Protest, policing and Protest, policing and press in a CCTV agepress in a CCTV age

What What happened at happened at

the G20 the G20 protests, and protests, and

why it why it damages the damages the reputation of reputation of

the policethe police© www.ethosconsortium.co.uk MMIX; with pictures sourced via Google images from major media outlets. If you own copyright on any of these pictures and object to their use, please contact us via our website. Permission for use of this material in educational contexts is freely given. 19/4/09 draft 2.

The summaryThe summary

On 1On 1stst April 2009 at the G20 summit in London, April 2009 at the G20 summit in London, a man died, probably as a result of police a man died, probably as a result of police brutality. He was called Ian Tomlinson.brutality. He was called Ian Tomlinson.

Ian was not involved in the protests and was Ian was not involved in the protests and was viciously and needlessly attacked by police.viciously and needlessly attacked by police.

The police apparently tried to cover up the The police apparently tried to cover up the event.event.

The reason for the protests themselves are The reason for the protests themselves are irrelevant to this issue, the conduct of the irrelevant to this issue, the conduct of the police.police.

WALT = understand and respond to events WALT = understand and respond to events at the G20 protest in London on 1/4/2009at the G20 protest in London on 1/4/2009

WILF = good thinking, discussion WILF = good thinking, discussion a good project outcome (research + a good project outcome (research +

written)written)

This unit lasts 6 lessons.This unit lasts 6 lessons.(2 delivery / discussion; 4 project work.)(2 delivery / discussion; 4 project work.)

There are pictures distributed throughout this There are pictures distributed throughout this powerpoint. Use them for discussion. What is powerpoint. Use them for discussion. What is

their meaning, and what do they reveal?their meaning, and what do they reveal?

Teachers: many of the videos in the links at the end can be pre-downloaded with RealPlayer or equivalent. We also recommend printing Teachers: many of the videos in the links at the end can be pre-downloaded with RealPlayer or equivalent. We also recommend printing off project packs of the articles and slide / photos. In the interests of the environment, we suggest no more than one pack / group of off project packs of the articles and slide / photos. In the interests of the environment, we suggest no more than one pack / group of

4. 4.

Some contextSome context

The police are important to society. They work hard and The police are important to society. They work hard and face challenging, sometimes dangerous situations. Some face challenging, sometimes dangerous situations. Some protests are violent (not really in this case) and there is protests are violent (not really in this case) and there is always a always a very small minorityvery small minority of difficult protesters. of difficult protesters.

MostMost police officers deserve our respect and gratitude police officers deserve our respect and gratitude mostmost of the time. of the time.

But the police must be seen to be ABOVE SUSPICION: But the police must be seen to be ABOVE SUSPICION: they are heavily armed and trained to cause injurythey are heavily armed and trained to cause injury the law is on their side and grants them many special the law is on their side and grants them many special

privileges, trusting their testimony over that of civiliansprivileges, trusting their testimony over that of civilians protest is legitimate and critical to our society’s healthprotest is legitimate and critical to our society’s health they must always act in limited, and accountable, waysthey must always act in limited, and accountable, ways

What happened to Ian Tomlinson?What happened to Ian Tomlinson?

Ian Tomlinson was a newspaper vendor blocked from Ian Tomlinson was a newspaper vendor blocked from getting home by police protest cordons.getting home by police protest cordons.

His back was to police when they attacked him (baton His back was to police when they attacked him (baton & strike.) Police dogs were also menacing him.& strike.) Police dogs were also menacing him.

He collapsed and died a few moments later. The He collapsed and died a few moments later. The cause of death was internal bleeding. The most cause of death was internal bleeding. The most likely reason was the police assault.likely reason was the police assault.

Watch the summary and Guardian videos. (There are Watch the summary and Guardian videos. (There are lots of others too. See the links page at end.)lots of others too. See the links page at end.)

