In 2015 I read a brilliant article in Teaching Geography (*shout out to Hannah Campion) whereby students are asked to solve a geographical enquiry based on the Rana Plaza collapse in 2013.

This enquiry is ideal for developing problem solving skills, as students need to explore a range of statements in order to source evidence for the ‘criminal(s)’ responsible for the Rana Plaza collapse.

But this year I decided to add a little twist of my own…

Once students have explored the statements (some of which could be irrelevant to the enquiry altogether), identified their criminal(s) and justified their motives for the offense i.e. the collapse of Rana Plaza. Students are asked to put the culprit(s) behind bars.

This summary activity (see above) is a fantastic opportunity for students to demonstrate their conclusive evidence of the enquiry.

The end of the lesson then allowed a class discussion to ignite, whereby the criminal(s) for the offence were identified alongside a justification. However it was interesting to see that not all students had selected the same ‘criminal(s)’, sparking a class debate.

Further considerations

 The ‘Who’s to blame?’ jail bars could also be used across a range of geography topics, such as:

  • Who’s to blame for climate change?
  • Who’s to blame for the extinction of the Black Rhino?
  • Who’s to blame for deforestation in the Amazon rainforest?
  • Who’s to blame for Benidorm’s decline in tourism?

There are also many cross-curricular links to be considered. To name but a few:

  • History: Who’s to blame for the cold war?
  • English: Who’s to blame for the death of Romeo and Juliet?
  • Religious Education: Who’s to blame for the death of Jesus?

Access this jail resource for FREE… HERE!

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