
Ensure the slides are clear, visually appealing, and not overloaded with text.
 Reflect on the topic by comparing it with your own cultural experiences in Vietnam.
This adds depth and a personal touch to your presentation.
3. Conclusion:
 Summarize the key points of your presentation.
 Highlight any insights or lessons learned from your research and reflection.
 End with a thought-provoking question or statement to leave a lasting impression.

Tips for a Successful Presentation

1. Collaborate Effectively:
o Assign roles and responsibilities to each group member (e.g., research, slide
design, presenting, activity planning).
o Regularly communicate and share progress to ensure everyone is on the
same page.
2. Engage Your Audience:
o Use visuals, storytelling, and interactive activities to make your presentation
dynamic and memorable.

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Document. For accurate information always ensure you confirm with your tutor and check the
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o Speak clearly and confidently and maintain eye contact with your audience.
3. Reflect on Cultural Comparisons:
o Draw connections between British culture and your own experiences in
Vietnam. This not only makes your presentation more relatable but also
demonstrates critical thinking.
4. Practice Together:
o Rehearse as a group to ensure smooth transitions between speakers and a
cohesive delivery.
o Time your presentation to make sure it fits within the allocated timeframe.

Key Questions to Guide Your Preparation

 What is the main purpose of your topic, and why is it important to understanding
British culture?
 How does this topic reflect the values, attitudes, or history of the UK?
 What similarities and differences can you identify between British culture and
Vietnamese culture?
 How can you make your presentation engaging and interactive for your audience?

By following these guidelines, your group will be well-prepared to deliver an

informative, engaging, and reflective presentation. Good luck and have fun exploring
British culture!

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 This document is a test and not part of your Student Contract and is not an Official University
Document. For accurate information always ensure you confirm with your tutor and check the
Syllabus.

Guidance for Seminar Preparation

Analysing primary documents is a critical skill for anyone studying Business English, particularly
when exploring British and American culture. For example, reading the British and American news
within business requires you to think about the document on a deeper level for much of it to make
sense on a historical, cultural or political level. These documents—whether they are speeches,
advertisements, literature, or media—provide valuable insights into the values, attitudes, and
traditions that shape these societies. When examining such materials, we ask practical questions
(e.g., What is the purpose of this document?) and deeper, cultural questions (e.g., What does this
document reveal about British or American identity?). However, the most important question you
should always ask is: “What can this document tell us about culture?”

To answer this question effectively, we must consider the broader cultural and historical context in
which the document exists. For example, a political speech from the UK might reflect British values
such as tradition, understatement, and a sense of national pride, while an American advertisement
might highlight themes of individualism, innovation, and optimism. By understanding these cultural
nuances, we can better interpret the document’s purpose and significance.

It’s also important to recognize that cultural documents are not neutral or objective. They often reflect
the biases, priorities, and perspectives of their creators. For instance, a newspaper article might
frame an event in a way that aligns with a particular cultural narrative, while a piece of literature could
challenge or reinforce societal norms. Rather than dismissing these biases, we should analyse them
to understand how they influence the document’s message and how they align with or challenge
cultural values. Does the bias tell us something about the people writing it?

When analysing cultural documents, focus on how and why the information is presented in a
particular way. Does the language reflect cultural preferences for formality or informality? Does the
tone convey cultural traits, such as British humour or American directness? By exploring these
questions, you can develop a deeper understanding of the cultural dynamics at play.

Although your analysis may not follow this structure, here are some topics you should include:

 Features of the document: Author, date, audience, purpose, type of document,

language, style. For example, a political speech delivered by a British prime minister during a
time of national crisis will have a very different tone, purpose, and audience compared to an
American pop song celebrating freedom and individuality. How do these basic features help us
understand the document? Keep in mind that these elements are crucial for uncovering the
document’s purpose and what it reveals about the culture it represents. While a political speech
may reflect the values and concerns of a specific moment in British history, a pop song might
capture broader themes of American identity and aspiration. By examining these features, you
can better understand how the document reflects or shapes cultural norms and values.

 Historical context. Historical context is essential for understanding a document’s significance

and meaning. Identifying the key historical events, movements, and figures related to the
source provides deeper insight into its purpose and cultural impact. For example, a manifesto
written during the Industrial Revolution will reflect very different concerns and ideologies
compared to a speech delivered during the Cold War. What historical forces shaped the
document’s creation? How does it respond to or influence its historical moment?

 The document itself. Closely analyse the document itself. Identify two or three clearly
important aspects of this document. What concepts does it reflect? What opinions/bias does it

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 This document is a test and not part of your Student Contract and is not an Official University
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convey? How can you connect these ideas to your larger discussion about the culture? You
may want to point out what it is trying to achieve (persuade the public?) or the fact that it
repeats the same language to emphasise a point (“I have a dream”).

