Wolf City can be used with KS3 and KS4 pupils studying Citizenship by decree


									Wolf City can be used with KS3 and KS4 pupils studying Citizenship. There are
two photo stories to look at, Friends and Graffiti. These both show dilemmas the
pupils may have to deal with in the school environment.

Friends looks at the problems facing a pupil that has recently moved to the city
and is now in a new school. He is lonely and is finding it difficult to interact. He is
then invited to an event by a classmate; the problem is the classmate has a
jealous friend. This dilemma can be seen from different view points and the
pupils could try and identify with the different characters.

Friends fits in well with different units in the Citizenship curriculum.


      Unit 1
      Unit 4
      Unit 7


      Unit 3

Graffiti is about 2 pupils that are ‘tagging’ near the school. One of them gets his
cousin involved. She has never been in trouble before but gets involved as she
doesn’t want to lose face in front of her older cousin. She begins her first tag, but
a teacher sees her. The two boys run off leaving the girl to take the blame. All
along an older pupil sees what has been happening and knows that the girl has
been pressurised into the situation. Again this is a dilemma that can be viewed
on different levels and the pupils could try and identify with the different

Graffiti fits in well with different units in the Citizenship curriculum


      Unit 1
      Unit 2
      Unit 7


      Unit 2
Friends / Graffiti

Unit 1: Citizenship – what’s it all about?

Within this unit pupils consider the rights, responsibilities and issues of fairness,
in this instance, in the context of the school to which they belong. They look at
the importance of ground rules for discussing and debating issues. There are
also opportunities for the pupils to look at their experiences in school and
elsewhere to help them make informed judgements.

The unit is divided into four sections:
    What is school like?
    What are ground rules for discussion?
    What is a democratic community?
    What will change as I get older?

During the four sections the pupils should cover a variety of issues and have the
following objectives and outcomes


Children should learn:

      (Section 1) to reflect on ways in which they are already citizens,
       participating in their school and communities.
      (Section 2) to establish class ground rules that create a safe and
       constructive environment for group discussion
      (Section 2) that having discussions and forming opnions about issues and
       current events are central to citizenship.
      (Section 3) to discuss views and opinions with others and to respect
       similarities and differences
      (Section 3) to acknowledge other people’s views.
      (Section 4) to work together in groups



      (Section 1) will recognise that they are members of – and citizens within –
       the school community and that they have already had experiences on
       which they can build.
      (Section 2) know what helps or hinders discussion and what rules are
       needed to enable all members of the group to contribute to a discussion.
       (Section 3) know that there are differences and similarities between
       individuals and that these should be respected
       (Section 3) think creatively and critically about the hypothetical situations
       and relate hypothetical conclusions to real life situations.
      (Section 4) recognise how the knowledge and skills they develop can help
       them identify and make informed decisions about future challenges and

Activities prior to looking at the photo stories.

Prior to viewing either of the photo stories, it is important to think about how a
discussion/debate should be organised.

      The class is to be divided into different groups, these can be arbitrary, but
       the idea is within each group they should find something else that is
       similar between them, this will promote discussion and debate. Encourage
       the groups to listen to each other and not speak over each other.
       Encourage ‘blue sky’ thinking - there are no ‘wrong’ answers and that all
       ideas are valid. This will promote creative thinking. Ideas to divide into
       groups could be; birthdays from January to June, boys, girls, different
       primary schools, shoe size, hair colour, eye colour, wearing glasses…..try
       to make these impartial and not giving pupils an opportunity to
       discriminate another group. Get the groups to tell the rest of the class
       what their other similarities after a few minutes.

      Following on from this, the class should now be thinking of a list of ground
       rules for debate and discussion and why these are needed. The class
       could be divided into small groups or pairs and they answer what may
       make it difficult to contribute to (class) discussions? Answers such as
       being spoken over, being interrupted, being laughed at, thinking their
       ideas are irrelevant may appear. Once a list has been compiled ask
       students to compile a list of rules for debate and discussion. This could
       include let the person speaking finish, don’t interrupt, put your hand up if
       you want to speak.

