CitizenshiP

Citizenship
Group activity
Introduction Module 2: Neighbours Individual activity
Divide the class into small groups.
Theme: Being a good neighbour Students divide a piece of paper in half. On one side
What is Citizenship? Students look at the London Quiz (p. 13) again and then they write a list of My rights as a neighbour and on
At it’s simplest, citizenship means being a member make up a similar quiz about the place where they live. Citizenship concepts: rights and responsibilities, the other, My responsibilities as a neighbour. You may
of a state or nation but it is used in different ways in empathy, respect, tolerance, cooperation, inclusion, want to prepare students for this activity by asking for
Class discussion
different countries and contexts. Citizenship education quality of life their ideas and writing them up on the board, before
1) Ask the groups to share some of their questions.
can include a range of different concepts, including Write them on the board as they say them and ask Purpose: To increase students’ awareness and they start work individually.
rights and responsibilities; helping others; actively other members of the class to give the answers. understanding of:
contributing to the well-being of the school and the Module 3: Life Stories
Could they answer all the questions, or did any of XXthe importance of good neighbours
local community; learning about the institutions and Theme: Movement of people
practices of the society in which we live; being a good them need specialist knowledge that only people with XXwhat makes a good neighbour
particular interests would have? Citizenship concepts: global interdependence, identity,
‘global citizen’, learning about our interrelationship with XXthe interconnections between rights and belonging, quality of life, human rights
people and environments around the world and acting 2) Ask students to suggest categories that the responsibilities
to make the world a better place. questions would fit into (e.g. history, sport, buildings, Purpose: To increase students’ awareness and
Group activity understanding that:
leisure). Choose a colour or letter for each category
Citizenship in New Challenges 2 1) Tell the class that in the UK, there is a television
and try to categorise all the questions. XXmany people move within or between countries
The activities suggested here focus mainly on active programme called Neighbours from Hell about people
3) Discuss the following questions: who behave in ways which upset people who live next XXthere are many different reasons that people go to
local citizenship; developing a sense of place and
XXWhat are the most important things about the door to them and spoil their quality of life. different places
identity, and respecting those of others; recognising
rights and responsibilities and the impact of our place? What would you tell a visitor about this Discuss briefly what kinds of behaviour might upset XXsometimes people move because they want to and
behaviour on others; exploring what contributes to place? the neighbours (e.g. playing loud music or having sometimes because they have to
quality of life and how we can contribute to it; and XXAre the things which give this place its special arguments late at night; having a dog that barks all Sensitivity warning: This set of activities may need
increasing awareness of our interrelationship with character good, bad or a mixture? the time or makes a mess in the street; putting up to be undertaken with care, e.g. if family members
the environment, our local community and other high fences that block out sunlight; cutting down have had to move for reasons of conflict or poverty
XXWhat kinds of things contribute to a high quality of
people. The young people participating in the Our trees or planting big trees in inappropriate places; in the recent past, if the class contains refugees, or if
life?
World competition in New Challenges 2, demonstrate throwing rubbish over the garden wall, etc.). Look at immigration is a contentious issue in the region.
‘citizenship’ skills, recognising and respecting each XXAre different aspects important to different people? Neighbours Names, p.96 for some ideas.
Why? Appropriate questions and the discussion potential of
other’s strengths and differences, being tolerant about 2) Divide the class into small groups and ask each the global interconnections of students’ families will
each other’s weaknesses, and working as a team to XXDo the things that make this place special to you fit group to create an annotated picture of their idea vary considerably depending on the history of the
solve problems and take on new challenges. the quiz question categories? Are some categories of ‘Neighbours from Hell’, illustrating what the particular region. If movement of family members
represented more than others? neighbours might be doing with notes written around may be too sensitive an issue for some students, you
How to use the Citizenship ideas
XXAre there other categories that you haven’t included the picture to describe what is happening. may choose to use ‘distancing’ techniques (in which
Activity ideas and key questions have been suggested
which relate to themes in the text. Select activities (e.g. employment, culture, diversity, climate, global Class discussion students are not expected to talk about their own
that are most appropriate to your situation and your connections)? 1) Ask the groups to show their pictures and describe experiences, but explore issues relevant to them
students’ needs and interests. Discussions to develop XXWhich of the things would you most want to know what is happening in them. through stories) and focus only on the movement
ideas and understanding could be carried out in the about another country? of famous people and fictional characters featured
Make a list of the things the ‘neighbours from hell’
students’ first language but most activities contain in the module (see Class discussion 2, below) or on a
Individual activity are doing on the board.
outputs that students should complete in English. particular historical period that the class has studied.
