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Unit Three

Understanding and discussing gang violence

Graffiti Board 50Discussion about gangs and territory Whole class work

Comic Strip activity 52Creating a storyboard of a sceneSmall group activity

Colombian hypnosis - Augusto Boal 55Drama Activity Pairs activity

Status cards 57Drama Activity Whole group and pairs activity

Walking debate 60Gang structures Whole group activity and pairs activity

Discussion groups 62Small Group activity

Diamond Nine activity 65Questioning and placing statements in orderSmall group activity

Forum Theatre 68Drama Activity Whole group activity

“How big do you feel? – Knife Crime” video and “Carry a knife and the consequences will follow” video 70Responding to the advertisement campaigns about knife crimeWhole group and small group activity

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Unit 3: Understanding and discussing gang violenceGraffiti BoardDiscussion and writing about gang violence and territory

SPHE: Belonging and Integrating Influences and Decisions

Topic: Group workTopic: Making decisions

CSPE: The Individual and Citizenship Concept: Human Dignity and choices, Rights and Responsibilities

English: Personal, Social and Cultural Literacy

Unit theme: Exploring gang violence and territoryOral and aural language: Responding to ideasWriting: Creating and building a graffiti wall

Learning Objective: To discuss thoughts, ideas and feelings about gangs and gang territory and to write responses on a graffiti board.Learning Outcomes:Students will work together to discuss their thoughts, feelings and understanding about gangs and gang territory.Students will develop an understanding of gang identity, roles in a gang and choices that are and can be made.Students will discuss these ideas as a whole group and create a Graffiti Board display which can be viewed by other students in the school.

The concept of a Graffiti Board is adapted from: Active Learning and Teaching Methods for Key Stage 3, Northern Ireland Curriculum, A PMB Publication © 2007, Produced by CCEA, Website: http://www.nicurriculum.org.uk/docs/key_stage_3/ALTM-KS3.pdf [Accessed on: 22nd August 2012]

1. Explain the learning objective to the class. They are going to create a graffiti board together on the large sheet of paper, maybe three A3 or bigger sheets of card stuck together. The graffiti board will be a reflection of their thoughts, ideas, feelings, knowledge and understanding of gangs and gang territory.

2. Ask the class to talk in pairs or small groups about their own understanding of a gang, feelings on gangs or any thoughts on gang territory. Following this these ideas could be discussed further as a whole class.

3. The students contribute any ideas they have in writing on the graffiti board. Explain that this graffiti board can be added to at any time while working on this topic. It may be useful to use a KWL approach, where students write their present knowledge about this topic and some questions about what they would like to find out and once the work has been researched they could add to the graffiti board what they have learnt about this topic. The graffiti board can be displayed in the classroom or the hall for all students to see and consider.

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Year groups:2nd, 3rd, TYWhole group

Materials: Pens, paper, large sheet of paper for the graffiti board, Blu Tac.

Class activity questions for creating a graffiti board discussing gangs and territory and the play; Where in the World is Frank Sparrow? :

What is meant by the term gang? How do we define what a gang is?

Who creates gangs? Why do people feel the need to be part of a gang?

If you are part of a gang how much choice do you have?

How did Kira feel about being part of the Kelly clan/gang?

How did Aaron feel about being part of the Souths?

Frank felt trapped in Shadow City. How will Frank feel in his new world?

Territory plays an important part in the world of the play. Why is it so important?

Who decides who owns what piece of land in a public space?

Why was it important for the gangs to protect their turf? What value did it hold for them?

Were there any choices that could have been made to change the course of events in the play?

What advice would you give to Kira or Aaron South? Why?

Is this idea of fighting over territory relevant in today’s society? Why/Why not?

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Unit 3: Understanding and discussing gang violence Group Comic Strip/Storyboard Activity Active Learning



CSPE: The Individual and Citizenship

Concept: Human Dignity


Unit theme: Link: Understanding and discussing gang violenceWriting: Creating a storyboard or comic strip

Learning Objective: To explore gang violence by creating a small group storyboard or comic strip.Learning Outcomes:Students will work together discussing how the scene from the play and the gang violence can be presented in a storyboard or comic form.Students will develop an understanding of how a storyboard or comic strip can be used to tell a story.Students will consider the key moments, images and text that will illustrate the scene.

