Understanding Protests

Lesson Overview

Unit: Protest and Ethics Exploration (Lesson 1 of 6)
Duration: 30 minutes
Class Size: 8 students
Age Group: Year 8 (12–13 years)
Subject: Religious Education
Curriculum Link:

• National Curriculum for England (Religious Education, Key Stage 3 - Years 7-9)
• Develop understanding of beliefs and ethical questions in society
• Reflect on diversity of views and the impact of moral decisions
• Engage respectfully with discussions on complex issues

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Learning Objectives

By the end of this lesson, students will:

1. Define the concept of protest and articulate why people choose to protest.
2. Identify different types of protests and reasons behind them (ethical, religious, social).
3. Develop skills in respectful group discussion and sharing personal views.

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Success Criteria

• I can clearly explain what a protest is.
• I can give examples of reasons why people protest.
• I actively listen to others and share my own ideas respectfully.

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National Curriculum Links

• Religious Education Programme of Study:
  • Pupils should learn that beliefs may raise ethical questions that influence attitudes and actions (e.g., social justice, standing up for what is right).
  • Develops pupils’ ability to enquire into questions of what is ‘right’ and ‘wrong’, and to weigh up evidence, opinions and ideas.
• Personal, Social, Health and Economic Education (PSHE) Links: Understanding rights and responsibilities and respect for others’ viewpoints.

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Resources

• Whiteboard / flipchart and markers
• Post-it notes or small cards
• Prepared prompt cards with brief descriptions of various protests (e.g., environmental, religious freedom, anti-racism)
• Classroom space arranged for a circle discussion

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Lesson Breakdown

1. Starter Activity (5 minutes)

"What is a Protest?" Brainstorm

• Write “Protest” in the centre of the whiteboard.
• Ask: “What do you think a protest is?” / “Why do people protest?”
• Students call out ideas; write keywords around “Protest.”
• Prompt with: peaceful, loud, gathering, signs, change, voices, beliefs.

Differentiation:

• Scaffold vocabulary for EAL learners by providing sentence starters: “A protest is when...” or “People protest because...”
• For students with additional support needs, use visuals and simple definitions.

2. Introduction and Explanation (7 minutes)

• Teacher defines protest formally and discusses different reasons for protests (ethical, religious, social justice).
• Highlight variety: marches, sit-ins, boycotts, petitions.
• Share one brief example: e.g., the Civil Rights Movement or recent environmental protests.
• Link to Religious Education: discuss how protest can be motivated by moral or religious beliefs.

Differentiation:

• Provide a glossary sheet with key terms for visual learners.
• Use storytelling approach for learners who benefit from narrative.

3. Group Discussion (15 minutes)

“Circle Discussion: Why Do People Protest?”

• Students sit in a circle to create an open, equal environment.
• Use prompt cards with different protest types – each student picks one.
• Ask each student to share their card and say what they think motivates that kind of protest.
• Open floor for peers to ask questions or add thoughts, emphasising respect and listening skills.
• Teacher facilitates, ensures inclusion and respectful dialogue.

Differentiation:

• Provide sentence frames for sharing opinions (e.g., “I think people protest because…”).
• Pair up quieter students before whole-group talk to develop confidence.

4. Plenary / Reflection (3 minutes)

• Ask each student to write one sentence on a Post-it: “Today I learned...” or “A reason people protest is…”
• Students stick Post-its on a dedicated “Learning Wall.”
• Teacher reads a few aloud to highlight variety and depth.

Extension for advanced learners:

• Challenge: Consider the consequences of protests — positive or negative — and share one in your reflection sentence.

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Assessment for Learning

• Formative: Observing contributions during discussion (respectful listening and relevant ideas).
• Written task in plenary as a quick check of understanding.
• Success criteria posters visible to self-assess participation and learning.

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Differentiation Summary

Learner Type	Strategy
EAL learners	Sentence starters, visuals, simplified key terms
SEND learners	Partner support, concrete examples, multi-sensory input
Advanced learners	Extension reflection on protest consequences
Reluctant speakers	Pre-discussion pairing, written preparation

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Homework / Extension Activity (Optional)

• Research a protest movement (local or global) and bring one interesting fact or question to the next lesson.
• Creative challenge: Design a poster for a protest on a cause you care about (to share in later lessons).

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Teacher’s Notes

• Establish classroom norms for discussion early to enhance respectful listening and speaking.
• Reinforce that multiple viewpoints exist; no right/wrong answers in reflections.
• Emphasise link between protests and ethical/religious motivations to set up unit context.

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This plan balances skill-building and knowledge, fosters inclusive discussion, and closely maps to the National Curriculum’s expectations for Religious Education. It provides a creative and reflective start to the unit engaging Year 8 learners at multiple levels of ability.