Islam and the veil

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A thought provoking lesson that explores stereotypical images and the reasons why individuals are prejudiced against Islamic women who wear a veil.

Students will understand how to challenge assertively expressions of prejudice, racism and stereotyping, value diversity and equal opportunity, and be affronted by injustice, exploration and denial of human rights.

Lesson objectives

By the end of the lesson, ALL students will learn: That stereotypes form the basis of prejudice and discrimination if not assertively challenged.

By the end of the lesson, MOST students should learn: That stereotypes form the basis of prejudice and discrimination if not assertively challenged. Students will appreciate the importance of diversity and equal opportunities.

By the end of the lesson, SOME students could learn: To critically analyse the importance of valuing diversity and equal opportunities in addressing prejudice, racism and stereotypes.

Activities for the lesson

Equipment required: ICT Internet / projector, Whiteboard, Printed handouts

Lesson starter: Picture starter


Display the picture on Handout 1 on a whiteboard or print Handout 1 - Picture starter and distribute a copy to each student.

Using the main question How does this picture make you feel? ask students to write down their feelings on the handout or a piece of paper.


Whole class

Teacher to receive feedback from starter activity on the range of feelings expressed.

Teacher input

Whole class

Teacher to outline the lesson objective to the class; to address stereotypes and prejudice, especially in relation to Islamic women who wear veils.

What's the stereotype?


Using Handout 2 - What's the stereotype? students to work in pairs to describe the stereotypical images portrayed in the images. Students to complete the response about how the images make them feel.

Drawing stereotypes


Using Handout 3 - Drawing stereotypes, students to work in pairs to draw stereotypical images.


Whole class

Teacher to facilitate feedback from the completion of Handout 2 and 3, and to explore further why students express such feelings.

Video clip

Whole class

Students to watch the video at the top of this page.

What do I know?


Students to record their initial reactions to the video on:

Class discussion

Whole class

Teacher to facilitate discussion by receiving feedback from the answers given on Handout 4.

Prejudice and discrimination

Whole class

Teacher to distribute Handout 5 - Quotes on prejudice and discrimination, and organise a class discussion on the quotes from famous people on prejudice, racism and discrimination.

What's my role?

Whole class

Teacher to highlight the role of all individuals to be tolerant in their attitudes and behaviour to others.

Written comments


Teachers can use Handout 6 - Comment sheet to collect written comments from the students.

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Key skills and learning skills

  • Communication
  • Application of number
  • ICT
  • Problem solving
  • Working with others
  • Improving own performance
  • Critical thinking
  • Creative thinking
  • Exploring meaning
  • Reflection
  • Research skills
  • Presentation skills

AFL strategies

  • Sharing learning objectives
  • Use of questioning
  • Effective feedback
  • Modelling
  • Pupil self assessment
  • Peer assessment
  • Ongoing assessment
  • Adjusting teaching/reviewing
  • Plenary

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