lonely and subsequently campaigning for more day centres to help them? After this discussion, ask students to work either individually or as part of a group to draw and label their ideal active citizen. What contribution would they make and how might they behave? Extension/follow-up activity: You may wish to further investigate digital democracy with your students by looking at the issue of whether clicking on Facebook is a form of ‘like’ or whether it enhances democratic ‘slactivism’ engagement. Have they personally participated in any online campaigns? Following on from the #Kony2012 (which you may wish to show students) you could opt to show Al Jazeera’s coverage of the debate as stimulus for students. 63 Having your say in To compare the key Brainstorm dictatorships as a starting point for Alois' experience of living in a other parts of the differences between the lesson with the class. What do students dictatorship: world: comparing dictatorships and democracies already know? Use this as a discussion point to democracies and around the tease out some of the key differences between dictatorships democracies and dictatorships, which are Human rights ahead of the investigated in greater detail during the next Theme D1 President’s visit: what is China task. accused of? Produce a card-sort showing the key differences associated with democracies and dictatorships. Ask students to split the cards into two piles, representing the different systems. How is of living in a dictatorship different from our experience in Britain? Ask students to write a short reflection. You may wish to focus on a topical story about whether or not the British government should cut its links with dictatorships around the world, as argued by some human-rights campaigners. Do students think that trade and good
lonely and subsequently campaigning for more day centres to help them? After this discussion, ask students to work either individually or as part of a group to draw and label their ideal active citizen. What contribution would they make and how might they behave? Extension/follow-up activity: You may wish to further investigate digital democracy with your students by looking at the issue of whether clicking ‘like’ on Facebook is a form of ‘slactivism’ or whether it enhances democratic engagement. Have they personally participated in any online campaigns? Following on from the #Kony2012 (which you may wish to show students) you could opt to show Al Jazeera’s coverage of the debate as stimulus for students. 63 Having your say in other parts of the world: comparing democracies and dictatorships Theme D1 To compare the key differences between dictatorships and democracies around the Brainstorm dictatorships as a starting point for the lesson with the class. What do students already know? Use this as a discussion point to tease out some of the key differences between democracies and dictatorships, which are investigated in greater detail during the next task. Produce a card-sort showing the key differences associated with democracies and dictatorships. Ask students to split the cards into two piles, representing the different systems. How is of living in a dictatorship different from our experience in Britain? Ask students to write a short reflection. You may wish to focus on a topical story about whether or not the British government should cut its links with dictatorships around the world, as argued by some human-rights campaigners. Do students think that trade and good Alois' experience of living in a dictatorship: Human rights ahead of the President’s visit: what is China accused of?
Edexcel_GCSE_2016_Citizenship_Studies_Scheme_of_Work.docx