Kate Cuddihy
Unit of lessons (5 lessons)
Democracy and Parliament
Kate Cuddihy – Citizenship PGCE student - Institute of Education 2003/4
CITIZENSHIP SCHEME OF WORK
Course : PGCE CITIZENSHIP
Subject : CITIZENSHIP
Year / Term : YEAR 9
Unit / Topic : DEMOCRACY AND THE POLITICAL
SYSTEM
Lesson
Focus &
Key Questions
Learning Activities
Lesson 1
LAWS AND RULES
Table sorting activity: What is a
law? And what is a rule?
What is a law?
Where do laws come
from?
Who makes our
laws?
What laws are
there?
Why are laws made?
“Making the law” – class game 
Plenary – Class discussion on “Do
you think it is an easy process
for laws to be made?” and “Do 
you think the Queen would ever
refuse to sign a bill?”
Homework? Blank words on a
summary of parliament
Teacher : Kate Cuddihy
Learning Outcomes/
Objectives (some/most)
Methods of
Assessment
Curriculum links
Most will be able to recognised
the difference between a law
and a rule
Participation in
the role play
Citizenship PoS
1. c, d and g2.
2. b, c
Most will be able to role play
basic features of how a law is
passed in parliament
Some will be able to analyse the
process of passing a law in
parliament
Contribution to
the class
discussion on
what is the
difference
between a rule
and a law
KEY SKILLS
Communication
Working with
others
Contribution to
the plenary
discussion on how
parliament makes
a law
THINKING
SKILLS
Evaluation
skills
Resources
Parliament
Game
“People in
society –
modern
studies” by
Grant and
Sinclair,
Nelson
Thornes
(2003)
SMSC
DEVELOPMENT
Social
development
1.
Kate Cuddihy – Citizenship PGCE student - Institute of Education 2003/4
Lesson 2
REPRESENTATION
#1
Who represents us?
What is an MP?
What does an MP
do?
How can we deal
with an MP?
Starter: Word search on works
related to an MP
Most will be able to find words
related to the role of an MP
Participation in
the card sort
Card sort on the work of an MP
Most will be able to sort our the
jobs of an MP
Contribution to
class discussion
Most will be able to discuss ways
of approaching an MP
Suggestions on
card sort
extension task
Extension task – answering

questions related to the work
of an MP

Teacher – led feedback on card
sort
Plenary: missing words
Some will be able to suggest
what kind of people become MPs,
who can vote, who pays for MPs
and how you should act in front
of an MP
Citizenship PoS
1. d, e
2. b, c
KEY SKILLS
Communication
Working with
others
THINKING
SKILLS
Information
processing
Creative
thinking
CBBC
Newsround
website
www.bbc.co.uk
/cbbc
“people in
society –
modern
studies” (ibid)
Exercise
books
Whiteboard
SMSC
DEVELOPMENT
Social
development
Kate Cuddihy – Citizenship PGCE student - Institute of Education 2003/4


Lesson 3
PRESSURE
What is a pressure
group?
Starter: class discussion on
letter the class received from
Downing Street
Class brainstorm on the impact
of our letter and what we could
do if we REALLY wanted to
change something
Short video on “I for
involvement”
Worksheet on the role of
pressure groups - - the work to
be written in exercise books
Extension task – worksheet on
the work of Greenpeace
Most will be able to recognise
the impact of their letter writing
Most will be able to recall
information on the role of
pressure groups
Some will be able to identify
actions and the role of specific
pressure groups
Work in exercise
books
Citizenship PoS
1. f, g
2. a
KEY SKILLS
Communication
Working with
others
SMSC
DEVELOPMENT
Social
development
A-Z of
politics – BBC
Lifeschool
VCR
Worksheets
on pressure
groups
Greenpeace
website
www.greenpea
ce.org.uk
Plenary missing words quiz with
words put on the board
Kate Cuddihy – Citizenship PGCE student - Institute of Education 2003/4
Citizenship PoS
1. g
2. a, b
Lesson 4
LAWS & JUSTICE
How do laws affect
us?
Starter: class brainstorm on
what laws they would like to see

