Values of Social Justice and Inclusion
All We Want is a Fair Go
Learning Module
- Creator(s):
Abstract
Year 7 students learn about discrimination in society, particularly school yard bullying.
Year 7 students learn about discrimination in society, particularly school yard bullying.
Year 7 Achievement Standard
Receptive modes (listening, reading and viewing)
By the end of Year 7, students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning.
Students explain issues and ideas from a variety of sources, analysing supporting evidence and implied meaning. They select specific details from texts to develop their own response, recognising that texts reflect different viewpoints. They listen for and explain different perspectives in texts.
Productive modes (speaking, writing and creating)
Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features and images from other texts can be combined for effect.
Students create structured and coherent texts for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using language features to engage the audience. When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary and accurate spelling and punctuation.
Listen to your teacher read out the scenario about bullying. As you listen to this think about what this reminds you of. After your teacher finishes reading fill in the common connections table by reflecting upon the scenario and sharing your thoughts with a partner.
Common Connections
Read a bullying scenario out to the class (scenario 1). It should be read more than once.
After this has happened ask students to fill in the common connections table with their initial reactions to the scenario. They can then compare their response with another student in the class taking into consideration similarities and differences.
In table groups, read through your scenario.
On your placemat write down your solutions to the scenario.
Report your ideas back to class.
Write a PEC paragraph summarising your scenario and the solution you think would work best.
Taking a stand
Give each table a group scenario to read.
Using a placemat students brainstorm solutions to the issue. Groups then report back to the class their scenario and their solution.
Individually students respond to the scenarios in a PEC paragraph.
The purpose of this activity is to look at bullying at an individual, school level, before moving to discrimination at a larger level.
Scenario One:
One day Heather decides she doesn't like Ellen anymore. Heather tells all their friends that they should ignore Ellen and not let her into their group anymore. I don't know what to do. I only know I don't want to be like Ellen. So everytime Ellen comes near us, we walk away giggling and ignoring her. We've all de-friended her from facebook and Heather started a mean group about her that we all joined.
Scenario Two:
Every lesson in PE Jack goes out of his way to trip, hit or throw balls at me. Jack always pretends he is clumsy but he never hits anyone else. I've has bruises all over my body. I hate going to PE. No one cares.
Scenario Three:
Jessica older sister Elizabeth always pinches or punches her when she wants something that Jessica has. One day at school Jessica's classmate Fred takes her silent reading book. Jessica goes over to him and pinches him under his arm, telling him to give it back to her.
Scenario Four:
Brad was mucking around with his friends in the canteen when he accidentally bumped into Joseph. Since then every time Joseph sees Brad he calls him a fag, or gay. Even when Brad goes home he finds that he has been left messages on MSN and in Joseph's facbook status.
Scenario Five:
When Matilda was young she had a lisp. Kids used to tease her, making fun of how she talked. By the time she was in year 4 it had gone away. Harry is the new student in year 7. He has a strong accent. Matilda makes fun of his accent. Every time Harry speaks, Matilda mocks him, mimicking what he is saying quietly to her table. Then Matilda loudly tells the teacher that she doesn't understand what he is saying.
Scenario Six:
Charlotte is having a party on Friday night and she invites everyone but Lucy. Charlotte talks about the party to all her friends, even in front of Lucy. She makes sure Lucy knows all about the party. She even made a public event on facebook which clearly showed that everyone but Lucy was invited.
Scenario Seven:
Phillip has a lazy eye and must wear an eye patch. The boys in the class make pirate noises and pull on his leg asking him where his peg leg is.
Scenario Eight:
When we all get together I guess we can be sort of mean. But it's not just me, other people call her names too. Everyone else tells her to get lost too. It's not just me. If I didn't do it too they wouldn't hang around with me either.
Scenario Nine:
I dunno why I do it. I've got you, y'know do what I do. It's just teasin' really. Jason knows we don't mean anything by it really. Besides, if he didn't like it he could just stick up for himself. Instead he sits by himself and read his book. He's weird. The boys think it's funny when I grab his book and play keepings off.
'Placemat'
PEC is a way of structuring a paragraph.
P - Point (1 sentence)
During todays discussion we looked at a bullying scenario ...
E - Explanation/Evidence (3 - 5 sentences)
C - Conclusion/Comment (1 sentence)
Learning Activity 1 to 3, should take approximately one lesson.
Using the scenarios you've been given place them into the table. What do you think each heading means? Use the scenarios to help work out what type of bullying occurred?