      Ask pupils what issues in the media, local or national, are of concern to
       themselves as young people. Issues such as bullying, peer pressure,
       graffiti , loneliness, isolation….these have links to the two photo stories.
       These should be written on the board. Ask pupils to choose one issue they
       feel to be most relevant to them and discuss it as a class, thinking of why
       this issue is a problem and who is affected by it? How could the situation
       be improved?

      To encourage creative thinking, divide the class into groups and give each
       a role to play. They have to decide who is the most deserving and has the
       most fruitful and helpful life to others from their group. This will encourage
       empathy as well as creative thinking. Balloon debate; each student will be
         given a role card, they have to argue why they should stay in the balloon.
         Give each student a card and give them a few minutes to think of the why
         they should survive. In the group, one person should be nominated to be
         the mediator, his/her word is final. Each person has one to two minutes to
         state his/her case. Each writes down from 1-10 (or how ever many people
         are playing), 1 being popular, 10 being least popular. The mediator then
         decides who should be thrown out of the balloon. There should be a
         couple of rounds at least until the final person is declared the winner. After
         the first round, the ones that have been thrown out of the balloon will have
         the opportunity to ask the ones still in the balloon questions.

Role Cards for the Balloon debate – all contemporary people
Sir Trevor McDonald

You were born in Trinidad in 1939 and have worked in different areas of the
media including local newspapers, radio and television. You moved to London
at the end of the 1960s to work for BBC radio, London.

You moved to ITN (Independent Television News) in 1973 and was
correspondent for the news, sports and diplomacy. You were voted Newscaster
of the year twice.

You are a journalist and a writer. You have written biographies on the cricketers
Clive Lloyd and Viv Richards.

In 1992 you received an OBE from the Queen and a knighthood in 1999.


You were born Clifford Price in 1965 in Wolverhampton. You are an electronic
music artist – mainly working within jungle and drum and bass, DJ and actor.

You got your nickname Goldie, in the early 80s when you were a graffiti artist in
the West midlands. Your artwork was featured in a documentary Bombing which
was broadcast on Channel 4.

In 1986 you moved to Miami, Florida where you began a business selling grills –
cosmetic gold, silver or platinum dental fixtures that are worn over the teeth.

In 1994 you set up your own label Metalheadz, the label was a huge success
releasing some of the most important tunes of that time

You are also an actor and have appeared in the James Bond film, The World Is
Not Enough, as well as Snatch and Eastenders. You have also appeared on
Celebrity Big Brother in 2002.
Benjamin Zephaniah

You were born in 1958 in Birmingham. You spent your early years in Jamaica
where you were influenced by the music and poetry of the country. You came
back to live in Birmingham but had a difficult school life. At 14 you got into
trouble and you spent two years in borstal. It was there you decided that you
wanted to use your energy differently and decided you wanted to be a poet, be
more spiritual and political.

You moved to London in 1979 and published your first poetry collection when
you were only 22 called Pen Rhythm. It was at this time you also became
interested in the dancehall and sound system scene and became involved in
performance poetry. In 1985 your second collection of poetry Dread Affair:
Collected Poems was released. This collection had a number of very political
poems condemning the British legal system. In 1989 you were nominated for
Oxford Professor of Poetry but were narrowly beaten by the Irish poet Seamus

You have written other books including two for children and two novels for
teenagers. You have traveled all over the world performing your poetry and also
music. You have also acted in TV and films and have written theatre and radio

You have been a Writer in Residence at numerous organisations. You have also
been given honorary doctorate degrees from the University of North London
(1998), the University of Central England (1999) and the University of
Staffordshire (2002).