Story and discussion on banning
smacking

Preparing speeches for debate
on smacking
Plenary: debate and vote on
whether smacking should be
banned
Most will be able to list what laws
they would like to see
Contribution to
class discussion
Most will be able to justify why
they want these laws
Contribution to
group discussion
on what to put in
the group’s
speech
Most will be able to recall key
facts in favour of or against
smacking
Most will be able to translate the
facts into a short speech
Some will be able to analyse the
debate
Contribution to
the debate
1.
KEY SKILLS
Communication
Working with
others
THINKING
SKILLS
Information
processing
Reasoning skills
Fact sheets
on smacking
CBBC
newsround
website for
smacking
story
www.bbc.co.uk
/cbbc
SMSC
DEVELOPMENT
Social
development
Kate Cuddihy – Citizenship PGCE student - Institute of Education 2003/4
Lesson 5
REPRESENTATION
#2
Who represents us
and what do they
do?
Starter: recall the terms MP,
constituency and introduce the
term “majority”
Students look on the internet
to answer the following
questions: “Who is my MP?”
“What constituency do they
represent?” “What is their
majority?” and “What party do
they represent?” and also one
question the student would like
to ask based on the MPs work
or interests
Students create either
electronic or paper
presentations answering these
questions
Most will be able to find out who
their MP is, what constituency
they represent, what their

majority is and what party they
belong to
Most will be come up with a

question they would like to ask
their MP based on the MP’s work
or interests
Most will able to present their
findings to the class
Presentation of
findings
Question the
student would like
to ask their MP
Email to their MP
Citizenship PoS
1. d e
KEY SKILLS
Communication
Improving own
learning and
performance
THINKING
SKILLS
Enquiry skills
ICT suite
Access to
internet
explorer
Interactive
wipeboard
SMSC
DEVELOPMENT
Some will be able to draft, and
eventually send, an email to their
MP
Social
development
Plenary: Presentation of the
students’ findings
Kate Cuddihy – Citizenship PGCE student - Institute of Education 2003/4
PGCE Citizenship Lesson Plan
Date/Group
Lesson aims/key
question

Learning outcomes
A. Most will be able to recognise the difference
between a law and a rule
B. Most will be able to role play basic features of how a
law is passed in parliament
C. Some will be able to analyse the process of passing a
law in parliament
Key concepts/terms





Parliament
Bill
White paper
Law
This is the first lesson in a unit of work on the UK
political process


Participation in the role play
Contribution to class discussion on what is the
difference between a law and a rule
Contribution to the plenary discussion on how a
parliament makes a law
The plenary will act as an extension task
Less able students will be assisted in their
contribution to the role-play, there is also a summary
sheet of the main aspects of parliament
Links to previous
learning
Assessment
opportunities

Differentiation


To discover where laws come from
Homework
Resources


Parliament Game
Modern Studies – People
Kate Cuddihy – Citizenship PGCE student - Institute of Education 2003/4
Time
Teacher activity
Student activity
0–5
minutes
Settle class
Class get settled
5 – 10
minutes
Get the class to put a
table in their book
with “law” on one side,
and “rule” on the
other. Read out a list
of laws and rules and
sort them out into
rules and laws, ideas
include:
Class copy down board into
their books
Towards A
Class answer question and
copy definition into their
exercise books
A




