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Lesson Plan Yr 9 2 Values Beliefs Prejudice and Discrimination 3 by oozEHOK

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									         Lesson Plan Yr 9.2 Values & Belief: Prejudice and
                          Discrimination

                                         LESSON
Materials/resources:
 Shape resources individually copied onto sheets in colour – sufficient to allow one shape
   per pupil
 Flip chart paper/Board, marker pen
Place cards
Introduction (5 mins)

Remind the class of the Group Agreement / Ground Rules – reinforce them and state how
they have helped make this a safe place for exploration and discussion.

Explain that today we will be looking at prejudice and discrimination as it affects people and
their relationships.

Share the learning outcomes for the session:
By the end of the lesson most pupils will be able to:

      Understand differences between people
      Define prejudice and discrimination
      Understand why prejudice and discrimination should be challenged
      Reflect critically on their own and others’ values

Starter Activity (5 mins)
Whole Class
 Tell pupils they are to stand in various allocated places depending on the group you will
  identify. e.g.

              All the people with brown hair go and stand……
              All the people with blonde hair go and stand….
              All the people with red/auburn hair go and stand…
              All the people with black hair go and stand…

 Next tell them to move to a series of different groupings in areas you will indicate for:

                     Those who support ….. different football clubs.. ( and a “I don’t support a
                      football club)
                    Same star signs
                    Favourite subject
                    Favourite TV programme.
  Avoid groups related to weight, height etc as people may be particularly sensitive
  about those types of issues.
 Process this activity by asking if anyone stayed with the same group of people every time.
 Were people always with their friendship group?
Point out that this activity clearly shows that we are all different in many ways.

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            Lesson Plan Yr 9.2 Values & Belief: Prejudice and
                             Discrimination

  Plenary / Review and Reflection (5 mins)

  Discuss and check out with the class:

         Who can get an STI? (anyone who is sexually active with someone else)
         Which STIs are the most common among young people? (chlamydia – which may
          have no symptoms, genital warts and gonorrhoea)
         How can a person avoid pregnancy and STIs? (by not being sexually active, by
          avoiding intimate sexual contact, by always using a condom with care)


  Main Activities - Shapes (30 mins)
  This exercise is in two parts and aims to differentiate between prejudice and discrimination
  and enable pupils to reflect on their personal values
  Prejudice:
A preconceived notion about an individual, a group or a race that demonstrates some sort of
  judgement upon them. It is an attitude towards a certain group of peoples based solely on
  their membership in that social or ethnic group.

  Discrimination:
  This is prejudice put into action. Those who discriminate actively practice prejudice

  Whole Class – Part 1 (Groupings)
  Rationale:
  The first part of this exercise looks at prejudice – labelling people.

         Place a large mixture of shapes on pieces of paper face down on a central table
         Ask pupils to come and individually pick up a piece of paper – They should not let
          anyone else see it.
         Ask pupils to look at their shape and find people with the same shape. To do this they
          must circulate in the room and describe their shape to others without naming it. They
          can use the words printed on the shapes to help them.
         N.B. Pupils with the triangle shape will have the message on their shape not to
          describe their shape
         Pupils cluster in their smaller groups and those left with the triangle should be left in
          the centre of the room
         Ask pupils with the triangle to explain to the class why they did not describe their shape
         Ask the group to describe how they felt not being able to describe their shape. Lead
          the discussion towards the conclusion that some people are treated differently and
          may not want the rest of us to know why. Explain that this demonstrates prejudice.

  Teacher Notes:
   The triangle was used during the Second World War to identify specific prisoners on
    concentration camps. Different colours were used for different types of prisoners.

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         Lesson Plan Yr 9.2 Values & Belief: Prejudice and
                          Discrimination
  This resulted in a hierarchy within the camps themselves. A pink triangle denoted
  someone who was gay or lesbian. A brown triangle denoted a gypsy (a Romany), a
  yellow triangle denoted a Jew, a black triangle denoted a vagrant, an alcoholic
  and/or a person with learning difficulties.

