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Lesson Plan Yr 9.2 Values & Belief: Prejudice and
Discrimination
LESSON
Materials/resources:
 Shape resources individually copied onto sheets in colour – sufficient to allow one shape
per pupil
 Flip chart paper/Board, marker pen
Place cards
Introduction (5 mins)
Remind the class of the Group Agreement / Ground Rules – reinforce them and state how
they have helped make this a safe place for exploration and discussion.
Explain that today we will be looking at prejudice and discrimination as it affects people and
their relationships.
Share the learning outcomes for the session:
By the end of the lesson most pupils will be able to:
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Understand differences between people
Define prejudice and discrimination
Understand why prejudice and discrimination should be challenged
Reflect critically on their own and others’ values
Starter Activity (5 mins)
Whole Class
 Tell pupils they are to stand in various allocated places depending on the group you will
identify. e.g.
All the people with brown hair go and stand……
All the people with blonde hair go and stand….
All the people with red/auburn hair go and stand…
All the people with black hair go and stand…
 Next tell them to move to a series of different groupings in areas you will indicate for:
Those who support ….. different football clubs.. ( and a “I don’t support a
football club)
 Same star signs
 Favourite subject
 Favourite TV programme.
Avoid groups related to weight, height etc as people may be particularly sensitive
about those types of issues.
 Process this activity by asking if anyone stayed with the same group of people every time.
 Were people always with their friendship group?
Point out that this activity clearly shows that we are all different in many ways.
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Lesson Plan Yr 9.2 Values & Belief: Prejudice and
Discrimination
Plenary / Review and Reflection (5 mins)
Discuss and check out with the class:
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Who can get an STI? (anyone who is sexually active with someone else)
Which STIs are the most common among young people? (chlamydia – which may
have no symptoms, genital warts and gonorrhoea)
How can a person avoid pregnancy and STIs? (by not being sexually active, by
avoiding intimate sexual contact, by always using a condom with care)
Main Activities - Shapes (30 mins)
This exercise is in two parts and aims to differentiate between prejudice and discrimination
and enable pupils to reflect on their personal values
Prejudice:
A preconceived notion about an individual, a group or a race that demonstrates some sort of
judgement upon them. It is an attitude towards a certain group of peoples based solely on
their membership in that social or ethnic group.
Discrimination:
This is prejudice put into action. Those who discriminate actively practice prejudice
Whole Class – Part 1 (Groupings)
Rationale:
The first part of this exercise looks at prejudice – labelling people.
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Place a large mixture of shapes on pieces of paper face down on a central table
Ask pupils to come and individually pick up a piece of paper – They should not let
anyone else see it.
Ask pupils to look at their shape and find people with the same shape. To do this they
must circulate in the room and describe their shape to others without naming it. They
can use the words printed on the shapes to help them.
N.B. Pupils with the triangle shape will have the message on their shape not to
describe their shape
Pupils cluster in their smaller groups and those left with the triangle should be left in
the centre of the room
Ask pupils with the triangle to explain to the class why they did not describe their shape
Ask the group to describe how they felt not being able to describe their shape. Lead
the discussion towards the conclusion that some people are treated differently and
may not want the rest of us to know why. Explain that this demonstrates prejudice.
Teacher Notes:
 The triangle was used during the Second World War to identify specific prisoners on
concentration camps. Different colours were used for different types of prisoners.
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Lesson Plan Yr 9.2 Values & Belief: Prejudice and
Discrimination
This resulted in a hierarchy within the camps themselves. A pink triangle denoted
someone who was gay or lesbian. A brown triangle denoted a gypsy (a Romany), a
yellow triangle denoted a Jew, a black triangle denoted a vagrant, an alcoholic
and/or a person with learning difficulties.
