Citizenship at Key Stage 2
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This page suggests (in emphasis
) ways in which J.R.R. Tolkien's The
Hobbit can be used to meet the teaching objectives set in the National
Curriculum. The popularity of Peter Jackson's film adaptation of The
Lord of the Rings is also used. The ethical dilemmas faced by the characters
in The Hobbit, particularly Bilbo Baggins, makes this a particularly
suitable book to inspire discussions about citizenship.
Knowledge, skills and understanding
Developing confidence and responsibility and making the most of their abilities
1) Pupils should be taught:
- to talk and write about their opinions, and explain their views, on issues
that affect themselves and society Pupils could be encouraged to talk
and write about the issues raised in The Hobbit.
- to recognise their worth as individuals by identifying positive things
about themselves and their achievements, seeing their mistakes, making amends
and setting personal goals Pupils could be encouraged to see how Bilbo
Baggins changes through the novel. They could draw charts, comparing Bilbo
to themselves, noting where they have personal goals.
- to face new challenges positively by collecting information, looking
for help, making responsible choices, and taking action Starting with
class discussion about how these skills are used by Bilbo and other characters,
children could be encouraged to work in pairs to collect information, etc.,
about a challenge.
- to recognise, as they approach puberty, how people's emotions change at
that time and how to deal with their feelings towards themselves, their
family and others in a positive way
Show the party scene from the beginning of the Lord of the Rings
film. Discuss the idea of 'coming of age', and its relation to puberty.
Identify 'coming of age' ceremonies in the societies and cultures known
to the class, and the rights and responsibilities which will come to the
children.
- about the range of jobs carried out by people they know, and to understand
how they can develop skills to make their own contribution in the future
From books and articles about the making of the film, and children's
knowledge, identify all the jobs involved (from Tolkien's teachers, who
gave him his love of languages, to cinema staff). Make 'person profiles'
for all these people, and ask each child to identify their own aptitudes:
which jobs are they most suited for now? Which skills will they need to
develop?
- to look after their money and realise that future wants and needs may
be met through saving. Look at Bilbo's concerns before going with the
dwarves, particularly noting the concern about 'funeral expenses'. Discuss
whether treasure-hunting was the best plan! Look at the attitudes of the
various characters towards gold: dwarves, dragons, elves and hobbits.
Preparing to play an active role as citizens
2) Pupils should be taught:
- to research, discuss and debate topical issues, problems and events
- why and how rules and laws are made and enforced, why different rules
are needed in different situations and how to take part in making and changing
rules Discuss the different rules and laws obeyed by the different races
in middle-earth. How do these compare to those in Britain today?
- to realise the consequences of antisocial and aggressive behaviours, such
as bullying and racism, on individuals and communities Discuss the impact
of Bilbo's evasions and lies about the finding of the ring. Discuss the
motivations behind the various participants in the battle of the five armies,
and the impact of the battle.
- that there are different kinds of responsibilities, rights and duties
at home, at school and in the community, and that these can sometimes conflict
with each other
- to reflect on spiritual, moral, social, and cultural issues, using imagination
to understand other people's experiences. Relate the issues raised in
The Hobbit to real life issues, including religious belief, honesty, companionship
and differences between cultures.
- to resolve differences by looking at alternatives, making decisions and
explaining choices
- what democracy is, and about the basic institutions that support it locally
and nationally
- to recognise the role of voluntary, community and pressure groups
- to appreciate the range of national, regional, religious and ethnic identities
in the United Kingdom
- that resources can be allocated in different ways and that these economic
choices affect individuals, communities and the sustainability of the environment
- to explore how the media present information.
Compare various websites on JRR Tolkien.
Developing a healthy, safer lifestyle
3) Pupils should be taught:
- what makes a healthy lifestyle, including the benefits of exercise and
healthy eating, what affects mental health, and how to make informed choices
Look at the foods described in The Hobbit. Compare the
food eaten to lifestyles.
- that bacteria and viruses can affect health and that following simple,
safe routines can reduce their spread
- about how the body changes as they approach puberty
- which commonly available substances and drugs are legal and illegal,
their effects and risks
- to recognise the different risks in different situations and then decide
how to behave responsibly, including sensible road use, and judging what
kind of physical contact is acceptable or unacceptable. Look again at
the risks faced by Bilbo, and how he made decisions. Talk about the difficulties
of risk assessment (including insufficient knowledge).
