AQA AS Level Social Science Citizenship Three Individual Presentations By Secondary PGCE Citizenship Student Teachers at the University of Plymouth. Presentation One – Hannah Sanderson Presentation Two – Pete Legowski Presentation Three – Anna Myatt (Tutor: Michael Mitchell) Spring Term 2006 1 Introduction Student teachers on the Secondary PGCE Citizenship at the University of Plymouth have a number of assignments. The assignment below is their fourth assignment and is presented in the second term of the course. The focus on A-Level within this assignment is common across all Secondary PGCE courses at the University: Assignment Four: A level Presentation (1000 words equivalent) The A Level assignment requires you to give a presentation to other students and staff on how you would deliver a topic of your choice from the AQA GCE Social Science-Citizenship specification. As in any teaching of a new topic there are three stages which you need to go through: • being clear about the subject content for yourself • being clear about the methods of teaching you will use • having an awareness of the possible difficulties and misconceptions which might arise for pupils and having strategies to deal with these. This assignment is asking for evidence that you have worked through all these three stages for one small part of the Citizenship curriculum. The presentation should include the following sections. 1) A Topic Plan which shows the different teaching styles and forms of assessment planned; 2) One activity from the topic given in detail; 3) An original handout covering the key content at a level appropriate for pupils learning Citizenship. Notes for Guidance: • Presentations should take 15 minutes plus time for questions. • A short topic would usually mean around four lessons; students are advised to pick a topic with which they feel comfortable in terms of subject knowledge. • Students should use OHPs (a maximum of four) or presentation software e.g. Powerpoint. The originals for the OHPs (or photocopies), or the software on disc, along with any other brief explanatory notes, e.g. your “script” for the presentation and the assessment criteria sheet, should be submitted enclosed in a lightweight folder before your presentation. • It is up to students to arrange furniture, OHPs etc., in the way they want for their presentation and to arrange that any ICT resources they need are available. • Students need to have rehearsed their presentation. In particular they should ensure that they know how to work any technology they are using and have trialled it in advance. • Students should be prepared to answer questions from staff and other students about their presentation. 2 The work presented here represents the responses of three student teachers to the assignment task. Set out below are: • Topic Plans which show evidence of planning for pupil learning; and • Example materials produced to support pupil learning. Readers are able to access the presentations by following the links below: Presentation One (PowerPoint in PDF format) has been supplied by Hannah Sanderson. The focus of the presentation – Human Rights - is taken from Module One of the AQA AS Social Science Citizenship specification. Presentation Two (PowerPoint in PDF format) has been supplied by Pete Legowski. The focus of the presentation – Political Ideologies – is taken from Module Two of the AQA AS Social Science Citizenship specification. Presentation Three (PowerPoint in PDF format) has been supplied by Anna Myatt. The focus of the presentation – Life Chances and Inequality – is taken from Module Three of the AQA AS Social Science Citizenship specification. 3 PRESENTATION ONE - HANNAH SANDERSON Topic Plan Topic Human rights Class 12N Lesson Allocation 4 No. of Pupils 10 Aims Links: • To have a clear understanding of universal human rights • AQA GCE Social Science: • To have knowledge of instances were these rights are contravened Citizenship 2007. • To investigate and understand the impact of these contraventions • AS Module 1 The individually, nationally and globally Citizen and the • To be aware of action we can take individually, nationally and State globally and to take action • 9.1 Assumed Prior Learning Understanding of the word ‘right’ and knowledge of human rights probably in the context of the rights of the child Objectives (as listed in lesson plans) Lesson one • To ensure a clear understanding of human rights and human rights legislative history. • To convey the importance of this issue and inspire a sense of urgency in the pupils. • To encourage creative expression. Lesson Two • To highlight the importance of human rights on individuals and real impact on quality of life. • To introduce the idea of organisational/national records or approaches towards human rights. Lesson Three • Build research, presentation and essay writing skills. Lesson Four • Build