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Citizenship at key stage 3 (Year 7-9)
Unit 11: Why is it so difficult to keep the peace in the world today?
Section 4: How do we know whom to believe about this crisis?
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Objectives |
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- to recognise authorial standpoint in texts (NSE)
- to use ICT-based sources for information and to evaluate the results
- about the significance of the media providing large amounts of information and, at the same time, shaping our understanding of it
- to justify a personal opinion about a topical issue orally or in writing
- to contribute to group and class discussions and debates
- to draw on their knowledge when considering other people's experiences
- to be able to think about, express and explain views that are not their own
- to consider the significance of main events, people and situations they study
- to communicate knowledge and understanding of history, using a range of techniques
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Activities |
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Outcomes |
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Children: |
- Pupils, on their own or in twos or threes, carry out internet searches about the event using key words from the initial activity. Pupils review each site they find, using the questions: What side is the author of this site on? How can you tell? and summing up the author's point of view in three sentences.
- The teacher leads a brief class discussion of pupils' findings, emphasising how to handle partisan information.
- This work could be followed up in several ways, for example
- A debate. Create a one-sided motion or a trial situation, such as: 'X is to blame for the conflict' (the websites previously visited may well supply this kind of statement). Ask pupils to make a case for or against the motion. Both sides might prepare short speeches and present witnesses, perhaps from the past, to support their cases.
- A leaflet campaign. Pupils write the text for a leaflet addressed to the population on one side of the conflict. The aim of the leaflet is to calm the situation. It could point out the dangers and possible consequences of the conflict and suggest ideas for reconciliation.
- The teacher leads discussion on issues involved in considering other people's experiences and the importance of being well-informed when trying to express views that are not their own.
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- evaluate the reliability of news media and other sources of information
- understand that the internet can be a useful and rapid source of information but can be partisan
- demonstrate an understanding of points of view different from their own
- identify a range of motives for people holding specific views
- participate in group activities, formulating written or oral contributions in a variety of styles
- form opinions about situations outside their experience, drawing from the evidence they have found
- explain the significance of events and people studied, making appropriate use of vocabulary
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Points to note |
- Link with NSE: year
7 R9, year
8 R6, year
9 R6.
- This section develops from the earlier use of media sources and helps pupils to reflect on the significance of the media in society. Reliable news and history websites are listed in the introduction but a wider search is recommended so that pupils encounter, and learn how to handle, information from more partisan, less reliable, sites. The point of this enquiry is that pupils find, and work with, partisan versions of the situation and these are more likely to be found on the internet than in the newspapers or on TV. Pupils will need to be well briefed and de-briefed on using partisan websites.
- The point of all the activities outlined is the understanding pupils reach, not the results. Allocating blame is clearly a sensitive issue and teachers will need to discuss relative values with pupils. It is important that pupils are encouraged to use their knowledge to construct an argument and that unsupported assertions are challenged.
- Pupils will be able to apply skills they develop using sources of information and their knowledge and understanding of historical interpretations in the study of history.
- Experts in reconciliation and non-violent conflict-resolution techniques say that it is important to appreciate the need for peace-makers to fully understand the perspectives of all sides and the motives behind strongly held views.
- Link with key skills: communication.
- Link with thinking skills: evaluation.
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This unit is divided into sections. Each section contains a sequence of
activities with related objectives and outcomes. You can view this unit by
moving through the sections or print/download the whole unit.
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