PGCE Citizenship Lesson Plan - CitizED

Kate Cuddihy

Unit of lessons (5 lessons)

Democracy and Parliament

Kate Cuddihy – Citizenship PGCE student - Institute of Education 2003/4

CITIZENSHIP SCHEME OF WORK

Course : PGCE CITIZENSHIP Subject : CITIZENSHIP Year / Term : YEAR 9 Unit / Topic : DEMOCRACY AND THE POLITICAL

SYSTEM Teacher : Kate Cuddihy

Lesson Focus &

Key Questions

Learning Activities Learning Outcomes/ Objectives (some/most)

Methods of Assessment

Curriculum links Resources

Lesson 1 LAWS AND RULES What is a law? Where do laws come from? Who makes our laws? What laws are there? Why are laws made?

Table sorting activity: What is a law? And what is a rule? “Making the law” – class game Plenary – Class discussion on “Do you think it is an easy process for laws to be made?” and “Do you think the Queen would ever refuse to sign a bill?” Homework? Blank words on a summary of parliament

Most will be able to recognised the difference between a law and a rule

Most will be able to role play basic features of how a law is passed in parliament

Some will be able to analyse the process of passing a law in parliament

Participation in the role play Contribution to the class discussion on what is the difference between a rule and a law Contribution to the plenary discussion on how parliament makes a law

Citizenship PoS 1. c, d and g2. 2. b, c KEY SKILLS Communication Working with others THINKING SKILLS Evaluation skills SMSC DEVELOPMENT Social development

Parliament Game “People in society – modern studies” by Grant and Sinclair, Nelson Thornes (2003)



Lesson 2 REPRESENTATION # 1 Who represents us? What is an MP? What does an MP do? How can we deal with an MP?

Starter: Word search on works related to an MP Card sort on the work of an MP Extension task – answering questions related to the work of an MP Teacher – led feedback on card sort Plenary: missing words

Most will be able to find words related to the role of an MP Most will be able to sort our the jobs of an MP

Most will be able to discuss ways of approaching an MP

Some will be able to suggest what kind of people become MPs, who can vote, who pays for MPs and how you should act in front of an MP

Participation in the card sort Contribution to class discussion Suggestions on card sort extension task

Citizenship PoS 1. d, e 2. b, c KEY SKILLS Communication Working with others THINKING SKILLS Information processing Creative thinking SMSC DEVELOPMENT Social development

CBBC Newsround website www.bbc.co.uk/cbbc “people in society – modern studies” (ibid) Exercise books Whiteboard

http://www.bbc.co.uk/cbbc


Lesson 3 PRESSURE What is a pressure group?

Starter: class discussion on letter the class received from Downing Street Class brainstorm on the impact of our letter and what we could do if we REALLY wanted to change something Short video on “I for involvement” Worksheet on the role of pressure groups - - the work to be written in exercise books Extension task – worksheet on the work of Greenpeace Plenary missing words quiz with words put on the board

Most will be able to recognise the impact of their letter writing Most will be able to recall information on the role of pressure groups Some will be able to identify actions and the role of specific pressure groups

Work in exercise books

Citizenship PoS 1. f, g 2. a KEY SKILLS Communication Working with others SMSC DEVELOPMENT Social development

A-Z of politics – BBC Lifeschool VCR Worksheets on pressure groups Greenpeace website www.greenpeace.org.uk


http://www.greenpeace.org.uk/

http://www.greenpeace.org.uk/

Lesson 4 LAWS & JUSTICE How do laws affect us?

Starter: class brainstorm on what laws they would like to see Story and discussion on banning smacking Preparing speeches for debate on smacking Plenary: debate and vote on whether smacking should be banned

Most will be able to list what laws they would like to see

Most will be able to justify why they want these laws

Most will be able to recall key facts in favour of or against smacking Most will be able to translate the facts into a short speech Some will be able to analyse the debate

Contribution to class discussion Contribution to group discussion on what to put in the group’s speech Contribution to the debate

Citizenship PoS 1. g 2. a, b

KEY SKILLS Communication Working with others THINKING SKILLS Information processing Reasoning skills SMSC DEVELOPMENT Social development

Fact sheets on smacking CBBC newsround website for smacking story www.bbc.co.uk/cbbc




Lesson 5 REPRESENTATION #2 Who represents us and what do they do?

