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Citizenship Having a say

Citizenship Having a say. Overview. Unit 1: What political changes have happened for women during the nineteenth and twentieth centuries? Unit 2: If there is still inequality today, how can we change this? Unit 3: How can local people change things?

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Citizenship Having a say

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  1. CitizenshipHaving a say

  2. Overview Unit 1: What political changes have happened for women during the nineteenth and twentieth centuries? Unit 2: If there is still inequality today, how can we change this? Unit 3: How can local people change things? Unit 4: Who’s the greatest change-maker? Unit 5: What makes a change-maker successful? Unit 6: How will we take democratic action?

  3. Unit 5What makes a change-maker successful?

  4. Unit 5 overview • Content covered in the lesson: • What makes a change-maker successful? • Interviewing a change-maker. • Choosing your interviewee. • Preparing for the interview. • Key learning points • The struggle for gender equality has gone on for centuries and continues today. • The UK political system has developed over time to give women more rights. • Women getting the vote is an example of people working together to bring about democratic change. • Many of the men and women involved in campaigning for the vote for women were ordinary citizens. • Today, a wide range of people, locally and nationally, continue to push for greater equality for women in life and work using peaceful and democratic means.

  5. What are the tactics of the greatest change-makers? Recap Recap: Knowledge check 1. What is the difference between the direct and indirect actions of change-makers? 2. Can you give some examples of people taking direct and indirect action?

  6. What is true equality? Activity: What kinds of inequality continue today? Give examples of some of the issues and campaigns you have explored.

  7. Activity 1: Interviewing a change-maker: What makes a change-maker successful? Interview a local change-maker who is making a difference to gender equality. Your change-maker could be a local campaigner, a councillor or a politician.

  8. What makes a change-maker successful? Your class will have an opportunity to ask our local change-maker questions. It is vitally important that the questions are clear and get the kind of response you are looking for. In July, a group of young people like you were able to interview Baroness Garden, Deputy Speaker of the House of Lords. Watch the two clips of the video and think about the interview questions. Are they good ones? Would you change them? What would you ask?

  9. Activity 2: Preparing for your interview Interview checklist Do your research. Make contact with your interviewee. Get the date in the diary. Decide who’s doing what. Plan your script, including interview questions. Be interview-ready: practise, practise. Sort the technical things (audio and video). Look after your interviewee! • Who are they? What is their background? • What are they doing and why? • What difference are they making? • Will their work have a long-term impact on young people’s futures?

  10. Having a say Activity 3: Preparing for the interview • Tasks: • Prepare an interview script and questions using your research into the topics of concern. • Rehearse and practise your questions. • Refer to the interview checklist. • Hold your interview. Your challenge is to prepare well for your interview.

  11. What makes a change-maker successful? Plenary: Reflect on how the interview went. Did you find out what you wanted to know? Did you get your point across? What would you do differently next time? Write a short feature article for the school newsletter about the change-maker and what has made them successful based on the interview transcript.

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