Materials: Samples of comics or graphic novels, A4 paper, markers, pens, colouring pencils, storyboard or comic strip template, cut out speech or thought bubbles, a copy of the text from the play.

1. Explain the learning objective; the class are going to work in groups to make a storyboard or comic strip of a scene from Where in the World is Frank Sparrow? Perhaps when Aaron South and his gang confront Kira and Frank, or the final scene when Frank and Kira run and then Frank is swallowed from below and Kira is left surrounded by police sirens (both scenes are available in the photocopiable section)? Consider how the chosen scene could be presented in this format? Does it change how we discuss or show the violence? What effect will it have on how we tell the story? Divide the class into six groups depending on class size. Each group is assigned a group representative who will take notes during the reflection part of the session. Give the group a time limit – 30/40 minutes - to create the storyboard or comic strip as a group using the template. It might be useful to try this activity over two sessions.

2. Each group is given samples of comics or age appropriate graphic novels, a copy of the scene from the play; Where in the World is Frank Sparrow?, colouring pencils, markers, pens, the A4 paper template. Ask the groups to use those materials to create a storyboard or comic strip of their chosen scene. The group can use drawings, speech bubbles, thought bubbles, images, text, anything they believe conveys their chosen scene from the play. Ask the group to decide on who this storyboard or comic strip is aimed at? What age group? How can they appeal to that age group?

3. While the groups are working together the teacher can “visit” the groups and help with any questions they may have. When the groups have completed their storyboards or comic strip explain to the students that they now have five minutes to think about the Discussion and Reflection

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Small groups activity

Year groups: 2nd, 3rd, TY

questions. A copy of these questions is in the photocopiable section. A group representative can write down answers or take notes.

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Discussion and reflection on the activity:How did we decide on the key moments in the scene?

What drawings images and/or text from the play did we decide we would use? Why?

What audience did we choose? How did we decide on this audience group?

Did we plan the storyboard/comic strip layout first? How did we decide on the amount of story boxes to use? Did we take inspiration from other comic books or graphic novels?

How did we approach the work?

Did we prefer using words/images/speech bubbles/thought bubbles or both? Why?

Did drawing or creating a storyboard or comic strip of the scene show the gang violence in a different way?

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The following questions can be discussed as a whole group or in smaller groups and then discussed as a whole class group. The groups’ ideas can be displayed using a mind map or a word wall with the key words the group highlighted from the discussion.

In the play Aaron South encourages his gang to push Frank for standing on their territory or turf.

Why did Aaron South feel he could or should do this?

Why was he so protective of their turf? What meaning did it hold or represent for him?

How did Aaron’s actions affect what happened next?

Why did Aaron’s gang follow through on his requests?

What could they have done?

Aaaron says that he has a knife and he’s going to use it. Why was he carrying a knife? What consequences did carrying the knife have?

Kira stands up and tells them she is Patrick Pig Iron Kelly’s daughter. What effect did her name have on the South’s gang?

Are names and territory important to people? Why?

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Unit 3: Understanding and discussing gang violenceColombian hypnosis - Augusto BoalDrama activity






Unit theme: Self-awareness in a small group, being a leader and a follower in a gang/group.

Learning Objective: To lead your partner around the room using different movements.Learning Outcomes:Students will develop an understanding of working together as a pair.Students will work together in role as a leader and a follower and then swap roles.Students will develop an understanding of which role they preferred and why.Students will consider how the characters in Where in the World is Frank Sparrow? led and followed each other in their different roles.

Clear the space for this activity

This activity has been adapted from: Colombian hypnosis pg51, Boal, Augusto, (2002) (2nd ed) Translated by Adrian Jackson, Games for Actors and Non-Actors, London, Routledge

1. Explain the learning objective to the group. Ask the group to find a space for themselves in the room. A cleared room is necessary for this activity or a larger hall space.

2. Ask the group to move around the room, move in different directions and to fill any empty spaces in the room. * Health and safety – remove any chairs or objects that could cause injury when the group are moving in the space.