 Legacy/Consequences. Some texts gain importance due to their immediate or lasting impact.
A speech by Winston Churchill during World War II, for example, took on greater meaning
because of Britain’s eventual victory, while the Declaration of Independence shaped the
foundation of American identity. How did the document influence public opinion, government
policies, or cultural values?

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 This document is a test and not part of your Student Contract and is not an Official University
Document. For accurate information always ensure you confirm with your tutor and check the
Syllabus.

How to Use the Group Notes Template for Seminars

As you prepare for your upcoming seminars, here’s a quick guide on how to use the Group Notes
Template effectively. This tool is designed to help you organize your thoughts, collaborate with
peers, and contribute meaningfully to seminar discussions. Here’s how a university student might
use it:

Step 1: Brainstorm Ideas

• Divide your paper into 4 sections (3 for questions, 1 for additional notes). Then, in the questions
sections make 3 categories (1. Ideas. 2. Evidence. 3. Conclusion).

• In the Ideas, jot down any thoughts, questions, or insights your group has about the question
topic. These can be in short or long form—there are no wrong answers!

• Example: If the question is about identity, your ideas might include simply “Different Accents” or
in more detail “Class plays a role in how British people treat each other because Working Class
is seen as more honourable while Upper Class is seen as "posh".”

Step 2: Support with Evidence

• In the Quotes & Evidence section, use material from the lecture, reading (Course book), or
document pack to back up your ideas.

• Example: If your idea is about how people think of "southerners", you might include a quote from
an interview in the document pack, some text from the course book or an image found in the
lecture slides.

Step 3: Summarize Your Conclusions

• Write a concise summary of your group’s ideas in the Conclusion section. This will help you
present your findings clearly to the class.

• Example: “Our group concluded that British people can easily identify peoples class based on
accents. Some British people do not like other people based on their class so they only have to
hear someone talk once to know if they dislike them.”

Step 4: Link Ideas Across Questions

• In the Additional Notes section, identify connections between the questions. This helps you see
the bigger picture and engage in deeper discussions.

• Example: If Question 1 is about British Identity and Question 2 is about Vietnamese Identity, you
might link them by discussing the similarities or differences between how people see themselves
in each country.

Step 5: Add Extra Discussion Points and Questions

• Use the Additional Notes section to:

1. Note any extra points your group discussed but didn’t fit into the main sections.
2. Write down questions you still have or want to explore further during the seminar.
• Example: “We want to ask the seminar leader about if religion will have any impact on how British
people and their humour.”

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 This document is a test and not part of your Student Contract and is not an Official University
Document. For accurate information always ensure you confirm with your tutor and check the
Syllabus.

Why This Works

• Collaboration: This template encourages teamwork and ensures everyone’s ideas are heard.
• Clarity: It helps you structure your thoughts and present them logically.
• Engagement: By preparing in advance, you’ll feel more confident contributing to the seminar.

 Give it a try in your next seminar and see how it enhances your learning experience!

Example Group Paper:

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 This document is a test and not part of your Student Contract and is not an Official University
Document. For accurate information always ensure you confirm with your tutor and check the
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British Culture Document Pack

Seminar 1 – Chapter 1 Country & People

Key Terms: Geographically speaking • Politically speaking •

The four nations • The dominance of England

You must consult the Primary course book ‘Britain for Learners of English’ Chapter 1 before
reading this section.

When considering terms such as ‘Anglo-American relations’ or the ‘British Isles’, one might easily
assume that Britain represents a singular, unified nation with a homogeneous culture. However, as
the lecture highlights, this is a misconception—if not an entirely fabricated notion—of Britain’s true
nature. Britain is not synonymous with England; rather, it is a political union comprising three distinct
nations: England, Scotland, and Wales. The United Kingdom, in turn, extends this union to include
a fourth nation: Northern Ireland. Furthermore, each of these four nations maintains its own unique
languages, cultural interests, and even sports teams. This seminar delves into the internal divisions
that characterize both Britain and the United Kingdom, while also exploring the geographical and
identity-based complexities that define these regions.

This week’s essential seminar reading raises several important questions that can help you
understand British culture: (1) Is there the same kind of confusion and disagreement about names
in your country as there is in Britain and Ireland? How does this happen? Additionally, (2) when
thinking of the well-known symbols and tokens of nationality in your country, are they the same types
of real-life objects—such as plants, clothing, or other cultural markers—that are used in Britain?

Seminar Questions

1. Is there the same kind of confusion of and disagreement about names in your country as there is
in Britain and Ireland? How does this happen?

2. Think of the well-known symbols and tokens of nationality in your country. Are they the same
types of real-life objects (e.g. plants and clothes) that are used in Britain?

3. The British Isles is the common name for the group of Islands off the coast of Northern Europe.
However, this name is often debated or seen as politically outdated. Why do you think this is?

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 This document is a test and not part of your Student Contract and is not an Official University
Document. For accurate information always ensure you confirm with your tutor and check the
Syllabus.