What the family heard vs the truthWhat the family heard vs the truth

that he had no contact with police – a liethat he had no contact with police – a lie that he died of a heart attack – a liethat he died of a heart attack – a lie

The Guardian were told to not speak to the The Guardian were told to not speak to the family – even when the police knew the family – even when the police knew the paper had key information about the deathpaper had key information about the death

the IPCC did not act independentlythe IPCC did not act independently

See the videos of the witness statements See the videos of the witness statements and of the son’s interview.and of the son’s interview.

The Guardian’s roleThe Guardian’s role

Guardian received videos from bystanderGuardian received videos from bystander bystander was a fund manager (banker!)bystander was a fund manager (banker!) they presented evidence to police, who they presented evidence to police, who

tried to fob off, then silence, the papertried to fob off, then silence, the paper they released the footage to make a they released the footage to make a

public debate of the issuepublic debate of the issue the family switched their support to thank the family switched their support to thank

the Guardian at this pointthe Guardian at this point

The timelineThe timeline

See the Guardian details of the changing police story See the Guardian details of the changing police story at at http://www.guardian.co.uk/uk/2009/apr/09/g20-police-assault-ian-tomlinson-g20

or or http://www.guardian.co.uk/commentisfree/2009/apr/09/ian-tomlinson-g20-police-assault

or or http://www.guardian.co.uk/uk/2009/apr/08/ian-tomlinson-g20-death-official-police-account

Your teacher will pick out some key points with you. Your teacher will pick out some key points with you. Skim them rather than read in depth.Skim them rather than read in depth.

How does this make you feel? How would you feel if it How does this make you feel? How would you feel if it was your father who had died and the police was your father who had died and the police treated the matter this way?treated the matter this way?

The philosophical issues (advanced The philosophical issues (advanced classes)classes)

Historically, there are two kinds of policing:Historically, there are two kinds of policing:

How does this event relate to this distinction?How does this event relate to this distinction?

Policing by…

Authority comes from

Historical Public view of police

Police behaviour

CONSENT support OF the public / society

democracies support & co-operation

careful

CONTROL power OVER the population

tyrannies resentment & fear

brutal

Known police strategiesKnown police strategies use of Territorial Support Groupuse of Territorial Support Group dangerous tactic of “kettling” dangerous tactic of “kettling”

http://en.wikipedia.org/wiki/Kettling deliberate provocation of protestersdeliberate provocation of protesters(NB irrelevant that protestors provoke too)(NB irrelevant that protestors provoke too) ““blood-up” preparation (in riot gear, watching blood-up” preparation (in riot gear, watching

Rambo)Rambo) incitement “protestor” placementincitement “protestor” placement harrassment of journalists taking photosharrassment of journalists taking photos illegal coverage of PC numbersillegal coverage of PC numbers

cover-up after anything goes wrong?cover-up after anything goes wrong?

Failure of police strategyFailure of police strategy

Why have the police been “caught out”? What is the Why have the police been “caught out”? What is the answer to Juvenal’s ancient question answer to Juvenal’s ancient question “Who polices “Who polices the police?”the police?”

““SOUSVEILLANCE.” (French sur- / sous- = over / under.)SOUSVEILLANCE.” (French sur- / sous- = over / under.)

The “rise of the citizen cameraman” and a media-The “rise of the citizen cameraman” and a media-informed culture make attempts to cover up informed culture make attempts to cover up ineffective:ineffective:

video mobile phones (“[their] Rodney King moment”)video mobile phones (“[their] Rodney King moment”) caught out by their own CCTV (lied about that too)caught out by their own CCTV (lied about that too) You TubeYou Tube increasing resentment of excessive police powersincreasing resentment of excessive police powers over 1000 deaths in custody mark now passedover 1000 deaths in custody mark now passed

So who is guilty?So who is guilty?