Explain to the group that you would like them to form pairs. Decide who is A and who is B. A is going to be the leader and B is going to be the follower and when the teacher says ‘Swap’ you can swap over your roles. A is going to lead B safely around the room in different directions and in different ways. However A must place their hand in front of B’s face, about 20 – 40cm away, palm of the hand facing B and base of the palm at B's chin level. A then leads B with their hand. Initially encourage A to move their hand from left to right, up and down, using slow, steady movements. B must respond to these movements. A must ensure that B is safe at all times, but try out different ways of moving around the room. It might be useful for the teacher to model an example of this activity for the class. Encourage the group to use non-verbal communication and to work together. This activity is done in silence. Swap over.

3. When the group has tried the exercise a few times ask the group to come together and to discuss the activity based on the Reflection and discussion questions.

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Pairs activity Year groups:2nd, 3rd, TY

Reflection and discussion:

Ask the group if they enjoyed the activity? Why? Why not?

Did they prefer being the leader or the follower in the pair? Why?

Did they find it easy to find different ways of moving?

Did they work together as a pair?

If they played the game again would they do anything differently?

Follow on discussion:

Was there a clear leader/follower in the play?

Was Frank part of a gang? Why/ Why not?

What type of leaders were the Souths and the Kellys?

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Unit 3: Understanding and discussing gang violence

Status cards

Drama activity

Learning Objective: To understand the idea of status and roles in a gang.Learning Outcomes:Students will develop an understanding of different roles in a gang.Students will consider what is meant by status in a gang.Students will work together to discuss the ideas of status and roles in the play Where in the World is Frank Sparrow?



CSPE: The Individual and Citizenship Concept: Human DignityEnglish: Personal, Social and Cultural Literacy Unit theme: Gangs – status, character analysis and

understanding characters

Materials: A deck of cards (joker cards removed), photocopiable pairs question cards.

Clear the space for this activity!

1. Explain the learning objective and the outline of the game to the class. We will be using a deck of cards (with the joker cards removed for this activity) to look at status and roles in a gang.

2. Ask the students what they understand by the word status. As a whole group write down the suggestions on the board or a large sheet of paper. This activity could be done a similar way to the Mind Map about the play in Unit 1. Ask the group to think about the concept of status in relation to members in a gang.

3. Explain that in this context, status is a position in a gang. Status can change. People “play” different status with different people. There is high, middle and low status.

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Whole class and pairs work activity:

Year groups:2nd, 3rd, TY

Status Activity:

1. Ask the group to stand in a circle. Shuffle the deck of cards, remove the joker cards. King, Queen, Jack and ten are high status cards

Ace, two, three, four are low status cards

Five, six, seven, eight and nine are middle status cards

Ask each student to take a card but to keep the status of the card to themselves.

2. Set the context for the status cards. Everyone is on the main street of a town/city. Ask the students to walk around the space (the main street) with the status of the card they have been given. Ask them to think about eye contact, how they walk, do they greet other people? Bring the group back together in a circle after a few minutes. Discuss with the group how they walked, if they made eye contact or if they greeted people depending on their status card.

3. Play the activity again. Shuffle the deck of cards. This time ask the students to take a card, but not to look at it themselves. This time they will try and determine what their status is from the way other people respond to them. The students hold the card up to their forehead so that it is visible to others but not to themselves.

4. Give a context again – main street, school, shop. Students move around the space and respond to each other according to status. Once again they should consider eye contact, how they walk and greet other people.

5. Ask the group to come back into a circle. Without talking to each other ask them to place themselves in the high, middle or low status group according to what status they felt other people treated them. The teacher asks each status group why they felt they had high, middle or low status. Ask the students to look at the cards.

6. Ask the group to sit in a circle for a discussion about the activity and a follow-on pairs discussion about the play.

Discussion and Reflection:

Discuss with the group how they presented the different types of status.

What showed high, middle or low status?

Discuss with the group how it felt when they had a high/low/middle status card? How did they respond to each other?

Was it difficult to play the different status? Why?

How did they feel when the status was imposed on them? Did they change the way they walked in the space according to how other people were responding to them?

Ask the group to think about status in relation to the play.