What types of bullying exist?
Give students a table with 5 headings. Students need to brainstorm types of bullying the think they are. Students work together to place the scenarios under the correct heading.
Students then need to come up with a definition of each type of bullying.
The purpose of this activity to look at different types of bullying. It is to help students identify that bullying is not just physical.
'Types of bullying PDF'
Physical
- hitting, pushing, kicking other students
- Taking or damaging another persons property
- Assault
Reactive
- A person who has been repeatedly bullied turns around and becomes a bully, hurting other the way they have been hurt
Verbal
- Using words to hurt or humiliate another student
- Menacing threats
- Sexual harrassment
Relational
- Trying to convince peers to exclude or reject another student
- Cutting a student off from social connections/friends
Cyber
- Cyberbullying is the use of information technology to deliberately harass, threaten, or intimidate someone.
- Examples of this can be creating "hate" groups on social networking sites, "defriending" on these sites, harrassment via phone or sms e.t.c
Students can use dictionaries to help them understand what each of the words mean.
Also, some scenarios may occur in more than one part of the table.
Physical
- scenario two
- scenario three
- scenario five
- scenario nine
Reactive
- scenario three
- scenario five
Verbal
- scenario four
- scenario five
- scenario seven
- scenario eight
Relational
- scenario one
- scenario six
- scenario either
- scenario nine
Cyber
- scenario one
- scenario four
- scenario six
Learning Activity 1 to 3, should take approximately one lesson.
Write a journal entry from the point of view of a victim of bullying. Choose one of the five types of bullying from the previous activity. Make sure that you comment upon:
Journal Activity - Victim Statement
They can write this in any form that they choose:
This activity allows students to think about the emotions attached to bullying. Some students may find this difficult and sensitive issues may be revealed.
It may be important to discuss with students the emotions that victims feel prior to them writing the journal. It may also be useful to create a visual representation of this on the smart/whiteboard.
Let students know before hand that they will not be sharing this allowed. This will make students feel more comfortable when writing.
Learning Activity 4 can be done in journal writing time.
What is discrimination? In your table groups try and come up with a definition. Report back to the class. The teacher will record your ideas so that we can come up with a class definition.
In pairs create a concept map that shows the different types of discrimination. Share your concept map and after sharing add more examples to your concept map.
'Concept map - word document'
'Concept map - PDF'
Try and transfer the ideas the students have about bullying into the discussion. If necessary teacher introduces additional terms e.g. racial, gender, political and cultural discrimination. Students can edit their maps after sharing with others.
Learning Activity 5 to 6, should take approximately one lesson.
Using your concept map, make a list of the different types of discrimination at Lanyon High School. Next to each one, provide an example from your own experiences. In your example do not write any individual names.
Identifying the types of discrimination at school
Purpose
The purpose of this activity is to link types of bullying to forms of discrimination.
Teaching tips
If students are unable to think of many types of discrimination or bullying that takes place, encourage them to use the scenarios that they've already looked at.
Student may also need some help coming up with the correct name or form of discrimination. Below is a list of the different types of discrimination.
Sex discrimination
When you are treated unfairly or harassed because of your gender.
Race discrimination
When you are treated differently, unfairly or harassed because of your race, colour, ethnic background, ethno-religious background, descent or nationality.
Age discrimination
When you are treated unfairly or harassed because of your age, for example, because people think you are too old, to young or middle-aged
Homosexual discrimination
When you are treated unfairly or harassed because you are a lesbian or gay, or because someone thinks you are
Disability discrimination
When you are treated differently, unfairly or harassed because you have a disability, or someone thinks you have a disability. It is also against the law to treat you unfairly or harass you because you had a disability in the past, or because you will or may get one in the future. Disability includes physical, intellectual and psychiatric disabilities, learning and emotional disorders, and any organism capable of causing disease (for example HIV).
Transgender discrimination
When you are treated differently, unfairly or harassed becauae you are transgender or others think you are. You are counted as transgender if you live or seek to lives as a member of the opposite gender (sex) to your birth gender.
Discrimination because of who you are related to, or who you associate with
When you are treated differently, unfairly or harassed because of age sex, pregnancy, race, age, marital, or domestic status, homosexuality, disability, transgender status or carers' responsibility of one of your relatives, friends or work colleagues.Harassment
When you are subjected to behaviour that you do not want that offends, humiliates or intimidates you, and targets you because of your sex, pregnancy, race, age, marital or domestic status, homosexuality, disability, transgender status or carers responsibilities.