NB In order not to cause discomfort or embarrassment to the pupil(s) with the triangle,
stress that the triangle used in this activity has no colour at all and was only used to
make a point. (Exercise adapted from the “Colours of the Rainbow” published by Camden
and Islington Community Health Services NHS Trust – 1995
Part 2- Group Activity
Explain that living in this country in the 21st Century we can enjoy certain rights and freedoms
(depending on our age) that people in non-democratic countries may not have. Give
examples:
 Right to vote for which ever political party we choose / Right to marry the person of our
choice (forced marriage is not legal in this country) / Rights when we are employed e.g.
we cannot be discriminated against because of age ,disability, race or religion, sexual
orientation etc
 Ask pupils to stay in their smaller groups for the next part of the exercise
 Give each group a picture of a place (see card handouts)
 Ask each group to describe their place according to the instructions on the card to the
larger group (each card has conditions placed on it)
 The rest of the group have to try and guess the place
 After each group has carried out the activity ask a member of each group to explain the
conditions which were detailed on their cards
 N.B. the group that will have been given the most difficult task because of the
conditions imposed will have been the group with the triangle. Therefore the prejudice
demonstrated in the first part of this session now manifests itself as discrimination.
 Reward the groups in different ways to demonstrate that you are treating them
differently.
Plenary /Review and Reflection (10 mins)
Debrief:
 Explain the exercise and the range of conditions imposed on each group
 Ask pupils to say how it felt to be treated differently
 Ask them how they felt about the different levels of awards that were given to groups..
 Ask pupils to reflect on how it felt if the conditions given made the task particularly
difficult. Where they frustrated in anyway?
 How could the activity have been made fairer?
 What can pupils do to challenge prejudice and discrimination?
 What is the effect of prejudice and discrimination on a person’s self esteem?
Ask pupils to give example of when they have witnessed discrimination against others –
remind pupils of issues of confidentiality and not to refer to people by their name or any other
way that could identify an individual.
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Lesson Plan Yr 9.2 Values & Belief: Prejudice and
Discrimination
Assessment strategies:

See Plenary
Teacher Notes:
 Ensure that any negative comments / stereotypes are challenged
All forms of prejudice and discrimination must be challenged at every level in our lives.
Outcome
How far were the intended learning
outcomes met?
Understand differences between people
Define prejudice and discrimination
Understand why prejudice and
discrimination should be challenged.
Reflect critically on their own and others’
values
Reflections/comments
Progression points for next lesson
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Lesson Plan Yr 9.2 Values & Belief: Prejudice and
Discrimination
Shapes for Activity 1
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4 equal sides.
900 internal angles.
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It does not have any straight lines.
It is shaped like a rugby ball
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Do not describe this shape.
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It does not have any straight
lines.
It is like a ring.
It has 10 sides.
It has 5 points.
Each side is of an equal length.
It has 4 equal sides.
It has 4 internal angles.
The angles opposite each other
are the same size.
Lesson Plan Yr 9.2 Values & Belief: Prejudice and
Discrimination
The Seaside
Describe this scene so that the rest of the class can identify where you are.
When you describe the place you are not allowed to use the following words:
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beach
sand
sea
The Zoo
Describe this scene so that the rest of the class can identify where you are.
When you describe the place you are not allowed to use the following words:
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cages
animals
visitor
the names of any animals
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Lesson Plan Yr 9.2 Values & Belief: Prejudice and
Discrimination
Under the Sea
Describe this scene so that the rest of the class can identify where you are.
When you describe the place you are not allowed to use the following words:
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coral
fish
sea
Outer Space
Describe this scene so that the rest of the class can identify where you are.
When you describe the place you are not allowed to use the following words:
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stars
space
galaxy
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Lesson Plan Yr 9.2 Values & Belief: Prejudice and
Discrimination
The Park
Describe this scene so that the rest of the class can identify where you are.
When you describe the place you are not allowed to use the following words:
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swings
roundabout
grass
The Forest
Describe this scene so that the rest of the class can identify where you are.
When you describe the place you are not allowed to use the following words:
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trees
leaves
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Lesson Plan Yr 9.2 Values & Belief: Prejudice and
Discrimination
Lesson Plan Pupil Evaluation and Feedback
These may be given to individual pupils after each lesson OR at the end of
the Unit. Alternatively, it could be completed at the end of the plenary
verbally with someone scribing for the group; the teacher then to summarise
the information onto this form.
Consider:
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Was the lesson interesting and relevant?
Was this the right age for the information?
Was there enough time to do everything properly?
Was everyone able to be involved?
What were the key things you learnt?
What was good?
What could be better?
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