Starter: recall the terms MP, constituency and introduce the term “majority” Students look on the internet to answer the following questions: “Who is my MP?” “What constituency do they represent?” “What is their majority?” and “What party do they represent?” and also one question the student would like to ask based on the MPs work or interests Students create either electronic or paper presentations answering these questions Plenary: Presentation of the students’ findings

Most will be able to find out who their MP is, what constituency they represent, what their majority is and what party they belong to Most will be come up with a question they would like to ask their MP based on the MP’s work or interests Most will able to present their findings to the class Some will be able to draft, and eventually send, an email to their MP

Presentation of findings

Question the student would like to ask their MP

Email to their MP

Citizenship PoS 1. d e KEY SKILLS Communication Improving own learning and performance THINKING SKILLS Enquiry skills SMSC DEVELOPMENT Social development

ICT suite Access to internet explorer Interactive wipeboard


PGCE Citizenship Lesson Plan

Date/Group

Lesson aims/key question

• To discover where laws come from

Learning outcomes A. Most will be able to recognise the difference between a law and a rule

B. Most will be able to role play basic features of how a law is passed in parliament

C. Some will be able to analyse the process of passing a law in parliament

Key concepts/terms • Parliament • Bill • White paper • Law

Links to previous learning

• This is the first lesson in a unit of work on the UK political process

Assessment opportunities

• Participation in the role play • Contribution to class discussion on what is the

difference between a law and a rule • Contribution to the plenary discussion on how a

parliament makes a law Differentiation • The plenary will act as an extension task

• Less able students will be assisted in their contribution to the role-play, there is also a summary sheet of the main aspects of parliament

Homework

Resources • Parliament Game • Modern Studies – People


Time Teacher activity Student activity Learning outcomes

0 – 5 minutes 5 – 10 minutes 10 – 20 minutes

Settle class Get the class to put a table in their book with “law” on one side, and “rule” on the other. Read out a list of laws and rules and sort them out into rules and laws, ideas include:

• No running the corridor

• Motorway speed limit of 70 MPH

• No jeans to be worn in the local sports club

• The race relations act

Teacher asks the question “What is the difference between a law and a rule?” Answer: a rule is a standard that individuals in certain situations e.g. a school are expected to follow a law is a standard that all members of society are expected to follow. The teacher puts these definitions the board

Class get settled Class copy down board into their books Class answer question and copy definition into their exercise books

Towards A A


20 – 25 minutes 25 – 40 minutes 40 – 50 minutes

Teacher sets up Parliament Game and gets six pupils to sit at the front and distributes the debate envelopes amongst the class. The teacher introduces the game by saying “where do our laws come from?” answer: from parliament and we are going to play a game to demonstrate this! Teacher assists in the Parliament Game Teacher asks the following “brainstorm” questions “Do you think it is an easy process for laws to be made?” and “Do you think the queen would ever refuse to sign a bill?” also any questions the class may have

Pupils act accordingly Pupils take part in the game Pupils take part in the discussion

Towards B B Consolidating A and B and for some C


RULES FOR PARLIAMENT GAME

1. Choose six pupils from the class, they sit at the

front of the class facing the class. Each of the pupils are given an envelope marked A – F. These pupils form the Clerks of Parliament

2. The other envelopes, marked 1- 15 are distributed amongst the class. These pupils are the Members of Parliament.

3. Pupil “A” reads out the contents of envelope “A”, then the pupils with the relevant envelopes take it in turn to read envelopes 1-3

4. Pupil “B” reads the contents of envelope “B”, then the pupils with the relevant envelopes take it in turn to read envelopes 4 – 5

5. The teacher announces that the bill has now gone to the Select Committee stage

6. The pupils with the relevant envelopes take it in turn to read envelopes 6 – 10

7. Pupil “C” reads the contents of envelope “C” 8. Pupil “D” reads the contents of envelope “D” then

the pupils with the relevant envelopes take it in turn to read envelopes take it in turn to read envelopes 11 – 13

9. Pupil “E” reads the contents of envelope “E” 10. Pupils with the relevant envelopes take it in

turn to read envelopes 14 – 15 11. Pupil “F” reads the contents of envelope “F” and

presents it to the Queen (teacher) for signing.


To be put in to envelopes for the members of parliament – but this is a copy of the running order for the teacher 1. I agree with the Government proposal, as I believe that

people today, and in particular children spend far too much time indoors listening to musing and playing computer games. This tax would ensure that they would buy less CDs and computer games and would go outside and exercise more

2. I disagree with this Government’s proposal for a tax on

CDS and computer games. CD and Computer games are already far too expensive and it is unfair on consumers, especially children, who spend a lot their hard-earned money on these products to be expected to pay more.

