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GA Citizenship Working Group - GeoCitizen Award
The Citizenship Working Group provides the GeoCitizen project in order to help teachers explore citizenship issues through geography teaching from Key Stages 2-4. We invite you to get involved by sharing your lesson ideas and doing some of the following activities with your class. If you send in your work for the website, your class will receive a GeoCitizen award and badges! See below for more details of how to get in touch.
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Download: GeoCitizen Project Description (PDF, 79k)
This collection of lesson ideas and activities is linked with our annual GA Conference workshops.
Further information can be found on the CWG page including our workshop reports and presentation slides relating to each theme.
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We will be showcasing students' work and lesson ideas on these pages soon.
You can also join our discussions at the Geographical Association Network ('Ning') website!
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| Theme Two: Designing Identity |
| Designing Identity Lesson Ideas |
Are you a GeoCitizen?
Lesson by Dr Jane Veevers, Rawlett Community Sports College, Tamworth
Year 9
As part of the CWG Conference Workshop 2008, teachers were asked to trial a 'Designing Identity' lesson using guidance provided in the pilot project. This lesson is one interpretation and is designed to be adapted and used by other teachers.
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| Starter: What makes your identity? |
Individual work. Students make a list on sticky notes defining their own identity - no talking!
Students then make a list on another sticky note defining the identity of the person next to them, still without talking!
Whole-class discussion: I found that most students came up with physical attributes and found it quite difficult to define identity. Lead into whole-class definition of identity, citizen and diversity.
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Task One: Group work on using identity cards
Students form mixed-sex groups of their own choosing and answer five questions on identity cards (direct from the PowerPoint slides on designing identity).
Gather brief feedback from the groups, with minimal guidance from the teacher on what an identity card should/should not be used for.
Task Two: Group work on designing an identity card
In the same groups students decide what information should be on an identity card. They should be given a basic outline of a rectangle with 'identity card' at the top.
Short feedback from groups, with some discussion of what information about you should be available to others.
Next students are given a task to see whether ID cards for use in different places should hold different/the same information.
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Plenary: Individual work
Students use sticky notes from the starter activity and information from group discussions to answer questions about identity vs. identity cards (taken from the pilot project).
Feedback/discussion.
Feedback
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I found that my students concentrated mainly on physical appearance as 'identity' and did not really consider social groupings. This is an interesting indicator of how young people define themselves as individuals. They also found it quite challenging to see how ID cards would need to be different depending on the scale of their use (local/regional/national/international).
The activities were completed in a one-hour lesson, and perhaps all elements of this lesson could be further developed with more detailed group discussions, and split into two lessons or more. It could also be linked more widely to cultural diversity and multicultural societies, and encourage students to think outside their own personal experiences, which can often be quite narrow.
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| Theme Three: Citizens in Society |
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