In 2003 you were offered an OBE (Order of the British Empire) from the Queen
but refused in protest at the British government policies, including the war in

Amir Khan

You were born in 1986 in Bolton, Lancashire. You are a British Asian boxer of
Pakistani origin. You were hyperactive as a child and your father says you are a
‘born fighter’. You’re hero is Muhammad Ali.

You are Muslim and use your position as a famous sportsman to try and
encourage better relations between British Muslims and the wider community.
You went to Saudi Arabia to Mecca this year and performed an Umah. This is a
pilgrimage to Mecca that is performed by Muslims and can be undertaken at any
time of the year. It is sometimes called the minor pilgrimage.

You rose to fame as Britain’s only representative in boxing at the 2004 Athens
Olympics. It was here you won a silver medal at the age of 17 in the lightweight
boxing category. You were beaten in this fight by Mario Kindelan of Cuba but in
2005 you avenged this loss by defeating Kindelan in his last amateur fight.

After your Olympic medal you said you would go for gold at the 2008 Beijing
Olympics, but in 2005 you turned professional signing with England’s leading
boxing promoter, Frank Warren.

You have said you want to be a World Champion by the time you are 21. You
have also written your autobiography ‘Amir Khan: a boy from Bolton’ and
support the football team, Bolton Wanderers.
David Adjaye

You were born in 1966 in Tanzania, Africa. Your father was a diplomat and you
travelled the world with your family. You settled in London with your family when
you were 9 years old. You are an architect and are recognised as one of the
leading architects at the moment. You studied at the Royal College of Art getting
a Masters Degree in Architecture in 1993. It was in this year that you were
awarded a First Prize Bronze Medal for your work by RIBA (Royal Institiute of
British Architects. You live and work in London and have your own architecture
firm Adjaye/Associates that you began in 2000.

You have won a number of important commissions. In the United States you
have lectured at many important universities including Harvard and Yale.

Your building The Idea Store, a library and education centre, was highlighted at
the Venice Biennale of Architecture in 2002 and 2004 as well as being in the
Sao Paulo Biennale in Brazil in 2003, along with your house design, Dirty

You have co-presented two television series of Dreamspaces for the BBC, this a
six part series on modern architecture. You have also hosted radio
programmes. You designed the exhibition space for the Victoria and Albert
Museum exhibition Black British Style in 2004.

You are a very young architect and have done amazingly well in your career so

Lenny Henry

You were born Lenworth George Henry and are better known as Lenny Henry in
1958 in Dudley in the West Midlands. You are a well known comedian and

Your earliest TV appearance was on the New Faces talent show in 1975 where
you repeatedly won. You spent quite a few years entertaining in working men’s
clubs, your comedy was unique as you were a young black man doing
impersonations of white characters. From 1978-1981 you co-hosted the
Saturday morning children’s TV programme Tiswas. You then went on to write
and perform in the comedy show Three of a Kind.

It was around this time you met your future wife, Dawn French. She encouraged
you to move over to the new alternative comedy scence. It was here you
established a career as a stand-up and character comedian.

In the early 1990s you went to Hollywood to star in the film True Identity. You
also stared as a chef in the TV series of the same name.

You have also been a backing singer for Kate Bush in 1993. In 2003 you were
listed as one of the 50 funniest people in British comedy.

You do a lot of charity work, especially for Comic Relief and have visited Africa
to highlight the problems there. For all your great work you were awarded a
CBE (Commander of the British Empire) in 1999, you had been given one
before but had refused. You also have an adopted daughter named Billie.

Denise Lewis

You were born in West Bromwich in 1972 and you are an athelete who
specialises in the heptathlon. Your greatest triumph was winning the gold medal
at the 2000 Sydney Olympics.

When you were young you joined the Birchfield Harriers Athletic Club in
Birmingham, it was here it was decided you would be a good competitior for the
heptathlon. Your first attempt in the event in 1989 was alright, but by 1991 at the
European Junior Championships in Greece you did well and came fifth.