evaluative skills through peer mentoring. • To discuss routes for participative action. Content • Didactic teaching • Essay writing • Group/pair/individual work • Research • Group discussion • Written comprehension • Worksheets • Participative action • Individual presentations • Creative expression • Games / activities • Source work Resources incl. ICT • Computer room with internet access for research • Library access with a good stock of newspapers and magazines – i.e. The Economist • Full copy of the UN Declaration of Human rights and individual cards with articles on them including some made up ones for L1 • List of human rights and casestudy sheets for L2 • Organisation/company casestudies sheet for L3 • Campaign/organisations promotional materials for L4 4 Teaching Styles Assessment Strategies • Didactic • Peer assessment of poster • Visual, kinesthetic and auditory • Peer mentoring when redrafting essays • Individual, paired and group work • Teacher assessment of essays • Group discussion • Teacher assessment of verbal contributions • Written work and group participation • Presentations • Teacher assessment effort and behaviour • Whole class discussion • Grade for speaking and listening for • Investigative presentations Other Aspects Using peer mentoring we will hope to foster relationships of trust were someone with strong literacy skills can help a weaker colleague. Using visual, verbal and written teaching methods will give everybody an opportunity to excel. Using individual, paired and group work will encourage social and team skills and give everybody an opportunity to work at the level of integration they feel most comfortable. Lesson Outlines incl. Homework Lesson 1 Starter – Go through a list of human rights. Some of these will be made up. They have to spot the false ones. Main - Revision of the key concepts and ideas of Human Rights. Going into detail about types of human rights including; civil and political; economic; social and cultural; security – orientated and liberty - orientated; freedom to and freedom from; freedom vs equality and political perspectives on human rights. This recap will use current and historical examples of political regimes and events. Also briefly recap the history of human rights legislation; The Magna Carter, The American Declaration of Independence, The Declaration of the Rights of Man, UN Declaration of Human Rights, European Convention on Human Rights and the British Human Rights Act. Activity – Split into groups. Given a list of articles form the UN Declaration of Human Rights and have to decide if they are civil/political rights or social/economic rights. They will find that some rights fall neatly to a side but others are much more difficult to classify and some really fall into both categories. Widening this into a class discussion looking at the following questions. 1. Has western politics affected the tone of the declaration – if a new declaration was to be written today with representatives from independent third world nations and communist nations would it be different, and if so how? 2. Are civil/political rights and social/economic rights the whole picture, are there such things as basic human rights – how are these different. Can you think of any circumstances where it would be right to take these away? 3. Do any rights fall into both the civil/political and social/economic categories? Why? 4. Are any rights missing from the UN Declaration? Do human rights evolve or are they moral truths that are constant through time? 5. Which category of rights is more important - civil/political rights or social/economic rights? Are rights complementary and mutually reinforcing or do they stand alone? Homework - Show them the Martin Luther King and Amnesty posters and other moving images and thought provoking cartoons. Ask them to design a really moving or thought provoking poster/cartoon/image about Human Rights for use in a sixth form setting. Really get them to think about impact and provoking action. 5 Lesson 2 Starter – Circulate poster designs and get them to talk through their design. Class vote and discussion on which ones are the most effective and why. Balloon Game In groups of five give each person is assigned an article from the UN Declaration and get the group to discuss which right they would throw over the side to save the others. They have to fight for their own right to stay as vehemently as they can however in the blind vote (to decide which vote gets jettisoned) they have to vote for which ever right they believe is the least important - even if it is their own. Game continues until only one right is left. This starter should hopefully begin to introduce the question – can rights be prioritised? Is this ethical? In which situations is it practical or perhaps unavoidable? Main – Give out a range of short casestudies of individuals lives from around the