To research and present information about examples of active citizenship.

•	Work collaboratively.
•	Research examples of campaigns undertaken on refugee issues.
•	Analyse information and present findings.
•	Listen to others.
•	Form an opinion and justify it.
•	Understand how citizens can make a difference.

•	Activity Sheet 1.1 , Group-work on Campaigns, one or more sheets per group to record answers on
•	Activity Sheet 1.2 and Activity Sheet 1.3 , summaries of the work of 4 campaign groups Additional information (from teacher or students)

1. Introduction

•	Brainstorm campaigning techniques.
•	Introduce the concept that what is appropriate for one campaign may not be suitable for another: different methods will be needed in different situations.
•	Ask the class what campaigning methods would be most suitable to help one refugee? To change people's opinions? To make the government change the law?

2. Group work

•	Split the class into work groups.
•	Appoint (or ask students to choose) a leader with responsibility for allotting work and tying together the final presentation on time.
•	Give out Activity Sheet 1.2 and Avctivity Sheet 1.3 , the material summarising the work of the 4 campaign groups; ask the students to look through the information and resources and then complete Activity Sheet 1.1 . Students should also think about how to summarise and explain their example to the rest of the class.

3. Share examples There are several ways to do this:

•	Each group could put on a presentation to the class.
•	Students could visit other groups, swapping information as they arrive at each table.
•	Alternatively each group could split itself into 4 subgroups, each of which would take one of A, B, C and D. Students can then discuss the general questions as a group and use their subgroup examples to illustrate the variation.

Encourage the students to comment on how effective they think their campaign would be in practice. What could be improved? Did the campaigns all seem clear and focused on specific aims? Does any campaign seem better than the others? How are they different? Were students happy with the way their group worked together? Would they change anything next time?

Research a local group or campaign. Invite people into school to interview them about their experiences - both their successes and failures.

Include some posters, pictures and videos as sources of information. Tasks could also be varied to promote a wide range of presentation styles from drama, video, advertising design, etc.

Which of the 4 campaign groups you have considered would you be most likely to support and why?

	1(b) Diversity in the UK,
	1(f) work of community-based, national and international voluntary groups
	2(a) Think about issues by analysing information, participate in discussion
	3(a) Explain others' views
	Key skills: communication