Your major breakthrough was in 1994 at the Comonwealth Games in Canada
where you won a gold medal. At the 1996 summer Olympics in the USA you
won a bronze medal. In the summer Olympics of 2000 in Australia it was a very
close competition but you came away with a hard won gold medal.

In 1998 and 2000 you were the runner up in the BBC Sports Personality of the

In 2004 you took part in the BBC TV programme Strictly Come Dancing. You
got to the final with your partner, the dancer Ian Waite, but came runner up to
the actress Jill Halfpenny.

You have written your own autobiography Personal Best. You were also
awarded an OBE (Order of the British Empire) in 2000. You have a young
daughter named Lauren.
Meera Syal

You were born Feroza Syal but are known as Meera Syal. You were born in
1961 in Essington near Wolverhampton. You are a British Indian comdedian,
writer, playwright, singer, journalist and actress.

You won the National Student Drama Award for writing One of Us while
studying English and Drama at Manchester University. You then spent seven
years working for the Royal Court Theatre and won the Betty Trask Award for
you first book, Anita and Me. You wrote the screenplay for the 1993 film Bhaji
on the Beach. In 1997 you were awarded an MBE (Member of the British
Empire) and in 2003 you were listed in The Observer as one of the fifty funniest
acts in British comedy.

As a journalist you sometimes write for The Guardian. And you got a number
one record with Gareth Gates and your co-starts from The Kumars at No. 42
with the Comic Relief single, ‘Spirit in the Sky’ in 2003.

N 2004 you took part in the BBC series ‘Who Do You Think You Are?’, this
looked into your family history. You were surprised to find out that both your
grandfathers had campaigned against the British rule in India.

In 2005 you married Sanjeev Bhaskar in Lichfield, Staffordshire. He plays your
grandson in The Kumars at No. 42’. You had a baby boy in December 2005.
You also have a daughter from your first marriage.
Colin Farrell

You were born in 1976 in Dublin in the Republic of Ireland. Your father was a
football player who also managed Shamrock Rovers FC, one of Ireland’s
famous clubs

In the late 1980s and early 1990s you were a promising goalkeeper for the
Dublin team, Castleknock Celtic.You went to the Gaiety School of Acting but
dropped out when you were cast as Danny Byrne in the TV programme
Ballykissangel. You were in this show from 1998 to 1999.

You then had a number of small parts in TV shows and films and then in 2000
you were cast in the part of Private Roland Buzz in the film Tigerland. After this
you have been cast in a number of high-profile films including in 2003 Phone
Booth and The Recruit.

You have had a colourful private life. You were married for four month in 2001.
In 2003 you were voted 6th most sexiest man in the world. You are currently
Bob Geldof

You were born in the Republic of Ireland in 1954. You had a variety of jobs
including canning peas and being a music journalist in Canada before forming
the punk band The Boomtown Rats in 1975.

In 1978, The Boomtown Rats had their first No. 1 single in the UK with Rat Trap.
This was then followed by other hits.

Your first major charity involvement was in September 1982 when you
performed as a solo artist for and Amnesty International benefit show. Then in
1984, after watching a TV news report on the famine in Ethiopia you and Midge
Ure wrote ‘Do they know it’s Christmas?’ which was released in time for
Christmas and made millions for charity.

Using the success of the Band Aid single, you were involved in the hugely
successful Band Aid concert in 1985. This was repeated around the world 20
years later in 2005 and again made a lot of money for charity.

You received a knighthood in 1986 and in 2005 received a Brits lifetime
achievement awards for your outstanding contribution to music. You are also a
successful business man with business within the creative and media industries

Activities after looking at the photo stories

       Divide the class into groups, get the students to empathise with each of
        the characters in the photo story. Why they feel as they do? Why they act
        as they do? Get the students to come to some conclusion about how each
        situation can be resolved. Also look at the consequences of each
        characters actions.
       Discuss each photo story in a general way and see if any students have
        ever felt like the characters.
       Role play to conclude each photo story. Divide the class into groups and
        give students a role from the photo story to play. Ask them to conclude
        how the story will end.

