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Lesson plan: Where is this place?
From the Key Stage 2 classroom activities on
Global Citizenship themes online resource
Age group: 7 - 11
Aims:
For pupils to gain an awareness of the nature of prejudice and ways
to combat it, be able to detect bias, opinion and stereotypes, and
feel empathy towards others locally and globally.
What to do:
This activity is adapted from Speaking
for Ourselves, Listening to Others published by Leeds Development
Education Centre. You will need:
In a whole-class session, ask pupils to describe the country you
have chosen. Discuss where they got their information, and if they
think it is true. (Ensure you counter negative stereotypes if they
arise.) Tell the pupils some interesting facts about he country
and show arrange of photographs. Discuss how the initial views and
the reality may differ.
Give out two different sets of statements from A, B, C and D to
each pair of pupils.
First, ask each pupil individually to decide which country is being
described on their paper, giving reasons for their decision. They
swap statements with their partner, and come up with a suggested
country and reasons for their decision for this statement. Then
they join with their partner and compare answers and reasons.
In a plenary session, ask pupils to share their thoughts. When
each group has been heard, tell them that all the phrases represent
views of England (use Britain if you prefer). They came from Kenyan
girls (A) and boys (C) and Greek boys (B) and girls (D). Is anyone
surprised? Why? Stick the statements onto a chart with two columns:
Those that they think do describe England, and those that they think
don't. Talk about where the views may have come from - for example,
the media, films, tourists, school textbooks.
Planned outcomes:
That pupils begin to appreciate that misconceptions about others
occur throughout the world; that they begin to understand the importance
of questioning information and stereotyped views.
Possible extension work:
Ask the pupils, working in pairs, to think about how they would
portray their locality using 8-10 photographs and descriptions,
to give an accurate picture of it to someone living elsewhere. Would
they include a run-down area? A homeless person sleeping rough?
A stately home? What are the reasons for their decisions? If possible,
enable them to take digital or conventional photographs of some
of the areas they feel they should include. Use these to make up
a Locality Book, either computer or paper based. These could be
swapped with a partner school, either within or outside Britain,
via email or post.
Curriculum links:
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England
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Scotland
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Wales
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PSHE/Citizenship:
- To think about the lives of people living in other places;
to recognise and challenge stereotypes.
Geography:
- Passport to the world - learning about different places.
Literacy Hour:
- Year 6, term1.
ICT:
- Information about the school's locality could be put on
a school website.
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PSD:
- To identify, review and evaluation the values they and society
hold and recognise that these affect thoughts and actions.
Environmental Studies:
- People and place; developing informed attitudes.
English:
- Talking about opinions.
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PSE:
- To express their views and ideas confidently and take part
in a debate; to value and celebrate cultural difference and
diversity.
Geography:
- Places - understand and realise the interrelationships within
the wider world in terms of decision making and Global Citizenship.
Oracy:
- To listen and respond to a range of people; to qualify or
justify what they think after listening to other opinions.
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From the Key Stage 2 classroom activities on
Global Citizenship themes online resource
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