Students write an email in English to someone in a 2) Brainstorm what makes a good neighbour.
Many of the activities involve collaborative group different country. Start like this: Individual activity
work, so that students have opportunities to develop Go through the list about the ‘neighbours from hell’ Students draw a family tree – look at the one on p.96
and practise skills vital to Citizenship, e.g. listening, My town is unique because … and discuss what they could do that would change for an example. Tell students to include themselves,
communication, empathy, negotiation, cooperation. If possible, students can send these emails to a link at them into good neighbours (e.g. listen to music on their parents and grandparents and any aunts and
The themes and activities can also be developed in school and ask them to reply, saying what they think headphones after 10 p.m.; clear up after their dog; uncles or other relatives that they know about.
other curriculum areas or in extra-curricular time. is special about the place where they live. discuss garden boundaries with the people next door
Next to each person, students write the town and
before making changes). Emphasise that people have
Extension country where they were born. If possible, also
Building lessons on Citizenship a right to do things they like in their own home, but
include any other places where they have lived (e.g.
Students research particular categories of information that they also have a responsibility not to spoil their
Module 1: Our World about another place, individually or in groups, e.g., to study or for work) or have visited.
neighbour’s quality of life.
Theme: What makes this place special? somewhere that they are studying in history or Students may already have this information from
geography or a place they would like to visit. Each group, Re-read the text on page 24. Highlight that people
Citizenship concepts: belonging; identity; valuing talking to an old person in their family for the project
or individual in a group, could research a different live in different ways and have different interests and
diversity; quality of life on p.41 – if not, you may need to get students to do
category of information about the same place. that in crowded urban environments, we all have to
Purpose: To increase students’ awareness and some research before you can complete this activity.
respect other people and be tolerant of difference.
understanding: Students consider the similarities and differences Class activity
between the place they have researched and the Discuss
XXthat every place is unique Put a map of the world and a map of your country
place where they live. XXWhat kinds of behaviour would be considered
on the wall. Put a dot next to all the places students’
XXthat the identity of a place is shaped by a range of unacceptable in your country.
Each group or individual could do a presentation families have a connection with. These could be
factors (geographical, economic, social, cultural) about the information they found. XXWhat kinds of rules, laws and penalties exist to colour-coded – e.g. a red dot for where family
XXof the elements which contribute to the identity of discourage anti-social behaviour. members were born, a blue dot where they live now,
8 the place where they live a yellow dot where they have worked or studied and a 9
green dot for places they have visited on holiday.
 citizenship CitizenshiP

Class discussion things to be, for yourself and for other people, not Extension Glossary of Citizenship
1) Discuss the evidence on the world and country maps:
XXHave students’ families mainly lived in one place, or
necessarily how you think they will be.
The time machine has stopped. You open the door
Ask the class to choose one thing from the discussion
about the future they would like to happen or that concepts
have they moved a lot? and climb out. You find yourself here, in this town, they thought they could do something about. Draw cooperation: working together towards a goal,
but twenty years in the future. Some things are very up a class action plan to work towards one of their helping each other
XXHave they moved mainly within or between changes.
countries? familiar, but other things are quite different. distancing technique: providing opportunities to
Look around you. What do you see? … What can explore difficult or painful issues through stories of
XXDid some generations move more than others? fictional characters or well-known people, rather than
you hear? ... What do the buildings look like? ...