Angie       Girl in the class, she’s very good friends with Sunil. She notices that
            Bobby is quite lonely, wants make him feel part of the group, class
            and school. How should she smooth everything out with Sunil and
            also invite Bobby to the event?
Sunil       Boy in the class, he’s good friends with Angie. He notices that Angie
            has been talking to Bobby. He’s a bit fed-up as he wants her time
            and she has invited Bobby to an event. He thought it would be just
           himself and Angie there, so is a bit jealous. How does he react to the
Bobby      New boy in the class / school. Bobby has moved to Wolf City from
           the countryside. He feels lonely and quite isolated. Angie
           approaches him and begins to talk to him. She invites him to an
           event, he feels pleased about this. Will Bobby go to the event? How
           do you think he will fit-in in the future?

Fabio      Boy in school; he is a year or two above the students that are tagging.
           He is walking to school and sees what is happening, he hides behind
           a tree to see what is going on. Should he inform the teachers /
Steve      Boy in school, is very good friends with Kofi and is Michelle’s older
           cousin. He has been tagging the area for a while. He gets his cousin
           involved. When Michelle is tagging and the teacher approaches, he
           runs off with Kofi. What do you think he’ll do?
Michelle   Girl in school, she is the cousin of Steve. She looks up to and admires
           Steve. When he encourages her to go tagging with him and his friend
           Kofi, she agrees. She has never been in trouble before. A teacher
           sees what she is doing and comes up to the group. Steve and Kofi
           run off and leave her. What do you think she’ll do?
Kofi       Boy in school, is very good friends with Steve. He has been tagging
           the area for a while. Whe Steve’s cousin Michelle is tagging a
           teacher approaches. He and Steve both run off. What do you think
           he’ll do next?
Mr Bains   Teacher in Wolf City High. He is walking to school and comes across
           a group of students tagging a bus stop. He come up to them, but two
           boys run off leaving one girl, Michelle. He knows Michelle doesn’t
           usually get into trouble. He hasn’t seen who the two boys are. How
           will he handle the situation. Will he find out who else is involved?
           What punishment will he give Michelle?
Girl one   Girl at school, she is walking into school with her friend. She sees the
           group of students tagging as she walks past. Will she get involved
           and report them to the school or will she just ignore what she has
Girl two   Girl at school, she is walking into school with her friend. She sees the
           group of students tagging as she walks past. Will she get involved
           and report them to the school or will she just ignore what she has

Unit 2: Crime

This unit explores crime and how it affects young people, victims of crime and
their communities. With this photo story we are looking specifically at the nature
of youth offending and how young people come to be involved with criminal

The unit is divided into seven section, but the photo story can be specifically
focussed on:
    Section 1 and 2: What are criminal offences? What causes people to
      commit crimes
    Section 2: Stereotypes and young people

During the Unit the pupils should cover a variety of issues and have the following
objectives and outcomes


Children should learn:

          (Section 1) that crimes have serious consequences for victims and
           perpetrators, even so-called ‘victimless’ crimes’
          (Section 2) that many factors lesad young people to commit crimes
          (Section 7) about stereotypes of young people



          (Section 1) distinguish between criminal and non-criminal activity
          (Section 1) demonstrate knowledge of the effects of crime on victims,
           perpetrators and society
          (Section 2) discuss and identify possible factors leading to youth offending
          (Section 2) identify factors that might prevent people from committing
          (Section 7) understand why there are ‘stereotypes’ of young people
          Section 7) identify and discuss factors that can lead to negative
           stereotyping of young people

Activities prior to looking at the photo stories

          Give the class a list of offences sometimes committed by young people:
               Shoplifting
               Breaking into cars
               Fighting
               Speeding
               Driving under the influence
               Solvent abuse
               Doing a paper round at the age of 11
               Shouting racist abuse
               Being sold alcohol in a pub under 18
               Graffiti and tagging

       Ask them which of the above are classed as crimes, and which, if any are
       victimless. Afterwards get the pupils to consider how they would feel is
       any of the above had happened to them. What would the affect be on their
       health, emotional, other? Is it possible to distinguish between serious and
       less serious offences?