10 – 20
minutes
Learning
outcomes
No running the
corridor
Motorway speed
limit of 70 MPH
No jeans to be
worn in the local
sports club
The race
relations act
Teacher asks the
question “What is the
difference between a
law and a rule?”
Answer: a rule is a
standard that
individuals in certain
situations e.g. a school
are expected to follow
a law is a standard
that all members of
society are expected
to follow. The teacher
puts these definitions
the board
Kate Cuddihy – Citizenship PGCE student - Institute of Education 2003/4
20 – 25
minutes
Teacher sets up
Pupils act accordingly
Parliament Game and
gets six pupils to sit at
the front and
distributes the debate
envelopes amongst the
class. The teacher
introduces the game by
saying “where do our
laws come from?”
answer: from
parliament and we are
going to play a game to
demonstrate this!
Towards B
25 – 40
minutes
Teacher assists in the
Parliament Game
B
40 – 50
minutes
Teacher asks the
Pupils take part in the
following “brainstorm” discussion
questions “Do you think
it is an easy process
for laws to be made?”
and “Do you think the
queen would ever
refuse to sign a bill?”
also any questions the
class may have
Pupils take part in the
game
Consolidating A
and B and for
some C
Kate Cuddihy – Citizenship PGCE student - Institute of Education 2003/4
RULES FOR PARLIAMENT GAME
1. Choose six pupils from the class, they sit at the
front of the class facing the class. Each of the
pupils are given an envelope marked A – F. These
pupils form the Clerks of Parliament
2. The other envelopes, marked 1- 15 are distributed
amongst the class. These pupils are the Members
of Parliament.
3. Pupil “A” reads out the contents of envelope “A”,
then the pupils with the relevant envelopes take it
in turn to read envelopes 1-3
4. Pupil “B” reads the contents of envelope “B”, then
the pupils with the relevant envelopes take it in turn
to read envelopes 4 – 5
5. The teacher announces that the bill has now gone to
the Select Committee stage
6. The pupils with the relevant envelopes take it in
turn to read envelopes 6 – 10
7. Pupil “C” reads the contents of envelope “C”
8. Pupil “D” reads the contents of envelope “D” then
the pupils with the relevant envelopes take it in turn
to read envelopes take it in turn to read envelopes
11 – 13
9. Pupil “E” reads the contents of envelope “E”
10.
Pupils with the relevant envelopes take it in
turn to read envelopes 14 – 15
11. Pupil “F” reads the contents of envelope “F” and
presents it to the Queen (teacher) for signing.
Kate Cuddihy – Citizenship PGCE student - Institute of Education 2003/4
To be put in to envelopes for the members of parliament – but
this is a copy of the running order for the teacher
1. I agree with the Government proposal, as I believe that
people today, and in particular children spend far too much
time indoors listening to musing and playing computer
games. This tax would ensure that they would buy less CDs
and computer games and would go outside and exercise
more
2. I disagree with this Government’s proposal for a tax on
CDS and computer games. CD and Computer games are
already far too expensive and it is unfair on consumers,
especially children, who spend a lot their hard-earned
money on these products to be expected to pay more.
3. I propose a compromise. Both speakers have made
incredibly good points. Yes, we should encourage people to
be more active but at the same time it is not fair to tax
people’s leisure time. If the tax is to be fair then we
should use it for the greater good.
Now goes to second reading, which is read to the class
4. I agree with the bill as it includes both the proposal for the
tax and the proposal for the tax to fund community
projects
5. I totally disagree with the bill, as it is an unfair tax on
people’s leisure time.
Kate Cuddihy – Citizenship PGCE student - Institute of Education 2003/4
The bill now goes to the committee stage
6. I am a representative for “Ace records”. I believe that
this tax is totally unfair, as it will stop people from buying
our music. If our company makes no money then we will not
be able to give our customers the music they want to listen
to nor will we be able to find new and exciting talent.
7. I am a music teacher who teaches music at Green Fields
Community Centre in Wandsworth. Our project depends on
funding from the local council and from the government. I
support this tax as it means that not only are children
listening to music but they will be able to learn how to make
music at community centres funded by this tax
8. I am representative from the Consumer’s Association. I
believe that this tax is unfair as consumers already pay a
lot of money for these products. It is unfair to tax people
on their well-earned leisure time.
9. I am a representative from The Treasury we support this
tax as it will give us the necessary money yet Government
needs to raise funds to support community centres
providing music education.
10. I am a representative from “Rightz 4 Kidz” a children’s
rights association. I do not necessarily support the tax as
