Category Archives for "Diversity"
Pop Quiz! Which of these best fits you?
If you answered “me, me!” to any of these 4 statements, then today’s blog post is dedicated to you. Here are 3 engaging classroom activities that: give your students a chance to debate; challenge students to stretch classroom knowledge to become real world knowledge; and help them link history and literature with their lives!
It’s easy to forget that Guy Fawkes wasn’t the instigator of the Gunpowder Plot, the man and the money behind it was Robert Catesby. A wealthy farmer and Catholic, Catesby persuaded many of his friends that James I was a weak king and could be easily removed from power.
Guy Fawkes, however, was also not the bumbling fool often portrayed in cartoons. He fought in the Spanish wars against the Dutch Republic and was an experienced soldier.
If you and your students are interested in finding out more about Guy Fawkes and the Gunpowder plot – then check out my Guy Fawkes Hero or Villain resource on TpT.
After you have researched Guy Fawkes in detail, use these debate prompts (a sneak peek from above resource) to spark some deep discussion in your classroom.
**Now a big disclaimer is needed here: V for Vendetta is rated a 15 here in the UK. The whole film is not suitable for classroom use.**
How do I use the film in my lessons to help discuss Guy Fawkes then?
Introduce the story: V for Vendetta (1998) is a graphic novel by Alan Moore. The story is set in a dystopian future where the United Kingdom is ruled over by a neo-facist regime. One night, 5th November, a freedom fighter attempts a revolution. He takes over the national media and makes a speech encouraging all citizens to join him the following year (on 5th November) again to start a rebellion.
Watch the clip:
Read the speech and discuss persuasion:
I have attached a file with V’s revolutionary speech here. We discuss rhetoric and persuasion here and compare it to other political speeches. Then we discuss V’s use of 5th November as a sign of positive revolution.
I pose the questions:
In his dystopian novel, 1984, Orwell writes, “who controls the past, control the future” – we discuss this and the truth of it in our world today.
If your students love V as much as mine do then I often let them watch these two extra clips: The 5th of November Overture and *spoiler* the finale scene (note this contains swears) and will also spoil the film for them – so beware!!
One of the best things about nursery rhymes is that they are all pretty gruesome in nature. If they aren’t warding off the plague, they are accusing you of being a witch. The nursery rhyme written for the ‘celebration’ of failed Gunpowder Plot is just as brutal. We study it for ‘historical accuracy’ and rhetorical techniques and then we create our own Gunpowder Plot nursery rhyme. Sometimes we cast Guy Fawkes as the hero. Sometimes a hapless fool deserted by his comrades. Sometimes we write about James and the Lords in Parliament. Occasionally we imagine the horror if it had succeeded. If all else fails – we create a visualization of the original rhyme with lots of gory detail.
Remember, remember the fifth of November,
Gunpowder treason and plot.
We see no reason
Why gunpowder treason
Should ever be forgot!
Guy Fawkes, guy, t’was his intent
To blow up king and parliament.
Three score barrels were laid below
To prove old England’s overthrow.
By god’s mercy he was catch’d
With a darkened lantern and burning match.
So, holler boys, holler boys, Let the bells ring.
Holler boys, holler boys, God save the king.
And what shall we do with him?
Check out this interactive Guy Fawkes game on the BBC History website. Go to the Powder Plot Game here.
If you wanted to get your students debating; brief history and literature into the real world and challenge your students to really think, then this post was for you.
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Schools are wonderfully diverse communities. In fact, when I remember my ‘other’ job in the real world, I see what a bubble I existed in for such a long time. Working away, like a hamster on a wheel, with people doing jobs like me, who were pretty much, just like me.
I don’t have a choice who rocks up at my classroom door. Even teaching in a school with a very small catchment area, I see the full and wide range of human experience reflected in the kids I teach.
This year, more than any before, I have wanted to champion both diversity and community in my ELA classroom. To give space for challenge and difference and to enjoy togetherness and unity. An idea for this – linked to writing – segued from a unit we were already studying. In Year 7 / Grade 7 we analyze a series of poems from different cultures, if you never heard or seen them I would recommend the following: Blessing by Imtiaz Dharker and Night of the Scorpion by Nissim Ekeziel.
I wanted my students to have the opportunity to give voice to their culture, just as these poets had. But in teasing out these thoughts, I quickly realised that even within one class of 30 students, we had no fixed culture. Yes we live in the same town, but some of us speak different languages at home, eat different food, love different music. I needed to find a way to hold both our difference and our unity up for the world to admire.
It could not have been any more simple in the end, the “I am” poem allowed my students to express both at once, in a muddle and a mix, just as it is.
Here’s what I asked students to do:
Once everyone had ideas in each box, we then discussed how to chose the ones that best represent ‘me’. I didn’t want to tell kids that ‘my iphone’ was wrong because that would have gone wholly against what I was aiming for – a celebration of them.
After the list generation phase, I would show the class my responses. Below is my original list (occasionally, now, I edit it and add sky diving or lion taming, just for fun).
Then I model turning this list- in-a-box into a list poem. Firstly, we discuss nouns and articles and how in poetry missing them out can create meaning “I am tea and cake”, but occasionally they will be required because it just doesn’t sound right: “I am iPhone” becomes “my iPhone”. Again we discussed why “I am a sunny day” requires the article but “I am frosty mornings” doesn’t – looking at pluralisation and its impact.
Here’s my poem – which, yes, I show kids before they write their own one. I often ask students to consider what can be inferred from the various lines. My students tend to jump on “England and Europe” – I leave them to their speculations and then let them write their own.
I have no rules about the drafting and refining of these poems. I wanted a truthful expression. So after a lesson pottering about with words, we left the poems to ruminate for a while. Coming back to them the following day, allowed us one more opportunity to finesse and then we got creative.
I gave students this worksheet (click to download) and showed them the plan was to create a hanging squared poem to display.
So they need to:
The result? A poem that shows the individual and yet celebrates the things that bring us together (cake, football, chicken) and the things that make us different (Russian, cheerleading champion, pro-golfer). I love it and I love them in all their samey-difference.
We laminate them and hang them around the room, sometimes stringing several together and leaving them to flutter in the breeze. Words and colour mixed together reminding us that diversity and community are beautiful.
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