3. I propose a compromise. Both speakers have made incredibly good points. Yes, we should encourage people to be more active but at the same time it is not fair to tax people’s leisure time. If the tax is to be fair then we should use it for the greater good.

Now goes to second reading, which is read to the class 4. I agree with the bill as it includes both the proposal for the

tax and the proposal for the tax to fund community projects

5. I totally disagree with the bill, as it is an unfair tax on

people’s leisure time.


The bill now goes to the committee stage 6. I am a representative for “Ace records”. I believe that

this tax is totally unfair, as it will stop people from buying our music. If our company makes no money then we will not be able to give our customers the music they want to listen to nor will we be able to find new and exciting talent.

7. I am a music teacher who teaches music at Green Fields

Community Centre in Wandsworth. Our project depends on funding from the local council and from the government. I support this tax as it means that not only are children listening to music but they will be able to learn how to make music at community centres funded by this tax

8. I am representative from the Consumer’s Association. I

believe that this tax is unfair as consumers already pay a lot of money for these products. It is unfair to tax people on their well-earned leisure time.

9. I am a representative from The Treasury we support this

tax as it will give us the necessary money yet Government needs to raise funds to support community centres providing music education.

10. I am a representative from “Rightz 4 Kidz” a children’s rights association. I do not necessarily support the tax as children regard their money as precious and do not want to have to pay more for items they would like to buy. However, I do agree with the proposal that the tax will go towards funding community centres providing music education


The committee’s recommendations are now read out 11. I fully agree with the proposals set out in the third

reading of the white paper. This tax is not unreasonable and it will provide sufficient funding for community music projects

12. I agree with the proposal for the tax on CDs and computer

games and that the money raised will go towards funding music education in community centres. However, I do not believe that this is enough, I therefore propose that the tax be raised to 20 pence for each CD and computer game sold in order to provide more funding for these community centres

13. I propose a compromise, I agree with both the tax and the

proposed use of the tax. However, I do not believe that 10 pence is sufficient but, neither do I believe that 20 pence is an acceptable amount to put as a tax on CDs and computer games. Therefore, I would like to propose that the tax should be raised to 15 pence.

The bill now goes to the Lords 14. I am Lord Summer-Isle, I agree with the proposed tax and

whole heartedly agree with the Government’s proposal

15. I am Lord Lucan, I too agree with the proposed tax and I look forward to the music that will be produced by these music centres!

The bill is now sent to the Queen


The following six sheets are read out by the Clerks of the House of Commons

GOVERNMENT WHITE PAPER

This government proposes that a new task shall be introduced on the sale of all CDs and computer games This tax will be 20 pence on the cover price of all CDs and computer games sold. This bill will now be debated in the House of Commons. The Government June 2004


SECOND READING

AMENDED WHITE PAPER

This Government proposes that a new tax will be introduced on the sale of all CDs and computer games. This tax will be 20 pence on the cover price of every CD and computer game sold. The money made from these sales will be used to benefit the community. The Bill will now be debated by Select Committee The Government July 2004


REPORT STAGE

REPORT TO THE HOUSE OF COMMONS

The Select Committee has heard strong evidence from the many groups that will be affected by this proposed tax. The Select Committee would like to make the following recommendations:

• That the proposed tax is only 10 pence on every CD and computer game sold

• That the money made from the sale of the CDs will be used to fund local community and music projects

• CDs and computer games that are more than 18 months old will not be taxed.

These proposals will be considered by the Government and presented to the House of Commons. The Select Committee on the Sale of CDs and computer games July 2004


THIRD READING

AMENDED WHITE PAPER

This government proposes that a new tax will be introduced on the sale of all CDs and computer games. This tax will be 10 pence on the cover price of all CDs and computer games. Computer games that are more than 18 months old will not be taxed. All money made from the tax will be used to fund local community music projects. The Government July 2004


BILL TO BE PRESENTED TO THE HOUSE OF LORDS

This Government proposes that a new tax will be introduced on the sale of all CDs and computer games. This tax will be 20 pence on the cover price of all CDs and computer games. Computer games that are more than 18 months old will not be taxed. All money made from the tax will be used to fund local community music projects. The Government July 2004


FINAL DRAFT

Having been debated by the House of Lords, this White Paper will be passed and become law as of September 1st 2004. This government proposes that a new tax will be introduced on the sale of all CDs and computer games. This tax will be 10 pence on the cover price of all CDs and computer games. Computer games that are more than 18 months old will not be taxed. All money made from the tax will be used to fund local community music projects. This Bill will now go to Buckingham Palace to be signed by The Queen. The Government July 2004


SUMMARY

• The main role of Parliament is to make laws • There are many different stages for a Bill to become a

Law • The House of Commons is very traditional and the

procedures for voting are very unusual.