The officer was questioned under caution for The officer was questioned under caution for manslughter (like murder.) BUT…manslughter (like murder.) BUT…

who gave him ten days to confer before who gave him ten days to confer before questioning?questioning?

why were the TSG involved AT ALL?why were the TSG involved AT ALL? what cultural encouragement by senior what cultural encouragement by senior

officers was involved (NB kettling, blood-officers was involved (NB kettling, blood-up) (NB watch again – what were the other up) (NB watch again – what were the other police doing to help Tomlinson?)police doing to help Tomlinson?)

does the Government have a does the Government have a responsibility? (NB terrorism acts have responsibility? (NB terrorism acts have given police possibly excessive powers)given police possibly excessive powers)

The key questionsThe key questions why was the officer masked?why was the officer masked? why could he “not remember” hitting anyone with why could he “not remember” hitting anyone with

his baton for 48 hours after the death?his baton for 48 hours after the death? why was the officer not questioned for TEN days?why was the officer not questioned for TEN days? why did the City police, not the IPCC, investigate?why did the City police, not the IPCC, investigate? why was the family repeatedly lied to?why was the family repeatedly lied to? why was The Guardian pressured by the police?why was The Guardian pressured by the police? why did the other police not help Ian?why did the other police not help Ian? why was a coroner with a record of questionable why was a coroner with a record of questionable

police sympathy used?police sympathy used? what other police brutality occurred? (links)what other police brutality occurred? (links)

esp see the police ordering the press away so they can esp see the police ordering the press away so they can “resolve” something (this official photographer was later “resolve” something (this official photographer was later allegedly battoned repeatedly over the head; he also allegedly battoned repeatedly over the head; he also collapsed)collapsed)

Your assessment task (1)Your assessment task (1)

You are going to compile a DOSSIER You are going to compile a DOSSIER about the events to the title:about the events to the title:

““What police malpractice What police malpractice occurred on 1occurred on 1stst April at the G20 April at the G20

protests, and what lessons protests, and what lessons need to be learnt from it?” need to be learnt from it?”

Your assessment task (2)Your assessment task (2)

This page is for level 3-5 students, (GCSE below grade This page is for level 3-5 students, (GCSE below grade E.) E.)

Your dossier should contain:Your dossier should contain: news evidence of what occurred, with simple news evidence of what occurred, with simple

annotations showing what you think is key information annotations showing what you think is key information (1-2 articles)(1-2 articles)

AND EITHERAND EITHER a carefully-written letter to the Home Secretary or Met a carefully-written letter to the Home Secretary or Met

Chief or your MP to explain your views (1 side A4) ORChief or your MP to explain your views (1 side A4) OR an article for the school newsletter explaining why an article for the school newsletter explaining why

what happened is a serious social problem (100-200 what happened is a serious social problem (100-200 words)words)

You can also support the police if you prefer.You can also support the police if you prefer.

Your assessment task (3)Your assessment task (3)

This page is for level 5-7 students, (GCSE E and above.) This page is for level 5-7 students, (GCSE E and above.)

Your dossier should contain expansions of the above:Your dossier should contain expansions of the above: news evidence (3-5 articles)news evidence (3-5 articles) letter to Home Secretary / Met Chief / MP (1-2 sides letter to Home Secretary / Met Chief / MP (1-2 sides

A4)A4) a school newsletter article (150-400 words)a school newsletter article (150-400 words)

and ALSO any or all ofand ALSO any or all of a Code of Conduct for police on how to handle protests a Code of Conduct for police on how to handle protests info on other policing errors in the past 30 yearsinfo on other policing errors in the past 30 years evidence of you making intelligent, mature postings evidence of you making intelligent, mature postings

on 3 or more websites about this eventon 3 or more websites about this event

Beyond the class?Beyond the class?

Able students may wish to also think Able students may wish to also think what they can do in the real world what they can do in the real world about something like this:about something like this:

some kind of petition? some kind of petition? attendance at a protest yourself?attendance at a protest yourself? a message of support for the family a message of support for the family

or the cause of police reform?or the cause of police reform? any way you can inform more people.any way you can inform more people.

