Celebrating Black History Month: classroom activity : Mentally Healthy Schools

This lesson, created for Black History Month, looks at themes of kindness and resilience by teaching students about Black British humanitarians.

A set of activities which will teach students about the contributions of Black British humanitarians to our society, and get them thinking about unconscious bias and celebrating Black history.

Through this lesson, students will:

discover the work of Black humanitarians on British society
reflect on assumptions about people and challenge stereotypes
think about the resilience and kindness of people
celebrate people's stories and achievements and reflect on the qualities of a humanitarian

Using this resource

This resource is designed for:

use by young people aged 11 to 18
use with whole classes or small groups

Curriculum links

England - RSHE	Respectful relationships, including friendships By the end of secondary school pupils should know: · that in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including people in positions of authority and due tolerance of other people’s beliefs
Northern Ireland – Learning for Life and Work	Equality and Social Justice KS3 pupils should have opportunity to: · Explore how inequalities can arise in society including how and why some people may experience inequality or discrimination on the basis of their group identity KS4 pupils should have opportunity to: · develop their understanding of the role of society and government in safeguarding individual and collection rights in order to promote equality and to ensure that everyone is treated fairly
Scotland – Health and Wellbeing	Social wellbeing · As I explore the rights to which I and others are entitled, I am able to exercise these rights appropriately and accept the responsibilities that go with them. I show respect for the rights of others.
Wales - Health and Wellbeing	How we engage with social influences shapes who we are and affects our lives and wellbeing Progression step 3: I have a developing awareness of how rules, norms and behaviours become established within groups and at times go unchallenged. Progression step 4: I have a developing awareness of how rules, norms and behaviours become established within groups and at times go unchallenged. Progression step 5:I have an understanding of the complexities of groups and situations, the interactions that take place within and between them, and their effect on those exposed to them.