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Divided City: Exploring Sectarianism – Primary Pack

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Divided City: Exploring Sectarianism – Primary Pack DIVIDED CITY EXPLORING SECTARIANISM PRIMARY SCHOOL PACK INTRODUCTION The session plans, activities and resources in this pack citz.co.uk/take_part/divided_city/ are designed to assist upper primary school children and their teachers explore issues to do with sectarianism. #DividedCity Taking part in Drama involves putting yourself in someone else’s shoes, and many of these activities ask the young people to consider other people’s beliefs, attitudes and Citizens Theatre points of view, seeing situations through their eyes in 119 Gorbals Street order to understand them. Ultimately these activities Glasgow are designed to encourage young people to form their G5 9DS own points of view and feel able to respectfully challenge those they disagree with. Switchboard 0141 429 5561 Box Office 0141 429 0022 We have used Theresa Breslin’s novel Divided City (ISBN 978-0-552-55188-5) as a key resource and also Martin Travers’ adaptation for the stage, published by Citizens Theatre Ltd. Registered No SCO 22513 and is a Scottish Bloomsbury Methuen Drama 2013 (ISBN 978-1-4081- Charity No. SCO 01337. 8157-7). There are two scenes from the play included in this resource pack. These have been reproduced with Registered Office: Milne Craig, Abecorn House, 79 Renfrew Road, kind permission from Methuen Drama. We have also Paisley, PA3 4DA. drawn widely from Sense over Sectarianism’s drama Photography by Richard Campbell & David Gordon. resource pack published by Glasgow City Council 2009, Creative and Aesthetic Subjects: Drama. Other material The Abridged Musical Edition of Divided City with songs and piano score (ISBN 978-1-4729-1049-3) is also available for schools who springs from the Citizens Learning Teams’ own delivery would like to put on their own production of the abridged play – of anti-sectarian projects across the west of Scotland. All suitable for primary six upwards: of this can be adapted and used in any way you see fit to All rights whatsoever in this play and the original music are strictly benefit your own class or group. reserved and application for performances etc should be made before rehearsals to Katie at Knight Hall Agency - A document linking anti-sectarian work to Curriculum for [email protected] Excellence Experiences and Outcomes has been provided No extract or adaptation of the play or the book is allowed without and there are links to further resources and websites at prior permission. the end of this pack. We hope you find it all useful. Louise Brown Creative Learning Officer DIVIDED CITY PRIMARY SCHOOL PACK WORKSHOP 1 - WHAT IS DISCRIMINATION? Warm Up Game Clap Heads calls out for either a nought or cross to move, one at a This is a focusing exercise that requires the participants time. This child can sit on any of the chairs on the grid, to listen and be aware. You are encouraging the group with their hands above their head in the shape of a cross to work as a team. It is very satisfying when completed or a nought. Then the leader calls for a member of the successfully! next team to move and so on, until either the noughts or crosses win by forming a complete line on the grid. At the Organise pupils in a standing circle, feet touching feet end of each round players return to the end of their line either side of you, legs not too far apart: clap twice, touch and the game resumes. the heads of the people on either side, clap twice, touch their shoulders, clap twice, touch their elbows (not elbow Leader can cheat by favouring either the noughts or the to elbow but hand to elbow, much harder to do, but more crosses, for example, always letting the crosses go first, fun to organise!) clap twice; touch their knees, clap twice, thus getting the prime, central position on the grid; not touch their toes, stand tall and everyone then claps five letting the noughts change their mind and move position times. Aim to end the fifth clap in perfect unison. on the grid, whilst allowing/encouraging the crosses to do so; putting noughts out for cheating when they clearly Sides of the Room - haven’t done so; allowing crosses to cheat and get away Yes/No/Don’t know Statements: with it; advising the crosses and giving no support to the Encourage pupils to move to either end of the room in noughts. response to the following statements, then tease them out through discussion: The drama workshop leader should use his or her judgement in how far this should be taken. Some groups • I have been to MORE THAN 4 countries in the world. will understand what is happening and play along, however other groups may be a little more sensitive or • Scotland is the best country to live in, in the world. even