Youth Pack - Unit 5
Session 5.1
Session Title: Status and Influence
HWB Organiser(s)
Social Studies
Experiences and Outcomes
SOC 4-16b
Through discussion, I have identified aspects of a social issue to investigate and by gathering information I can assess its impact and the attitudes of the people affected
SOC4-17a
I can compare and contrast two world ideologies to express and informed view on how ideology affects the lives of people
Learning Intentions
- I can show an understanding of what status is and how it affects standingwithin society
Resources
- Handout Status Rating
- Flipchart and pens
Activities
In any group of people, friends, family, classes, staff groups, there will be some people who have more influence than others. They may be the leaders, the bosses or managers.
These people may lead the group, set the fashions, and choose how other people will work or be opinion leaders.
What things can give a person high status and popularity among groups?
What about Status symbols?
Status symbols may change in value or meaning over time, and will differ among countries and cultural regions, based on their economy and technology
Some societies give whole groups of people higher and lower status based on their social characteristics such as age, gender or ethnicity.
For example in many cultures, old people have high status. Other cultures give men have more status than women. If you are in a low status group it is very difficult to achieve the same high status that others are simply born with.
Give out Handout and ask young people to complete the table, rating the status of the people/professions named, from 1 (no status) – 10 (high status) and give the reasons for their decision. (This could also be done by asking young people to stand along a line and placing themselves rather than given as a handout).
Discussion:
- How do you think had the most status and why?
- How would it feel to no status within society? Have you ever felt like this in situations in your life?
- How would it feel to have the high status within society? Have you ever felt like this in situations in your life?
- What about the people in the middle – how do you think they would feel?
- Have you changed your view about who has status? Why?
Beware of reinforcing stereotypes and prejudices. Stress that situations are not always clear cut and power and status may vary in different settings depending on the values placed on them by a range of people. For example, explain that the local councillor is very important in the local community but will not have the same recognition in the House of Parliament.
What influences you most in your daily life?”
(Friends, parents, teachers, television, newspapers, books, magazines, religion, the internet)
Discuss where we get our main ideas about ethics and morality.
Are friends more influential than parents?
Are parents more influential than teachers? Why?
If everyone in your circle of friends was doing something your parents had taught you was wrong, would you still do it?
What is the biggest positive influence on a healthy lifestyle?”
(Newspapers and magazines, advertising, government, supermarkets, gyms, globalisation).
Discuss what influences what we decide to eat and drink.
Is it the differing costs of certain foods?
Is it the easy availability of all kinds of food? Is it advertising?
Is it the desire of supermarkets to provide cheap foods for consumers?
Is it that farmers want the best price for their produce?
Is it pressure from magazines to be thin?
Is it the ability to transport food across the globe?
How are these different factors related?
Session 5.2
Session Title: Authority
HWB Organiser(s)
Social Studies
Experiences and Outcomes
SOC 4-16b
Through discussion, I have identified aspects of a social issue to investigate and by gathering information I can assess its impact and the attitudes of the people affected
SOC4-04c
I can make reasoned judgements about how the exercise of power affects the rights and responsibilities of citizens by comparing a more democratic and a less democratic society
Learning Intentions
- I can show an understanding what authority is and discuss how it is used in society
Two Minute Challenge
- Discuss in pairs who or what are young people most influenced by?
Activities
Read a short biography of an authority figure, such as First Minister, CEO of a major company or prominent person in history.
Working in small groups ask young people to think about how to answer the following questions.
- What job or role does this person have that puts them in a position of authority?
- What methods did this person use to influence others?
- Identify other authority figures. How do/did they use their authority?
Read out the following scenario;
The head teacher comes over the loud speaker with an announcement that no one is to play on the pitch today since they are repainting the white lines.
Ask the following questions:
- Does the Head Teacher have the authority to make this announcement?
- What method did he/she use to influence others to not use the pitch?
- Have young people share responses and hold a whole-group discussion on the qualities of authority?
Introduce a second scenario:
Later in the week, when the white lines have been repainted and the Head teacher had allowed students to play on the pitch, a small group of pupils went out to play. A fifth year pupil blocked their way and said that no one but he and his friends were allowed to be on the pitch that day.
Ask the following questions:
- Does the fifth year pupil have the authority to keep others from playing where they want?
- What methods did this person use to influence others?
- How is this person’s power different from the Head Teachers?