Two potential Image of the British Isles

(Primary Material 1) Here are two depictions of what is often referred to as the “British Isles.” These
images illustrate four nations—England, Scotland, Wales, and Northern Ireland—alongside the
Republic of Ireland, as well as four principal island groups: Great Britain, Ireland, the Isle of Man,
and the Channel Islands. However, not all these territories fall under the jurisdiction of the British
government. The Republic of Ireland, for instance, operates as an entirely independent nation with
its own government. Meanwhile, the Isle of Man and the Channel Islands are classified as Crown
Dependencies, meaning they are self-governing but maintain a unique constitutional relationship
with the British Crown. This complex arrangement highlights the intricate political and geographical
distinctions that define this region.

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 This document is a test and not part of your Student Contract and is not an Official University
Document. For accurate information always ensure you confirm with your tutor and check the
Syllabus.

Different Symbols and tokens of nationality found throughout Britain and Ireland

(Primary Material 2) Here are various symbols commonly used to represent each of the nations
within Britain and Ireland. While not universally accepted or agreed upon, these symbols are
frequently employed in popular culture to evoke the distinct identities of these nations. They serve
as cultural shorthand, often appearing in media, literature, and other forms of expression to signify
the unique characteristics of England, Scotland, Wales, Northern Ireland, and Ireland. However, it is
important to note that the use of such symbols can be contentious, as they may not fully capture the
diversity of perspectives and identities within each nation.

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 This document is a test and not part of your Student Contract and is not an Official University
Document. For accurate information always ensure you confirm with your tutor and check the
Syllabus.

Seminar 2 – Chapter 2 History

Key Terms: Geography • Political System •

British Identity • British Empire

You must consult the Primary course book ‘Britain for Learners of English’ Chapter 2 before
reading this section.

When discussing terms like "British history" in relation to "British identity," we must
remember that the UK comprises four nations: England, Scotland, Wales, and Northern
Ireland. Each of these nations has its own distinct history, cultural practices, and even
national symbols. For example, while England is often associated with the monarchy and
iconic landmarks like Stonehenge, Scotland takes pride in its Celtic roots and Gaelic
language. Wales, with its Welsh language and traditions, and Northern Ireland, with its
unique blend of Irish and British influences, further highlight the diversity within the UK. This
lecture delves into the historical divisions that have shaped these nations. From the Roman
conquest of Britannia to the Anglo-Saxon invasions, the Viking settlements, and
the Norman conquest, each period left a lasting imprint on the cultural and political
landscape. The feudal system introduced by the Normans, for instance, entrenched class
divisions that persisted for centuries, while the Tudor reforms and the Protestant
Reformation reshaped religious and political identities. The Act of Union in 1707 formally
united England and Scotland, creating what we now know as modern-day "Britain."

This chapter and seminar explore the entire history of the UK, from the ancient humans who
settled here thousands of years ago to the rise and fall of the modern British Empire. These
historical events are taught to British children from a young age and have profoundly
impacted British identities in various ways. This section, therefore, addresses several key
questions: Firstly, how has history—and the myths created from it—shaped British ideals?
Secondly, how has history influenced the current political system and stability of the UK?
Finally, how has British history contributed to both the arrogance and shame felt by the
British people?

Seminar Questions

1. In Britain, as in most countries, history and popular myth are mixed up together. How much of
the history in the chapter do you think is historical truth? And how much of it influences how British
people think of themselves?

2. How would you describe the changing relations between religion and politics in British history?
Are the changes that have taken place similar to those in your country?

3. Britain is unusual among European countries in that, for more than 300 years now, there has not
been a single revolution or civil war. Why do you think this is?

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 This document is a test and not part of your Student Contract and is not an Official University
Document. For accurate information always ensure you confirm with your tutor and check the
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Dr Suzannah Lipscomb: Why does Tudor history still form a key part of British
national identity?

Dr. Suzannah Lipscomb explores the enduring influence of the Tudor period (1485–1603)
on modern British identity. he Tudor era, marked by figures like Henry VIII and Elizabeth I,
shaped Britain's religious, political, and cultural landscape. Key events like the English
Reformation and the establishment of the Church of England under Henry VIII had long-
lasting impacts.

Video Link: https://www.youtube.com/watch?v=H9gdCBDL--A

Two Statues of Duke of Wellington (Equestrian statue of the Duke of Wellington, Hyde
Park Corner, London, England– On the Left and Duke of Wellington statue outside the
Gallery of Modern Art, Glasgow, Scottland – On the Right).

(Primary Material 1) The Duke of Wellington (1769–1852) was a British military leader and
politician best known for defeating Napoleon at the Battle of Waterloo in 1815, which ended
the Napoleonic Wars and secured Britain's dominance in Europe. As a politician, he served
as Prime Minister (1828–1830) and opposed reforms like the expansion of voting rights.
His military successes and political influence cemented his legacy as a national hero,
symbolizing British resilience and leadership during a transformative period in European
history.