children regard their money as precious and do not want to
have to pay more for items they would like to buy.
However, I do agree with the proposal that the tax will go
towards funding community centres providing music
education
Kate Cuddihy – Citizenship PGCE student - Institute of Education 2003/4
The committee’s recommendations are now read out
11. I fully agree with the proposals set out in the third
reading of the white paper. This tax is not unreasonable
and it will provide sufficient funding for community music
projects
12. I agree with the proposal for the tax on CDs and computer
games and that the money raised will go towards funding
music education in community centres. However, I do not
believe that this is enough, I therefore propose that the
tax be raised to 20 pence for each CD and computer game
sold in order to provide more funding for these community
centres
13. I propose a compromise, I agree with both the tax and the
proposed use of the tax. However, I do not believe that 10
pence is sufficient but, neither do I believe that 20 pence
is an acceptable amount to put as a tax on CDs and
computer games. Therefore, I would like to propose that
the tax should be raised to 15 pence.
The bill now goes to the Lords
14. I am Lord Summer-Isle, I agree with the proposed tax and
whole heartedly agree with the Government’s proposal
15. I am Lord Lucan, I too agree with the proposed tax and I
look forward to the music that will be produced by these
music centres!
The bill is now sent to the Queen
Kate Cuddihy – Citizenship PGCE student - Institute of Education 2003/4
The following six sheets are read out by the Clerks of the
House of Commons
GOVERNMENT WHITE PAPER
This government proposes that a new task shall be introduced
on the sale of all CDs and computer games
This tax will be 20 pence on the cover price of all CDs and
computer games sold.
This bill will now be debated in the House of Commons.
The Government
June 2004
Kate Cuddihy – Citizenship PGCE student - Institute of Education 2003/4
SECOND READING
AMENDED WHITE PAPER
This Government proposes that a new tax will be introduced on
the sale of all CDs and computer games.
This tax will be 20 pence on the cover price of every CD and
computer game sold.
The money made from these sales will be used to benefit the
community.
The Bill will now be debated by Select Committee
The Government
July 2004
Kate Cuddihy – Citizenship PGCE student - Institute of Education 2003/4
REPORT STAGE
REPORT TO THE HOUSE OF COMMONS
The Select Committee has heard strong evidence from the
many groups that will be affected by this proposed tax.
The Select Committee would like to make the following
recommendations:
 That the proposed tax is only 10 pence on every CD and
computer game sold
 That the money made from the sale of the CDs will be
used to fund local community and music projects
 CDs and computer games that are more than 18 months
old will not be taxed.
These proposals will be considered by the Government and
presented to the House of Commons.
The Select Committee on the Sale of CDs and computer games
July 2004
Kate Cuddihy – Citizenship PGCE student - Institute of Education 2003/4
THIRD READING
AMENDED WHITE PAPER
This government proposes that a new tax will be introduced on
the sale of all CDs and computer games.
This tax will be 10 pence on the cover price of all CDs and
computer games.
Computer games that are more than 18 months old will not be
taxed.
All money made from the tax will be used to fund local
community music projects.
The Government
July 2004
Kate Cuddihy – Citizenship PGCE student - Institute of Education 2003/4
BILL TO BE PRESENTED TO THE HOUSE OF LORDS
This Government proposes that a new tax will be introduced on
the sale of all CDs and computer games.
This tax will be 20 pence on the cover price of all CDs and
computer games.
Computer games that are more than 18 months old will not be
taxed.
All money made from the tax will be used to fund local
community music projects.
The Government
July 2004
Kate Cuddihy – Citizenship PGCE student - Institute of Education 2003/4
FINAL DRAFT
Having been debated by the House of Lords, this White Paper
will be passed and become law as of September 1st 2004.
This government proposes that a new tax will be introduced on
the sale of all CDs and computer games.
This tax will be 10 pence on the cover price of all CDs and
computer games.
Computer games that are more than 18 months old will not be
taxed.
All money made from the tax will be used to fund local
community music projects.
This Bill will now go to Buckingham Palace to be signed by The
Queen.
The Government
July 2004
Kate Cuddihy – Citizenship PGCE student - Institute of Education 2003/4
SUMMARY
 The main role of Parliament is to make laws
 There are many different stages for a Bill to become a
Law
 The House of Commons is very traditional and the
procedures for voting are very unusual.
Kate Cuddihy – Citizenship PGCE student - Institute of Education 2003/4
PGCE Citizenship Lesson Plan
Date/Group
Lesson aims/key
question