- that pressure to behave in an unacceptable or risky way can come from
a variety of sources, including people they know, and how to ask for help
and use basic techniques for resisting pressure to do wrong Identify
the techniques used by characters in The Hobbit, and other
techniques known to the children. Discuss which situations each technique
is best suited for, and personal preferences for each technique.
- school rules about health and safety, basic emergency aid procedures and
where to get help.
Developing good relationships and respecting the differences between people
4) Pupils should be taught:
- a) that their actions affect themselves and others, to care about other
people's feelings and to try to see things from their points of view Give
each child the name of a character, and ask them to describe a scene from
their point of view. Draw attention to the way two people can see the same
thing in different ways.
- to think about the lives of people living in other places and times,
and people with different values and customs PSHE Opportunity > Geography
3) a History 2) a
Identify the various peoples within The Hobbit with the
lives of people living in other palaces and times. Discuss the different
viewpoints of different peoples on the same events.
- to be aware of different types of relationship, including marriage and
those between friends and families, and to develop the skills to be effective
in relationship. Identify the types of relationship present in The
Hobbit. Assess how strong and effective each of these is, and how
the actions and behaviour of individuals contributes to the relationships.
- to realise the nature and consequences of racism, teasing, bullying and
aggressive behaviours, and how to respond to them and ask for help. Discuss
whether racist behaviour, teasing, bullying or aggressive behaviour can
be observed in The Hobbit. Discuss whether it is appropriate in the context
of the novel, and whether character's responses are appropriate.
- to recognise and challenge stereotypes. Discuss the stereotypical hobbit,
and identify how Bilbo Baggins is in some ways different. Discuss the problems
he faces because of the stereotype. Widen the discussion: what other
stereotypes
can children recognise. Encourage children to identify individuals who
challenge stereotypes.
- that differences and similarities between people arise from a number of
factors, including cultural, ethnic, racial and religious diversity, gender
and disability. Use game cards, or children's drawings of characters in
The Hobbit or The Lord of the Rings, and see how
many ways in which they can be divided into two or more groups (e.g. male
and female,human people and fantastic people, people and animals, etc.
etc.)
Discuss how some characters (e.g. Beorn) are difficult to fit into one
set or the other.
- where individuals, families and groups can get help and support. Discuss
how the characters in The Hobbit are supported. Find parallels
for these in our world.
Breadth of study
5) During the key stage, pupils should be taught the Knowledge, skills
and understanding through opportunities to:
- take responsibility [for example, for planning and looking after the
school environment; for the needs of others, such as by acting as a peer
supporter, as a befriender, or as a playground mediator for younger pupils;
for looking after animals properly; for identifying safe, healthy and sustainable
means of travel when planning their journey to school]
- feel positive about themselves [for example, by producing personal diaries,
profiles and portfolios of achievements; by having opportunities to show
what they can do and how much responsibility they can take] Please use
the Tolkien Society website to highlight the achievement of individuals
and classes.
- participate [for example, in the school's decision making process, relating
it to democratic structures and processes such as councils, parliaments,
government and voting] For children who love Tolkien, there are great
opportunities to participate in fandom. Encourage children to find out
about discussion groups and membership organizations. Support these children
by teaching 'netiquette' and explaining the role of fan organizations.
- make real choices and decisions [for example, about issues affecting their
health and well being such as smoking; on the use of scarce resources;
how to spend money, including pocket money and contributions to charities]
- meet and talk with people [for example, people who contribute to society
through environmental pressure groups or international aid organisations;
people who work in the school and the neighbourhood, such as religious
leaders, community police officers]It may be possible for a Tolkien Society member to come to the school in person, or to send a personal message to the school.
- develop relationships through work and play [for example, taking part
in activities with groups that have particular needs, such as children with
special needs and the elderly; communicating with children in other countries
by satellite, email or letters]Please use the Tolkien Society as a means
of contacting schools across the world which are reading Tolkien.
- consider social and moral dilemmas that they come across in life [for
example, encouraging respect and understanding between different races and
dealing with harassment]
- find information and advice [for example, through helplines; by understanding
about welfare systems in society]
- prepare for change [for example, transferring to secondary school].