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 This document is a test and not part of your Student Contract and is not an Official University
Document. For accurate information always ensure you confirm with your tutor and check the
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A group of Druids at Stonehenge in Wiltshire, England

(Primary Material 2) Druidry is a modern spiritual movement focused on building respectful

relationships with nature, including landscapes, plants, animals, and people. It also honors
nature spirits and deities. Druidry began in the 18th century, inspired by Romantic ideas
about ancient Celtic priests called druids. However, modern Druidry has no direct link to
these ancient priests. Today, some Druid groups aim for historical accuracy, while others
focus on personal spirituality. The connection between modern Druidry and ancient druids
remains debated.

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 This document is a test and not part of your Student Contract and is not an Official University
Document. For accurate information always ensure you confirm with your tutor and check the
Syllabus.

Seminar 3 – Chapter 4 Identity

Key Terms: • Being British • Class •

Ethnic Identity • Social and everyday life for British People

You must consult the Primary course book ‘Britain for Learners of English’ Chapter 4 before
reading this section.

When discussing British identity, it is easy to assume a single, unified culture. However, the
reality is far more nuanced. The United Kingdom comprises four nations—England,
Scotland, Wales, and Northern Ireland—each with distinct identities shaped by history,
geography, and society. Accents, more than religion or politics, often reveal a person’s
background, with variations not only between nations but also within cities and regions.
Class remains a defining factor in British society, yet perceptions of it are fluid; "inverted
snobbery" can lead individuals to embrace working-class identity as a marker of authenticity.
Meanwhile, regional divisions, particularly between the North and South of England,
continue to shape attitudes, with Northerners often viewing themselves as tougher and more
down-to-earth, while Southerners are sometimes perceived as more privileged.

This week’s essential seminar reading invites you to examine how British and UK citizens
construct their sense of identity. It encourages you to reflect on your own identity in Vietnam,
considering how national and regional distinctions shape cultural perception. Finally, this
seminar challenges you to view yourself through the lens of British culture, questioning how
your identity might be understood if you lived in the UK.

Seminar Questions

1. In the early 1900s, the famous playwright and social critic George Bernard Shaw said that
when an Englishman speaks, another Englishman will immediately look down on him. What
did he mean by this?
2. Do the social classes in your country define themselves in the same way as they do in Britain?
Do factors like language, accent, clothing, money, habits, and attitudes have the same
influence in your country?
3. There are many different factors that shape a person's sense of identity. Some of these
factors are very important in Britain, while others are less significant. Are the same factors
important in your country? How would you define yourself if you were from a Vietnamese
family but born in Britain?

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 This document is a test and not part of your Student Contract and is not an Official University
Document. For accurate information always ensure you confirm with your tutor and check the
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National identities, 2011 and 2021, England and Wales

(Primary Material 1) The 2001 census included a question about national identity, allowing
respondents to select multiple options from British, English, Irish, Scottish, Welsh, or "other." A total
of 46% selected the "British". However, the 2021 census shows that the total of people selecting
“British” had gone up to over 60-65% overall. We see a similar change when we look at these two
maps of the 2011 census to 2021 census.

North Vs South – Interviews extracts from The Guardian

Full article - https://www.theguardian.com/uk/2007/oct/28/britishidentity.society

(Primary Material 2) These are some extracts from a The Guardian interview where people
considered the idea of being called a Northerner or Southerner. The interviews were in relation to a
new study that redefined what could be classified as North and South England.

1. 'I was born in Scotland, so everything seems south to me and it doesn't really mean much,'
Janet Kerr, 45, Landlady, Leicester

2. 'I have lived in Leicester all my life and I like it so I decided to go to university here as well. I
don't think it matters any more whether we are in the North or the South.' - Jessica Long,
Student, 19, Leicester

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3. 'I'm horrified that I'm meant to be a Southerner. I always thought of myself as East Midlands.
"Southern" just brings up all these sort of stereotypes and I'd prefer to be a Northerner.
People in the South seem a bit more reserved, a bit more angry - probably about house
prices.' - Nisha Preddy, 23 accounts assistant, Leicester

4. 'I have lived for 55 years in Nottingham and I don't mind if I'm North or South. I came from
Naples and worked in the foundries and now I feel more English than anything else. I wanted
to come to England for the beautiful girls. I have many Italian friends here.' - Francesco
Floscazo, 79, retired foundry worker, Nottingham

5. 'I don't think the divide makes any difference - whenever I go to London, people think I'm from
up north anyway. It's funny, I tell them I'm from Nottingham and they ask "Where's that?".
People from abroad just think of England and think of London, nowhere else. I prefer
Nottingham to Leicester.' - Christina Solomons, 26, photography student, Nottingham

6. 'It doesn't bother me whether I'm in the North or South. What worries me more is the gradual
loss of home-grown industries like the footwear and hosiery factories. They're all being turned
into luxury apartments.' - George Curtis, 53, garden market trader, Leicester

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 This document is a test and not part of your Student Contract and is not an Official University
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Seminar 4 – Chapter 5 Attitudes

Key Terms: • Stereotypes and change • English versus British •

British interests • Private life of British people

You must consult the Primary course book ‘Britain for Learners of English’ Chapter 5 before
reading this section.

