Year 8 Citizenship

1. Identity and Diversity • Put the date and title in your books • Copy the learning outcomes: • To be able to identify characteristics that make up our identity • To find out what we have in common with our classmates, and what we have that is different • To set goals for the year ahead STARTER: Unscramble the letters to make a word S T I P H I C E N I Z how many other words can you make up using these letters? Year 8 Citizenship

2. Identity and Diversity • Tasks for today: • Complete the student interest survey. You can write on the sheet. • Talk to your classmates – what do you have in common, and what is different? • On the back, design a coat of arms that represents your identity. Year 8 Citizenship

3. Minorities and Majorities • Put the date and title in your books • Copy the learning outcomes: • To understand what minority and majority mean • To be able to give examples of minority and majority groups you are a member of Insert Image of Choice Insert Image of Choice Insert Image of Choice STARTER: Which is the odd one out? Discuss in pairs. Year 8 Citizenship

4. Minorities and Majorities What do these words mean? Minority: the smaller number or group Majority: the bigger number or group Copy these definitions into your books. Year 8 Citizenship

5. Minorities and Majorities Are you in any minority or majority groups? Tall Short Jan - Jun July - Dec TV Music left right Yes • Complete the table as a class • Copy the table into your books • What does it feel like to be in the minority? No Year 8 Citizenship

6. Minorities and Majorities Who has the power? Think about when the class divided according to whether you preferred to watch tv or listen to music. Answer the questions in your books. Write in full sentences. • Which group had the most members? • Is that group the minority or the majority group? • Which group has more power? Why? Year 8 Citizenship

7. Minorities and Majorities When the minority has the power (Cited in Britain Diverse Society. Radcliffe, 2002: 7) “In the 1950s the majority of people living in South Africa were black, and white people were the minority. However all the people in the government were white. This meant that the minority group had the power. They imposed their laws on the rest of the population”. “Apartheid means “separate development”. It is the Afrikaans name given to the system of social organisation that the white government introduced in South Africa, where white and non-white people had different rights. For example, black people were not allowed to vote in elections”. • Do you think “separate development” is an accurate description of what happened in South Africa in the 1950s? • How would you feel if you were a black person living in South Africa in the 1950s? Year 8 Citizenship

8. Sexism and Gender Equality • Put the date and title in your books • Copy the learning outcomes: • To find out what the law says about Gender Discrimination • To learn about the Equal Opportunities Commission STARTER: A man and his son are in a terrible car accident. The man dies, but his son survives and is taken to hospital. He is in a bad way, and is rushed straight into the Operating Theatre. The surgeon comes in, picks up a scalpel, and then cries out “I can’t operate on this boy! He’s my son!” How can this be? Year 8 Citizenship

9. Sexism and Gender Equality Does this picture help you solve the riddle? Year 8 Citizenship

10. Sexism and Gender Equality Women can expect to earn 15% less than men when they leave college. How would you feel if you were refused a job because you were female? You applied for a job as a caretaker at a school. You didn’t get the job. You got an interview, but you got the feeling that the employers had already decided they wanted a man for the job. Write a paragraph about how you would feel. Year 8 Citizenship

11. The Law • (Taken from Radcliffe Britain – A Diverse Society. 2002: 10-12) • Both British and European law make it an offence to discriminate (treat people in a different way) on the grounds of gender in terms of: • recruitment (advertising for the job) • selection of employees (who gets the job) • terms and conditions of employment (pay, sick leave, holidays, etc) • access to promotion and training (climbing the career ladder) • dismissal (getting the sack) • The only exceptions are • where physical appearance is essential to the job (e.g. modelling male underwear) • where privacy and personal embarrassment are involved (e.g. a women’s toilet attendant or a midwife) Year 8 Citizenship

12. Age Discrimination • Put the date and title into your books • Copy the learning objective: • To understand the problem of ageism in the UK • STARTER: • Look at the picture in front of you. Brainstorm as many words or phrases about the picture. • What is it of? • What does it make you think of? • What words describe it? Year 8 Citizenship

13. Age Discrimination How often do you talk to someone over 65? Discuss in pairs: Why bother talking to old people? What could you learn from them? Write a FULL sentence in your books. Year 8 Citizenship

14. Age Discrimination What percentage of people in Greenwich are over 65? What percentage of people in Greenwich are your age? Year 8 Citizenship