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Pairs Activity:Discussion and reflection follow-on activity about Where in the World is Frank Sparrow?

Read the following extract taken from Social Psychology (4th ed) 2005 by Michael A. Hogg and Graham M. Vaughan aloud to the group:

“All roles are not equal: some are consensually more valued and respected and thus confer greater status on the role occupant. The highest-status role in most groups is the leader. In general, higher-status roles or their occupants tend to have two properties: 1. consensual prestige; 2. a tendency to initiate ideas and activities that are adopted by the group.

Groups furnish a pool of relevant others with whom we can make social comparisons in order to assess the validity of our opinions and abilities.” (Hogg and Vaughan, 2005, 305)

Pairs activity: These questions are available in the photocopiable section.Think about the different roles and status in Where in the World is Frank Sparrow?

What role did Aaron South have in the South gang?

What status did he have? Why and how did Aaron have that status?

What role did Aaron South’s gang provide for him? How had they come to the consensus that Aaron was their leader?

What role did Kira play in her father’s gang?

Did any character’s status change? How? Why?

Frank wasn’t part of a particular gang. How did this make him feel?

Do males and females differ in their presentation of status? How did Kira demonstrate her status?

How did the Kellys and the Souths show their status in Shadow City?

Closing Round: Ask the group to think about the discussion they have had about status. Have they discovered anything new about the concept of status? Did the group enjoy this activity? Why?

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Unit 3: Understanding and discussing gang violenceWalking debate Gang structures






Unit theme: Considering gang violence and responding to statements

Learning Objective: To think about gang violence using a walking debate.Learning Outcomes:Students will think about gang violence using a walking debate.Students will consider different choices they can make in the walking debate.Students will discuss what they understand by gang violence in the walking debate.

Adapted from: http://www.trocaire.org/sites/trocaire/files/pdfs/edu/theme/foodcrisiswalkingdebate.pdf [Accessed on: 25th August 2012] Also adapted from: http://cspe.slss.ie/resources/CSPE%20Teacher%20Guidelines%20Revised%202005.pdf [Accessed on: 25th August 2012]

1. Explain the concept of a walking debate to the group. Place a sign saying “Agree” on one side of the classroom and “Disagree” on the other side of the classroom, “Undecided” in the middle space of the classroom. A line could be drawn or marked with masking tape along the floor or an imaginary line could be set for the class to move on and off when they react to the statements. Explain that the students will stand in the middle of the classroom if they are unsure if they agree or disagree with a statement and closer to the “Agree” or “Disagree” sign depending on what they think about each statement.

2. Call out the statements on the following page to the group. After each statement ask the group to step off the Agree, Undecided and Disagree line again. Discuss their reasons for standing closer to the Agree, Undecided and Disagree signs after calling out each statement.

Whole group and pairs activity

Clear the space for this activity!

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Materials: Paper, signs with Agree, Disagree, Undecided and the statements.

Statements for the walking debate:

A gang provides protection.

Being part of a gang means everything.

The leader in a gang is more important than the other gang members.

It would be good if gangs ruled our world.

Followers should always agree with their gang leader.

It is important to use violence to defend yourself.

Sensitivity in gang members is not allowed.

Rivalry can help build character in a person.

Being a member in a gang gives you an identity.

You should always defend your territory.

More statements could be improvised during the walking debate.

3. When the group have considered all the statements ask the group to sit in a large circle. Discuss the various statements with the group. The teacher can call out the statements again and the group can discuss the statements in more detail. Alternatively, the teacher might judge that it is more appropriate to briefly discuss each statement immediately after the students maker their Agree/Disagree choice. A circle discussion can expand on these brief discussions.

4. To develop this idea the group could consider their own statements and create a walking debate from them.

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Unit 3: Understanding and discussing gang violenceDiscussion groupsSmall group activity


Topic: Group workTopic: Making Decisions

CSPE: The Individual and Citizenship The Law

Concept: Human DignityConcept: Rights and Responsibilities

English: Personal, Social and Cultural Literacy Unit theme: Gangs, violence, gang violence. Discussion groups- Venn diagram ideas about gang violence.