From an outsider’s perspective, Britain is often seen as a land of tradition, nature, and
history. While these associations hold some truth, they can also be exaggerated or
misunderstood, leading to stereotypes that do not always reflect the lived experiences of
British people. British society is constantly evolving, shaped by increasing informality,
multicultural influences, and shifting social attitudes. Yet, traditional values continue to
persist in many aspects of life, creating an ongoing tension between tradition and modernity.

This week’s essential seminar reading explores key themes in British identity, including
individualism, conservatism, love of nature and animals, public-spiritedness, formality
versus informality, privacy, and attitudes toward sex and multiculturalism. It invites you to
consider how these cultural traits are represented, questioning whether they are accurate
reflections of society or simply enduring myths. In doing so, you will also reflect on your own
identity in Vietnam, drawing comparisons between British and Vietnamese cultural values.
Finally, this seminar challenges you to consider how your own cultural identity might be
perceived through a British lens, encouraging a broader understanding of how national
identities are shaped and interpreted.

Seminar Questions

1. In this lecture and the last one, there is a lot of talk about British individualism. How
many examples can you find? Can you think of any other examples?
2. Is privacy valued and respected in your country as much as it is in Britain? And in the
same way?
3. Which, if any, of the British characteristics described in this chapter do you think also
apply to people in your country?

21
 This document is a test and not part of your Student Contract and is not an Official University
Document. For accurate information always ensure you confirm with your tutor and check the
Syllabus.

Surveillance technology – The Guardian

Full article - Surveillance technology is advancing at pace – with what consequences? –

https://www.theguardian.com/uk-news/2023/dec/20/surveillance-technology-is-advancing-
at-pace-with-what-consequences

(Primary Material 1) In December 2023, The Guardian reported on plans to allow UK police to
conduct facial recognition searches across a database of 50 million driving licence holders. This
development raises concerns about the potential erosion of the principle of policing by consent.

In the summer of 2019, Nikolay Glukhin travelled on the Moscow underground with a lifesize
cardboard cutout of a young political protester, Konstantin Kotov. On a banner he had scrawled of
Kotov’s fate: “I’m facing up to five years … for peaceful protests.” A few days later, Glukhin himself
was arrested.

Glukhin’s peaceful initiative is believed to have been picked up on social media and CCTV cameras.
His image is thought to have been matched through facial recognition technology to a database of
photos, the source of which has yet to be confirmed.

The European court of human rights ruled that Glukhin’s article 8 right to respect for private life had
been infringed, not because of the intrusive surveillance but because there had not been a pressing
social need for him to have been taken into custody.

The UK is not Russia. For all that the many civil liberty campaigners will complain, as is their role,
the independence of the judiciary remains strong. The laws relating to freedom of association,
expression and right to privacy are well defended in parliament and outside.

But the technology, the means by which the state might insert itself into our lives, is developing
apace. The checks and balances are not. The Guardian has revealed that the government is
legislating, without fanfare, to allow the police and the National Crime Agency to run facial recognition
searches across the UK’s driving licence records. When the police have an image, they will be able
to identify the person, it is hoped, through the photographic images the state holds for the purposes
of ensuring that the roads are safe.

Searching those digital images would have taken more man-hours than could have been justified in
the old analogue world. It is now a matter of pushing a button, thanks to the wonders of artificial
intelligence systems that are able to match biometric measurements in a flash.

There are those who say that none of this is anything to worry about for those who have done nothing
wrong. This summer, the government abolished the office of the biometrics and surveillance camera
commissioner, an independent watchdog. The last holder of that role, Fraser Sampson, told the
Guardian that this was the argument that frustrated him more than any other. The computer will say
you are there, at the perimeter of a crime or perhaps at the heart of it, and at times there will be scant
opportunity or even motive to argue back. Think of the speeding cameras and the notices that few
contest.

In relation to the use of the driving records, did those passing their tests understand or agree in any
meaningful way to the images they provided for their licences to be added to what is in effect a
permanent police lineup for whenever the law is seeking suspects or witnesses to a crime? If not,
what are the consequences for the age-old concept of British policing by consent?

22
 This document is a test and not part of your Student Contract and is not an Official University
Document. For accurate information always ensure you confirm with your tutor and check the
Syllabus.

