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Citizenship at key stage 4 (Year 10-11)
Unit 03: Challenging racism and discrimination
Section 1: Where do we come from? What are our communities like?
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Objectives |
| Children should learn: |
- to build on personal experience and previous learning about human rights and migration
- about ethnic diversity in the UK
- about the different links and relations between the UK, the Commonwealth and other countries
- to use their imagination to understand the views of others
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Activities |
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Outcomes |
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Children: |
- Begin a class discussion by reviewing agreed ground rules for discussion. What are the ground rules? Do any need to be amended?
- Working in groups, pupils write down the various countries with which they have a personal connection. They use different-coloured self-adhesive notes to indicate those countries where their relatives or friends live now and where they, their relatives or friends used to live before they moved to the UK, eg Surjit's gran lives in India, Paul's cousin lives in Canada, Joseph's family came from Kenya. Pupils stick the notes onto a large map of the world and note connections with Commonwealth countries.
- Ask pupils to work in pairs to discuss how they describe their identities. It may be appropriate to draw on work from key stage 3 at this point. How does this relate to where they were born? What is their perception of the ethnic composition of the population in their local community. Draw the discussion together as a class and use available statistics to see how their perceptions relate to the true composition of their locality. Then ask pupils to consider the UK as a whole. What do they know about the origins of the peoples in England or the UK?
- Individually or in small groups, pupils select one group of immigrants to the UK to investigate further. They should have access to a range of information sources, reflecting the diversity of peoples in the UK, including recent, historical and locally relevant examples, eg refugees from Bosnia; the Vikings and the Romans; post-war migration of African-Caribbeans in the twentieth century. Pupils study where these people originated, and when and why they came to the UK, eg as invaders, as slaves or servants, as refugees. Why did they choose to come to the UK? This activity could form part of a school-linking project, enabling pupils to compare their research with that of pupils at a school in another part of the UK in a different geographical, ethnic or socio-economic context.
- Review with pupils what they learned at key stage 3 about the Human Rights Act and the situation regarding refugees. They consider why individuals and groups are forced to migrate to protect their human rights. Pupils summarise their findings and share these as a class.
- Pupils reflect on what they have investigated and discussed in this section. They consider how it feels to be a newcomer to a group, at school or in their community. They list ways in which someone new or different can be made to feel welcome and included in the school or the community.
- Extension activity: opportunities to draw on, or link with, history. Pupils could study twentieth-century history of regimes that tried different forms of 'separate development', ethnic cleansing and genocide as responses to racial conflict and inequalities, eg the Holocaust, apartheid in South Africa, ethnic cleansing in the former Yugoslavia. Pupils could explore: how individuals protested against such regimes; the influence of Mandela in South Africa; the pacifist approach adopted by Gandhi against the British Raj. Using imaginative writing, pupils can explore the ideals and motivations of people who struggle against social injustice.
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- identify why people migrate from one area or country to another, recognising that some, but not all, do this out of choice
- use their imagination to appreciate the experiences of others
- recognise the importance of mutual respect and understanding
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Points to note |
- Sensitivity is needed in dealing with pupils' own experiences of migration. Ground rules for looking at sensitive issues should be reviewed and observed. See the Teacher's guide from the key stage 3 citizenship scheme of work.
- Some communities have little visible diversity. However, this exercise will usually reveal that every community has been affected by migration.
- This section builds on unit 4 'Britain - a diverse society?' in the key stage 3 citizenship scheme of work. It is important to help pupils recognise that we are all members of different ethnic, cultural, religious, social, political, economic and geographical groups and that these help to make up our identities.
- Statistics on the ethnic composition of populations are available from local authorities.
- Unit 17 'School linking' in the key stage 3 scheme of work provides information on how to establish school linking that supports citizenship.
- Link with geography: GCSE criteria: sense of place (2.1ii); interdependence (3.1iii); locational knowledge (3.1viii); geographical enquiry (3.1x).
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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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