1. Citizenship Having a say

2. Overview
Unit 1: What political changes have happened for women during the nineteenth and twentieth centuries?
Unit 2: If there is still inequality today, how can we change this?
Unit 3: How can local people change things?
Unit 4: Who’s the greatest change-maker?
Unit 5: What makes a change-maker successful?
Unit 6: How will we take democratic action?

3. Unit 6 How will we take democratic action?

4. Unit 6 overview Content covered in the lesson:
Key learning points
The struggle for gender equality has gone on for centuries and continues today.
The UK political system has developed over time to give women more rights.
Women getting the vote is an example of people working together to bring about democratic change.
Many of the men and women involved in campaigning for the vote for women were ordinary citizens.
Today, a wide range of people, locally and nationally, continue to push for greater equality for women in life and work and a range of other issues using peaceful and democratic means.
Content covered in the lesson:
Planning next steps: becoming a change-maker.
Taking democratic action.

5. What makes a change-maker successful? Recap
Recap: Knowledge check
1. Which act prevented women from voting in ?
2. In which year were SOME women given the vote?
3. When did women get the same voting rights as men?
4. What campaigns are happening around voting today?

6. Planning next steps: becoming a change-maker
Now you have more detailed knowledge about thechange-maker, what could you as young people do to support this cause or campaign on another issue you are concerned about?
Could you become a change-maker in any way?
What kinds of actions could you take?
Democratic action takes many forms. You could:
Organise a meeting or event to discuss or highlight an issue – for example, plan an equalities assembly in your school.
Create an information display in your school or the community.
Survey those in your school or wider community affected and share their views with those who make decisions.
Set up a petition or campaign.
Write to your MP, local councillor or news organisation to raise awareness.
Publish a blog, or create a video, music or artwork to share your views.
Support a campaign by promoting it, sharing it, wearing a badge, setting up an action group or signing a petition.

7. What makes a change-maker successful?
‘Act as if what you do makes a difference. It does.’
William James
American Psychologist and Philosopher

8. Having a say Activity 1: taking action
Your challenge is to take action to try to make a positive difference on an issue that you care about. This might be related to equality or another issue that you care about in your school or wider community.
Tasks:
What issue do you want to address and what do you want to achieve? (AIMS)
Who are you trying to reach/influence? (AUDIENCE)
How will you achieve it? What could you do? (PLAN) 
What support do you need? (RESOURCES)
When will you deliver your plan? (SCHEDULE)
How will you know if you have been successful? (MEASURE/EVALUATE)
See

9. Having a say Plenary: What have you learned from taking action?
What advice would you give to others who are planning to take action on something they care about?
Why is it important for citizens to be active in a democracy?