Date/Group


• Who represents us?

Learning outcomes A. Most will be able to find words related to the role of an MP

B. Most will be able to sort out the jobs of an MP C. Most will be able to discuss ways of approaching an MP D. Some will be able to suggest what kind of people

become MPs, who can vote, who pays for MPs and how you should act in front of an MP

Key concepts/terms • Member of Parliament • Representative • Constituent


• Current unit of work is on the political system, last week’s lesson looked at the process of passing a law


• Participation in the card sort • Contribution to class discussion • Suggestions on card sort

Differentiation • Extension task on the card sort

Homework

Resources • Word search • Card sort • Missing words work sheet •



0 – 5 minutes 5 – 10 minutes 10 – 20 minutes 20 – 30 minutes 30 – 35 minutes 35 – 40 minutes 40 – 50 minutes

Settle class and hand out worksheet Assist the class with the word search Refer to last week’s lesson when we looked at the MP’s role in creating laws but this week we are going to look at other jobs they have in representing us. Give definitions of: Member of parliament: a representative elected to the house of commons. Constituent: someone who has a right to vote for the representative of their electoral area (constituency) Teacher introduces the card sort exercise on what work an MP does. Teacher led feedback on the card sort Ask the question “If we have a problem, how can we take it to our MP?” and then the question (if time” “What action can an MP take on our behalf?” Hand out missing words summary of the work of an MP

Class settle Pupils do word search Pupils copy down definitions and ask about words in the word search In small groups the pupils take part in the card sort Groups nominate a representative to feedback on their card sort findings Class takes part in the discussion Pupils fill in missing words

Towards A Consolidating A and towards B B and C and for some C Consolidating B Consolidating B, C and for some D.


MEMBER OF PARLIAMENT WORD SEARCH

G D G Y I W E E X G N A Y F K I E G Y B J T V H S R C L V S K S C X O L R I Y E N V D U X N C O N S T I T U E N T R A V C E Q V B W G A U Z Q G D M O P S W S X R C T T P E M K E P U A Z J T M I N M R I S J W L G T R A P T Y E Y E G W V U O D C K L S T P S D H P Y W C B P S I N I E I E M V Y Y E C B J L O L M A A R H K V J C B Y D C M J B R M P Z A P T X D I Y Y W P P U A E V K F H U L N P S A Q R W P R N T C P L Z G R E B M E M R K W T N S L F I

CAN YOU FIND THE FOLLOWING WORDS THAT ALL RELATE TO THE WORK OF AN MP?

CONSTITUENT CONSTITUENCY LOBBYING MEMBER PARLIAMENT PUBLIC REPRESENTATIVE SURGERY


Card sort exercise – photocopy and cut up sheet into cards. The job of an MP is mainly to

do with politics

12

The letters MP stand for member of parliament

10

An MP is paid for by Parliament

3

One of an MP’s main job is to discuss and make laws

5

The UK Parliament is based in London

1

The Houses of Parliament are where MPs go to debate

decisions

4

The job of an MP is mainly to do with entertainment

2

The letters MP stand for mad parrot

6

An MP is paid for by “pay as you go”

8

One of an MPs main jobs is to argue loudly on TV

9

The UK Parliament is based in Edinburgh

7

The Houses of Parliament are where MPs got to meet

tourists.

11


Extension task – students fill in their suggestions on the following table. Can you suggest what kind of

people become MPs?

Who can vote for an MP?

Can you suggest who an MP might help?

If you ever meet an MP can you describe how you would

act?


SUMMARY

FILL IN THE MISSING WORDS USING THE LIST BELOW

MPs are involved in work in ____________________. MPs are involved in work in their ________________. People ask their _________ to deal with lots of

_______________ problems. MPs use different methods when dealing with

________________________ problems.

DIFFERENT

CONSTITUENCY

PARLIAMENT

CONSTITUENTS

MPs



Date/Group


• What are pressure groups? And what do they do?

