120.4 k
94.2 k
2.5 k
| Changing crime patterns (17/05/2010) | | | | | Related resources: Democracy and justice | The media and public opinion | | Students discover that crime patterns are interpreted and discussed in different ways by different citizens. They also explore how changing crime patterns have brought about change in society within their lifetime. | | Y10 |
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137.2 k
110.6 k
11.7 k
21.7 k
| Crime and the recession (09/09/2009) |  | | | | Related resources: Democracy and justice | The legal system | | This lesson will develop students’ understanding of crime and the law. Students will examine why there has been an increase in certain types of crime during the recession, taking into account circumstances that may prompt people to turn to crime. Students will also consider different forms of punishment. | | Y10 | Y11 |
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64.2 k
1,037.3 k
51.0 k
| Democracy (20/05/2008) | | | | | Related resources: Democracy and justice | Systems of government | | Challenging circle-time memory activity in which students are asked to recite a list of all countries in world according to their level of democracy! | | Y7 | Y8 |
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128.8 k
99.3 k
156.2 k
| Democracy and general elections (05/07/2010) | |
| | | Related resources: Democracy and justice | Political rights and responsibilities | | Looking for a simplified Year 8 guide to general elections? Search no further than this PowerPoint-led session. Students will relish the chance to create mini guides to democracy! | | Y8 |
|
46.2 k
302.6 k
| For or against the death penalty (free sample lesson) (09/05/2008) |  | | | | Related resources: Democracy and justice | The legal system | | Students confront the harsh reality behind the death penalty by looking at a number of case-studies and advocating their own view through debate and a 'corners' game activity.
| | Y7 | Y8 |
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212.7 k
275.5 k
87.6 k
367.6 k
| General election 2010 (12/05/2010) | |
| | | Related resources: Democracy and justice | Systems of government | | Which student's flyer will lead to a win at the ballot box? Thanks to clear PowerPoint instructions throughout, this ICT lesson will run itself for your Year 10s. Prepare to be blown away by their political campaigns! This topical lesson is available for members only on a special preview basis. | | Y10 |
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28.0 k
62.0 k
1,240.1 k
| How can we tackle gun crime? (27/05/2008) |  | | | | Related resources: Democracy and justice | The legal system | | Students expore the causes behind the recent rise in gun crime and consider ways to tackle it. See accompanying PowerPoint presentation. | | Y7 | Y8 |
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74.8 k
6,633.5 k
65.8 k
| How do political parties work for you? (15/05/2008) | | 
| | | Related resources: Democracy and justice | Systems of government | | Ask students to identify the leaders and key policies of the mainstream political parties in the UK. By doing this, they will learn about the political party system.
| | Y7 | Y8 |
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98.8 k
718.3 k
| How does the UK compare? (15/05/2008) | |
| | | Related resources: Democracy and justice | Systems of government | | Looking at how different countries around the world are governed, allowing students to make comparisons between UK democracy and political systems in other parts of the world. | | Y7 | Y8 |
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73.0 k
88.6 k
1.9 k
| Impact of collective actions (free sample lesson) (13/07/2010) | |
| | | Related resources: Democracy and justice | Understanding Citizenship | | Some teenagers see Citizenship as a dry topic, so use this lesson to blow their minds! Which Year 11 can plan and implement the most effective real-life collective action campaign? | | Y11 |
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129.0 k
776.7 k
| Key features of local and national government (15/05/2008) | | | | | Related resources: Democracy and justice | Systems of government | | Students draw their own cartoons to illustrate twelve key points about local democracy. The best cartoonist wins a nifty certificate! | | Y7 | Y8 |
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111.1 k
93.7 k
| MPs' expenses (20/05/2009) |  | | | | Related resources: Democracy and justice | Making economic decisions | | Students discuss the kind of expenses that MPs have claimed for in the past. They compare differing viewpoints about MPs’ expenses and also explain their own views about the issue. By doing so they consider issues of fairness, justice and what constitutes appropriate public spending. | | Y8 |
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82.6 k
62.5 k
| Plane stupid (22/04/2009) |  | | | | Related resources: Democracy and justice | Pressure groups | | Using the Stansted airport protests of December 2008, students look at actions that individuals and groups can take to influence decisions made by those in power, and the effects that the action of pressure groups can have. Includes two news videos. | | Y9 |