Then we come to the frailty of these systems. An estimated global TV audience of about 300 million
watched the coronation of King Charles III. The use of live facial recognition cameras by the police
made the event in London the largest public deployment of AI-driven policing in British history. Yet,
just a few weeks later, a House of Commons committee heard that the system used could show
racial bias at certain thresholds.

Speaking to the science, innovation and technology committee, Dr Tony Mansfield, a principal
research scientist at the National Physical Laboratory, said the system used by the Metropolitan
police, the UK’s largest force, was prone to bias against black individuals on a set of test data created
for his investigations. It is believed that the Met deployed higher thresholds than they needed when
seeking matches between their watchlists and their live camera feeds. But at a certain threshold
there was an arguably unacceptable high risk of false positive identifications.

Who was regulating this? Everyone wants the bad guys to be caught – but at what price?

Political Cartoon First published on Caglecartoons.com, U.S., June 24, 2016 | By Billy Day

(Primary Material 2) This political cartoon responds to Brexit, the political movement that led to the
UK leaving the European Union. It illustrates the idea that of Britain being separated from Europe by
their own choice, telling the EU to “Bugger Off” - British slang phrase meaning "go away" or "leave
me alone." It is often used in an informal or mildly rude manner to dismiss someone or something.

23
 This document is a test and not part of your Student Contract and is not an Official University
Document. For accurate information always ensure you confirm with your tutor and check the
Syllabus.

Seminar 5 – Chapter 6 & 7 – Political Life & The Monarchy

Key Terms: • The public attitude to politics • The constitution •

Political system of Britain • The role of the

Monarch

You must consult the Primary course book ‘Britain for Learners of English’ Chapter 6 &
Chapter 7 before reading this section.

British political life is often described as a model of stable democracy, yet, as this week’s
lecture reveals, it is far from a rigid or static system. Instead, British politics is defined by its
fluidity—an evolving balance between tradition and adaptation. Unlike many nations with
codified constitutions, Britain operates on an unwritten framework of laws, conventions, and
historical precedents. This lack of a single, definitive document gives the political system a
distinctive character, one that relies on a mix of parliamentary sovereignty, party politics,
and public sentiment. The British public’s relationship with politics reflects this duality.
Politicians are often viewed with suspicion, seen as self-serving rather than altruistic. Yet,
this cynicism coexists with a quiet confidence in the system’s stability. The British expect
dishonesty from their leaders but would be shocked by outright illegality. This paradoxical
trust in the system, despite mistrust in its actors, underscores the resilience of British
democracy.

In contrast to the shifting nature of British politics, the monarchy is often perceived as a
symbol of stability and continuity. However, this image obscures a more nuanced reality.
Though the monarch remains the head of state, their political power has been systematically
reduced over the centuries, transforming the role into one of constitutional formality rather
than direct authority. Despite this, the royal family continues to wield considerable
influence—both culturally and politically—through tradition, diplomacy, and public
engagement. As this lecture questions, is it an outdated institution upheld by nostalgia, or
does it serve a meaningful purpose in national identity?

This week’s reading invites further discussion on the nature of British governance: (1) Does
Britain’s cynical view of politicians mean it is a “bad system government” or does it simply
display the stability of the nation? (2) In what ways does the monarchy continue to shape
British identity, and could the nation function without it?

Seminar Questions

1. How does the general attitude to politics and politicians in Britain compared to that in
your country?
2. Why does the British Prime Minister continue to ‘advise’ the King when everybody
knows he or she is just telling him what to do?
3. Would you advise the British people to get rid of their monarchy?

24
 This document is a test and not part of your Student Contract and is not an Official University
Document. For accurate information always ensure you confirm with your tutor and check the
Syllabus.

An Extract from the 1980s Political Comedy Yes, Prime Minster.

(Primary Material 1) This is an extract from Yes, Prime Minister (A book, radio comedy and TV show
from 1980s Britain). In this extract the Prime Minister has just resigned. There are two candidates to
be the new Prime Minister: Eric Jeffries and Duncan Short, both ministers in the present government.
Another minister, Jim Hacker, also wants the job. He has recently learned some scandalous
information about events in the pasts of the other two candidates, so now he has the opportunity to
make them withdraw. This is an extract from his diary.

I told Duncan that some information had come my way. Serious information. To do with his personal
financial operations. I referred to the collapse of Continental and General. He argued that there was
nothing improper about that. I replied that technically there wasn’t, but if you looked at it in
conjunction with a similar case at Offshore Securities... I indicated that, if he stayed in the running
for PM, I would be obliged to share my knowledge with senior members of the party, the Fraud
Squad, and so forth. The Americans would also have to know. And Her Majesty...

He panicked. ‘Hang on! Financial matters can be misinterpreted.’

I sipped my drink and waited. It didn’t take long. He said that he didn’t really want Number Ten at all.
He felt that the Foreign Office was a much better job in many ways. ‘But I won’t support Eric!’ he
insisted hotly.