world. In pairs get them to read one casestudy and highlight any infringements on that individuals human rights and the consequences of that infringement. Casestudes; • Balaji and Jayani in India. The Caste system today • Flutura an Albanian living in Kosovo in the late 90’s • Eric from Cameroon. Child trafficking today • Pedro in Mexico. Journalist in the 70s • Korra an Aboriginal living in Australia today • Teodora Polish immigrant working in the UK sex industry today Get pairs to feedback their casestudy to the class. Introduce the idea of national casestudies – the idea that a country can have a particular human rights stance and therefore a specific human rights history/track record. Use the example of Turkey wanting to join the EU. Homework – hand into the hat and pull out one of the following (UK, Pakistan, USA, Malaysia, Uzbekistan, Ethiopia, Iraq, China, Zimbabwe, Ecuador). They have to go away and research that country’s human rights history/track record. Enough information to be able to give feedback to the class next week lasting 5 – 10 mins. Lesson 3 Starter - Individual presentations of info on nations human rights track records Main – Introduce the idea that companies and organisations can also have human rights track records. Use companies like Shell, MacDonald’s, Nike, Co-operative Financial Services, The Body Shop etc as examples. Ask them to choose a country, or a company/organisation to look at in more depth. Then set them a mock exam question (essay format worth 20 marks) on human rights issues in that country/company. Rest of the lesson researching in library and computer room. Homework – Finish essay/exam question. 6 Lesson 4 Starter – get them to read and mark another person’s essay. Then ask them to feed back to the class a synopsis of the essay. Main – Talk about action we can take against companies and countries that continue to contravene human rights. And the successes that have already happened. Introduce them to the work of Amnesty International – this has a good news newsletter that highlights all of the human rights victories – where campaigning has made a real difference Talk about their own proactive potential including ideas like; • Consumer power • Product boycotting • Lobbying your MP/MEP • Direct letters to national ambassadors • Legal action • Ethical Investment • Informed consumerism • Protests Chose an issue to campaign about as an ongoing class project. Homework – ask them to get together with their exam question partner and go through the marking and try and improve each other’s answers. Then to redraft their own essay and then hand it in. 7 HANDOUT - REVISION GUIDE Human Rights LESSON 1 Legal rights vary from country to country and can be defended and upheld in a national court of law. Moral rights may or may not find an expression in law. Regimes can set down legal rights that contradict general understandings of moral rights (e.g. Apartheid, South Africa) Therefore Human rights are universal moral rights • Classifications of Human Rights Civil and political rights are concerned with giving individual freedom of action, choice and political participation. For example; (cid:190) Freedom of speech (cid:190) Freedom of movement (cid:190) Right to vote (cid:190) Right to participate in the political process (cid:190) Right to marry and start a family Economic, social and cultural rights seek to protect people’s physical, material, social and economic well being, including; (cid:190) The right to work (cid:190) Just and favourable conditions of employment (cid:190) The right to rest and leisure (cid:190) The right to adequate food, clothing and housing (cid:190) The right to medical care. Should these 3 Is there such a thing as a basic human right? be under Basic human right – its denial would be a gross affront to human dignity for example; basic (cid:190) Right to life rights? Why (cid:190) The right to be recognised as a person before the law aren’t (cid:190) The right to equal protection from the law they? (cid:190) Freedom from arbitrary arrest or detention Indivisibility - All rights go together. Remove one and the defence and promotion of all the others becomes more difficult – therefore all human rights are ‘basic’. Those that support the premise of indivisibility tend to re-categorise Civil/political and Economic/social/cultural as Liberty orientated and Security orientated. They purport that freedom of speech would be liberty orientated but it is needed to defend your security orientated rights such as material well-being. The right to food is a security orientated right but without sustenance we are unable to defend our individual liberties. All human rights are restricted in practice, e.g. the freedom to go where we like vs the freedom from having somebody on your private property. In some ways the individual rights 8 we separately claim cancel each other out, hopefully