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GA Citizenship Working Group

GA Citizenship Working Group

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GA Citizenship Working Group

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  1. GA Citizenship Working Group GA Annual Conference 17th April 2009 Manchester Teaching Citizenship through Geography: Citizens in Society

  2. Key Questions • How are the ‘active citizen’ and ‘society’ narrated in the geography and citizenship curricula? • What can we learn from social policies which promote active citizenship? • How can political and social geography help us to better understand the relationship between individual and social responsibility? • How can these concepts be explored through classroom activities in geography?

  3. Citizenship: how responsible are we? Learning Objectives to consider active citizenship and personal responsibility as contested concepts to explore different scales of responsible citizenship and different ways of being responsible (individual/collective/political action)

  4. Activities • Topical news stories – responsibility for issues; what causes these problems, how are these causes interrelated? • Emotional mapping and photo analysis – responsibility for places • Mystery: Jack’s identity – responsibility for data protection, environment, global interdependence

  5. What is citizenship? • On the sheet are some newspaper headlines about citizenship. • Group the headlines into categories and complete the key. • KS3/4: what categories did you come up with? How many ways could you group these headings? • What is citizenship? – whole-group discussion KS2 / SEN – use the key provided KS3 / KS4 – come up with your own groupings and complete the key

  6. What is citizenship? Citizenship as a set of behaviours or acts, and rights and responsibilities can be explored in many different social spheres, such as finance, environment, planning, health, crime. Is citizenship also more thank how people behave and the moral choices they make? (i.e. a cultural sense of belonging, a legal status, a response to others?) What are the limits of personal responsibility? Are we individually responsible for the future of the planet? What is the difference between an active citizen and an activist citizen?

  7. Who is responsible? KS2 / SEN • Photo analysis activity • KS3 / KS4 • Mystery activity Complete the sheet by answering the questions about the photographs. Work in pairs or small groups and discuss your feelings about the photos. Cut out the mystery cards to solve the question ‘Why was Jack’s identity stolen?’ Extension questions are at the bottom of the sheet for discussion.

  8. Who is responsible? KS2 / SEN Photo analysis activity How does this place make you feel? How would the time of day or people you are with change how you feel about it? Who is responsible for this place?

  9. Who is responsible? KS2 / SEN Photo analysis activity How does this place make you feel? How would the time of day or people you are with change how you feel about it? Who is responsible for this place?

  10. Who is responsible? KS2 / SEN Photo analysis activity How does this place make you feel? How would the time of day or people you are with change how you feel about it? Who is responsible for this place?

  11. Who is responsible? KS3 / KS4 Mystery activity Why was Jack’s identity stolen? Feedback through whole-class discussion and make links between the events on the cards Who was responsible for Jack’s identity being stolen? At what stage in the chain could the theft have been prevented? How could this issue be solved? Who should be responsible?

  12. Who is responsible? KS2 / SEN • Photo analysis activity • KS3 / KS4 • Mystery activity Follow-up with a whole class discussion on the findings. Plenary: solutions to the problems, and who should be responsible for them. Follow-up with a whole class discussion, using the questions at the bottom of the sheet. Plenary: solutions to the problems identified, and who should be responsible for them.

  13. Who is responsible? KS2 / SEN • Photo analysis activity • KS3 / KS4 • Mystery activity • Taking it further • Discussion of decisions made at different levels: personal, local, government, external companies (spatial); levels of trust/ responsibility • Exploration of our own place in the world as global citizens • Taking it further • emotional mapping activity of the local area (fieldwork) and then planning local solutions

  14. Emotional mapping – example activity

  15. Write your name on the sticky note • On the front of the sticky note write a list of 10 things which you saw on the way to school this morning

  16. Activity 1 • Draw a map of your journey to school using the hand you don’t normally write with (to prevent time-consuming drawing) • Think about the things you saw during your journey. • Use the list on your sticky note to help you

  17. Activity 2 • Design a key to show how you felt at various points along your journey. • Use the key to mark on your feelings at 10 points on your map.

  18. Example Key Happy Sad Angry Surprised

  19. Activity 2 • Design a key to show how you felt at various points along your journey. • Use the key to mark on your feelings at 10 points on your map.

  20. Activity 3 • Write a sentence to explain the reasons for your feelings at each point you have labelled on the map. • For example: When I left my house I felt ………… because…………… • How would different people feel at these points?

  21. What can be done about the negative parts of my journey? Who is responsible? How can we campaign for change?

  22. www.geocitizen.org.uk • See lesson ideas and useful links from our current and previous workshops on: • Voices • Designing Identity • Citizens in Society • Share your lesson ideas with other teachers • Showcase your students’ work on the geocitizen website • Receive a geocitizen award and badges! • Join the CWG

  23. Lesson resources

  24. KS2 / SEN Starter Activity What is citizenship? Sort these newspaper headlines into the groups shown in the key. Colour-code each newspaper heading using the key. Crime Planning Environment Finance (money) Health

  25. KS3 / KS4 Starter Activity What is citizenship? Sort these newspaper headlines into categories. You will have to decide on the categories and complete the key. Colour-code each heading using your key.

  26. KS2 / SEN Main Activity How would this place make you feel? If you were with your friends… If you were on your own… If you were with your parents… In the daytime… Who is responsible for this place? Who is responsible for looking after this place? Who is responsible for how this place makes you feel? At night…

  27. KS2 / SEN Main Activity How would this place make you feel? If you were with your friends… If you were on your own… If you were with your parents… In the daytime… Who is responsible for this place? Who is responsible for looking after this place? Who is responsible for how this place makes you feel? At night…

  28. KS2 / SEN Main Activity How would this place make you feel? If you were with your friends… If you were on your own… If you were with your parents… In the daytime… Who is responsible for this place? Who is responsible for looking after this place? Who is responsible for how this place makes you feel? At night…

  29. KS3 / KS4 Main Activity Why was Jack’s identity stolen? Discussion: Who was responsible for Jack’s identity being stolen? At what stage in the chain could the theft have been prevented? What is the ‘original’ cause of the problem/what is the ‘real’ problem? How could this issue be solved? Who should be responsible?