Discussion;
- How are power and authority alike?
- How are power and authority different?
- Why is the use of power without being in charge unfair?
- Why is authority needed?
- Why is it important to know the difference between authority and power?
Extension/take-home:
- Have students read literature related to bullying, authority figures, prominent people, etc.
- Have young people break into small groups of four and designate each group as power or authority. The group is given 10 minutes during which time each group is to come up with a role-play situation. Have groups share and explain how their role-playing illustrated power or authority. Tie the lesson into current events by instructing students to find news articles depicting authority figures and use them to create a classroom display.
- Give students 10 sentences implying power or authority and have them choose which is defined.
- Ask young people to record their observations of things they perceive as “unjust” (i.e., from current events like the daily news on TV/radio/newspaper, playtime observations of how pupils treat one another, or any ideas pupils may brainstorm for examples while this is being assigned).
Session 5.3
Session Title: Introducing Power
HWB Organiser(s)
Social Studies
Experiences and Outcomes
SOC 4-16b
Through discussion, I have identified aspects of a social issue to investigate and by gathering information I can assess its impact and the attitudes of the people affected
SOC4-04c
I can make reasoned judgements about how the exercise of power affects the rights and responsibilities of citizens by comparing a more democratic and a less democratic society
Learning Intentions
- I can define what power is and how it affects society
Resources
- Flipchart/pens
Two minute challenge
Discuss: Why is the use of power without being in charge unfair?
Activities
Write the word POWER on the flip chart. Tell the young people you are going to talk about power and how people use it. Tell them that sometimes people have a right to tell others what to do and sometimes they don’t.
Write on the flip chart a definition of the word power:
If one person makes another do something, that person is using power.
Power is when an individual or group is able to influence the actions of other individuals or groups against their will or against to their interests, needs, and desires.
Power comes from the ability to impose force -- truncheons, prisons, and punishment; and it derives from the ability of some agents within society to set the agenda for future action.
Power is exercised by states -- through military and police, through agencies and government, through legislation; it is exercised by corporations and other large private organisations; and it is exercise by social movements and other groups within society
To begin, ask young people the following question:
List some of the groups associated with society e.g. Young people, Unemployed, Teachers, Police
- Which groups of people do you think have the most power or influence in society (they get what they want)?
- What do you think makes them powerful? List the attributes of power
- How do you think it feels to be powerful?
- Who do you think has the least power (they have less say in what they want)?
- What makes them less powerful? List the attributes of powerlessness
- How do you think it feels to be powerless?
Finally, ask them to solve the following riddle:
“I am said to be the fourth power in a democracy. I am also considered democracy’s watchdog. Who am I?” (the media)
Session 5.4
Session Title: Powerful Pairs
HWB Organiser(s)
Social Studies
Experiences and Outcomes
SOC 4-19a
I can present an informed view on how the expansion of power and influence of countries or organisations may impact on cultures, attitudes and experiences of those involved
SOC4-04c
I can make reasoned judgements about how the exercise of power affects the rights and responsibilities of citizens by comparing a more democratic and a less democratic society
Learning Intentions
- I can identify the different kinds of power (political, religious and cultural) and how it can be used.
Resources
Power Pairs Handout (could also be put on powerpoint)
Two minute challenge
Which groups normally hold power within society?
Activities
Explain that the aim of the lesson is to explore the nature of power: what it is, how it's acquired and what its limitations are. The lesson will look at the different kinds of power and how they are used.
- On each pair, read out the short statements and ask the young people to vote on who should be more powerful.
- Ask a young person in each camp to explain their choice to the group.
- Take the vote again, and see if it's changed.
- move to the next pair, repeat.
Ask young people to work in small groups. Each group should be asked to consider two of the people on the list and discuss:
- Which of the two people is the more powerful? What power or influence has that person had? (For example, do they act as a role model? Can they change the law? Can they use the media to spread ideas?)
- What are the limits to their power? (For example, can they be voted out? Are they powerful only for as long as people are prepared to take note of them?)
- What are the good and bad ways in which they could exercise their power?
Choose a young person from each group to talk about the answers they gave to 1, 2 and 3.
Invite questions from the rest of the class to the group.
Useful websites:
Extension/take-home.
Research one person you particularly admire and write why you think they should have more power.
Name the three most powerful people alive today, and write a paragraph on each, explaining why you think they're powerful.