NB In order not to cause discomfort or embarrassment to the pupil(s) with the triangle,
stress that the triangle used in this activity has no colour at all and was only used to
make a point. (Exercise adapted from the “Colours of the Rainbow” published by Camden
and Islington Community Health Services NHS Trust – 1995

Part 2- Group Activity
Explain that living in this country in the 21st Century we can enjoy certain rights and freedoms
(depending on our age) that people in non-democratic countries may not have. Give
examples:
    Right to vote for which ever political party we choose / Right to marry the person of our
       choice (forced marriage is not legal in this country) / Rights when we are employed e.g.
       we cannot be discriminated against because of age ,disability, race or religion, sexual
       orientation etc
    Ask pupils to stay in their smaller groups for the next part of the exercise
    Give each group a picture of a place (see card handouts)
    Ask each group to describe their place according to the instructions on the card to the
       larger group (each card has conditions placed on it)
    The rest of the group have to try and guess the place
    After each group has carried out the activity ask a member of each group to explain the
       conditions which were detailed on their cards
    N.B. the group that will have been given the most difficult task because of the
       conditions imposed will have been the group with the triangle. Therefore the prejudice
       demonstrated in the first part of this session now manifests itself as discrimination.
    Reward the groups in different ways to demonstrate that you are treating them
       differently.

Plenary /Review and Reflection (10 mins)
Debrief:
    Explain the exercise and the range of conditions imposed on each group
    Ask pupils to say how it felt to be treated differently
    Ask them how they felt about the different levels of awards that were given to groups..
    Ask pupils to reflect on how it felt if the conditions given made the task particularly
      difficult. Where they frustrated in anyway?
    How could the activity have been made fairer?
    What can pupils do to challenge prejudice and discrimination?
    What is the effect of prejudice and discrimination on a person’s self esteem?
Ask pupils to give example of when they have witnessed discrimination against others –
remind pupils of issues of confidentiality and not to refer to people by their name or any other
way that could identify an individual.

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            Lesson Plan Yr 9.2 Values & Belief: Prejudice and
                             Discrimination

Assessment strategies:

     See Plenary


Teacher Notes:
 Ensure that any negative comments / stereotypes are challenged
  All forms of prejudice and discrimination must be challenged at every level in our lives.

                     Outcome                      How far were the intended learning
                                                  outcomes met?


    Understand differences between people



    Define prejudice and discrimination




    Understand why prejudice and
    discrimination should be challenged.


    Reflect critically on their own and others’
    values



Reflections/comments




Progression points for next lesson




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    Lesson Plan Yr 9.2 Values & Belief: Prejudice and
                     Discrimination
                            Shapes for Activity 1




                                                   It does not have any straight
    4 equal sides.                                 lines.
    900 internal angles.                          It is like a ring.




                                                   It has 10 sides.
    It does not have any straight lines.          It has 5 points.
    It is shaped like a rugby ball                Each side is of an equal length.




                                                   It has 4 equal sides.
    Do not describe this shape.                   It has 4 internal angles.
                                                   The angles opposite each other
                                                    are the same size.

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      Lesson Plan Yr 9.2 Values & Belief: Prejudice and
                       Discrimination


                                 The Seaside

        Describe this scene so that the rest of the class can identify where you are.
        When you describe the place you are not allowed to use the following words:

   beach
   sand
   sea




                               The Zoo
        Describe this scene so that the rest of the class can identify where you are.
        When you describe the place you are not allowed to use the following words:

   cages
   animals
   visitor
   the names of any animals




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         Lesson Plan Yr 9.2 Values & Belief: Prejudice and
                          Discrimination

                                  Under the Sea
          Describe this scene so that the rest of the class can identify where you are.
When you describe the place you are not allowed to use the following words:

      coral
      fish
      sea




                                   Outer Space
                Describe this scene so that the rest of the class can identify where you are.
                When you describe the place you are not allowed to use the following words:

      stars
      space
      galaxy




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         Lesson Plan Yr 9.2 Values & Belief: Prejudice and
                          Discrimination


                                 The Park
          Describe this scene so that the rest of the class can identify where you are.
When you describe the place you are not allowed to use the following words:

      swings
      roundabout
      grass




                                 The Forest
           Describe this scene so that the rest of the class can identify where you are. When
you describe the place you are not allowed to use the following words:

      trees
      leaves




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    Lesson Plan Yr 9.2 Values & Belief: Prejudice and
                     Discrimination


               Lesson Plan Pupil Evaluation and Feedback

These may be given to individual pupils after each lesson OR at the end of
the Unit. Alternatively, it could be completed at the end of the plenary
verbally with someone scribing for the group; the teacher then to summarise
the information onto this form.

Consider:

     Was the lesson interesting and relevant?
     Was this the right age for the information?
     Was there enough time to do everything properly?
     Was everyone able to be involved?
     What were the key things you learnt?

     What was good?




     What could be better?




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