Learning outcomes
A. Most will be able to find words related to the role of an
MP
B. Most will be able to sort out the jobs of an MP
C. Most will be able to discuss ways of approaching an MP
D. Some will be able to suggest what kind of people
become MPs, who can vote, who pays for MPs and how
you should act in front of an MP
Key concepts/terms




Member of Parliament
Representative
Constituent
Current unit of work is on the political system, last
week’s lesson looked at the process of passing a law
Assessment
opportunities



Participation in the card sort
Contribution to class discussion
Suggestions on card sort
Differentiation

Extension task on the card sort




Word search
Card sort
Missing words work sheet
Links to previous
learning
Who represents us?
Homework
Resources
Kate Cuddihy – Citizenship PGCE student - Institute of Education 2003/4
Time
Teacher activity
Student activity
Learning
outcomes
0 – 5 minutes Settle class and hand out
worksheet
Class settle
5 – 10
minutes
Assist the class with the
word search
Pupils do word search
10 – 20
minutes
Refer to last week’s lesson
when we looked at the MP’s
role in creating laws but this
week we are going to look at
other jobs they have in
representing us. Give
definitions of:
Member of parliament: a
representative elected to
the house of commons.
Constituent: someone who
has a right to vote for the
representative of their
electoral area (constituency)
Pupils copy down
Consolidating
definitions and ask
A and towards
about words in the word B
search
20 – 30
minutes
Teacher introduces the card
sort exercise on what work
an MP does.
In small groups the
pupils take part in the
card sort
B and C and
for some C
30 – 35
minutes
Teacher led feedback on the
card sort
Groups nominate a
representative to
feedback on their card
sort findings
Consolidating B
35 – 40
minutes
Ask the question “If we have
a problem, how can we take it
to our MP?” and then the
question (if time” “What
action can an MP take on our
behalf?”
Class takes part in the
discussion
Consolidating
B, C and for
some D.
40 – 50
minutes
Hand out missing words
summary of the work of an
MP
Towards A
Pupils fill in missing
words
Kate Cuddihy – Citizenship PGCE student - Institute of Education 2003/4
MEMBER OF PARLIAMENT WORD SEARCH
G
I
K
N
C
P
U
G
D
P
J
D
Y
P
R
D
E
S
C
E
S
A
T
C
S
L
C
Y
S
E
G
G
C
O
Q
W
Z
R
K
I
O
M
W
A
B
Y
Y
X
N
V
S
J
A
L
N
L
J
P
Q
M
I
B
O
S
B
X
T
P
S
I
M
B
P
R
E
W
J
L
T
W
R
M
T
T
E
A
R
U
W
M
E
T
R
I
G
C
I
Y
P
I
A
M
A
P
R
E
V
I
T
A
T
N
E
S
E
R
P
E
R
K
X
H
Y
U
U
T
M
Y
D
M
H
Z
V
N
W
G
S
E
E
Z
P
R
E
H
V
K
A
K
T
T
N
R
N
N
Q
E
I
G
P
Y
V
P
F
C
N
A
C
V
T
G
M
S
W
Y
Y
J
T
H
P
S
Y
L
D
R
D
K
J
V
W
E
C
X
U
L
L
F
V
U
A
M
E
W
U
C
C
B
D
L
Z
F
K
S
X
V
O
P
L
O
B
B
Y
I
N
G
I
CAN YOU FIND THE FOLLOWING WORDS THAT ALL
RELATE TO THE WORK OF AN MP?
CONSTITUENT
CONSTITUENCY
LOBBYING
MEMBER
PARLIAMENT
PUBLIC
REPRESENTATIVE
SURGERY
Kate Cuddihy – Citizenship PGCE student - Institute of Education 2003/4
Card sort exercise – photocopy and cut up sheet into cards.
The job of an MP is mainly to
do with politics
The letters MP stand for
member of parliament
12
10
An MP is paid for by
Parliament
One of an MP’s main job is to
discuss and make laws
3
5
The UK Parliament is based in
London
The Houses of Parliament are
where MPs go to debate
decisions
1
4
The job of an MP is mainly to
do with entertainment
The letters MP stand for mad
parrot
2
6
An MP is paid for by “pay as
you go”
One of an MPs main jobs is to
argue loudly on TV
8
9
The UK Parliament is based in
Edinburgh
The Houses of Parliament are
where MPs got to meet
tourists.
7
11
Kate Cuddihy – Citizenship PGCE student - Institute of Education 2003/4
Extension task – students fill in their suggestions on the
following table.
Can you suggest what kind of
people become MPs?
Who can vote for an MP?
Can you suggest who an MP
might help?
If you ever meet an MP can
you describe how you would
act?
Kate Cuddihy – Citizenship PGCE student - Institute of Education 2003/4
SUMMARY
FILL IN THE MISSING WORDS USING THE LIST BELOW
MPs are involved in work in ____________________.
MPs are involved in work in their ________________.
People ask their _________ to deal with lots of
_______________ problems.
MPs use different methods when dealing with
________________________ problems.
DIFFERENT
CONSTITUENCY
PARLIAMENT
CONSTITUENTS
MPs
Kate Cuddihy – Citizenship PGCE student - Institute of Education 2003/4
PGCE Citizenship Lesson Plan
Date/Group
Lesson aims/key
question

