Resistance: Standing Up

Overview

This 45-minute lesson is the fifth in the "Chains of Courage: Exploring Freedom" unit for Year 7 English. It aligns with the National Curriculum for England, focusing on literature study, speaking & listening, and writing skills. Students will explore resistance against injustice both through historical context and the novel Chains by Laurie Halse Anderson. They will analyse characters’ acts of resistance and develop a practical resistance plan for one character, deepening empathy and critical thinking.

National Curriculum Links

Reading (English Programmes of Study – KS3)

Identify and interpret themes and conventions in a range of texts (Reading, KS3)
Understand how language, structure and presentation contribute to meaning (Reading, KS3)

Writing (English Programmes of Study – KS3)

Plan, draft, edit and proofread to improve their writing (Writing, KS3)
Select appropriate grammar and vocabulary, understanding and using language structures (Writing, KS3)

Spoken Language (English Programmes of Study – KS3)

Participate in discussions, presentations, performances, and debate
Consider and evaluate different viewpoints, building on others’ ideas to reach consensus

Learning Objectives

By the end of the lesson, students will:

Analyse examples of resistance against injustice in Chains and from historical figures.
Understand how resistance impacts a character’s journey and development.
Collaboratively plan a resistance strategy for a character in Chains.
Communicate ideas clearly, building on peers’ contributions during group discussion.

Resources

Extracts from Chains highlighting moments of resistance (teacher-selected)
Brief biographies/summaries of historical figures who resisted injustice (e.g., Harriet Tubman, Nelson Mandela, Rosa Parks)
Resistance Plan template worksheet (with prompts for strategy, motivation, risks, and expected outcomes)
Whiteboard/flipchart and markers
Pens and notebooks

Lesson Breakdown

Starter (5 minutes)

Hook: Read aloud a powerful extract from Chains where the protagonist resists an unjust situation (e.g., Isabel refusing to comply quietly).
Think-Pair-Share: "Why do you think standing up against injustice is important? What are some challenges people might face?"
Link to historical examples: Teacher briefly introduces 2-3 historical figures known for resistance (selected for accessibility).

Main Activity 1: Character Resistance Analysis (10 minutes)

In pairs, students receive a different short extract from Chains featuring a character’s act of resistance.
They identify:
- What is the injustice faced?
- How does the character resist?
- What risks does the character take?
- What impact does this resistance have on the character’s journey?
Pairs share key points with class; teacher records on the board under clear headings.

Main Activity 2: Creating a Resistance Plan (20 minutes)

Group work: Split class into two groups, each assigned a character from Chains who does face injustice but whose resistance could be further developed.
Using the Resistance Plan worksheet, groups:
- Define the injustice situation clearly.
- Brainstorm creative strategies for resistance (verbal, physical, strategic).
- Consider consequences and risks.
- Predict how this plan could change the character’s journey towards freedom.
Teacher circulates for scaffolding, encouraging critical thinking and historical parallels.

Plenary: Impact Reflection and Speaking (10 minutes)

Groups present their resistance plans to class.
Class discusses which plans seem most effective and why.
Teacher facilitates reflection on how acts of resistance empower individuals and change narratives, linking back to both history and Chains.
Final question posed: "How can understanding resistance in stories help us respond to injustices in today’s world?"

Assessment

Formative through observing pair and group discussions, evaluating engagement with texts and collaboration.
Review of Resistance Plan worksheets for depth of understanding and creativity.
Plenary presentations assess speaking skills linked to the Spoken Language programme of study.

Differentiation & Inclusion

Scaffolded extracts with guiding questions for lower ability learners.
Extension: Challenge higher ability students to include references to rhetorical techniques or historical context in their plans.
Provide sentence starters for speaking and writing tasks as needed.
Encourage all voices during group discussions to ensure active participation.

Homework / Independent Learning

Students select another character from Chains or a historical figure not discussed in class and write a short diary entry imagining their feelings and motivations in resisting injustice.

Teacher Reflection Prompts After Lesson

Did students demonstrate understanding of resistance’s role in narrative and history?
Were students able to synthesise textual and historical knowledge creatively?
How did the collaborative planning engage different learners?
What adaptations are needed to deepen critical thinking and empathy?

This lesson aims to invigorate study of Chains with active engagement, interdisciplinary historical connections, and critical empathy development—all central to the Year 7 National Curriculum’s vision for English.

Teaching Instructions