Film Screening

  • Film dramatisation that gives an insight into the challenges that extremism in an everyday context can pose.
  • Educational workshop guidance to support teaching and learning that challenges extremism.
  • Notes and links for further information.



Don’t Rain on my Parade is an exploration of the different influences which may cause someone to develop a racist or extremist ideology. Based on the fictional situation of a parade by the Yorkshire Regiment through their home city, the film looks at four different individuals’ responses as the soldiers prepare to go to Afghanistan.

This product explores issues such as identity, belonging, radicalisation and stereotypes. It is designed to facilitate dialogue and provides a starting point for discussing challenging issues with young people. It is intended to encourage them to ‘join the debate’.

The aim of Don’t Rain on my Parade is to build resilience to the acceptance of extremist ideologies and propaganda, identify and challenge stereotypes, and to encourage dialogue and understanding between people with differing viewpoints and opinions


Don't Rain on my Parade will encourage people to:

  • articulate reasons why individuals from different sectors of society may be drawn towards extremist ideologies and organisations which propagate these
  • reflect on their own experiences and the experience of others
  • make informed judgments and appropriate choices
  • be able to recognise and challenge prejudice, inequalities, stereotypes and misconceptions
  • recognise where extremist ideologies may go un-regulated and propaganda may be a goal of content
  • suggest alternative non-violent ways to respond to difference and conflict
  • demonstrate an appreciation of the importance of dialogue and interaction between different people.

Workshop activity themes

These activities are based around key threads that may be drawn out of the film and which may form themes for exploration:

  • Theme 1 – Identity and belonging
  • Theme 2 – Labels, stereotypes and prejudice
  • Theme 3 – How do we know? What do we know? Social media and the internet
  • Theme 4 – The characters – key questions and concepts

How to use the Materials

  • Establish ground rules before watching the film or beginning the activities. Ask participants to talk about what makes it difficult to contribute to a group discussion e.g. other people stating their opinion forcefully, being ridiculed, being interrupted, feeling shy, being verbally abused etc. As a group draw up a charter or set of rules. It may include references to taking turns to speak, not making fun of others, not using put-downs and listening to whoever is speaking. The agreed ground rules may be displayed as a constant reminder.
  • The film may be watched as a whole, or may be viewed in sections e.g. as separate character monologues – please note Ahmed’s voiceover sections and his monologue are essential as they provide balance and correct language, which counteracts misinformation and stereotypes; they should always be referred to when other segments of the film are viewed
  • The facilitators guidance and example activities may be downloaded as a PDF document by clicking on this link
  • It is recommended that facilitators print out the guide and refer to it in hard copy for ease when using the online film
  • The activities do not need to be used in any specific order, or in their entirety.They stand alone and may be used as a facilitator feels appropriate
  • The resources that support the activities may be downloaded and printed out by clicking on this link. A number are also suitable to be used online or on interactive/electronic white boards.

Activity Plans

Theme 1 — Identity

Workshop Plans

Please choose from the following three workshop plans that have been specifically written to work alongside the film dramatisation. Click on the dropdown button within each workshop to view the full lesson plan.

Who am I?

Key vocabulary and concepts

Identity, racism, poverty, immigration, religion, politics, nationality, stereotypes, ordinary


Be able to:

  • identify the main aspects that have influenced Jack and Imran’s sense of identity and belonging
  • describe their sense of identity and belonging.

What it means to be British?

Key vocabulary and concepts

British, citizen, xenophobia, racism, ethnicity, identity, nationality, stereotype


  • Be able to identify things that suggest ‘Britishness’
  • Articulate in what ways Imran, Jack, Nadia and Ahmed all demonstrate aspects of Britishness
  • Explain in why the main characters may or may not, not identify themselves as
  • British.
  • Be comfortable and accepting with the concept of ‘multiple identity’

How is nationality, pride and identity represented?

Key vocabulary and concepts

Nationality, ethnicity, British, English, Pakistani, Muslim, Christian, faith, religion, politics, extremism, Union Flag


Be able to:

  • explain what the Union (British) flag means to them
  • suggest when the flag may be used/worn
  • predict how character’s in the film might feel about the flag in terms of pride, nationality and identity.

Theme 2 — Stereotypes

Workshop Plans

Please choose from the following three workshop plans that have been specifically written to work alongside the film dramatisation. Click on the dropdown button within each workshop to view the full lesson plan.

Everybody comes from somewhere

Key vocabulary and concepts

Stereotype, racism, prejudice, extremism, extremist, migrant, jihad, ‘fighting the good fight’, Paki, asylum seeker, refugee. ‘taking our jobs’, propaganda.


Be able to:

  • explain that we are all ‘moving people’
  • know that in Britain everybody comes from somewhere
  • reflect upon their own journey.

