Many around the world have exercised their right to protest in the past week. So in this bulletin, a stimulus to explore the concept of protest itself. It can be used as a stand-alone session, or as part of Citizenship/PSHE.
To provide a way in, the attached dialogue raises the idea of having to pay to protest. Like many good stimuli, it subverts a common norm (although perhaps not as far-fetched as it seems – in some areas, management costs can be passed on to the organisers). It also provides two contrasting opinions to give pupils a clear choice from the outset.
Ask two of them to act out the roles. Should protesting always be free of charge, particularly in a time of budget cuts? You could start by asking pupils which character has the better point, and let them give reasons for either side.
Motives: Are some reasons for protest better than others?
Responsibility: Should the reason for protest determine who is responsible for the costs?
Rights: How far should the right to protest or strike extend?
Decisions: Pay to Protest