TASKs for democracy

PLANNING
Preparation
Tables need to be arranged so that both small group work and whole group plenary presentations can be
easily managed.
If you decide to have the groups read the stories in jigsaw style, then you need enough copies of the stories
in each micro-group.
Resources and equipment
Enough A3 or larger posters and felt-tip pens, Post-its
Tips and potential difficulties
Insist on the rules during micro-group work: members take turns to share their ideas, and it is always the person
on the right of the speaker who draws on the poster if the group accepts the idea presented as important for
their dream school.
TASK SHEETS
Stories of conflicts in schools (from the Pestalozzi Online Community of Practice and from Friendly school,
Activity No. 16)
1) Adam, aged 13, was always fairly open about his mixed Christian-Jewish background in his class. He had
already been on the receiving end of racist remarks from some of his classmates but one day a boy in his class
started bullying him by showing swastikas to him on his phone and playing one of Hitler’s speeches into his
ears during the break. After about 10 minutes of this Adam, who had never been in a fight with anyone before,
was so upset that he tried to punch the boy two or three times. The boy started giggling and Adam, realising
that he was not cut out to fight, sat down at his desk and started crying. This was when the teacher stepped
into the classroom and asked the other students what had happened.
Having heard the story, the teacher took Adam and the bully to the principal’s office without saying anything
to the class. In the principal’s office the boys were made to sit down and they had to listen to the principal’s
speech about all the good Jews she knew. The bully had to apologise. Finally, as a punishment, the bully was
made to do research about Judaism for a presentation for his classmates. The presentation was never held
and the conflict was never really discussed in class.
2) At school a group of students aged 10 are gathered round reading some graffiti on the wall and laughing.
Hamsa is alone a little further away.
Teacher: What’s all this about?
Sam: Somebody’s sprayed paint all over this wall.
Teacher: Do you think that’s funny?
Maria: Not right is it, Sir, illegal immigrants coming to our country like this.
Tony: And they’re taking our houses and jobs too, that’s what my dad says.
Alice: And bringing their strange ways with them!
Sam: Where do they come from?
Tony: Don’t know, but the sooner they go back the better. That’s what my dad says anyway.
Teacher: Now run along to your lessons and stop wasting time.
In the schoolyard, a few weeks later, Hamsa is playing ball by himself.
Maria: Do you know him? That’s one of the illegals who arrived last week.
Sam: How do you know? Have you spoken to him?
Activity 25 – Dream school Page 141