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43.0 k
258.6 k
| Should we have a queen? (15/05/2008) | | | | | Related resources: Democracy and justice | Systems of government | | A card-sort activity helps students clarify their own attitude towards the monarchy. They learn more about the main arguments that support monarchy and that support a republic. | | Y7 | Y8 |
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58.6 k
695.8 k
| Strategies for handling young people's conflicts (15/05/2008) | |
| | | Related resources: Democracy and justice | Dealing with conflict | | Lively group activity as students consider a range of local conflicts and how to deal with them - the class vote for the group considered best at conflict resolution via ballot box! | | Y7 | Y8 |
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276.6 k
114.2 k
65.8 k
| Tackling knife crime in the UK (04/09/2009) |  | | | | Related resources: Democracy and justice | Dealing with conflict | | This lesson develops students’ understanding of the knife crime crisis in the UK. Students investigate who is to blame for the rise in knife crime, taking into account a wide range of opinions. Students examine how knife crime can be tackled by completing a decision-making activity. | | Y10 | Y11 |
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111.4 k
84.0 k
| Taking action in school - lesson 1 (26/11/2008) | | | | | Related resources: Democracy and justice | Meeting community needs | | Pupils discuss the things that they would like to change about their school. In groups, they decide upon one thing that they would like to change. Groups then prepare speeches to outline their proposals and a vote is taken to determine which group has the best idea. | | Y7 |
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109.7 k
77.3 k
| Taking action in school - lesson 2 (26/11/2008) | | | | | Related resources: Democracy and justice | Meeting community needs | | Pupils think back to the issue that they voted on during the previous lesson. They discuss the changes that they are hoping to implement and decide who should perform which roles. They then he set to work! At the end of the lesson, pupils give feedback about their progress and discuss what remains to be done. | | Y7 |
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135.2 k
75.8 k
| The contemporary relevance of the Holocaust - Lesson 1 (05/09/2008) | | | | | Related resources: Democracy and justice | Human rights and responsibilities | | Students are introduced to this series through both learning facts (via a matching activity) and getting imaginatively closer to the experience by responding to film drama based on the Holocaust. These lessons are quite challenging and therefore appropriate for able students in KS3 or more generally in KS4. | | Y9 | Y10 |
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131.7 k
63.5 k
| The contemporary relevance of the Holocaust - Lesson 2 (05/09/2008) |  | | | | Related resources: Democracy and justice | Human rights and responsibilities | | This lesson draws links between the Holocaust and the formation of the United Nations. Students are able to understand how UN values and their work today are informed by what happened in the WWII-era. | | Y9 | Y10 |
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133.1 k
66.0 k
| The contemporary relevance of the Holocaust - Lesson 3 (05/09/2008) | | | | | Related resources: Democracy and justice | Human rights and responsibilities | | The learning here builds upon previous lessons by linking the Holocaust to the development of a formalised charter of human rights and how these, in turn, are denied in some parts of the world today. | | Y9 | Y10 |
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2,913.0 k
4,982.8 k
| The contemporary relevance of the Holocaust - Lesson 4 (05/09/2008) |  | | | | Related resources: Democracy and justice | Human rights and responsibilities | | The final lesson ends the series by putting the Holocaust within the conceptual framework of genocide, drawing similarities to humanitarian crises happening in the world today, such as Darfur. | | Y9 | Y10 |
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114.8 k
104.4 k
| The expansion of Heathrow Airport (23/11/2009) |  | | | | Related resources: Democracy and justice | Meeting community needs | Pressure groups | | Students are introduced to the proposed expansion of Heathrow Airport and the conflicts that this has sparked. Students consider arguments for and against the proposal by examining sources of information. They give their opinion on the proposed expansion and take into consideration the viewpoints of others. | | Y7 | Y8 | Y9 |
|
97.3 k
69.1 k
| The good, the bad and the ugly (Lesson 1 of 5) (27/01/2010) | | | | | Related resources: Democracy and justice | Systems of government | | Part of a series of five lessons based on democracy. Students consider what the terms ‘democracy’ and ‘election’ mean and will go on to demonstrate in practical ways some of the problems associated with implementing democracy via a class election.