How you will workHow you will work in pairs butin pairs but with named separate responsibilities (“I’ll do the with named separate responsibilities (“I’ll do the

article, you do the letter” etc.)article, you do the letter” etc.)

choose a partner who agrees with your view (or it choose a partner who agrees with your view (or it could be harder!)could be harder!)

talk everything through, throughout – no silent talk everything through, throughout – no silent timetime

you can put pairs together for discussion work you can put pairs together for discussion work as as long as written outcomes are in evidencelong as written outcomes are in evidence

you have limited IT access in classyou have limited IT access in class some homeworksome homework bring in research / clippings / evidence from homebring in research / clippings / evidence from home

you have 4 lessonsyou have 4 lessons

Moral to the storyMoral to the story

Do you agree with the below morals to the Do you agree with the below morals to the story?story?

Film police acting wrongly against othersFilm police acting wrongly against others(NB filming police can be illegal)(NB filming police can be illegal) Protest for what you believe inProtest for what you believe in Don’t automatically believe / support the Don’t automatically believe / support the

policepolice Ask politicians what they’re doing to control, Ask politicians what they’re doing to control,

restrict and hold the police accountablerestrict and hold the police accountable

Any other morals? What do YOU think?Any other morals? What do YOU think?

LinksLinksSummary video: Summary video: http://www.youtube.com/watch?v=g4OfBcg9xy0 Guardian video: Guardian video: http://www.youtube.com/watch?v=iU0R2E3YWD4&feature=rec-HM-exp_rev-rn Witness statement video: Witness statement video:

http://current.com/items/89940880_full-interview-with-eyewitnesses-of-g20-death.htm CNN video: CNN video: http://www.youtube.com/watch?v=3zvQMxd1J-I&feature=related Channel 4: Channel 4: http://www.youtube.com/watch?v=_31IQza2WTs&feature=related Sky video: Sky video: http://www.youtube.com/watch?v=rdFBHxNjfD4 BBC video: BBC video: http://www.youtube.com/watch?v=gcmwWQGqqUY&feature=response_watch ITN video Tomlinson: ITN video Tomlinson: http://www.youtube.com/watch?v=XNwOWb50APU&feature=related Guardian catalogue of police brutality: Guardian catalogue of police brutality:

http://www.guardian.co.uk/uk/2009/apr/15/g20-protest-police-videos-catalogue Guardian Climate camp clip: Guardian Climate camp clip:

http://www.guardian.co.uk/world/2009/apr/19/g20-police-video-climatecamp-tomlinson

Guardian recent developments: Guardian recent developments: http://www.guardian.co.uk/uk/2009/apr/18/g20-ian-tomlinson-investigation Guardian on the need to review kettling: Guardian on the need to review kettling:

http://www.guardian.co.uk/commentisfree/2009/apr/16/g20-protests-police-kettling ITN video protests: ITN video protests: http://www.youtube.com/watch?v=ZqsSefQ_mQQ&feature=related Family comment: Family comment: http://www.youtube.com/watch?v=XziS5RlRMJs&feature=related Livingstone comment: http://www.youtube.com/watch?v=pInBNsvd3fI&feature=channel Livingstone comment: http://www.youtube.com/watch?v=pInBNsvd3fI&feature=channel