Scruffy, lazy, stealing our jobs

Key vocabulary and concepts

Migrant, asylum seeker, refugee, propaganda, stereotypes, items of prejudice


  • Recognise stereotypes and propaganda
  • Know that stereotypes affect all people
  • Explain that all people may experience racism and prejudice.

Whose parade?

Key vocabulary and concepts

Armed forces, nationality, pride, ethnic minority, empire, colony, colonialism, extremism


  • Be able to explain that the armed forces in Britain have long reflected diversity
  • Suggest why Imran might be against the parade and Jack for the parade
  • Know that extreme groups might use the parade for their own ends

Theme 3 — Social Media

Workshop Plans

Please choose from the following three workshop plans that have been specifically written to work alongside the film dramatisation. Click on the dropdown button within each workshop to view the full lesson plan.

Key vocabulary and concepts

Media, social media, propaganda, radicalisation, resilience, internet social media


  • Be able to suggest where we get most of our information from in the 21st century
  • Evaluate the reliability of information in the media, social media and on the internet.

Theme 4 — Characters

All the characters’ monologues and narratives pose questions and provide a range of concepts that might be discussed. There are many ways to prompt discussion for example using chance cards where there are a number of cards with different questions on them; pairs or groups take a chance and choose a card or cards from a pack. They have to answer the question on each card; they must agree an answer and then share this with another pair or group.

Alternatively the facilitator may write a short scenario which involves a number of the questions or concepts posed by one character. These are then placed in an envelope and given to a pair or group as a mystery that they have to solve, deciding which character the questions and concepts are posed by/belong to, why and suggesting what happens next. Dialogue can be facilitated by sharing each groups/pairs ideas… particularly about what happens next.


Questions and key concepts
  • What is a ‘standard’ upbringing? What is a ‘better Muslim’?
  • Can you be British and Muslim?
  • Why is this sometimes a problem? Is it just a problem for Imran?
  • Is Imran religious or is he political?
  • Does Imran feel that traditional Islam, reading the Qur’an, praying (namaz) and learning Arabic is important?
  • What does this tell you about his influences?
  • Who is ‘the indigenous population’?
  • Is he racist?
  • Does Imran see Islam as a religion of peace? Does he really understand the term jihad?
  • Does he see the war in Iraq and Afghanistan as justified?
  • Why does he think that Muslims need to unite? Where has he got his information from?
  • What might he do next?


Questions and key concepts
  • Why is Jack angry? Is he racist?
  • Does Jack have stereotypical views of ‘Pakis’ and migrants? What does he mean by ‘the good fight’?
  • Would it just be ‘Pakis’ protesting against the parade/war?
  • Who else might campaign against the parade/war?
  • Might people of British/Pakistani background actually support the parade? Where might Jack have got his information from?
  • Where might Jack have got his information from?
  • Why is the parade important to Jack’s identity?
  • Why does Jack want people to be proud? How does he feel about his brother?
  • Why has he not made the choice to join the army? What might he do next?


Questions and key concepts
  • Why does Nadia believe her family is ordinary? What does it mean to be a good Muslim?
  • Why is she worrying about Imran? Is she helping Imran?
  • Does she really know who Imran is spending time with or what he is doing? What do you think she might think about Amina?
  • Who is she worried about losing Imran to?
  • Is Nadia racist?
  • Does she have stereotypical views?
  • What might she do next?


Questions and key concepts
  • What is concerning Ahmed?
  • Why does he think dialogue is important? What is a good Muslim?
  • Can you be British and Muslim? Why is this sometimes a problem? Could it be a problem for Ahmed?
  • Why does Ahmed feel it’s difficult to listen to what Jack has to say? Is it difficult for Ahmed to listen to what Imran has to say?
  • Is it difficult for Ahmed to listen to what Imran has to say?
  • What does Ahmed think about the parade? Does he support the parade?
  • Why might some people not want to join the debate?
  • Why might Jack and Imran see Ahmed as a ‘do-gooder’? Is doing-good ever a bad thing?
  • Why is Nadia keen for Ahmed to talk to Imran?
  • What might Jack’s mother think about Ahmed’s ideas? What might Ahmed do next?

Theme 5 — Narratives

It is possible to explore past, future and current stories and events that demonstrate where xenophobic and violent extremism may lead, for example the Holocaust in Europe, the genocide in Rwanda, Palestine, 9/11, ethnic cleansing in Serbia and Iraq. Nearer to home the events of 7/7 and the murder of Fusilier Lee Rigby may also be difficult topics for discussion and consideration. A lack of dialogue, stereotypes, misleading information and radical ideologies, may result in hate crime and terrorist acts.

Anne Frank’s story and that of her family and friends is always poignant, as is the much more current story of Malala Yousafzai, both demonstrating how human rights are eroded by extremism and xenophobic ideologies and why it is important to build resilience.

Activities based around these narratives may be found in Stand up to Hatred and Choices Then and Now (see ‘Useful books’).