Divided City

Product Information

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. Graham took his hands from his head. He stepped from the doorway onto the street. Went slowly forward to look at the huddled body lying on the ground. Beside the paper ball of his chip bag there was a puddle of liquid. Under the light of the street lamp it reflected dull red. It was seeping from below the body of the boy. Moving out towards Graham’s feet.

P7 children are old enough to understand the key concepts without being too closed in their thinking. How does this work link with the protected characteristics that are defined by the Equality Act, 2010? Think wider than religion. 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: Graham’s legs stopped working. He was too far from the main road. Too far to run. This gang would catch him easily. 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—’Using this resource will offer learners the opportunity to explore sectarianism, the history, its impact and their own personal response. One of the gang ran past Graham, shoving him roughly aside. His face shone with sweat and excitement. 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. The book is very easy to read. It has a good plot which moves along at a good pace. The book is well constructed and well written. The author uses language which is easy to understand without making the book simple and boring. A 'must read' for all teenagers and adults! At that moment noise and shouting erupted behind him, and Graham knew right away that he was in trouble.

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. 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? 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?

How to use this resource

How far as a school community do we challenge bigotry, prejudice and discrimination towards members, or presumed members, of a religious denomination? 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. 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. 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 novel study prepares P7 children for wider influences across the community which they may experience in their move to secondary education.