Learning Objective: To understand the idea of the gangs and different types of gang violence using small group Venn diagrams.Learning Outcomes:Students will develop an understanding of what is meant by gangs and the different types of gangs.Students will consider the role of gang members.Students will use small group Venn diagrams as a means of discussing gangs, violence and gang violence.Students will work together to discuss gang violence in the context of the play Where in the World is Frank Sparrow?.

Materials: Larger sheets of paper, pens, markers, whiteboard, whiteboard makers or blackboard and chalk, useful information and advice sheets from Unit 4, photocopiable questions to think about.

1. Explain the learning objective to the group. As in every classroom and lesson ensure that all the SPHE ground rules are in place; ensure that this is a safe environment for discussion and encourage sensitivity to the group and each other when discussing various ideas. In the centre of the whiteboard/blackboard, draw a circle; write the word “Gangs” in one circle. Draw another circle overlapping this circle to create a Venn diagram and write “Violence” inside that circle. Write “Gang violence” in the middle circle. Ask the group to think about these terms. What is their understanding of these terms? Write the group’s ideas on the board. Ask the group to consider if there are different types of gangs, violence and gang violence? Write down any suggestions from the group on the board.

2. Divide the group into smaller groups, maybe five or six groups depending on class size. Give each group a large sheet of paper. Ask each group to choose a different type of gang violence, or give each group a different heading. For example: Knife crime; Physical attacks; Verbal bullying; Social media bullying. Give the group ten-twelve minutes to work together, discussing and writing down any ideas about their topic.

3. Using the strategy from Unit One of the Teacher Book (see page 8), ask the group to create a mind map of the different types of gang violence. Ask the group to consider the idea of difference and acceptance in a gang. Give each group the 'Questions to think about' sheet which is also available in the photocopiable section. While the groups are working together the teacher can “visit” each group and discuss their ideas and offer help or advice.

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Small groups activity: Year groups:2nd, 3rd, TY

4. Ask the groups to come back together as a whole group in a circle.

Questions to think about: What is a gang? Why or how are gangs formed?

What is gang violence? Where or when do we witness it?

What is the role of a gang member? What is the role of a gang leader?

What could people do if they were part of a gang but feeling uncomfortable with some of the gang’s attitudes?

Who could they talk to? What advice would you give them?

What can schools and the wider community do to prevent gang violence?

Reflection and discussion about the activity:Ask a spokesperson from each group to discuss the various thoughts and ideas their group had about the different types of gang violence.

Think about the various suggestions: Ask the group to think about what policies their school has regarding gang violence. Are they aware of the school’s policies?

(Have a copy of the Schools Anti-bullying and Equality and Diversity policies which the class can look at and discuss.)

Does the group have any more ideas about policies that could or should be added to the school’s policies?

Does the school have a Student Council in place? What is the role of the Student Council?

What could the Student Council do to promote difference and acceptance in the school?

Discuss ideas with the group. Write down any suggestions from the group. If the school does not have a Student Council at present could the group discuss this with the wider school community, principal and other teachers and think about setting up a Student Council?

What does the wider community do to address/prevent gang violence? Ask the group to think about various advice agencies. What agencies could help with promoting difference and acceptance in the school and the wider community? What agencies could people talk to if they were being targeted by a gang or unhappy as a gang member? A copy of the Useful Information in Unit 4 of the Teacher Book can be given to each student.

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Follow on reflection and discussion, linking with the play:As a whole group discuss the ideas of gang violence and difference and acceptance in the play Where in the World is Frank Sparrow?

Think about Where in the World is Frank Sparrow?. What forms of gang violence took place?

What might Aaron South have thought about the rivalry between the Souths and the Kellys?

How did Aaron South respond to people breaking the rules about territory?

What role did Kira see for herself in the Kelly gang? What role did she play in this gang?

How did Kira respond to the gangland violence?

What choices did Kira make?

What choice did Kira make near the end of the play? Why did she make that choice?

Think about the idea of difference and acceptance. How was Frank different from the other characters? What did Frank do to gain acceptance from his peers?

Who did Frank talk to about how he felt?

Did Kira have somebody to talk to?

Who could Aaron have spoken to?