15. Age Discrimination • Read the BBC Website article on age discrimination (http://news.bbc.co.uk/1/hi/sci/tech/4220228.stm) and answer the questions. • Look at the graph. What percentage of people experienced prejudice because of their age in the last year? • Look at the bullet points underneath the graph. • What view about old people is expressed in the last bullet point? • How many people hold this view? • Read the article “Age prejudice common in the UK”. What point does the author make about young people and age prejudice? • Look at the comment in the coloured speech bubble. • How does the author suggest we solve the problem of age prejudice? • Do you think this would work? Year 8 Citizenship

16. Age Discrimination HOMEWORK: Find or draw a picture of an elderly person and a teenager. Stick them into your books. Think about what it is like being a teenager. Imagine what it would be like to be an elderly person. In one colour, brainstorm the pros of being that age. In another colour, brainstorm the cons. Eyesight and hearing might deteriorate Don’t have as much independence as adults No bills to pay! Know loads about things I don’t Year 8 Citizenship

17. Race and Ethnicity • Put the date and title in your books. • Copy the Learning Objectives: • To understand the historical developments of diversity in the UK • To think about the benefits of this diversity STARTER: Unscramble the letters to make a word. How many other words can you make out of these letters? N E D R I F F E S C E Year 8 Citizenship

18. Race and Ethnicity • Stick the map into your books. • Have you, any of your family, or anyone you know moved here from another country? If so, draw a line on your map to show where you have come from. • Write a sentence under your map explaining your line. I was born in Holland and moved to the UK in 1990. My neighbours moved here from India last year. Year 8 Citizenship

19. Race and Ethnicity • In a different colour (if you have one) draw lines showing where different people came to the UK. • Under your diagram, write a sentence for each line on your map, explaining who came from that country, and why. 1960s – People from the Colonies (e.g. Australia) get citizenship and move here. Year 8 Citizenship

20. Race and Ethnicity HOMEWORK: Complete the homework sheet. DO NOT write on the sheet – put the answers in your books. I expect all homework to be completed and in on time. If you have any difficulties with it you can find me and talk to me about it before the next lesson. If you do not complete your homework, that will be strike one. After three strikes you will have a department detention. Year 8 Citizenship

21. To understand the historical developments of diversity in the UK • To think about the benefits of this diversity

22. Alternative Lifestyle Choices • Put the date and title into your books • Copy the learning objective: To understand the arguments people have about the travelling lifestyle choice STARTER: Brainstorm ideas about the picture in your book. Who lives here? What kind of life do they have? What do they like doing? Insert Image of Choice Year 8 Citizenship

23. Alternative Lifestyle Choices • Read the handout (extension website http://news.bbc.co.uk/cbbcnews/hi/uk/newsid_2387000/2387151.stm) and answer the following questions: • What is an Alternative Lifestyle? • What reasons might there be for wanting to follow an alternative lifestyle? The two big speech bubbles on the sheet give some reasons. Can you think of any others? • Are there any disadvantages to a traveller lifestyle? • Do you think people have the right to choose whatever lifestyle they want? EXPLAIN YOUR ANSWER! Why or Why not? • Look at the box at the bottom of the sheet. There are three pairs of opinions. For each pair, say which opinion you most agree with, and why. Year 8 Citizenship

24. Alternative Lifestyle Choices To understand the arguments people have about the travelling lifestyle choice Year 8 Citizenship

25. Different kinds of Family • Put the date and title in your books • Copy the learning objectives • To think about what makes a family • To learn about the importance of Tolerance STARTER: What would a perfect family be like? Brainstorm this in your books. Year 8 Citizenship

26. Different kinds of Family The Perfect Family Year 8 Citizenship

27. Different kinds of Family 45% 10% 30% 20% 90% So what is “normal”? Is there such a thing as a “normal” family? Year 8 Citizenship

28. Different kinds of Family • What was the video about? • Think about your own family. • Are there any similarities between the family in the video and yours? • Are there any differences? • The girl in the video was bullied at school about her parents. • What do you think that would feel like? • What were the effects on her school work of the bullying? • How did people treat the family? What must that have felt like? • How would you treat them if you met them? Why? Year 8 Citizenship

29. Different kinds of Family To think about what makes a family To learn about the importance of Tolerance Year 8 Citizenship

30. Different kinds of Family • HOMEWORK: • due in after the half term holiday • this is one of the pieces of work that will be marked to give you your personal development level • WHAT DO I HAVE TO DO? • Design a leaflet on the importance of TOLERANCE. • Tolerance means accepting the differences between people. It is the opposite of being prejudiced, racist, sexist, etc. Year 8 Citizenship