Learning outcomes
A. Most will be able to identify the effect of writing a
letter to a politician
B. Most will be able to recognise different features of
pressure groups
C. Most will be able to recognise different methods
used by pressure groups
D. Some will be able to account for the work of
Greenpeace
 Pressure
 Pressure groups
 Lobbying
 Current unit of work is on democracy and the political
system
Key concepts/terms
Links to previous
learning
What are pressure groups? And what do they do?
Assessment
opportunities

Work in exercise books in response pressure groups
worksheet
Differentiation

Extension task for more able students is a worksheet
on Greenpeace for more able students





A – Z of politics BBC Life School Video
VCR
Work sheets on pressure groups
Work sheets on Greenpeace
Exercise books
Homework
Resources
Kate Cuddihy – Citizenship PGCE student - Institute of Education 2003/4
Time
Teacher activity
Student activity
Learning
outcomes
0–5
minutes
Aims etc on the board,
settle the class
Class settle
5 – 15
minutes
Read out the letter
the class received
from Downing Street
(only relevant when
lesson taught) but ask
the class what would
they do if they wanted
to change something?
Class take part in the
discussion
A
15 – 20
minutes
Put on video “I for
involvement”
Class watch the video
Towards B
20 – 35
minutes
Hand out worksheet,
read as a class, then
assist the students
with their work and
hand out extension as
necessary
Individually, the students
answer questions on the
work sheet and take on
the extension if necessary
B and C for
some
35 – 45
minutes
Lead feedback on the
worksheet
Class take part in the
discussion
Consolidating B
Kate Cuddihy – Citizenship PGCE student - Institute of Education 2003/4
WHY DO WE NEED PRESSURE GROUPS?
What is a pressure group?
A PRESSURE GROUP is a group of people who come together because
they feel strongly about an issue and would like to put pressure
organisations, such as the government to make changes. Sometimes they
want to see new laws being made, or they may simply want to see
improved facilities for particular groups of people. Unlike a political
party, pressure groups deal with just a single issue. Their main role it to
influence decision made by governments or large organisations.
Why do we need pressure groups?
Pressure groups are important in a democracy. They enable people to
speak out for their beliefs. A group of people working together for a
cause is much stronger than a protest by an individual. Pressure groups
can be very powerful. At a national level they can sometimes for making
the government change certain policies. Locally, a pressure group may put
pressure on local bodies to change a decision, for example on the closure
of a school.
What methods do pressure groups use?