Take two kinds of power — for example, religious and political — and explain how that power can be used for good or bad
Session 5.5
Session Title: Feeling Powerless
HWB Organiser(s)
Social Studies
Experiences and Outcomes
SOC 4-16b
Through discussion, I have identified aspects of a social issue to investigate and by gathering information I can assess its impact and the attitudes of the people affected
SOC4-04c
I can make reasoned judgements about how the exercise of power affects the rights and responsibilities of citizens by comparing a more democratic and a less democratic society
Learning outcomes
- I can show an understanding of when and why people feel powerless
Resources
Two minute challenge
What makes a person powerful?
Activities
Give out Handout Statements about Participation. The World Health Organization (WHO), the health arm of the United Nations, has made a number of statements which support participation. More recently, the UK Government and the Scottish Parliament have also made a number of statements that support participation and involvement.
But what stops us?
Why do we find it hard to put our points of view forward or to take part in the decision-making process?
What situations make us feel powerless?
Use the statements about participation to form the basis of a discussion with the group on why they do not have their say.
Split the group into three groups - green group, red group and blue group. Tell the green group they have the power. They have to sit in comfortable chairs, give green group refreshments (if available). The greens order the reds to stand together with their noses touching one wall. They may not look around or talk. They are totally excluded from the activity. The green group gives orders to the blue group e.g. Hop on one leg, do five star jumps, count backwards etc. The blues must do what they greens tell them to do (within the boundaries of safety). After a few minutes stop the game and changes the roles around. After a few minutes in the new roles, change the groups around again so that all groups have the opportunity to play every role.
- What happened during this activity?
- What did the groups feel at each stage of the exercise?
- What did they want to do?
- How did having the power affect people’s behavior?
- How did it feel being the group with no power?
Give out Handout Feeling Powerless. Group members answer the questions individually. The situation they describe can be any occasion where people have felt they had no power or control over what was happening to them for instance, between friends or family, with officials or professionals.
If participants are unable to come up with situations then 3 scenarios could be offered.
- Being in hospital – no dignity/not in control
- In police cells – fear of unknown/authority
- Witness to an action – fear of becoming victim
Ask group to think about other situations where there is an imbalance of power and how that affects people.
Working in pairs, share each other's responses to the questions. (5 mins each.) Working in a big group ask who would like to share their experience in the large group. Write up the key points on a flipchart sheet. Are there any common elements within these experiences? Use the following checklist if required:
Sometimes gate-keepers to resources can withhold things we need e.g. information, medical care, emotional support or choices.
- The physical 'trappings' of power e.g. impressive offices and cars, large desks etc.
- Using a particular language or jargon which others find hard to understand.
- The way that we give others power e.g. by internalizing the feeling that 'they are better than us'.
Now ask participants to look at their example situation again, and to think about what would have made it a better experience for them. From people’s response draw up a ‘checklist for participation’ e.g. ‘being involved’, ‘being listened to’, ‘having control’. Pin this up as you will be referring to this in Participation Exercise.
Session 5.6
Session Title: Participation
HWB Organiser(s)
Social Studies
Experiences and Outcomes
SOC 4-16b
Through discussion, I have identified aspects of a social issue to investigate and by gathering information I can assess its impact and the attitudes of the people affected
SOC4-18b
I can debate the reasons why some people participate less than others in the electoral process and can express informed views about the importance of participating in a democracy
Learning Intentions
- I can identify some of the different levels of participation
Resources
- Statements about participation handout
- Feeling powerless handout
- Why young people want to be involved in issues that affect them handout
- Why young people don’t getinvolved handout
- Ladder of Participation handout
- Participation Activity handout
Two minute challenge
What makes a person feel powerless?
Activities
As we have seen many government and policy documents talk about people participating more in the planning and provision of our services. Participation is about people sharing ideas, thinking for themselves, expressing their views effectively and being involved in decision making process to create change. Children and young people’s rights to participate are increasing embodied in legislation.
Article 12 of the United Nations Convention on the Rights of the Child (UNCRC) states that every child and young person has the right to a say in decisions that affect them. It requires people to listen to what children and young people say and to take it seriously. It requires that we recognize the value of children and young people’s own experience, views and concerns.