Guardian filmmaker hit: http://www.guardian.co.uk/uk/2009/apr/18/ian-tomlinson-g20-police-officer Guardian filmmaker hit: http://www.guardian.co.uk/uk/2009/apr/18/ian-tomlinson-g20-police-officer Guardian on Tory MLA supporting police: Guardian on Tory MLA supporting police:

http://www.guardian.co.uk/commentisfree/libertycentral/2009/apr/17/g20-assault-brian-coleman http://www.guardian.co.uk/commentisfree/libertycentral/2009/apr/17/g20-assault-brian-coleman Guardian on the 2 pathologists: http://www.guardian.co.uk/uk/2009/apr/18/ian-tomlinson-postmortem-doctors Guardian on the 2 pathologists: http://www.guardian.co.uk/uk/2009/apr/18/ian-tomlinson-postmortem-doctors Guardian on police accountability: http://www.guardian.co.uk/commentisfree/2009/apr/11/police-surveillance-Guardian on police accountability: http://www.guardian.co.uk/commentisfree/2009/apr/11/police-surveillance-

marina-hyde marina-hyde Protest letters about police behaviour: http://www.guardian.co.uk/politics/2009/apr/16/letters-surveillance-Protest letters about police behaviour: http://www.guardian.co.uk/politics/2009/apr/16/letters-surveillance-

protests-police (see esp the last one)protests-police (see esp the last one)

Delivery advice to teachersDelivery advice to teachersHow you deliver the material is up to you – we don’t want to constrain the design since different schools will have How you deliver the material is up to you – we don’t want to constrain the design since different schools will have

different time availability, IT resources etc etc. You can deliver this material in Citizenship, tutor time, English different time availability, IT resources etc etc. You can deliver this material in Citizenship, tutor time, English etc etc etc. At its most challenging it is good A-level Politics material but it is suitable for year 7 up.etc etc etc. At its most challenging it is good A-level Politics material but it is suitable for year 7 up.

Generally, we recommend two lessons of delivery-discussion, in which the teacher needsGenerally, we recommend two lessons of delivery-discussion, in which the teacher needs a computer, along with a projector with speaker system, to run the presentationa computer, along with a projector with speaker system, to run the presentation capacity to download or stream from You Tube as well as media sites (download first if you can)capacity to download or stream from You Tube as well as media sites (download first if you can) probably a filter bypass (words like “violence”, “riot”, “death” may well trigger your filter)probably a filter bypass (words like “violence”, “riot”, “death” may well trigger your filter)

For these lessons, we have provided more links than are likely to be useable; they function as an appendix on For these lessons, we have provided more links than are likely to be useable; they function as an appendix on slide 33. Place this file on your students’ network and they can use the links in their later research. Providing slide 33. Place this file on your students’ network and they can use the links in their later research. Providing the list to your IT technician will enable them to ensure all links are unblocked by your filter system. the list to your IT technician will enable them to ensure all links are unblocked by your filter system.

New material will continue to appear and we recommend rewarding students who research well independently.New material will continue to appear and we recommend rewarding students who research well independently.

We recommend the first two lessons provide a lot of information, interspersed evenly with provides students with We recommend the first two lessons provide a lot of information, interspersed evenly with provides students with opportunity to reflect, comment and debate – without writing. These discussion exercises can be run as small opportunity to reflect, comment and debate – without writing. These discussion exercises can be run as small group break-out discussions at various points, open whole-class forum discussion, etc – as you prefer.group break-out discussions at various points, open whole-class forum discussion, etc – as you prefer.

You can use just part of the presentation if you prefer. (Below year 9 students will probably require only a fraction You can use just part of the presentation if you prefer. (Below year 9 students will probably require only a fraction of the material.) Don’t stretch their attention span. The assessable task is written to be possible no matter of the material.) Don’t stretch their attention span. The assessable task is written to be possible no matter how much or little of the material you have addressed.how much or little of the material you have addressed.

The four lessons that follow should be research and project self-tasking with teacher facilitation and leadership. The four lessons that follow should be research and project self-tasking with teacher facilitation and leadership. Ideally, you have Ideally, you have some some IT available for all lessons; realistically, they can be done without IT, with IT just on IT available for all lessons; realistically, they can be done without IT, with IT just on one or more lessons etc etc. We recommend a hard copy folder “per table of 4” of the main articles too.one or more lessons etc etc. We recommend a hard copy folder “per table of 4” of the main articles too.

ENJOY!ENJOY!