‘How would it be if you transferred all your support to someone else?’ I suggested.

Duncan looked blank. ‘Who?’

‘Someone who recognised your qualities. Someone who’d want you to stay on as Foreign Secretary.
Someone who would be discreet about Continental and General. Someone you trust.’

Gradually, I saw it dawning upon him. ‘Do you mean - you?’ he asked.

I pretended surprise. ‘Me? I have absolutely no ambitions in that direction.’

‘You do mean you,’ he observed quietly. He knows the code.

I told Eric what I knew. He went pale. ‘But you said you were going to help me get elected Prime
Minister.’

I pointed out that my offer to help him was before my knowledge of the shady lady from Argentina.
And others. ‘Look, Eric, as party Chairman I have my duty. It would be a disaster for the party if you
were PM and it came out. I mean, I wouldn’t care to explain your private life to Her Majesty, would
you?’

‘I’ll withdraw,’ he muttered.

I told him reassuringly that I would say no more about it. To anyone.

He thanked me nastily and snarled that he supposed that bloody Duncan would now get Number
Ten.

‘Not if I can help it,’ I told him.

‘Who then?’

25
 This document is a test and not part of your Student Contract and is not an Official University
Document. For accurate information always ensure you confirm with your tutor and check the
Syllabus.

I raised my glass to him, smiled and said, ‘Cheers.’

The penny dropped. So did his lower jaw. ‘You don’t mean - you?’

Again I put on my surprised face. ‘Me?’ I said innocently. ‘Our children are approaching the age
when Annie and I are thinking of spending much more time with each other.’

He understood perfectly. ‘You do mean you.’

YouGov British Public Pool 2019-2024 ‘Is the monarchy good or bad for Britain?’

(Primary Material 2) YouGov is a British research company that conducts online polls on politics,
public opinion, and social issues. Its surveys are widely used by media, businesses, and
researchers. Here is their pool questioning the public: ‘Generally speaking, do you think having a
monarchy is good or bad for Britain?’

26
 This document is a test and not part of your Student Contract and is not an Official University
Document. For accurate information always ensure you confirm with your tutor and check the
Syllabus.

The Guardian opinion piece: The monarchy is at odds with a modern Britain - Sat 27 Jul 2013

(Primary Material 3) An opinion piece in the news is an article where a writer expresses their personal
views or analysis on a topic, rather than just reporting facts. It is often written by journalists, experts,
or guest contributors and appears in the editorial or commentary section of a publication. Here is an
edited example published in 2013 by The Guadian – a popular newspaper in England.

As republicanism gathered a little wind in the 1990s, following Her Majesty's "annus horribilis" and
helped by the founding of Charter 88, a campaign for a democratic written constitution and "a culture
of citizenship for Britain", Ian McEwan announced: "It is time to say boo! to the big goose."

It is remarkable how often, in relatively recent times, the British monarchy has been dragged up from
the depths of unpopularity again and again by a woman. Following the abdication of Edward VII, and
the awkwardness of George VI, his wife, the late queen mother, did the trick. Her daughter Elizabeth
has similarly steered the royal family through several rocky straits. Princess Diana added the populist
touch and, in death, initiated the partial defrosting of the court.

Now, the Duchess of Cambridge is succeeding in polishing what the constitutionalist Walter Bagehot
called the mystery and magic of the charm of royalty. Last year, even before she became a mother,
one not untypical Ipsos Mori poll took a measure of "the Kate effect". It showed that 80% of Britons
wish to remain loyal subjects of the Queen, with just 13% in favour of living in a republic, the lowest
proportion for 20 years.

So, where to begin the counter-argument? Windsor Castle is as good a place as any. According to
the campaign group, Republic, in the top 20 UK tourist attractions, Windsor Castle is the only "living"
royal tourist draw. However, it only just creeps in at number 17. It is trumped by Windsor Legoland
at number seven. Tourists will visit whether or not we have a sovereign. There are, of course, more
serious points to make.

Even as the Middle East and Africa tear themselves apart in the bloody battle to assert democratic
rights, we accept a hierarchical, secretive, non-accountable regal "firm", the membership of which is
far from representative of the diverse pluralistic society of which we are all part.

We have no written constitution, no right to call ourselves citizens. In a time of alleged increasing
transparency, the royal household is not subject to the Freedom of Information Act. Instead, it is at
the apex of a pyramid of power from which ordinary people are excluded.

Immanuel Kant argued that an enlightened culture is one that does not rely on inherited traditions,
authorities and social structures. To be enlightened is to question and challenge aristocracies of
wealth, church and politics and, in doing so, justice is ushered in. The monarchy is the brick wall that
stops that healthy process. In the 21st century, how can breeding and lineage be allowed to count
for so much more than capabilities, talent, aspiration and drive?

In 2005, Mark Bolland, former press officer to Prince Charles said: "The Windsors are very good at
working three days a week, five months of the year and making it look as if they work hard."