defensive. In these instances, a little hint can be • I can speak MORE THAN one language, pretty well. given as to what is happening. • I’ve got friends who are NOT Scottish. Discussion about Noughts and Crosses • I believe you should treat everyone equally. Following the game above, the participants will hopefully be keen to talk about how it made them feel. The Noughts and Crosses following questions can be used to get the discussion The following team game is to be played with the drama going and lead it in to a more general examination of workshop leader subverting the rules so that some discrimination: participants will end up getting treated unfairly. The purpose of this is to help the participants understand • What was going on in that game? what discrimination is and have an understanding, • How does it feel to be treated unfairly? How does it however simplified, of what it feels like to be treated feel to get away with cheating? unjustly. It should be a level of unfairness which makes it • Why did no-one challenge the leader/teacher? Why possible for the children to work out what is happening as did it go on for so long? the game progresses. • If you let someone get away with unfair behaviour, are Ask the class to form two teams, the noughts and the you as bad as them? crosses, with each team in a line facing a group of 9 • What do we call it when people are treated unfairly? chairs. The chairs represent the noughts and crosses grid usually drawn when the game is played. The leader DIVIDED CITY PRIMARY SCHOOL PACK A helpful definition of discrimination is: ‘the unjust In groups of ideally 5, ask participants to make a still or unfair treatment of different categories of people, image to show someone being discriminated against. The especially on the grounds of race, age, religion or sex’. image must show: Here is one useful definition of prejudice: ‘an adverse • who is being discriminated against and how? judgment or opinion formed without knowledge or • who all the people are in the still image and how they examination of the facts’. feel about what is going on? Creating a still image/tableaux to show discrimination Look at each image. Ask questions such as: if you’re part Ask the pupils, what kinds of groups of people get treated of a group that always gets treated unfairly, what effect unfairly/discriminated against in our society? Flipchart does that have on you, over time? If you’re allowed to go their responses. on treating another group of people unfairly, what kind of effect do you think that might have on you, over time? DIVIDED CITY PRIMARY SCHOOL PACK WORKSHOP 2 - THE HISTORY Last session we explored discrimination and what that The following set of activities have been adapted from meant. Now we are going to talk about sectarianism. Sense over Sectarianism’s resource pack, Lesson 4 ‘It’s Explain that you are going to make a statement which All Ancient History’ defines sectarianism in three different ways. Ask the children to go to one of three places in the room or in Using well-known religious artefacts and symbols some other way identify which definition from the list associated with football and/or religion, children begin below they believe is most accurate to explore some of the reasons behind sectarian issues and explore how misinformed people can be about these ‘Sectarianism is discriminating against people because artefacts and symbols. Real objects are preferable to use, of their…’ but in their absence useful images and information are provided by Handout 2 Emblems and Information. This • Race gives a background to: • Religion • The Red Hand of Ulster • Which football team they support. • The Loyal Orange Institution • Catholic and Protestant Religions The organisation Nil By Mouth (see Other Useful Sources of Information in this pack) defines sectarianism this • Celtic Football Club way: ‘Narrow minded beliefs that lead to prejudice, • Rangers Football Club discrimination, malice and ill will towards members, or presumed members, of a religious denomination.’ • Tricolour Tease this definition out, exploring the meaning of The teacher should read these Information Sheets to phrases like ‘narrow minded’ and ‘denomination’. the class. Please note that the information relating Summarise by saying that sectarianism is narrow minded to Rangers Football Club’s league status may have people of one religious group, discriminating and showing changed since the resource was created by Sense over prejudice towards people from another religious group. Sectarianism. Sectarianism has had a long history in the United The main focus of this activity is to highlight to the Kingdom, with the reigning monarch often imposing their children the pieces of information which most people own religion on the rest of the country.
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