Did any character try to change what was happening?

Think about Frank and Kira. What action did they take? Why?

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Unit 3: Understanding and discussing gang violenceGroup Diamond Nine activityActive Learning

SPHE: Belonging and Integrating Topic: Group work

CSPE: The Individual and Citizenship Concept: Human Dignity, Rights and ResponsibilitiesEnglish: Personal, Social and Cultural Literacy Unit theme: Gang violence, speaking in a group,

expressing opinions.

Learning Objective: To use the Diamond Nine task to place statements in order of priority using the characters in the play as a basis for the activity.Learning Outcomes:Students will discuss the statements in small groups and decide the order for priority in relation to the characters.Students will consider the statements in relation to the different characters in the play.

Adapted from the National PSHE CPD PROGRAMME, Paul Gateshill, Principal Consultant for PSHE National PSHE CPD Programme. Presented at the PSHE Association Conference 2010, Website: www.pshe-cpd.com and www.pshe-association.org.uk/file_download.aspx?id=7340[Accessed 22nd August 2012]

1. Explain the learning objective and the Diamond Nine task to the students. Divide the students into small groups of five or six depending on the class size.

2. The Diamond Nine task can be used with a group of students to consider different topics. The groups are given ten statements and asked to choose nine of the ten statements and place them in an agreed order of priority in a diamond shape. The top priority statement goes at the top of the diamond, then the next two under that, followed by a row of three, then two, ending with lowest priority statement at the tip of the diamond. The students can adapt the wording of the statements if they like. There is no right or wrong answer or correct order for the statements. The main objective is to consider the statements and think about why the statements are placed in this diamond order.

1

2 3

4 5 67 8

9

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Small groups activity:

Materials: Diamond Nine statements

http://www.pshe-cpd.com/

3. Each group is given ten statements from the gang violence statements below. Choose nine of the statements. Explain that the group choose the character of Aaron first, then Kira and finally Frank. Place the statement cards in order according to how they think those characters would place them.

Diamond Nine Statements: Focus on Gang violenceIt’s important to be part of a gang

I feel like I belong

It’s better to be seen and not heard

It’s important that my family is respected by other people

I believe in doing the right thing

I don’t care what other people think about me

I don’t consider myself to be violent

I regret what I did

Carrying a knife provides protection

I want people to get along

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*Note: This activity could be adapted and used in SPHE, CSPE and English for a variety of discussion areas.

Discussion and reflectionWhen the group have created their Diamond Nine with the statements ask the groups to consider the following questions:

Discuss as a group how they decided on the order of priority for each character.

Was it easy to decide on the order of the statements for each character?Did the groups adapt any statements for any character? If yes, why?

What statements would they add to the Diamond Nine?

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Unit 3: Understanding and discussing gang violenceForum Theatre Active Learning




The law

Concept: Human DignityConcept: Rights and Responsibilities


Unit theme: Gang violenceOral and aural language: Speaking and listening in groups, responding to literature

Learning Objective: To work in role as characters from the play. To make decisions in role.Learning Outcomes:Students will develop an understanding of working together as a group.Students will work together to make decisions in-role as characters from the play.Students will develop an understanding of how decisions have consequences.Students will consider how to give and receive advice.

Clear the space for this activity

The Forum-Theatre activity pg 37 is adapted from: Jonothan Neelands,(Ed Tony Goode) (1990) Structuring Drama Work Book, Cambridge, Cambridge University Press.

1. Explain the learning objective to the group. Forum Theatre is derived from Augusto Boal’s Theatre of the Oppressed. A situation/scene is acted out by actors for an audience. However, both the actors and the audience have the right to stop the action and performance at any point and change the course of events. The audience can step in and take on one of the actor’s roles if they wish.

2. The group needs to watch the situation being performed very carefully and consider what advice they can give to enable the characters. The situation could be based on the work about gang violence or a scene from the play can be chosen or the class may choose to improvise a scene based on a gang making decisions about their territory.