Learning outcomes A. Most will be able to identify the effect of writing a letter to a politician

B. Most will be able to recognise different features of pressure groups

C. Most will be able to recognise different methods used by pressure groups

D. Some will be able to account for the work of Greenpeace

Key concepts/terms • Pressure • Pressure groups • Lobbying


• Current unit of work is on democracy and the political system


• Work in exercise books in response pressure groups worksheet

Differentiation • Extension task for more able students is a worksheet on Greenpeace for more able students

Homework

Resources • A – Z of politics BBC Life School Video • VCR • Work sheets on pressure groups • Work sheets on Greenpeace • Exercise books



0 – 5 minutes 5 – 15 minutes 15 – 20 minutes 20 – 35 minutes 35 – 45 minutes

Aims etc on the board, settle the class Read out the letter the class received from Downing Street (only relevant when lesson taught) but ask the class what would they do if they wanted to change something? Put on video “I for involvement” Hand out worksheet, read as a class, then assist the students with their work and hand out extension as necessary Lead feedback on the worksheet

Class settle Class take part in the discussion Class watch the video Individually, the students answer questions on the work sheet and take on the extension if necessary Class take part in the discussion

A Towards B B and C for some Consolidating B


WHY DO WE NEED PRESSURE GROUPS?

What is a pressure group? A PRESSURE GROUP is a group of people who come together because they feel strongly about an issue and would like to put pressure organisations, such as the government to make changes. Sometimes they want to see new laws being made, or they may simply want to see improved facilities for particular groups of people. Unlike a political party, pressure groups deal with just a single issue. Their main role it to influence decision made by governments or large organisations. Why do we need pressure groups? Pressure groups are important in a democracy. They enable people to speak out for their beliefs. A group of people working together for a cause is much stronger than a protest by an individual. Pressure groups can be very powerful. At a national level they can sometimes for making the government change certain policies. Locally, a pressure group may put pressure on local bodies to change a decision, for example on the closure of a school. What methods do pressure groups use?

• A pressure group may hold a DEMONSTRATION • The group hope their demonstration will be shown on the NEWS

ON TELEVISION or be REPORTED IN NEWSPAPERS, as this could bring about more public support

• The group can organise PETITIONS FOR PEOPLE TO SIGN and hand into the local council or other interested organisations, in order to persuade officials to change a decision.

• TELEVISION ADVERTISING and INTERNET WEBSITES are a popular way of attracting attention – and donations to a cause – because they reach a large number of people.

• The group can POST LEAFLETS through doors, put up POSTERS and hold PUBLIC MEETINGS to attract attention to the cause.

• Members of the group can CONTACT AN MP to speak on behalf of their cause. The MP may be able to take action to help the pressure group outside or inside Parliament.


QUESTIONS

1. What is a pressure group? 2. Why can pressure groups be described as powerful? 3. Copy and complete the table below.

List three other methods used by pressure groups and say why this method is used.

METHOD REASON FOR USING THIS METHOD

Demonstration To gain the public’s attention for their cause


EXTENSION TASK AN EXAMPLE OF A PRESSURE GROUP

Greenpeace is an independent pressure group that uses non-violent and creative ways to expose global environmental problems and their causes. Greenpeace also researches the solutions and alternatives to help provide a path for an environmentally and peaceful future. Greenpeace organises public campaigns on the following area

• For the protection of oceans and ancient forest, • For people to use less fossil fuels, such as coal and oil, and to

promote the use of alternative energy sources to stop global warming,

• For the elimination of toxic chemicals, • Against the release of genetically modified organisms into nature.

Greenpeace gets its money from donations from the public and from organisations that fund pressure groups. Greenpeace is completely independent and has no enemies. Greenpeace started in 1971 when a small boat of volunteers and journalists sailed into Amchitka, an area north of Alaska where the US Government was conducting underground nuclear tests. This action allowed Greenpeace to start its campaigning process of “bearing witness” which is a non-violent approach to looking at people or governments damaging the environment. QUESTIONS

1. Is Greenpeace a pressure group? 2. What kind of areas does Greenpeace campaign for? 3. Where does Greenpeace get its money? 4. Does Greenpeace have any enemies? 5. Describe the term “bearing witness”



Date/Group


• How do laws affect us?

Learning outcomes A. Most will be able to list what kind of laws they would like to see.

B. Most will be able to justify why they want these laws. C. Most will be able to recall key facts in favour of or

against smacking D. Most will be able to translate the facts into a short

speech E. Some will be able to analyse the debate.