A pressure group may hold a DEMONSTRATION
The group hope their demonstration will be shown on the NEWS
ON TELEVISION or be REPORTED IN NEWSPAPERS, as this
could bring about more public support
The group can organise PETITIONS FOR PEOPLE TO SIGN and
hand into the local council or other interested organisations, in
order to persuade officials to change a decision.
TELEVISION ADVERTISING and INTERNET WEBSITES are a
popular way of attracting attention – and donations to a cause –
because they reach a large number of people.
The group can POST LEAFLETS through doors, put up POSTERS
and hold PUBLIC MEETINGS to attract attention to the cause.
Members of the group can CONTACT AN MP to speak on behalf of
their cause. The MP may be able to take action to help the
pressure group outside or inside Parliament.
Kate Cuddihy – Citizenship PGCE student - Institute of Education 2003/4
QUESTIONS
1. What is a pressure group?
2. Why can pressure groups be described as powerful?
3. Copy and complete the table below.
List three other methods used by pressure groups and say why this
method is used.
METHOD
Demonstration
REASON FOR USING THIS
METHOD
To gain the public’s attention for
their cause
Kate Cuddihy – Citizenship PGCE student - Institute of Education 2003/4
EXTENSION TASK
AN EXAMPLE OF A PRESSURE GROUP
Greenpeace is an independent pressure group that uses non-violent and
creative ways to expose global environmental problems and their causes.
Greenpeace also researches the solutions and alternatives to help provide
a path for an environmentally and peaceful future.
Greenpeace organises public campaigns on the following area




For the protection of oceans and ancient forest,
For people to use less fossil fuels, such as coal and oil, and to
promote the use of alternative energy sources to stop global
warming,
For the elimination of toxic chemicals,
Against the release of genetically modified organisms into nature.
Greenpeace gets its money from donations from the public and from
organisations that fund pressure groups.
Greenpeace is completely independent and has no enemies.
Greenpeace started in 1971 when a small boat of volunteers and
journalists sailed into Amchitka, an area north of Alaska where the US
Government was conducting underground nuclear tests. This action
allowed Greenpeace to start its campaigning process of “bearing witness”
which is a non-violent approach to looking at people or governments
damaging the environment.
QUESTIONS
1.
2.
3.
4.
5.
Is Greenpeace a pressure group?
What kind of areas does Greenpeace campaign for?
Where does Greenpeace get its money?
Does Greenpeace have any enemies?
Describe the term “bearing witness”
Kate Cuddihy – Citizenship PGCE student - Institute of Education 2003/4
PGCE Citizenship Lesson Plan
Date/Group
Lesson aims/key
question

Learning outcomes
Links to previous
learning
A. Most will be able to list what kind of laws they would
like to see.
B. Most will be able to justify why they want these laws.
C. Most will be able to recall key facts in favour of or
against smacking
D. Most will be able to translate the facts into a short
speech
E. Some will be able to analyse the debate.
 Laws
 Debate
 Effect
 Current unit of work is on democracy and the political
system
Assessment
opportunities


Contribution to class discussion
Contribution to the class debate
Differentiation

