Topic: Title of Topic s3

KS1: Topic: Famous for more than Five Minutes Block E: Activists

Use this block to explain to children that for many people across the world things happen that are unfair. Explore the influential lives of Rosa Parks and Malala Yousafzai and learn about their courageous acts against unfairness. Learn how anyone can try to make a stand against injustice.

Block E: Activists Main outcome: History [6 Sessions] Other outcomes: English, Drama and Global Citizenship

By the end of this block children will achieve the  Learn about events beyond living memory that are following outcomes: significant globally.  Learn about the lives of significant individuals in the past who have contributed to international achievements  Understand some of the ways in which we find out about the past.  Give a well-structured explanation to express feelings.  Consider and evaluate different view points.  Identify and explore characters through drama.  Gain a sense of the wider world.  Begin to understand the connection between their lives and lives of others.  Gain an awareness that our action have consequences.  Gain a willingness to co-operate and participate. Session 1 History, English and Children will: Global Citizenship  Understand the global significance of Rosa Parks’ Who was Rosa Parks? story. Learn about the story of Rosa Parks and  Be able to express their opinion on the Rosa Parks’ empathise with her situation; Was she just tired? story. Or was she tired of unfairness? Showcase your  Understand that their lives are connected with the learning by producing a detailed poster capturing lives of others. her history and detailing her courageous act. Session 2 History, English and Children will: Global Citizenship  Understand that Malala’s story is changing the world Who is Malala Yousafzai? now. Learn the story of Malala Yousafzai; work in  Explore Malala’s story through drama. mixed ability groups to perform four freeze frame  Gain a sense of the wider world. pictures capturing this courageous act; finally invite individuals to the Director’s Chair to evaluate the dramas produced. Session 3 History, English and Children will: Global Citizenship  Sequence events in chronological order. How have primary schools in the UK changed?  Ask relevant questions to extend their understanding Create an interactive timeline detailing key and knowledge. changes to the UK’s primary schools; sequence  Understand that their lives are connected to the lives these changes using photographs; draw and of others. discuss what future schools may be like.

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links. KS1: Topic: Famous for more than Five Minutes Block E: Activists Session 4 English and Children will: Global Citizenship  Participate in discussions. Start your campaign  Be able to identify unfairness and take the right Decide on a change you want to make and agree action. on a fundraising method; complete a carousel of activities to start your campaign; shoot a video for the school website/reception monitor; write sentences to capture the essence for the school newsletter; produce top quality posters with all the relevant details. Session 5 English and Children will: Global Citizenship  Participate in a discussion. Plan and do the fundraising  Gain a willingness to co-operate and participate. Create a job list detailing all of the tasks for your fundraiser; prepare and complete the fundraising campaign. Session 6 English and Children will: Global Citizenship  Gain a willingness to co-operate and participate. Change Celebration Ceremony  Respond to the needs of others. Host a celebration ceremony for invited students or parents; take on exciting roles such as photographers, waiters and waitresses, journalists and experts giving speeches informing the audience of the story behind the campaign.

Resources

Session 1 Provided: PowerPoint presentation about the life of Rosa Parks; Information sheet with pictures of Rosa Parks’ life; Information sheet HA, Information sheet MA, Information sheet LA. You will need: Envelope with the class’s name on it to put letter in; Letter stating that break time has been cancelled for certain children who have surnames that begin with certain letters. A3 or A4 coloured paper; Scissors; glue; Felt tip pens; Colouring pencils and anything else you would like to use to make the posters; Camera to take photographs.

Session 2 Provided: Information sheet with photograph of Malala and questions; My Courageous Act Script; Information sheet with four stick character pictures; Director’s Chair sign. You will need: Group list with chn in mixed ability groups of 4; Shawl; Director’s chair; Costume for director to wear such as a hat or glasses; Camera to take freeze-frame pictures.

Session 3 Provided: Information sheet with timeline photographs; Information sheet on Changes to the UK Primary School System; Information sheets covering Group work on how to Sequence events in chronological order for HA, MA & LA. You will need: Props for timeline; Wool or thread slightly unwound; Bow-tie or tie; Old painting apron or dirty clothing; Camera to take photographs with throughout the session; Mini whiteboards and pens for the plenary.

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links. KS1: Topic: Famous for more than Five Minutes Block E: Activists Session 4 Provided: Information sheet with suggestions for change; Information sheet for newsletter content; Information sheet with content checklist for plenary activity; You will need: A date and time for a fundraising task, pre-agreed with senior managers; Several fundraising tasks discussed and then agreed with senior managers; Device for recording videos; Coloured paper and felt tips for student to make posters.

Session 5 Provided: Information sheet with mind map; Information sheets with Price Stickers and Price Tags (photocopied onto florescent or bright paper/card); You will need: Blu-tack to present the mind maps in classroom; Felt tip pens/coloured pencils and one chair for each group; Use of outdoor space or hall if choosing to complete the starter; Children grouped into mixed ability teams of 6; Resources needed ready for your fundraising activity (this will vary depending on your fundraising method, e.g. cakes for cake sale); Photographs taken from previous sessions; Money to use a float ready to be given as change during fundraising.

Session 6 Provided: Information sheet on Change Celebration Ceremony Roles; Information sheet on Change Celebration Ceremony Jobs List. You will need: A classroom or school hall with tables pushed back to make a large space with simple decorations; One table set for extra drinks and snacks, (if possible with table cloth to make it look special); A willing audience such as another class or group of parents; Fruit juice or squash to serve to guests; Sliced fruit or some simple prepared food to serve to guests; Posters on walls that have been produced throughout the sessions; Photographs of the session and photographs of the change (e.g. photographs of new disabled play equipment) playing on a loop showed on projector/IWB; Props for each of the different roles (these could be placed in big labelled bags) these are: Costumes for roles sorted and placed in labelled bags around the room to avoid confusion; Bags labelled: photographers, journalists, waiters/waitresses, facilities/security, speech makers; For photographer : cameras and ID badgers; Journalists: notebooks or collection of paper and pens; Speech makers: suit jackets/smart outfits for individuals giving speech; Waiters/Waitresses: t-shirts and disposable plates; Facilities management to have school clipboards, blank pieces of paper and pencil, possibly school headphones as well; Music to play in the background.

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links.