Key concepts/terms • Laws • Debate • Effect




• Contribution to class discussion • Contribution to the class debate

Differentiation • Based on class contribution

Homework

Resources • Fact sheet on smacking • CBBC story on smacking • Exercise books • Whiteboard •



0 – 5 minutes 5 – 10 minutes 10 – 20 minutes 20 – 25 minutes 25 – 30 minutes 30 – 40 minutes 40 – 50 minutes

Settle the class Teacher asks the class what laws the class would like to see and why Teacher led discussion on the board listing the laws the class would like to see. End on the question – do you think this is realistic? Introduce class to the story on smacking Then get the class to discuss why smacking should be banned or why shouldn’t it be banned. Make a list in favour and against. Explain to the class that we are going to have a debate and tell them the rules. Put the class into two groups. They have to nominate two speakers and then write a one-minute speech. Teacher acts as chairperson of the debate and the class proceed and take a vote on the motion

Class get settled Class brainstorm in their books Class take part in the discussion Class listen to the story Class take part in discussion and put findings into their books Class follows instructions Class participate accordingly.

Towards A and B A and B Towards C C Towards D D and for some E


THIS HOUSE BELIEVES THAT PARENTS HAVE THE RIGHT TO SMACK THEIR CHILDREN

We are going to debate whether or not the government should be allowed to ban parents from smacking their own children. Your team has been chosen to argue that parents have the right to smack their children and that the government should not ban parents from doing so. Below are arguments in favour of parents being allowed to smack their children:

• Parents know what is best for their children and do not need the government interfering in how they discipline their children

• There is no conclusive proof to suggest that the occasional smack has any long-term effects on the child.

• Young children need to learn discipline and sometimes a light smack is the best way to teach this.

• In 2003 the Scottish Parliament attempted to ban parents from hitting children under the age of three. The proposed ban was rejected as it would have been difficult to monitor.

• “I don’t think smacking should be banned. It is a form of discipline. If there wasn’t smacking a lot more children would be out of control. The Government can’t choose to control how a parent brings up their child.” Gabriella, 14, London

Use the above facts to write two short (30 seconds each) speeches outlining why you believe that “This house believes that parents have the right to smack their children”


THIS HOUSE BELIEVES THAT PARENTS HAVE THE RIGHT TO SMACK THEIR CHILDREN

We are going to debate whether or not the government should be allowed to ban parents from smacking their own children. Your team has been chosen to argue that parents do not have the right to smack their children and that the government should ban parents from doing so. Below are arguments against parents being allowed to smack their children:

• Smacking can seriously damage children’s health – an estimated 80 UK children a year die from physical abuse.

• Children rights should be protected by the government. • There is no evidence to suggest that a physical reprimand

i.e. a smack has a positive effect on children’s behaviour • Similar smacking bans are in place in Sweden and the

number of children dying from physical abuse by adults has fallen dramatically

• The current laws enable parents who physically abuse their children to excuse themselves from hitting their children.

Use the above facts to write two short (30 seconds each) speeches against the proposal “This house believes that parents have the right to smack their children”



Date/Group


• Who represents us and what do they do?

Learning outcomes A. Most will be able to find out who their MP is, what constituency they represent, what their majority is and what party they belong to

B. Most will be able to come up with a question they would like to ask their MP

C. Most will be able to present their findings D. Some will be able to draft, and eventually send, an email

to their MP Key concepts/terms • MP

• Constituency • Majority




• Presentation of findings • Question the student would like to ask their MP • Email to MP

Differentiation • For more able students the opportunity to write an email

• For less able students they can present their findings using pictures

Homework

Resources • IT Suite • Access to internet explorer • Interactive whiteboard



0 – 5 minutes 5 – 10 minutes 10 – 15 minutes 15 – 30 minutes 30 – 40 minutes 40 – 50 minutes

Settle class Teacher introduces class and explains key terms – MP, constituency and majority Teacher models the main activity on the interactive whiteboard to find an MP for a specific area. The four questions are “Who is my MP?” What constituency do they represent?” “What is their majority?” and “What party do they represent?” Also the students must come up with their own question based on “What would you like to ask an MP?” Teacher assists individual students with their work Assist the students with putting their findings into a small presentation and give the extension task to more able students Invite students to present their findings

Class get settled Class act accordingly Class act accordingly Students search on the internet in order to answer the set questions and look at the MPs interests to research a question to ask Students prepare their presentations on the computers Individual students their findings to the class

Towards A Towards A A A and B and for some C C


Documents

PGCE Citizenship Lesson Plan - CitizED