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PSHEE: Valuing Diversity - Lesson 3

3. Valuing Diversity
Made possible with the support
of the PSHE Association
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CitizenshipLessonUp+1Upper Secondary (Key Stage 4)GCSE

This lesson contains 14 slides, with interactive quizzes, text slides and 2 videos.

time-iconLesson duration is: 45 min

Introduction

This lesson is part of a series of lessons designed to aid you in delivering PSHE, citizenship or ‘one off’ lessons focussing on the value of diversity as directed by the DfE and PSHE association. If you want some help designing some lessons for your specific teaching areas, department or school, get in touch with us at support@lessonup.com and we would be glad to help!

Instructions

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Items in this lesson

3. Valuing Diversity
Made possible with the support
of the PSHE Association

Slide 1 - Slide

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Learning objective:
To investigate the ways people can
be drawn into extremist groups.

Slide 2 - Slide

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What do you already know about

Extremist Groups?

Slide 3 - Mind map

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Slide 4 - Video

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Quiz
Most people join extremist groups 
because they have a taste for violence.
A
True
B
False

Slide 5 - Quiz

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Quiz
A person has to be easily led to
 get involved in extremist groups.
A
True
B
False

Slide 6 - Quiz

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Quiz
There is very little we can do to stop someone getting involved with these kinds of groups – if someone seeks them out, they are already in too deep.
A
True
B
False

Slide 7 - Quiz

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Who joins?
  • Not one 'type' of person
     to be more easily radicalised
  • Recruited by people skilled
     at convincing others
  • Brainwashed or manipulated

Slide 8 - Slide

  • Research has told us that there is not one 'type' of person that more likely to be radicalised than another.
  • Lots of people that end up joining these groups are recruited by people skilled at convincing others that they can help solve their problems, or bring them a sense of recognition they cannot achieve anywhere else.
  • It is difficult for people in these situations to see that they are being brainwashed or manipulated.

So what kind of situation might someone
be in to be open to being radicalised?

Slide 9 - Open question

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Slide 10 - Video

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We are now going to watch a video about how a young student was radicalised to the far-right movement in the UK - Pay particular attention to the methods used by the group, and what emotions or feelings they used to encourage the boy to get further into the group.

Slide 11 - Slide

  • Research has told us that there is not one 'type' of person that more likely to be radicalised than another.
  • Lots of people that end up joining these groups are recruited by people skilled at convincing others that they can help solve their problems, or bring them a sense of recognition they cannot achieve anywhere else.
  • It is difficult for people in these situations to see that they are being brainwashed or manipulated.
How and why was he

radicalised?

Slide 12 - Mind map

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What to do if you
or someone you know 
may be being radicalised.
  • Talk to someone you trust about it.
     
  • Refer it to your teacher, parent or carer.
     
  • If it's more serious, or an issue that
     requires immediate intervention,
     call the police as soon as possible.

Slide 13 - Slide

  • Research has told us that there is not one 'type' of person that more likely to be radicalised than another.
  • Lots of people that end up joining these groups are recruited by people skilled at convincing others that they can help solve their problems, or bring them a sense of recognition they cannot achieve anywhere else.
  • It is difficult for people in these situations to see that they are being brainwashed or manipulated.

Aardappeloproer
1917



Enkele Amsterdamse vrouwen zagen dat er een schip vol aardappelen in een van de grachten lag. Ze gingen erop af en plunderden het schip: hun schorten vol aardappelen. De dag erna waren er meer plunderaars. Pas nadat zes mensen door het leger werden doodgeschoten, keerde de rust terug

Slide 14 - Slide

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