| | Y9 |
|
95.5 k
56.8 k
| The good, the bad and the ugly (Lesson 2 of 5) (27/01/2010) | | | | | Related resources: Democracy and justice | Systems of government | | The second in a series of five lessons based on democracy, this lesson shows students how difficult it is to establish a democracy and makes them think of the major issues involved in running an election.
| | Y9 |
|
85.3 k
68.1 k
| The good, the bad and the ugly (Lesson 3 of 5) (27/01/2010) | | | | | Related resources: Democracy and justice | Systems of government | | The third in a series of five based on democracy, this lesson establishes the organisational aspects that enable the election to take place in the next lesson. The rules will be clarified and the different roles of the students will be established.
| | Y9 |
|
75.6 k
66.0 k
| The good, the bad and the ugly (Lesson 4 of 5) (27/01/2010) | | | | | Related resources: Democracy and justice | Systems of government | | Fourth in a series of five based on democracy, this lesson is when the election takes place.
| | Y9 |
|
92.6 k
64.0 k
| The good, the bad and the ugly (Lesson 5 of 5) (27/01/2010) | | | | | Related resources: Democracy and justice | Systems of government | | The last in a series of five based on democracy, this lesson gives the result of the election and provides time for reflection on the issue of democracy.
| | Y9 |
|
|
|
110.5 k
87.0 k
2.5 k
| What are pressure groups? (02/06/2009) | | | | | Related resources: Democracy and justice | Pressure groups | | Students find out why some citizens belong to pressure groups. They explore what pressure groups have in common and find out about some of the pressure groups in the UK. They also reflect upon why pressure groups are useful. | | Y7 |
|
29.0 k
69.1 k
| What causes crime? (15/05/2008) |  | | | | Related resources: Democracy and justice | The legal system | | Looking at the social and economic causes of crime in the UK. Creative activity in which student sketch their own local areas and pinpoint crime hotspots. | | Y7 | Y8 |
|
29.9 k
83.5 k
| What influences us? (15/05/2008) | | | | | Related resources: Democracy and justice | Systems of government | | Students look at who or what influences (e.g. the media, peer group, parents, etc) their decisions in various aspects of their lives. Get them thinking! | | Y7 | Y8 |
|
424.4 k
4,027.9 k
| What is the role of an MP? (15/05/2008) | |
| | | Related resources: Democracy and justice | Systems of government | | Enjoyable picture-matching and word-scrambling activities give students an overview of what an MP is and what they do. They are also asked to write an MP's job description! | | Y7 | Y8 |
|
28.4 k
75.3 k
| Why should we have a school council? (15/05/2008) | | | | | Related resources: Democracy and justice | Dealing with conflict | | The value of having a school council as a forum for students' views and issues of concern. It can also act as a 'working group' to raise support to develop a school council. | | Y7 | Y8 |
|
57.8 k
63.0 k
15.4 k
| Young people - the need for a different approach? Lesson 1 (26/06/2008) | | | | | Related resources: Democracy and justice | The legal system | | In the first of this series of three lessons, students learn about the role and purpose of the criminal justice system in relation to young people. Accompanying PowerPoint word scramble activity. | | Y7 | Y8 |
|
42.6 k
81.9 k
| Young people - the need for a different approach? Lesson 2 (26/06/2008) | | | | | Related resources: Democracy and justice | The legal system | | Following on from Lesson 1, students begin to learn about the role of magistrates by completing an application to become one! | | Y7 | Y8 |
|
56.5 k
86.5 k
| Young people - the need for a different approach? Lesson 3 (26/06/2008) | | | | | Related resources: Democracy and justice | The legal system | | Following on from Lesson 2, students take turns to role-play magistrates themselves and are faced with a selection of case studies of youth offending to pass their sentence upon. | | Y7 | Y8 |
|
35.5 k
80.9 k
| Young people and the law (24/07/2008) | |
| | | Related resources: Democracy and justice | The legal system | | Exploring the links between young people and crime, students learn about the causes and consequences of youth crime through quizzes, sorting activities and class debate. | | Y7 | Y8 |
|
54.5 k
112.1 k
47.6 k
| Youth Parliament (01/06/2010) | | | | | Related resources: Democracy and justice | Systems of government | | Do your students associate politicians with grey beards? Explode the myth by promoting Youth Parliament. The challenging code-breaker will leave all of your class feeling that politics is relevant to teenagers.
| | Y9 |
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