This doesn’t mean that young people can tell their parents what to do! The convention encourages adults to listen to the opinion of children and young people and involve them in decision making – not give children and young people authority over adults. The UNCRC is a public declaration by all signatory nations that children are especially vulnerable and have a right to expect special consideration. It came into force in the UK in 1992 and covers 54 articles covering all aspects of a child life.
To reflect this, children and young people are increasingly asked to involved in policy development and the planning, delivery and evaluation of services that impact on their lives.
The right of young people to participate is also a means for influence and power in, matters that affect young people lives.
In April 2004 Scotland’s first Commissioner for Children and Young People (SCCYP) was appointed. Their job is to make sure that people listen when children and young people have important things to say about their lives. This might include people in schools, parliament and law courts. SCCYP job is to make sure promises made under the UN Convention of the right of the child are kept.
However, this involvement is often one off or isolated activity that related to a small project, rather than being fully inclusive and involving young people in the wide range of services and policy development which impact on their lives.
Give out Handout; Why young people want to be involved in issues that affect them, Discuss these then give out Handout; Why young people don’t get involved. These are some reasons why people don’t participate in community or public life.
Officials and Government bodies talk a lot about participation but how do we know what level of participation or influence exists within the structures we deal with? Give out Handout Ladder of Participation and read through it with the group.
Give out Handout participation activities in small groups ask participants to match the examples of activities to levels of participation given in Handout
Discussion points – what were the key areas of debate within the groups? what insights have they drawn from this? Did participants identify more than one level of participation within an example? If so, why? And what does this tell us about levels of participation?
Ask young people if they have any examples of their own to add into the ladder.
Useful websites:
http://www.publicengagement.ac.uk/plan-it/who-engage-with/young-people
http://jwww.unicef.org/ceecis/Child_Youth_Resource_Guide.pdf
Session 5.7
Session Title: Local Democracy and Decision Making
HWB Organiser(s)
Social Studies
Experiences and Outcomes
SOC4-18b
I can debate the reasons why some people participate less than others in the electoral process and can express informed views about the importance of participating in a democracy
SOC4-04c
I can make reasoned judgements about how the exercise of power affects the rights and responsibilities of citizens by comparing a more democratic and a less democratic society
Learning Intentions
I can show an understanding of what local democracy is
Resources
Papers/pens
Two Minute Challenge
What are the benefits of young people being involved in decision making?
Skills, Knowledge, Confidence, Service Meet needs....
Activities
Giving young people a say in how policy and services are developed, provided, evaluated, monitored and improved will ensure that those polices and services really meet their needs and that unmet needs are recognized.
When young people are involved in public policy making the move from being passive recipients of adult’s decisions to ‘right holders’ who are able to assist in shaping their lives and their society.
Split into small groups. Outline the following scenario:
A new Community Partnership has been set up in your area. Its aim is to regenerate the area through a range of social and economic programmes. It has an obligation to fully involve young people in its operation. Taking into account the barriers learned about earlier and also your ‘checklist for participation’ from Exercise 3 what kind of actions would be needed to create greater opportunities for young people to participate in the Community Partnership?
If possible try to relate this to a local situation e.g. a new youth club being set up or after school programme. Ask if, how, when and why they were consulted and if not why – how should they have been consulted.
Each group should note some key points before feeding back to the whole group.
- What kind of things prevent this happening more easily?
- Who do you think should be asked their views about where they live?
- Who is usually asked their views?
- Who is often not asked their views about where they live?
- Do we know where decisions are made?
- Do we know who makes them?
- Why don't we go to Health Board or Council meetings?
- Are they welcoming and accessible for young people?
- Who goes to the meetings?
- Are they too far away or not known about?
- Do you think they want young people to be involved?
- What are the benefits of young people participating in decision making; for young people and for the organization?
- What are the barriers to young people being involved in decision making?
Draw out any experiences which group members may wish to share.
Ask the young people to identify a proposed change at school or in the local area. For example, this could be changes to eating arrangements at school or a change to the local community/leisure centre’s charging policies.
Hold a quick show of hand vote for whether they would be for or against the proposed change.
- Does this vote decide anything?
- What about minority view point?
- What about the role of the school or local council: Why have a council? What is its role in decision making? What happens if individuals do not agree with a councils decision?
- How does local democracy work? Is it effective?
- What would you change to make it more responsive to different peoples view points?
Extension/take-home: Ask young people to make a story from the proposed change; what will happen next? Will the people get what they voted for?
