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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. KS3 Unit 1 Unit 4 Unit 7 KS4 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 characters. Graffiti fits in well with different units in the Citizenship curriculum KS3 Unit 1 Unit 2 Unit 7 KS4 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 Objectives 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 Outcomes Children: (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 choices. 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. Goldie 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 Heaney. 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 plays 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 Iraq. 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 House. 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 far. 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 entertainer. 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 Year. 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 single 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. Friends 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 situation? 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? Graffiti 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 / school? 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 seen? 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 seen? Graffiti 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 activity. 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 Objectives 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 Outcomes Children: (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 crimes (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 differently? 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 react? 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 differently? 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 Friends 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 experiences. The unit is divided into seven sections, but the photo story is specifically relevant to; (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 Objectives 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 Outcomes Children: (Section 1) describe their identities and the groups they feel they belong to. (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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