3. For example the class might decide to choose a scene from Where in the World is Frank Sparrow? , perhaps the scene where Aaron South and his gang approach Frank and Kira about being on the South turf. Five or six actors could present the scene. The class observe closely as Aaron asks if it is fair if he uses a knife? An audience member may choose to intervene and say, “Stop!” and step into the scene as one of members of the gang or may suggest to one of the actors playing a gang member to question the actor playing Aaron about using a knife. The actor in role as Aaron can react to this, thus

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Whole group activity


forcing the character to re-think his actions. The teacher could step in and model offering advice too.

4. This scene or situation could be tried by different actors and audience members stepping in and then discussed as a whole group after completing the activity. Forum Theatre can be used across a wide variety of subjects to encourage students to consider different events and actions and their consequences.

Reflection and discussion:

Ask the group if they enjoyed the activity? Why? Why not?

What was it like when they stopped the situation/scene?

How did this enable the characters?

What changes occurred in the situation/scene?

How did the actors feel about the observers telling their character what to do?

How useful would this activity be to discuss other relevant issues or ideas?

If they tried Forum Theatre again would they do anything differently?

Follow on discussion:

What group dynamics existed in Where in the World is Frank Sparrow?

How did the gangs decide what to do?

Was there a clear leader/follower?

Were the characters aware of their position in the gang?

Could a member of Aaron South’s gang have said something to stop the attack?

Why did Kira feel she had to name who she was?

Was her identity as Kelly important to her? Why? Why not?

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Unit 3: Understanding and discussing gang violence

Responding to the “How big do you feel?” Knife crime - Garda Síochána campaign and “Carry a knife and the consequences will follow” – Metropolitan Police video




Concept: Human Dignity, Rights and Responsibilities


Unit theme: Gang violence and knife crime

Learning Objective: To watch the “How big do you feel?” and the “Carry a knife and the consequences will follow” videos and discuss thoughts arising from the videos.Learning Outcomes:Students will watch the “How big do you feel?” and the “Carry a knife and the consequences will follow” videos and think about what is being portrayed in the videos.Students will think about the topics raised in the video and discuss the different effects of knife crime.Students will think about why knife crime is happening and how it affects the individual and the victims.

Materials: “How big do you feel?” and “Carry a knife and the consequences will follow” videos– ICT, Internet access needed. Hand-out with the questions about the video, paper, pens.

*Prior to the lesson, look at the “How big do you feel?” and “Carry a knife and the consequences will follow” videos - how big do you feel? –Knife Crime on You Tube [Accessed 25th August 2012]http://www.droptheweapons.org/droptheknife.html [Accessed 25th August 2012]Click on the Carry a knife and the consequences will follow section of the webpage.

*Note: Ensure that you have checked the website for any changes prior to watching the video with the class.

1. Explain the learning objective to the group. Discuss the questions the group will be answering while watching the video. Give the group the hand-out with the questions to think about and answer while watching the video.

2. Watch the two videos. Discuss the videos and the various answers the group has given to the questions.

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Whole group and small groups activity:


3. Write the word “Knife Crime” on the board, as a whole group create a mind map of this term. Use the questions on the hand-out as a starting point for a discussion about causes and effects of knife crime.

Question to consider:Knife Crime

What is knife crime?

Why do people feel the need to carry a knife?

What are the effects of knife crime?

What are the causes of knife crime?

What can be done to prevent knife crime?

What consequences of knife crime are highlighted in the videos?

Once a knife is introduced into a fight what changes?

How can you protect yourself and others against knife crime?

What information is available about knife crime in Ireland?

Questions for the “how big do you feel?” - Knife Crime and “Carry a knife and the consequences will follow” video:

What happens if you are convicted of carrying a knife?

How much will you be fined?

Are there other consequences to carrying a knife?

What consequences of knife crime are evident in the “Carry a knife and the consequences will follow” video?

How does the character carrying the knife feel?

Why did the producers of this video choose to show the effects of knife crime in this way?

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Reflection and discussion: Discuss the various ideas about knife crime with the group. Ask the group for ideas and advice they would give to young people considering carrying a knife or being part of a gang that uses knives?

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Documents

graffiti.iegraffiti.ie/wp-content/uploads/2012/09/Unit-Three-Frank-… · Web viewThe graffiti board will be a reflection ... write the word “Gangs” in ... or give each group