in peaceful equality. Is there an inherent tension between the pursuit of equality and the protection of freedom? When the state decides that putting fluoride in the water is for the good of the population does that infringe on your personal right to choose? Is the pursuit of the common good more important than individual preference? What about; (cid:190) Taxation (cid:190) ID cards (cid:190) Speed limits (cid:190) Licensing restrictions (cid:190) Freedom of information act ‘Equality cannot be achieved without limiting some individual freedoms and the pure pursuit of individual freedom leads inevitably to the increase of inequality’. Do you agree? Although human rights are deemed to be universal they are open to political perspectives. Communist countries generally prioritise economic and social rights, arguing that these can be best achieved through a system of state control and this in turn involves some limitation of individual freedom. Western democracies put more emphasis on civil and political rights arguing that liberty allows the citizen to generate wealth and therefore the conditions to provide for everybody’s security. Newly independent third world nations concentrate on the nation’s right to self determination to be able to achieve social and economic security. To claim a right for yourself is to acknowledge it as a human prerogative. With that acknowledgment comes the responsibility to uphold that right for all the other members of the human race. Human Rights Legislative History All of these (cid:131) The Magna Carter. 1215. England are on the (cid:131) The American Declaration of Independence. 1776. web chaps!! (cid:131) The Declaration of the Rights of Man. 1789. France (cid:131) The Universal Declaration of Human Rights. 1948. 48 members of the UN (cid:131) European Convention on Human Right. 1953. (cid:131) British Human Rights Act. Passed in 1998, became law in 2000. Thinking that little bit deeper … Essay question topics 6. If a new declaration was to be written today with representatives from independent third world nations and communist nations would it be different, and if so how? 7. How are basic human rights different? Can you think of any circumstances where it would be right to take these away? 8. Do any rights fall into both the civil/political and social/economic categories? Why? 9. Are any rights missing from the UN Declaration? Would you add any? And therefore do human rights evolve or are they moral truths that are constant through time? i.e. is it a 10. Which category of rights is more important - civil/political rights or social/economic human right rights? Are rights complementary and mutually reinforcing or can they stand alone? to have your environment protected? 9 LESSON 2 Individual casestudes; • Balaji and Jayani in India. The Caste system today You should have • Flutura an Albanian living in Kosovo in the late 90’s notes from • Eric from Cameroon. Child trafficking today everyone’s class • Pedro in Mexico. Journalist in the 70s feedback on all of • Korra an Aboriginal living in Australia today these casestudies • Teodora Polish immigrant working in the UK sex industry today National Casestudies • Turkey • Ethiopia If you didn’t take adequate notes from the mini • UK • Iraq presentations on each of these countries a • Pakistan • China good place to start catching up is • USA • Zimbabwe http://www.bbc.co.uk/worldservice/people/featu res/ihavearightto/index.shtml • Malaysia • Ecuador • Uzbekistan LESSON 3 Company/organisation casestudies • Asda • British American Tobacco You should have notes from • Shell • Anglo American class on these, if you want more information go to • Superdrug • Asia Pulp and Paper http://www.foe.co.uk/campai • HSBC • Co-operative Financial Services gns/corporates/case_studies • Body Shop LESSON 4 You should have notes from each essay synopsis given in class. Or if you all want to you can swap your essays as a revision sharing exercise. Organisations working for Human Rights • Amnesty International – www.amnesty.org • Frontline – Defenders of Human Rights Defenders - http://www.frontlinedefenders.org/ • International Federation for Human Rights - http://www.fidh.org/ • International Service for Human Rights - http://www.ishr.ch/index.htm • The Special Representative of the UN Secretary General on Human Rights Defenders - http://www.ohchr.org/english/issues/defenders/index.htm • Human Rights Watch - http://www.hrw.org/ • Human Rights First - http://www.humanrightsfirst.org/index.asp • The Anti Slavery Society - http://www.anti-slaverysociety.addr.com • The Minority Rights Group - www.minorityrights.org/ • World Council of Churches - http://www.wcc-coe.org/ Methods of participation • Consumer power • Informed consumerism • Product boycotting • Protest • Lobbying your MP/MEP • Direct letters to national ambassadors • Legal action • Ethical Investment 10