Sexual harassment
When you are subject to sexually related behaviour that you do not want, and a reasonable person would have expected you to be offended, humiliated or intimidated.
Reflections
Learning Activity 5 to 6 should take approximately one lesson.
Watch the excerpt from the film 'mean girls' that shows bullying. Use the retrieval chart to describe who portrays each role and add the evidence that shows how you know this.
Report your ideas back to the class.
Students view an excerpt from 'Mean Girls' that depicts bullying. Students are to try and identify the four roles:
Target
Perpetrator
Bystander
Ally
Resources
'Mean Girls clip'
'Roles retrieval chart PDF'
Teaching tips
You can use different excerpts from films. It is not important that the scene be obvious bullying, as it is important for students to identify that bullying does not have to be physically hurting someone.
Reflections
Learning Activity 7 - 11 should take approximately one - two lessons.
Please note that Mean Girls is rated M, teachers can not show the entire film to year 7's.
With a partner complete the retrieval chart to identify how each role wins and loses in the situation from the film excerpt.
With your partner think about how each role could have changed in order to avoid the situation. Share your ideas with another pair and then report back to the class.
The purpose of this activity is for students to think about how situations could be different. This will help enable students to think about actions and the effects.
'Retrieval chart PDF'
Learning Activity 7 - 11 should take approximately one - two lessons.
Listen to the Kate Miller Heidke song 'Caught in the crowd'. Use the retrieval chart to describe who portrays each role and add the evidence that shows how you know this.
Students listen to the Kate Miller Heidke song 'Caught in the crowd' that depicts bullying. Students are to try and identify the four roles:
Caught in the crowd - Kate Miller Heidke
- 'Lryics'
- 'Song'
Learning Activity 7 - 11 should take approximately one - two lessons.
With a partner use the retrieval chart to identify how each role gains and loses in the situation from the song excerpt.
With your partner think about how each role could have changed in order to avoid the situation. Share your ideas with another pair and then report back to the class.
Learning Activity 7 - 11 should take approximately one - two lessons.
Pick either the song or the film and write a PEC paragraph about the different roles people can play in a bullying situation.
Write a second PEC paragraph about what you think could have happened if one of the characters had changed. How could the story have been different?
PEC is a way of structuring a paragraph.
P - Point (1 sentence)
E - Explanation/Evidence (3 - 5 sentences)
C - Conclusion/Comment (1 sentence)
Learning Activity 7 - 11 should take approximately one - two lessons.
In groups of 4 - 5, create a role play that depicts an example of discrimination at your high school.
In your role play, you need to provide a realistic sitatuon, an effective and fair solution. There needs to be a target, perpetrator, bystander and ally,
Write a script for this role play and present it to the class.
'Role play sheet'
Learning Activity 12 should take approximately one - two lessons. One lesson of planning, writing a script and practicing. And one lesson to present them.
Write a story or create a storyboard about discrimination in schools.
The extension task could also be a homework task.
A social activist is someone who has stood up to discrimination. As a class read the data set about Martin Luther King.
Complete the retrieval chart.
Individually pick one of the following social activists.
Complete the retrieval chart.
When you have finished you will report back to the class.
'My classes - ELF'
'Retrieval chart'
Work through a data set of information about Martin Luther King as a class. Complete the retrieval chart together. It is important to model how to do this activity so that students can build upon their note taking skills.
Students then pick another social activist from the list and complete the retrieval chart themselves.
Learning Activity 14 should take one and a half lessons. Half a lesson to model note taking and one lesson for students to complete themselves.
Listen to the song being played.
Speaking your mind
Click on the links for the lyrics, music videos and MP3s.
Purpose
It is important to link this activity to the previous one. Music is a great way to get a person's point of view across. Many artists use music to send a message. These are just a few examples of the musicians and songs that have done that.
Beds are burning - Midnight Oil
- 'Lyrics'
- 'Song'
- You tube clip
'Took the children away - Archie Roach'
- 'Lyrics'
- Song
- Youtube clip
'Bomb the world - Michael Franti'
- 'Lyrics'
- Song
- Youtube clip
'Hurricane - Bob Dylan'
- 'Lyrics'
- Song
- Youtube clip
'American Idiot - Green Day'
- 'Lyrics'
- Song
- Youtube Clip
Pick a song that you can feel comfortable talking about. The song you pick can not be studied by the students. Please feel free to add more songs to the list.