Based on class contribution





Fact sheet on smacking
CBBC story on smacking
Exercise books
Whiteboard
Key concepts/terms
How do laws affect us?
Homework
Resources
Kate Cuddihy – Citizenship PGCE student - Institute of Education 2003/4
Time
Teacher activity
Student activity
0–5
minutes
Settle the class
Class get settled
5 – 10
minutes
Teacher asks the class
what laws the class
would like to see and
why
Teacher led discussion
on the board listing
the laws the class
would like to see. End
on the question – do
you think this is
realistic?
Class brainstorm in their
books
Towards A and
B
Class take part in the
discussion
A and B
20 – 25
minutes
Introduce class to the
story on smacking
Class listen to the story
Towards C
25 – 30
minutes
Then get the class to
discuss why smacking
should be banned or
why shouldn’t it be
banned. Make a list in
favour and against.
Class take part in
discussion and put findings
into their books
C
30 – 40
minutes
Explain to the class
that we are going to
have a debate and tell
them the rules. Put
the class into two
groups. They have to
nominate two speakers
and then write a oneminute speech.
Teacher acts as
chairperson of the
debate and the class
proceed and take a
vote on the motion
Class follows instructions
Towards D
Class participate
accordingly.
D and for some
E
10 – 20
minutes
40 – 50
minutes
Learning
outcomes
Kate Cuddihy – Citizenship PGCE student - Institute of Education 2003/4
THIS HOUSE BELIEVES THAT PARENTS HAVE THE RIGHT TO
SMACK THEIR CHILDREN
We are going to debate whether or not the government should
be allowed to ban parents from smacking their own children.
Your team has been chosen to argue that parents have the
right to smack their children and that the government should
not ban parents from doing so.
Below are arguments in favour of parents being allowed to
smack their children:
 Parents know what is best for their children and do not
need the government interfering in how they discipline
their children
 There is no conclusive proof to suggest that the
occasional smack has any long-term effects on the child.
 Young children need to learn discipline and sometimes a
light smack is the best way to teach this.
 In 2003 the Scottish Parliament attempted to ban
parents from hitting children under the age of three.
The proposed ban was rejected as it would have been
difficult to monitor.
 “I don’t think smacking should be banned. It is a form of
discipline. If there wasn’t smacking a lot more children
would be out of control. The Government can’t choose to
control how a parent brings up their child.” Gabriella, 14,
London
Use the above facts to write two short (30 seconds each)
speeches outlining why you believe that “This house believes
that parents have the right to smack their children”
Kate Cuddihy – Citizenship PGCE student - Institute of Education 2003/4
THIS HOUSE BELIEVES THAT PARENTS HAVE THE RIGHT TO
SMACK THEIR CHILDREN
We are going to debate whether or not the government should
be allowed to ban parents from smacking their own children.
Your team has been chosen to argue that parents do not have
the right to smack their children and that the government
should ban parents from doing so.
Below are arguments against parents being allowed to smack
their children:
 Smacking can seriously damage children’s health – an
estimated 80 UK children a year die from physical abuse.
 Children rights should be protected by the government.
 There is no evidence to suggest that a physical reprimand
i.e. a smack has a positive effect on children’s behaviour
 Similar smacking bans are in place in Sweden and the
number of children dying from physical abuse by adults
has fallen dramatically
 The current laws enable parents who physically abuse
their children to excuse themselves from hitting their
children.
Use the above facts to write two short (30 seconds each)
speeches against the proposal “This house believes that
parents have the right to smack their children”
Kate Cuddihy – Citizenship PGCE student - Institute of Education 2003/4
PGCE Citizenship Lesson Plan
Date/Group
Lesson aims/key
question

Learning outcomes
A. Most will be able to find out who their MP is, what
constituency they represent, what their majority is and
what party they belong to
B. Most will be able to come up with a question they would
like to ask their MP
C. Most will be able to present their findings
D. Some will be able to draft, and eventually send, an email
to their MP
 MP
 Constituency
 Majority
 Current unit of work is on democracy and the political
system
Key concepts/terms
Links to previous
learning
Who represents us and what do they do?
Assessment
opportunities



Presentation of findings
Question the student would like to ask their MP
Email to MP
Differentiation

For more able students the opportunity to write an
email
For less able students they can present their findings
using pictures

Homework
Resources



IT Suite
Access to internet explorer
Interactive whiteboard
Kate Cuddihy – Citizenship PGCE student - Institute of Education 2003/4
Time
Teacher activity
Student activity
Learning
outcomes
0–5
minutes
Settle class
Class get settled
5 – 10
minutes
Teacher introduces class
and explains key terms –
MP, constituency and
majority
Class act accordingly
Towards A
10 – 15
minutes
Teacher models the main
Class act accordingly
activity on the interactive
whiteboard to find an MP
for a specific area. The
four questions are “Who is
my MP?” What constituency
do they represent?” “What
is their majority?” and
“What party do they
represent?” Also the
students must come up with
their own question based on
“What would you like to ask
an MP?”
Towards A
15 – 30
minutes
Teacher assists individual
students with their work
Students search on the
internet in order to answer
the set questions and look
at the MPs interests to
research a question to ask
A
30 – 40
minutes
Assist the students with
putting their findings into a
small presentation and give
the extension task to more
able students
Students prepare their
presentations on the
computers
A and B and
for some C
40 – 50
minutes
Invite students to present
their findings
Individual students their
findings to the class
C
Kate Cuddihy – Citizenship PGCE student - Institute of Education 2003/4