      Ask the pupils to look at the above list and think of what may lead
       someone to commit each one, for example, peer pressure, thrill seeking, a
       drug or alcohol habit. What may have affected the offender, for example
       poverty, peer pressure or any other factors? Shoplifting may have been a
       result of peer pressure, excitement or even poverty. Ask pupils to think of
       positive and negative factors that may stop young people from committing
       crimes, and how effective would these factors be?
      Ask pupils how they think adults see young people for example, lazy /
       hardworking, apathetic / enthusiastic, law-abiding / delinquent. Are there
       similar answers in the class? If possible the pupils could ask adults the
       same questions with a survey, and then could compare the survey. How
       far do the pupils agree with the views of the adults? Do the responses of
       the adults change with age? Think about the how the media discusses
       crime and young people. If possible bring in some newspaper clippings of
       young people and crime, what do the pupils think of these? Discuss why
       fear of crime can be a problem for some sectors of the adult population –
       older people / hoodies / misunderstanding – this can help with empathy
       and putting the young people in a different situation. Get pupils to do role
       play to empathise and put themselves in different situations.

Role play

Young person              You are on a bus talking on your mobile phone to a
                          friend. He/she is just telling you about an event he/she
                          has just got tickets for you both. You are really excited
                          about this. An older person comes up to you and says
                          something, how do you react?
Old person                You are on a bus and there is a young boy/girl in front of
                          you. They are talking really loudly on their mobile. You
                          want them to be a bit quieter. How would you approach
                          him/her to ask him/her to be less noisy?
Observer                  Watch how the young person and the old person
                          interact. What was good about how they both handled
                          the situation? How would you advice them to do things

Young person              You go into the city centre and you want to buy a
                          present for you Mum’s birthday. You are alone and you
                          walk into a shop and are wearing a hoodie. A security
                          guard approaches you and says something. How do you
Securiy guard             You are the security guard in a city centre shop. You
                          have been told that you must stop young people
                          wearing headgear and must ask them to either take their
                          headgear off or leave the shop. You have just seen a
                          young person enter wearing a hood, you approach him /
                          her. How would you deal with the situation? What would
                          you say to him / her?
Observer                  Watch how the young person and the old person
                          interact. What was good about how they both handled
                          the situation? How would you advice them to do things

      Discuss ways that young people could change the perception of young
       people in the media and counter stereotypes. They could write and tell
       their opinions to the local media, invite media to an event they have
       organised etc.

Activities after looking at the photo stories, look at section after Unit 1


Unit 4: Britain: a diverse society?

In this unit pupils consider their identities and communities to which they belong.
Activities help pupils think about personal identities and reflect on their own

The unit is divided into seven sections, but the photo story is specifically relevant

      (Sections 1 and 2) What are my identities?
      (Section 5) What images do we have of Britain?

During the sections the pupils should cover a variety of issues and have the
following objectives and outcomes

Children should learn:

      (Section 1) to explore their identtites and develop their understanding of
       multiople identities and diversity
      (Section 2) to identity the grouips and communities to which they belong
      (Section 2) that different values and attitudes affect opinions
      (Section 5) about the role of the media in forming and influencing attitudes
       and opininons



      (Section 1) describe their identities and the groups they feel they belong
      (Section 1) recognise different identities and experiences
      (Section 2) recognise the importance of respecting difference and
       similarities between individuals and groups in a diverse society
      (Section 5) recongise the reasons why the media uses positive and
       negative stories and images.

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