EXPLAIN:

Up until this point, we've focused on:

• how our behaviours and actions can be used by others

• how the way we communicate can identify us to them

• how our needs can lead us to make decisions that ordinarily we wouldn't have chosen

We'll look at the potential outcomes of allowing this to happen during this activity, considering Marcus' situation and the possible consequences of his actions. Then we'll look at specific examples of groups that might try to influence or prey upon us to help us understand where particular choices can lead.

Introduce Learning Outcomes for this session.

ASK: (open question to pupils by teacher):

• How does everybody feel about today's session and what we have learned so far?

Pupils should indicate how they feel with a simple gesture such as thumbs up, thumbs down, or thumbs in the middle. You may wish to reassure anyone feeling uncomfortable by referring back to the ground rules and explaining that we will debate and challenge ideas, not each other. The purpose of this is to inform our thinking, which may require us to respectfully and appropriately disagree with each other. This is a vital part of any healthy debate.

EXPLAIN:

Pupils should work in pairs and discuss the potential outcomes of Marcus's situation.

Look back at the last page from the story where Marcus' friends want him to join them in breaking into Old Man Baker's flat.

ASK: (open question to pupils by teacher):

• What needs might be driving Marcus' choices at this point?

• Which ones might be more important to Marcus than to the others

Pupils should think back to the basic human needs:

• to belong

• to have power

• to survive

• to be free to choose

• to enjoy life for its own sake

SHOW:

Slide 3: Basic human needs

EXPLAIN:

Marcus' strongest driver at this point might be his need to survive this situation. However, he still has the power to make a positive or negative choice, and the right choice might not necessarily be the obvious one.

POSITIVE CHOICE - helping the old man

• thinking about the human rights of the old man,

• recognising that he is much more vulnerable than Marcus and therefore putting the old man's survival need before his own by telling him or someone else, or

• persuading his friends not to go through with what they are planning.

NEGATIVE CHOICE - leave them to it and do nothing

• removing himself from the situation and putting his own survival need first but neglecting the old man.

Marcus is perhaps acting out of a need to belong and/or the sense of power this situation gives him. All of this has previously led him to make negative decisions. Now Marcus may also have to balance his need to be free and enjoy life, both of which could be under threat.

Whatever the reason, the fact is that Marcus' needs have placed him in this situation. Marcus has been influenced, which has led to him potentially making a negative choice. This could result in harm to others.

EXPLAIN:

Doing harm to others is sometimes seen as a legitimate way to act. In some ways, the boys in the story felt that breaking into the old man's flat (and therefore ignoring how this might affect him) was fine.

Some groups operating in societies, both in the UK and elsewhere worldwide, promote violence and direct action against other groups or individuals. This is because they believe such action will get them what they want. They often exploit others (particularly young people) to support or carry out these acts for them.

ASK:

• What do you think the following terms mean? (Help pupils by talking through the definitions given on Slides 4 - 11).

  • ideology

  • extremist ideology

  • terrorism

  • radicalisation

EXPLAIN:

Research from a wide variety of organisations shows that the exact needs that led Marcus to the situation at the old man's flat are also used to drive, influence or 'groom' individuals to take part in seriously harmful behaviour and even acts of terrorism. The youngest person convicted of terrorism offences in the UK was just fourteen when first arrested.

ASK:

• Are you aware of any organisations that commit acts of terror in the UK or worldwide? (Note responses to ascertain levels of knowledge).

Let's now look at the beliefs and ideas of some of these organisations.

Teacher to lead a class/small group discussion on some of these extreme groups and their ideologies (see Resource Sheet 8a: A discussion guide for an exploration of key ideas from the following groups):

• National action: A neo-Nazi, British nationalist youth organisation deemed a terrorist entity by the government of the UK. The group is secretive and has rules to prevent members from talking openly about the organisation.

• DAESH - the Islamic State of Iraq and the Levant (ISIL), the Islamic State of Iraq and Syria (ISIS): A group that believes in an extreme set of ideas that promote religious violence. They claim to have religious, political and military authority over all Muslims worldwide.

Introduce a few of the discussion points from the guide if they do not come up during the discussion. Base this around the following questions.

ASK:

• What do you think of this idea?

• Do you agree/disagree with it, and why?

• What do our British values and Children's Rights say about these ideas?

In small groups/tables, allow pupils to reflect on these questions. Come back together as a class and take feedback on each question, if time allows.

EXPLAIN:

Pupils need to understand that numerous studies have concluded that anyone from any background, religion, community or country can become vulnerable to or involved in acts of terror. There is no single dominant profile or 'type' of person that is susceptible.

In studies of those who have become involved, the only common factors found are that these men and women are ordinary people from all different walks of life and different levels of education, with few or no previous criminal convictions. Often, no one who knew these people suspected them of being involved or even capable of becoming involved in acts of terror. They hid their views and actions from their families, neighbours and friends.

More and more research is being done to understand why people (particularly young people) are being drawn into this kind of behaviour.

ASK:

• What are the possible warning signs that someone may be becoming radicalised or being drawn into terrorism?

SHOW:

Slide 12: Signs that someone might be becoming influenced

Start by talking about some of the possible warning signs listed on the slide, including:

• secrecy

• associating with new social groups/stop mixing with old ones

• becoming withdrawn

• changes in attitudes/beliefs

• comments that seem out of character, including on social media sites

• changes in clothing/appearance

Stress that sometimes these things are also just signs of someone growing up, forming themselves and becoming an adult, but it's essential to be aware and talk to someone if you have concerns about anyone.

EXPLAIN:

We've seen the potential impact of negative influence, both for Marcus and in terms of acts of terror.

ASK:

• What have we learned that can help ensure we don't get drawn into negative behaviours and, in extreme cases, terrorism?

Pupils should think of one positive thing they could do to make themselves more resilient to negative behaviours (e.g. try to live by British values, promote and protect the rights of others, especially children, etc.).

Briefly poll the class to compile a list of pupils' ideas.

ASK:

• What actions will we take to help keep ourselves and others safe and never experience these kinds of consequences?