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Drill Music and Human Rights KS5 FLY THE FLAG EDUCATION PACK 2019 FLY THE FLAG KS5 EDUCATION PACK | 1 CONTENTS KS5 SESSION PLAN RESOURCES How to use this pack 3 Drill headlines 13 - 15 Session 1: What are human rights? (50 mins) The Universal Declaration of Human Rights, 16 - 17 Activity 1: Drill headlines 4 simplified version Activity 2: Identifying human rights 5 Activity 3: Exploring the Universial Declaration of Human Rights 5 The Preamble to The Universal Declaration of Human Rights, 18 Activity 4: Fly The Flag 6 plain text version Session 2: Human Rights Case Study: Drill music (50 mins) Eleanor Roosevelt image 19 7 Activity 1: Introduction and re-cap Flag image 20 Activity 2: Drill music and human rights 8 Activity 3: Debate ‘Drill videos should be banned’ 9 Ai Weiwei image 21 Activity 4: How will you Fly The Flag? 9 Drill briefings Developing campaigning skills 10 - 12 Drill and policing 22 Drill and austerity 23 Drill and race 24 Drill and censorship 25 Drill and social media 26 Drill, violence and youth culture 27 Further teaching resources 28 FLY THE FLAG KS5 EDUCATION PACK | 2 HOW TO USE THIS PACK Content Note: It is important to know about the personal circumstances of your group and tailor your sessions accordingly. Some of your students’ human rights may currently not These two sessions will introduce your students choices, austerity, social media and censorship be being met, for example, around housing, to the Universal Declaration of Human Rights on this issue. In addition to the resources in health or refugee status. Discussing these and the Fly The Flag project. The first session is the pack, which include a definition of Drill issues in a classroom setting is encouraged designed as a standalone session and the second music, this article provides more background. but will require sensitivity and support. is designed as a follow-on session, to support • The definition of ‘civil liberties’: only being deeper understanding. All of the resources subject to laws that are for the good of the required to deliver these sessions are at the end whole community. of this pack. • This short Channel 4 film links language used in parliament to Drill music. USEFUL BACKGROUND INFORMATION FOR TEACHERS KS5 CURRICULUM LINKS Language Note: Fly The Flag is only cautiously • You can download the original text of the The PSHE Association Curriculum (non-statutory) using the term ‘celebrate’, this is a conscious Universal Declaration of Human Rights here. decision that recognises that the human These session plans support the Wider This short TED Ed video is a useful introduction rights of many people in the UK and around • World theme: to the subject of human rights. the world are not currently being met. L7. Exercise their legal rights and In June 2018 the police succeeded in removing • It also recognises that human rights are not • responsibilities; know who can support them if a number of Drill music videos and obtaining a privilege. they have a grievance. a Criminal Behaviour Order (CBO) to prevent a group of individuals making, distributing or • L8. Recognise and challenge prejudice and performing Drill music live. It also restricted any discrimination; understand their rights in lyrics that could be used. This decision sparked relation to inclusion. controversy with different commentators discussing the impact of racial profiling, policing FLY THE FLAG KS5 EDUCATION PACK | 3 SESSION 1: SESSION 1 DURATION WHAT ARE HUMAN RIGHTS? 50 mins KEY LEARNING POINTS: YOU WILL NEED: ACTIVITY 1: Students will: • Drill headlines, one sheet cut into separate DRILL HEADLINES headlines • Understand their human rights as expressed 0 - 10 mins in the Universal Declaration of Human Rights • Scissors, one pair (UDHR) Whiteboard / flipchart and pens • Split students into pairs or small groups and give Understand the origins of the Universal • • Paper and pens each group a headline about Drill music. Declaration of Human Rights • The Universal Declaration of Human Rights, Ask the students if they know what these • Discuss and consider what full expression of simplified version, one per student their rights might look like and explore simple headlines relate to and through a whole group ways, related to their day-to-day experiences, • The Preamble (the introduction to the UDHR), discussion build a shared understanding of the in which their rights may be violated one per student issue. • Understand what the Fly The Flag project is • Picture of the Fly The Flag flag to project or display Drill - is an offshoot of trap, which is itself a genre of rap. Originating in Chicago, Drill arrived in the UK around 2012. Characterised by dark, violent lyrics and domineering beats, usually 60-70 IT’S NICE TO HAVE: beats per minute, though sometimes double time. Drill is slang for shooting someone with Image of Eleanor Roosevelt