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Lesson plan: Discrimination in education
From the Developing Rights online resource
Age group: 11 - 14
Aims:
To help children to understand what it feels like to suffer discrimination,
through the medium of a simulation activity.
To encourage pupils to empathise with, and consider the viewpoints
of, other groups.
This activity is based upon the unequal access to education that
existed under the apartheid system in South Africa. It introduces
the concept of apartheid as a crucially important reason for the
historical denial of the right to education for the majority of
South African children.
What to do:
Preparation: you will need one sheet of paper and a pencil for each
participant. Make two piles with the sheets of paper -- one should
contain one-eighth of the number of sheets, and the other, seven-eighths.
Do the same with the pencils. Mark with chalk or tape on the floor
of the classroom an area which measures one-eighth of its total
size (for quick calculation, divide the class area into half and
divide one half into four equal parts). Gather together five objects
and a cloth large enough to cover them all.
As the activity progresses, with a class of 32 pupils you would
end up with the following situation: Four pupils would be seated
in the larger area of the room. They would have 28 pencils and 28
sheets of paper. Twenty eight pupils would be seated (or standing)
in the smaller area of the room. They would have four pencils and
four sheets of paper.
Start by asking pupils to move one-eighth of the total number of
tables and chairs into the small area of the floor space, and leave
the rest in the larger area. Now select a small group of pupils
(equivalent to one-eighth of the total number of pupils) and ask
them to stay in the large area. Instruct the larger group to seat
themselves in the small area. It should be left to pupils to decide
how to arrange themselves -- if they object, tell them firmly that
these are the conditions under which the activity is going to be
carried out!
Now explain to the class that they are going to take a memory test.
(You may wish to organise a different task, but it should be one
that the class can tackle confidently and will be motivated to carry
out.) Explain that you will be uncovering five hidden objects for
ten seconds. In order to pass the test pupils must draw or write
down the objects on their own sheet of paper.
Distribute the larger pile of paper and pencils to the smaller
group, and the smaller pile of paper and pencils to the larger group.
Make it clear that no one is allowed to move from their area of
the classroom, nor use anything else but the paper and pencils provided.
Ask pupils to write their names on their papers, then uncover the
hidden objects for five seconds. Give pupils two minutes to write
or draw the objects on their paper, then collect the sheets and
check them to see who has passed the test. It is likely that most
in the larger group will have passed, whilst few in the smaller
group will have done so. Announce the names of those who have passed,
praising them for their excellent work.
It is important that this activity is completed with an adequate
debriefing. It is likely that pupils will have strong feelings which
they will wish to express. Explain to the class that this activity
was a simulation based on the education system in South Africa before
1994. At that time, white people made up just one-eighth of the
population, but eight times more money was spent on their education
than that of black African children. Discrimination such as this
continues in many parts of the world.
Discuss some of the following questions as a class:
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How did each group feel about their position and why?
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What, if anything, did the larger group feel like doing in
response to the unjust situation? What did they actually do
about it? Which rights did they feel were being denied?
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How were the smaller group advantaged? What would be the long-term
consequences of this? What did they think about their advantage
and did they consider doing anything about it? Did they feel
guilty about doing well?
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In the longer term, how does the distribution of resources
affect education?
Extension work:
Ask pupils if they can think of any other real-life parallels
to this activity and explain that many governments in the South
lack the money to ensure that all children achieve their right to
an education.
Curriculum links:
| England |
Scotland |
Wales |
| English:
- Group discussion and interaction - different contributions;
different views into account; sift, summarise and use the
most important points.
Citizenship/PSHE:
- Effects of stereotyping, prejudice, bullying and discrimination;
how to empathise with people different from themselves; to
communicate confidently with peers and adults; consider social
and moral dilemmas. |
English:
- Listening in groups; talking in groups; talking about experiences,
feelings and opinions.
Religious and Moral Education:
- Relationships and moral values.
PSD:
- Social development. |
English:
- Group discussion and interaction - different contributions;
different views into account ; sift, summarise and use the
most important points.
PSE:
- Value cultural diversity and equal opportunity and respect
the dignity of all; be moved by injustice, exploitation and
denial of human rights; communicate confidently one's feelings
and views. |
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