Growing Up in Northern Ireland

What human rights do we have over our own lives?

Learning Intentions

Pupils are learning…

Possible Learning, Teaching and Assessment Activities

…to engage and empathise with fictional characters and their situations.

…to analyse a range of viewpoints.
 …to express and justify ideas and opinions.

Thinking, Problem Solving, Decision Making

Activity 1

Do Romeo and Juliet have the right to be together?

Pupils read or view Romeo and Juliet.

(Modern retellings or interpretations such as West Side Story or Across the Barricades may be used, or texts which contain a similar dilemma. Activities can be adapted accordingly.)

Class divides into pairs or groups to explore the issue from the point of view of Romeo and Juliet on the one hand, Lord and Lady Capulet on the other. They are asked to generate and justify arguments. For example:

Romeo & Juliet

• ‘I shouldn’t be forced to marry.’
• ‘We should be able to choose our own friends, even if our parents don’t approve.’
• ‘We didn’t start the conflict, why do we have to continue it?’

Lord & Lady Capulet

• ‘She’s not fourteen yet – she doesn’t know what’s best for her.’
• ‘We’re her parents, so we’re responsible for making the right decisions for her.’
• ‘Romeo killed our nephew – why should we forgive him, never mind accept him in our family?’

…to understand how human rights relate to individual choices.

…to express reasoned opinions.

Working with Others, Managing Information

Thinking, Problem Solving, Decision Making

In character, pupils are asked to present their arguments to the class as role-plays. If pupils are working in groups, they may introduce other characters to support their point of view.

Opportunity to assess Communication (Reading , Talking and Listening)

Then pupils (individually or in pairs or groups) look at the United Nations Declaration of the Rights of the Child and/or the Universal Declaration of Human Rights. They explore to what extent these Declarations of Rights support each of the opposing points of view.

Useful websites:

Declaration of the Rights of the Child:

http://www.unhchr.ch/html/menu3/b/25.htm

Universal Declaration of Human Rights:

http://www.unhchr.ch/udhr/lang/eng.htm

They present their findings to the class, giving their own opinions on the issue and explaining how they reached conclusions.

Pupils discuss the extent to which they, as teenagers in Northern Ireland , have freedom in making choices about their lives. They may also look at traditions in other cultures.

Link to Citizenship: How can I play a part?

Can we avoid conflict?

…to engage and empathise with fictional characters and situations.

…to explore a range of viewpoints.

…to predict the consequences of decisions.

 Thinking, Problem Solving, Decision Making 

Activity 2

This activity may also be adapted to suit a range of texts in which a character must make a choice at a point of conflict.

What is conflict?

Pupils look at different types of conflict in Romeo and Juliet (historical conflict, parents and children, conflict of interests, conflicting choices etc).

They compare these with the range of conflicts faced in everyday life and in their own experience growing up in Northern Ireland.

Pupils then focus on a point in the text where Romeo faces a choice by reading, viewing or performing Romeo and Juliet Act 3, Scene 1 (or an equivalent extract).

Pupils carry out a Conscience Alley* at the point where Mercutio is stabbed and Romeo has to make his decision. Different characters have the chance to put their point of view.

Opportunity to assess Communication

…to express feelings and opinions in a range of forms.

Pupils discuss questions such as:

• Why does Romeo kill Tybalt? Look at different factors such as peer pressure, aggravation, wanting to protect his friend etc.
• Could he have avoided it? If so, how? Carry out a decision tree exercise, generating alternative possibilities and looking at the possible consequences of each.

Working with Others

Individually or in groups/pairs, pupils prepare either their own modern day retelling/interpretation of Romeo’s moment of conflict or their own story of conflict and how it was resolved.

They could choose to do this through narrative, drama or video.

…to locate, select and use relevant information.

Managing Information

Activity 3

Media texts are used as a stimulus to explore issues which may affect different communities in Northern Ireland , for example, a recent newspaper article, an advertisement, a television/radio/film/DVD item etc. Pupils discuss and explore their responses.

Is Northern ireland a good place to live?

…to express feelings and opinions in a range of forms.

Pupils then look more closely at these issues from the perspective of certain sections of the population of Northern Ireland, for example, an elderly person, an immigrant worker, a member of a minority community, a politician etc.

Research some of the challenges facing these sections of people in Northern Ireland today. Pupils may choose to interview different members of the community.

Pupils choose a role/character (real or fictional) and produce an account (oral or written) from their perspective on ‘What Northern Ireland means to me’. They should be encouraged to look at advantages and disadvantages, challenges and opportunities.

The finished pieces may be displayed or recorded.

Opportunity to assess Communication (Writing).

Is Northern Ireland a good place to grow up?

…to examine the pros and cons of an issue.

Thinking, Problem Solving, Decision Making

…to express and justify ideas and opinions.

Activity 4

Based on issues explored in the previous activity, pupils use a PMI* or similar strategy to brainstorm the positive and negative aspects of growing up and living in Northern Ireland .

They then either hold a class debate on this subject or stage a mock trial, where Northern Ireland is put in the dock. Pupils could act as prosecuting and defence lawyers, judge etc and put together a case on whether Northern Ireland is a good place to grow up.

Link to History: What direction would you like to see Northern Ireland moving in?

Opportunity to assess Communication (Talking and Listening).

What issues affect my community?

…to examine a range of issues which affect their particular area or community.

…to work collaboratively.

Working With Others

…to research on a chosen issue.

 Managing Information

…to choose and use a suitable method of presentation.

Activity 5

Brainstorm a number of issues which affect the areas where pupils live, for example, pollution, homelessness etc.

A card sort activity is then carried out by pupils in groups. Pupils rank the issues which affect their community in order of importance, starting with the most important and ending with the least important. Groups must reach agreement and present valid reasons for their choices. Feedback should then be taken from each group.

In their groups, pupils carry out projects on an issue which most affects their communities. They source a variety of information from the internet, newspapers, television, libraries etc. They could also carry out a survey of opinions on the issue within their local community.

Pupils then choose an appropriate format to present their research, for example, radio programme, documentary, newsletter, presentation. A display of pupil findings/projects could be created.

Opportunity to assess Communication

Development of Learning Outcomes

• Research and manage information effectively, using Mathematics and ICT where appropriate.
• Show deeper understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate.
• Demonstrate creativity and initiative when developing ideas and following them through.
• Work effectively with others.
• Demonstrate self-management by working systematically, persisting with tasks, evaluating and improving own performance.
• Communicate effectively in oral, visual and written formats (including ICT and the moving image) showing clear awareness of audience and purpose and attention to accuracy.

Links with Key Elements

Links with Learning for Life and Work

Citizenship

Mutual Understanding

Personal Development

Key Concept - Relationships

Key Concept - Self-awareness