to project • an automatic weapon, and dates from the Al or display Capone era gangsters. A key component of Drill • Image of Ai Weiwei to project or display are the videos, created in gritty, urban settings (in contrast to mainstream rap styles which favour flashy locations). In June 2018 the police were successful in bringing a case that resulted in some Drill videos being removed from YouTube and some Drill artists being prevented from making, performing or distributing their music. FLY THE FLAG KS5 EDUCATION PACK | 4 SESSION 1 ACTIVITY 3: EXPLORING THE ACTIVITY 1: ACTIVITY 2: UNIVERSAL DECLARATION OF CONTINUED IDENTIFYING HUMAN RIGHTS HUMAN RIGHTS 10 – 25 mins 25 – 45 mins Give students three minutes to come up with a list This session is about human rights, and we’ll use Give each student the simplified version of the of all the different people who might be affected the case study of Drill music to think about human Universal Declaration of Human Rights and ask by the issue presented in the headlines they are rights now. them to read them aloud in their groups. looking at. Split the students into six small groups and ask Introduce that the Declaration was created in Feedback and make a list of the different groups each group to answer the following question: 1948 by the United Nations. (Drill artists, police, judges, lawyers, YouTube staff, • What are human rights? • Are there any rights that surprise them? rap and Drill fans, victims of violence and their Is there anything missing that they came up with families, human rights organisations, public). Give the group five minutes to make a list of as • on their list? many rights as they can. Ask the students to suggest some of the • What rights may be impacted by the headlines conflicting needs of these different groups. Ask the groups to feedback what they have around Drill music? (the rights possibly being identified and record these answers, ask the impacted are Articles 2, 3, 10, 19, 22, 25, 27 group: & 29 – clarify that students would need more • Who has human rights? information to be certain) FLY THE FLAG KS5 EDUCATION PACK | 5 SESSION 1 ACTIVITY 3: ACTIVITY 4: CONTINUED ABOUT FLY THE FLAG 45 mins – 50 mins Ask the participants why they think the Show the students the picture of the Fly The Flag Declaration might have been drawn up in 1948. flag. This flag has been designed by the artist • What significant events happened between Ai Weiwei, with the footprint as a symbol for 1914 – 1918 and 1939 – 1945? human rights, and in June 2019 this flag will be flown from as many places as possible in the UK. The horrors of the two world wars inspired • Why do you think this project is happening 48 countries to come together as the United now? (Most people in the UK don’t know what Nations. The first task this organisation set itself their human rights are, our human rights are was to create the Universal Declaration of Human precious and threatened, human rights issues Rights. Eleanor Roosevelt, who was previously are part of everyday life – recent removal of Drill the First Lady of the US and was known for videos from YouTube and legal action against her activism and fairness, was the Chair of the those making the videos) team creating the Declaration which included Why is a flag a good reminder of human rights? representatives from all the nations. • (a symbol of shared values, reminder that we Give students the Preamble to the Declaration are not alone, something to come together and ask them to read it (and explain that ‘whereas’ around) is used in the same way that ‘because’ might be • What sort of reaction do you think the used today). How does this introduction make Fly The Flag project might provoke? them feel? FLY THE FLAG KS5 EDUCATION PACK | 6 SESSION 2: SESSION 2 DURATION HUMAN RIGHTS CASE STUDY: DRILL MUSIC 50 mins KEY LEARNING POINTS: YOU WILL NEED: ACTIVITY 1: Students will: • The Universal Declaration of Human Rights, INTRODUCTION AND RE-CAP young people’s version, one per student • Deepen their understanding of human rights 0 - 5 mins as expressed in the Universal Declaration • The Preamble (the introduction to the UDHR), of Human Rights through a case study of one per student Project the Fly The Flag image. Ask students to Drill music. • Whiteboard / flipchart and pens re-cap what was discussed in the last session, ask • Discuss and debate the human rights issues • Drill briefing sheets: Drill and censorship, how many human rights there are and how many surrounding Drill music. Drill and race, Drill and austerity, Drill, youth the students can remember, record them. Consider the role of human rights non – culture and violence, Drill and policing and • Explain that the Universal Declaration of Human governmental organisations (NGOs) Drill and social media - three copies of Rights is not a legal document – it is a statement.
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