Unit 1: Setting the context

PDF file: Lesson ideas

Purposes of the curriculum 3-18 

In addition to the key contributions of the whole the course, these activities also contribute toward young people becoming:

• successful learners able to make reasoned evaluations
• confident individuals able to relate to others and be self aware
• responsible citizens with respect for others able to develop informed, ethical views of complex issues
• effective contributors able apply critical thinking in new contexts

This unit should prepare the ground for pupils to consider the effects of stereotyping and labelling. Some stereotyping and labelling can lead to bigotry and discrimination.

If you have done work on stereotyping and labelling as part of other components, e.g. work on tackling racism, sexism or bullying, this will provide good grounding for developing anti-sectarian work.

Here are some ideas you might use to start off discussions.

What's in a nickname?

Discuss the concept of nicknames - many people give people they know a nickname. Pupils could be asked to discuss if they have a nickname and their feelings about the nickname. This is usually amongst friends or family.

Move pupils into groups and ask them to discuss if they have ever given anyone a nickname?

Ask them to consider the reasons for doing so.

It is important to stress that nicknames are sometimes given to people against their will. When this happens it is hurtful. Calling people a name that is hurtful is a way of putting someone down. It can also be done to isolate the person and to discriminate against them.

Now discuss the term Discriminate

Nicknames and stereotypes

Once pupils have had the opportunity to consider nicknames, discuss how nicknames can be used to stereotype people. Stereotypes can help to reinforce discrimination.

Some stereotypes to get started with ...

• All Irish people drink Guinness.
• All Asian people own corner shops.
• School pupils are just out for trouble.
• Scottish people live on haggis.
• People who wear 'trackies' are gangsters.
• Teachers dislike their pupils.
• Women are bad drivers.
• Football fans are trouble makers.

In groups, pupils could come up with other common stereotypes.

Now ask pupils why we make stereotypes - you will need to prepare yourself for class discussion. Read Preparing yourself in this section.

Pupils could be asked to consider differences and their own attitudes to these differences.

Activity which can be done by each pupil:

• Collect a piece of A4 paper.
• Copy out the following statements.
• Cut them out. Sort them out into columns of ' Yes', 'No', and 'Don't Know' for each statement.

'Will you help me if ...'

• I have blue eyes?
• I am in a wheelchair?
• I am often in trouble with the police?
• I am new to this country?
• My religion is different to yours?
• I have tattoos and body piercing?
• I speak a different language?
• I am smarter than you?

A grid could be provided to each pupil.

Pupils discuss how they selected which statements should go where. Each pupil could write down their answers and then compare them with another pupil in the class. Bring pupils back together and recap on learning points.