XX Do dots of different colours cluster in particular areas? What can you see in the shop windows? … How are through the personal experiences of those present
2) The person featured in this module, Penelope Cruz people travelling around? … Are there many people diversity: variety – used in the context of
pp.34–35, spent time in more than one country but around? ... What are they doing? … What are they understanding and respecting differences between
for very different reasons. wearing? … Can you see any trees or plants or birds people
or animals? … What can you smell? … What can you empathy: the ability to see things from someone
Brainstorm the different reasons people have for see, or what is happening, that is exactly the same as
moving from one area or country to another (e.g. else’s viewpoint – leading to sensitivity, interest in,
now? … What has changed? … and concern for, the needs and rights of others
for work, to marry, to fight or escape from conflict,
for religious reasons, to join family members, for Now it is time to climb back into the time machine. environmental stewardship: taking responsibility
education). You close the door, press the ‘return’ button, and find for looking after the environment and protecting and
yourself back in the classroom. Keep your eyes shut improving it for future generations
XXWhich of these reasons may have applied to for a minute, and think about what you saw on your
Penelope Cruz? journey that you would like to be happening now… human rights: basic rights which should apply
XXWhich may apply to people who live or have lived in Now open your eyes’. to everyone - often used in connection with the
your region? Universal Declaration of Human Rights, agreed and
(The scenario could include visiting the school itself adopted in 1948 by the General Assembly of the
XXWhich may apply to areas recently featured in the and visioning how students would like that to be.) United Nations
news? Pair work brainstorm: contribute as many ideas as possible
XXDo/Should people be allowed to move for all these Ask students to share their vision with a partner and about a given subject - all ideas are accepted and
reasons – or only some of them? to work together to produce an annotated drawing of written up without discussion
‘the future we would like to see in our town’.
Module 7: Technology identity: our sense of who we are, based on what is
Class discussion important to us such as family background, culture,
Theme: Visioning a better future
Ask for volunteers to share their vision, then ask the ethnicity, religion, gender. People may have multiple
Citizenship concepts: making informed choices, rest of the class to talk about any aspects of their vision identities based, for example, on different cultures in
environmental stewardship, interdependence, social that were very different from those already described. family background and local community.
justice, quality of life
Discuss the class’s visions of the future, using some of inclusion: making sure that everyone’s needs are
Purpose: To increase students’ awareness and the questions below: met; not excluding or ‘leaving out’ any individual or
understanding that:
XXWhat were the common themes? social group
XXthere are lots of different possible futures
XXWhat were the main differences? interdependence: dependence on each other – used
XXtechnology has environmental and social impacts to highlight that people, places and environments are
XXWould their ideal future be good for everyone? (e.g.
XXtechnology is not good or bad in itself – it’s how we people of different ages and interests) inextricably interlinked and that individual and group
choose to use it actions (from shopping to political decisions) have an
XXWho would gain most from their vision and who impact on other people and environments, locally
XXpositive change can be brought about by the might lose? and globally
choices people make, as well as by technology
XXWhich changes would need new technology? quality of life: includes all the elements which
XXdecisions and actions taken by people now will
XXWhich would need changes in people’s behaviour? contribute to a positive life experience, e.g. economic
shape the future
security, love and friendship, a pleasant and healthy
XXIn what ways would their visions improve quality of
Class activity environment, freedom from abuse, access to nature,
life for people living in their town?
Tell the class that they are going to imagine what education, leisure opportunities, etc. Often contrasted
their ideal future might be like. Ask them to make XXWhat would be the impact of these changes on with ‘standard of living’, which is entirely economics-
sure that they are sitting comfortably and to shut the environment? (depending on the class’s prior based.
their eyes. knowledge, the focus could be on climate change,
nature, resource use, etc.) respect: to treat someone or something with
Read the following story (it can be adapted to fit your consideration; to avoid offending them
town and students). Where there are dots, pause to XXWhat would have to happen to bring some of these
give thinking time. changes about? Who would need to be involved? rights: expectations of how we should be treated by
others: these bring corresponding responsibilities
‘You are in a time machine, which is taking you Individual activity to respect and protect other people’s rights. People
twenty years into the future. When you arrive, you Students write down one technological invention that do not always agree about what should be a right,
will still be the same person and the same age as would improve their town and explain how it would though some rights are agreed and protected by
you are now but the things happening around you improve it; and one change in behaviour that would
international or national laws.
10 may have changed. Think about how you would like improve their town and explain how. 11
 CITIZENSHIP

social justice: fairness in human relationships, not

12