PGCE History and Citizenship Alison Stokes LESSON PLAN Date: December 2001 Study Unit: Key Stage 3 Citizenship Topic/SoW: Promoting pupils’ spiritual, moral, social and cultural development. Title: Stereotyping and pre-conceived ideas. Background to lesson: No information will be given about the picture to be used as to allow the pupils to give their own thoughts. There may be some knowledge of Asian religious culture/dress. Aims: To show how we easily stereotype people in our society through their dress and image. Objectives/Intended Learning Outcomes: - citizenship: To develop and promote pupils’ awareness of the diverse cultures that exist within their society. Promoting respect for diversity and difference. - Cross-curricular: Knowledge of multiple religious cultures through RS. - Literacy: Using the genre of a picture to tell a story in their own words. - Personal transferable skills: working within pairs to consolidate information. Key Question[s]: What is this person doing? Year Group/Class: Key Stage 3, possibly year 8 & 9. Teaching Time: Class Time: 50 minutes. Resources: Photocopies of the picture (1 between 2). White/black board. Paper for writing a story. The Teaching Activity: Allow pupils to look at the picture for a few minutes, in their pairs. Then ask them to think about what they think this person is doing. The question aims to start off the thinking, though from events in America on September 11th, the general feedback revolves around the assumption that this is a Muslim terrorist. The lesson then aims to progress into allowing the pupils to give reasons as to why they feel this man is either a Muslim or a terrorist. The pupils are then asked to write a short piece on who they think this person is and what they think he is doing. The teacher provides no information about the picture, but helps steer the discussion toward stereotypical imagery. Episode 1: Settle class and take register. Handout the photocopies of the picture, 1 between each pair, and ask the students to look at the picture for a few minutes. Time 5 minutes. Episode 2: Ask pupils to turn to the person next to them and discuss what they think the man in the picture is doing. Go round the class ensuring that the pupils stay on task whilst helping them develop ideas. Time 15 minutes. Episode 3: For feedback on this discussion it would beneficial to be able to use a white/black board to ‘mind-map’ these ideas. Each pair should try to contribute some idea of what they thought was going on. Be prepared to have some strange ideas given, though most will centre around the fact that this man is thought of as a Muslim and possibly as a terrorist. Highlight these issues on the board and discuss how they reached these opinions. For example, they may have reached the conclusion that this was a Muslim man because of his dress. They may have thought he was using his radio to listen to the events unfolding in America on September 11th. Time 15 minutes. Episode 4: Put forward the question: ‘What if I told you this picture was taken in London’s Hyde Park in the summer of 1996 during the cricket season?’ Keep this discussion brief, but it will allow them to see that they have begun their train of thought from an assumption of current events. Ask the pupils to start a piece of work, explaining what they think this man is doing and why. Time 10 minutes. PGCE History and Citizenship Alison Stokes Episode 5: Conclude the lesson by saying that this piece of work can be finished as homework. The pupils will be asked to think about what pre-conceived ideas they have on different cultures and religions, ready for a discussion on this topic, next lesson. Time 5 minutes. Learning Outcomes – Actual: Ideas about judging people at face value. An understanding that people’s dress can indicate their religion but not their political beliefs. An awareness that the events in Afghanistan and the terrorist attacks on America are not the only links to the Muslim community. Reflection and Review of Lesson + Action Points to be taken: This lesson will rely heavily on the teacher guiding the pupils thinking and it can be impossible to tell exactly what the pupils may come up with. Testing this lesson out, may be the only way to see the direction this heads. Action point: ensure the pupils stay on task and don’t allow this to become too much of a debate on the war in Afghanistan. This lesson will need re-thinking in future years as, and when, the war ends. Using the ‘concept approach’ of delivering citizenship in the curriculum, this scheme of work covers the key concept of ‘equality and diversity’ and promotes citizenship through PSME work. Work may have been approached through RS on the different cultures within our society, but this scheme of work aims to explore the images that we create are created by ‘first impressions’ or pre-conceived ideas. This lesson would be given as an introduction to the topic to get the pupils thinking about stereotyping of people through their culture, using images presented to us by society and popular press. The following lesson would allow us to build up a picture of what we think of different cultures and religions and what the facts really are. This would involve further work in RS but we would have to edge around religious beliefs and concentrate more on difference and diversity of image. The pupils would be asked to create two columns entitled ‘pre-conceived idea’ on one side, and ‘facts’ on the other. This would allow them to compare and analyse the complexity of cultural diversity through image, at a glance. One idea of doing this kind of work may be through a type of card sort. The class would be divided into groups and each group given a group of cards. Some of the cards would have facts on them about different religious and cultural groups, and others would read images and half-truths given in society and the popular press. The pupils would have to try and identify which were the facts and a discussion would take place on what had been chosen. The third and perhaps final lesson I would run on this theme would involve an excursion of some kind, mainly because I believe that citizenship is not something that should be confined to the classroom, but should involve pupils learning and interacting with the society in which they live. Ideally, I would take pupils to a Mosque or Asian community centre. This would carry regional implications, as in the South West, for example, it may be more difficult to find such a place locally. However, if this were a school in the Midlands I may be the one being educated by the pupils. The amount of ethnic diversity in the class will dictate the type of location you may wish to visit, but in either a vastly ethnically diverse school or not, this could be a valuable exercise. I believe that pupils in the South West would find a Mosque an extremely interesting place to visit; though a visit to the shops of Handsworth in the Midlands might provide a more ethnically mixed experience!
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