Undoubtedly, some members of the royal household pull their ceremonial weight, especially the
Queen and Princess Anne, but the price paid for that labour (and for us also carrying the indolent
and richly indulged) is the reinforcement of privilege and the expectation of deference – what Richard
Hoggart called "rank attitudes".

27
 This document is a test and not part of your Student Contract and is not an Official University
Document. For accurate information always ensure you confirm with your tutor and check the
Syllabus.

We live at a time when the democratic deficit – the reluctance of people to engage in the process of
casting their hard-won vote – is a growing crisis.

The first step in finding a solution, as the late Christopher Hitchens advocated, lies in "emancipating
ourselves from the mental habits of royalism".

In that spirit, after weeks of royalism overload, while we give good wishes to the Duke and Duchess
of Cambridge, we would also hope that the arrival of George Alexander Louis heralds a renewed
and robust debate on the role and relevance of the modern monarchy.

28
 This document is a test and not part of your Student Contract and is not an Official University
Document. For accurate information always ensure you confirm with your tutor and check the
Syllabus.

Seminar 6 – Chapter 8 & 9 – The Government & Parliament

Key Terms: • The Uk Government • Political Parties •

Political system of Britain • UK Parliament

You must consult the Primary course book ‘Britain for Learners of English’ Chapter 8 &
Chapter 9 before reading this section.

From an outsider’s perspective, British politics is often seen as a system dominated by two
major parties, steeped in tradition, and shaped by a long history of parliamentary democracy.
While this view holds some truth, it can also oversimplify the complexities and nuances of
the UK’s modern political landscape. British politics is constantly evolving, influenced by
shifting public attitudes, multiculturalism, and the rise of smaller parties challenging the
dominance of Labour and the Conservatives.

This week’s focus explores key themes in British politics, including the dominance of the
two-party system, the role of the Prime Minister, the process of lawmaking/parliament, and
the opposition/cooperation between political parties. It invites you to consider how these
elements shape the political identity of the UK and what it tells you about its people. In doing
so, you will also reflect on the political systems in your own country, drawing comparisons
between British and Vietnamese political structures. Finally, this exploration challenges you
to consider how your own political identity might be perceived through a British lens,
encouraging a broader understanding of how political systems are shaped and interpreted
across cultures.

Seminar Questions

1. If you were a citizen of the UK, what party do you think you would vote for in the next
general election?
2. Everybody in Britain agrees that the House of Lords needs further reform. How do
you think it should be reformed?
3. Do you think the UK should continue to move away from a ‘Two party System’?

29
 This document is a test and not part of your Student Contract and is not an Official University
Document. For accurate information always ensure you confirm with your tutor and check the
Syllabus.

The UK General Election Map: Which Parties Won Where

(Primary Material 1) Here is a map and analysis of the 2024 UK general election:

Red symbolizes the now-dominant centre-left Labour Party, which has secured a landslide
victory across Scotland, England, and Wales. Historically, Labour draws its strongest
support from densely populated urban areas, particularly in cities that are not typically
poorer. This election, however, saw Labour expand its influence into suburban regions on
the outskirts of these cities, securing a substantial majority with a relatively modest share of
the overall vote.

Orange stands for the Liberal Democrats, a socially liberal and internationalist party with a
free-market economic stance. After a decade in the political wilderness following a failed
coalition with the Conservatives (2010-15), the Lib Dems have regained ground in Tory-held
seats, particularly in the Southwest of England and parts of the London commuter belt. Their
resurgence is attributed to voter dissatisfaction with the Conservatives' economic
mismanagement, governance failures, and socially conservative rhetoric.

Blue represents the now-opposition Conservative Party, often referred to as the Tories.
Their traditional base lies in the affluent London commuter belt, where professionals who
work in the capital reside in the surrounding "Home Counties." These areas are
characterized by wealth and a preference for centre-right policies, though not necessarily
socially conservative ones. The Tories also hold sway in rural "Shires," home to pensioners,
farmers, and the wealthy, as well as along the economically struggling but culturally
traditionalist East Coast, stretching from Lincolnshire to Kent.

Cyan marks Reform UK, a populist (self-describe as right wing but seen by many as “far-
right”) party that critiques the Conservatives. While very conservative, particularly on
immigration, Reform UK also advocates for greater state intervention in economically
neglected small towns. Despite winning a significant share of the vote, they secured only a
handful of seats, posing a notable challenge to the Tories on the East Coast and to Labour
in some Northern constituencies.

Green represents the Green Party, a left-leaning environmentalist group that has drawn
support from Labour’s disaffected left wing. Though they won only a few seats, they gained
a significant share of the vote, reflecting growing concern over climate issues.

30
This document is a test and not part of your Student Contract and is not an Official University
Document. For accurate information always ensure you confirm with your tutor and check the
Syllabus.

31