Curriculum OBJECTIVES
Curriculum OBJECTIVES
VIDEO
Geography / Key Stage 2 / Locational Knowledge
- locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities
- name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time
- identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
CURRICULUM CODES IN THIS TEACHER PACK
Geography / Key Stage 2 / Locational Knowledge
English / Years 1 to 6 / Spoken Language / Ask relevant questions to extend their understanding and knowledge
English / Years 1 to 6 / Spoken Language / Participate actively in collaborative conversations
English / Years 1 to 6 / Spoken Language / Develop understanding through speculating, hypothesising, imagining and exploring ideas
Art and design / Key Stage 2 / Improve their mastery of art and design techniques
Mathematics / Year 6 / Interpret and construct charts and graphs
History / Key Stage 2 / An aspect or theme in British history beyond 1066
Activity 2: Europe’s Biomes
Timeframe: 1 hour (plus additional time required to add new information to biome map)Watch ClickView’sHow Physical Geography Influences Stereotypesminiclip. Provide students with a biome map of Europe (e.g. and discuss the ecological diversity that is shown.
Identify each region, and ask students what some of the stereotypes might be about them. What questions they might ask somebody living in this type of biome to dispel such stereotypes (e.g. What might you ask somebody living in the tundra region of Norway?). Collate these questions as a list.
Dispelling Stereotypes
Divide students into groups, according to how many biomes are present on your map. Students are to determine how they might go about answering the questions that the class have put together for each biome. This might involve students researching a particular community, or contacting a school or an organisation they can locate in their region (via phone/email).
Create/print a large biome map of Europe for your classroom wall. Any answers derived from students’ research and correspondence should be pinned to this map, in accordance with the biome it belongs to. / Miniclips video on Stereotypes
A4 biome map
Large biome map / Geography / Key Stage 2 / Locational Knowledge
English / Years 1 to 6 / Spoken Language / Ask relevant questions to extend their understanding and knowledge
ACTIVITY / RESOURCES / OBJECTIVE
Activity 3: It Don’t Matter if You’re Black or White
Timeframe: 30 minutes
Discuss with students the many ways that people can be stereotyped. Identify that you can be stereotyped based on your gender, ethnicity, religion – you can even be stereotyped based on your hair colour!
Ask students to anonymously record moments in which they felt that they have been stereotyped on a strip of paper. Once collected, choose different students to read out each stereotype and, as a class, group these stereotypes into categories (e.g. gender, ethnicity, religion). Identify which category possesses the most stereotypes and discuss, with students, why this might be the case.
Ask students to pair themselves for 2 minutes, and brainstorm ways in which to combat these preconceived notions. Indicate that these strategies may be implemented by individuals, groups, or entire nations. As a class, mind-map these strategies and who they can be implemented by. You may wish students to record this in their books. / Strips of paper for students to write on
Workbooks (optional) / English / Years 1 to 6 / Spoken Language / Develop understanding through speculating, hypothesising, imagining and exploring ideas
History / Key Stage 2 / An aspect or theme in British history beyond 1066
ACTIVITY / RESOURCES / OBJECTIVE
Activity 4: Tear It Down
Timeframe: 1 hour (plus additional time required to complete poster)
Deconstructing propaganda
In groups, students examine a propaganda poster based on a particular stereotype (e.g. you might find an anti-suffrage poster to examine gender or an anti-immigration poster to examine race). Students, in each group, should be given 3 minutes to discuss why these posters might have been made and what they think the historical context of this poster might have been.
Challenging stereotypes through art
Remaining in the same groups, students are to brainstorm how they might challenge this poster with one of their own. They are to create this poster, considering how image and text can be combined to communicate their message effectively. / Propaganda posters
A3 paper / Art and design / Key Stage 2 / Improve their mastery of art and design techniques
ACTIVITY / RESOURCES / OBJECTIVE
Activity 5: Graphing Diversity
Timeframe: 1 hour
Creating a column graph
Create a table collating the different variables for each characteristic, and the total present in the class, for the following information: hair colour, country of origin, religion, and ethnicity.
e.g.
Characteristic / Variable / Total
Hair Colour / Blonde / 5
Black / 8
Brown / 9
Red / 2
As a class, create a histogram of one of these characteristics (e.g. hair colour). Students may independently graph the rest of these characteristics.
What does diversity look like?
Ask students:
- Which characteristic is the most diverse?
- How do we know this? (e.g. One column is not significantly taller than the others; the columns do not vary greatly in height)
ACTIVITY / RESOURCES / OBJECTIVE
- In a British setting, what do you think these results would have looked like 100 years ago? 500 years ago? Explain the factors that may have resulted in this different results (e.g. colonialization, immigration).
- Where in the world might these results look very different? How certain can we be about this assumption? How could we go about confirming this?
