If he began to run the gang of boys would think he was running from them – might mistake him for the one they were after. His heart was hammering. He didn’t want involved in this. How far as a school community do we challenge bigotry, prejudice and discrimination towards members, or presumed members, of a religious denomination? The content is best delivered with knowledge of the working definition of sectarianism and also an awareness of the historical context which it has been developed from. Graham’s eyes widened in terror. He couldn’t speak, couldn’t take his gaze from the knife. The boy raised his knife. ‘Speak, ya wee—’ At that moment noise and shouting erupted behind him, and Graham knew right away that he was in trouble.

Graham shook his head. The older boy was half out of it with drink or drugs or both. The rest of them ran on. They shouted from further down the street.This resource has been created by the Citizens Theatre and is designed to be used in conjunction with a novel study of Divided City by Theresa Breslin (ISBN 978-0-552-55188-5). However, it can also be delivered by reading excerpts from the novel. The resource has been specifically designed for Primary 6 and Primary 7. However, in the majority of schools, P7 has been identified as the ideal stage for a number of reasons, including: Many schools have used the resources to initiate discussions and have followed this up by including additional topics (i.e. Holocaust education, gender-based violence, global education and citizenship).

The activities included in this resource create a space for pupils to explore the themes of prejudice, discrimination and bigotry; there is an opportunity for teachers to deliver the session within a wider inclusion-focused project. Divided City is a novel written by Theresa Breslin and published on 5 May 2005 by Doubleday. The novel is written for teenagers and adults concerning the problems of sectarianism in Glasgow and racism against asylum seekers. [1] He was walking fast, eating from his bag of hot chips as he went. Taking a detour via Reglan Street. The kind of street his parents had warned him never to be in. The kind of street where your footsteps echoed loud, too loud – because there was no one else about. At the end of Reglan Street nearest the playing fields, huge shadows danced. The outline of the hunters – distorted and elongated against the bright floodlights used for night games on the football pitches. Graham saw them gather together, become one monstrous creature, then break apart. Their twisted shapes thrown out ahead of them as they came. Seeking. Searching.

How to use this resource

The resource includes a variety of items such as letter templates for communication with parents and worksheets. The modular style of the resource allows practitioners to shape the project to meet the needs of their own learners within their own community environment, making the experience as relevant as possible. What age group is the resource aimed at?

The main characters are young boys called Graham, a Protestant supporting Rangers. Joe, a Catholic supporting Celtic, and a young asylum seeker named Kyoul. There are six workshops which could each take from 1 to 1.5 hours. Learning can be linked across curricular areas particularly literacy and literacy across learning; health and wellbeing; RME; social studies; and expressive arts. From either side the dark openings of the tenement building mawed at him. It was the beginning of May and fairly light at this time in the evening. But even so . . . Graham glanced around. The sky was densely overcast and shadows were gathering. He shouldn’t have lingered so long after football training. Graham’s legs stopped working. He was too far from the main road. Too far to run. This gang would catch him easily.The novel study prepares P7 children for wider influences across the community which they may experience in their move to secondary education. How does this work link with the range of protected characteristics that are defined by the Equality Act (2010)? Graham pressed himself against the door, glad of his skinny frame. The remainder of the gang came down the street, veering onto the pavement as they spotted him.

There is much opportunity for a detailed study of the issues covered in the novel, including sectarianism and bigotry, friendship, the use of language, the history around sectarianism and related subjects. What does the resource include? A variety of activities are utilised with many drama activities incorporated which support young learners to walk in the shoes of people with different viewpoints and beliefs. The six workshops cover an exploration of discrimination, the history of sectarianism and the impact of sectarianism on friendships and on individuals.Do we offer our learners the opportunity to explore their own life experiences in relation to sectarianism? Breslin’s book is broad-minded and bold in the way it refuses to dodge the issues while at the same time trying to give as balanced a view as a writer can of the prejudice that divides friends, families and neighbours. Breslin’s book will grab a few headlines, and if it gets people thinking, especially young people, but just as importantly, adults, then it’s done some good. The fact that it’s also a great wee story is a bonus. P7 children are old enough to understand the key concepts without being too closed in their thinking.