Learning Activity 15 - 17 should take approximately one lesson.
What is the song talking about?
What type of discrimination do you think is being talked about? Why?
Key ideas and themes
Using the circle time structure, listen again to the song. Ask student to think about the key ideas and themes being presented.
Learning Activity 15 - 17 should take approximately one lesson.
Write a PEC paragraph summarsing your discussion from the circle time.
PEC Paragraph
Learning Activity 15 - 17 should take approximately one lesson.
The mode is the mode of communication. it may be linguistic, visual, audio, gestural and spatial.
The field is the explicit example from the text.
Learning Activity 18 - 19 should take approximately one lesson.
The tenor involves evaluating the text to understand how it impacts on an audience, especially how it might position an audience or make them respond with feelings such as empathy, suspense, judgement and humour. The tenor is the effect of the mode and field on the audience.
Learning Activity 18 - 19 should take approximately one lesson.
Pick one of the songs below and analyse it like we have.
Pick one of the songs that address discrimination.
- Beds are burning - Midnight Oil
- Caught in the crowd - Kate Miller Heidke
- Took the children away - Archie Roach
- Bomb the world - Michael Franti
- Hurricane - Bob Dylan
- American Idiot - Green Day
Learning Activity 20 should take approximately one lesson.
Write your own poem or song that discuss discrimination.
The extension task could also be a homework task.
Listening
Students read and listen to either the Martin Luther King speech or the Obama inauguration speech.
It is important that teachers do not study the Kevin Rudd: Sorry speech, as this is studied in year 8 and Lanyon High School.
I have a dream - Martin Luther King
- 'Video'
- 'Words (short speech)'
- 'Words (long speech)'
- 'Sound clip'
President Obama's inauguration speech
Learning Activity 22 - 23 should take approximately one lesson.
Emotive and factual language
Students highlight the emotive and factual language and analyse purpose.
What is the injustice?
In pairs students complete a retrieval chart predicting the setting and the different type of injustice that is identified in the speech.
Watch and listen to four very different speeches. In pairs rank them 1 - 4. 1 being the best, 4 being the worst. You need to be able to justify your answers.
Students can listen and view Kevin Rudd's sorry speech, however it is important not to study it in-depth as it is studied in year 8 at Lanyon High School.
This activity allows students to view a variety of speeches. It gives them an idea of how you can inspire people, you can use humour in an effective way and also how speeches can be quite bad.
'Julia Roberts - Oscars Speech'
'Kevin Rudd - Sorry speech'
'William Wallace - Braveheart Speech'
Learning Activity 30 - 32 should take approximately one lesson.
Using a placemat, write down what you think a 'good' speech needs. Think about the songs and speeches you've looked at.
Logos, Ethos and Pathos
Resources
The following information about ethos, pathos and logos is taken from the Modes of Persuasion.
Ethos is an appeal to the authority or honesty of the speaker. It is how well the speaker convinces the audience that he or she is qualified to speak on the particular subject. it can be done in many ways:
Pathos is an appeal to the audience's emotions. It can be in the form of metaphor, a simile, a passionate delivery, or even a simple claim that a matter is unjust. Pathos can be particularly powerful if used well, but most speeches do not solely rely on pathos. Pathos is most effective when the author connects with an underlying value of the reader.
Logos is a logical appeal, and the term logic is derived from it. It is normally used to describe facts and figures that support the speaker's topic. Having a logos appeal also enhances: ethos because information makes the reader look knowledgeable and prepared to his or her audience. However, data can be confusing and thus confuse the audiences. Logos can also be misleading or inaccurate.
Students should include:
- Pathos
- Logos
- Ethos
The may elaborate on these further.
Learning Activity 30 - 32 should take approximately one lesson.
Give each table group one what if? Ask them to think about the effect this would have on a speech. Ask students to report back to the class.
Learning Activity 30 - 32 should take approximately one lesson.
You are to write a speech that will inspire others to take a stand against a form of discrimination. This form of discrimination could be one you have observed at school, in the ACT, or in Australia.
Consider the words and phrases that you could use to convince people to see your point of view.
The use of audio-visuals to enhance your persuasive speech is encourage. You could use visual images, music or sound effects.
Your speech will be marked equally on:
You speech should be at least 2 minutes long. Please hand in a written copy of the speech on the due date.
Give students one to two lessons in the lab to research and begin writing their speeches. And one lesson in the classroom to work through their written work.
Create a painting, poem, short story that discusses the discrimination talked about it in your speech.
