This is one of a series of lesson ideas provided by Gill Chesney-Green from Derbyshire in the UK.  (Thanks a plenty Gill! - Kim Flintoff - Webmaster)

LESSON:  SHOPLIFTING 

AIMS:    To look at how crime can really affect us

OBJECTIVES:  Developing character

STRATEGIES: 

• Groups of three
• Thought tracking
• Hot seating

LESSON:   Read out the letter to the class:
 
Dear Dave,

I’m sorry I can’t come to the disco with you on Friday    night after all. Something really awful has happened.

Mum came home in tears today. She’d been in the local  supermarket and apparently the Store Detective caught  her putting some things into her bag instead of the wire  basket. Mum’s absolutely desperate, she says she’s no  idea why she did it, in fact, she can’t even remember her  doing it. She says she was miles away at the time,  thinking  about Dad losing his job - you know his firm’s  closing down next month and everybody’s losing their  jobs.

Ever since we knew about it, Mum’s kept saying, “How  are we going to manage when your Dad’s  unemployed?” It’s really been preying on her mind.  Apparently we’ll be all right for money for a while as  Dad will get a fairly big redundancy payment, a sort of  Golden Handshake. When Mum started getting so  nervous about it she went to the Doctor and he gave her  some tranquillisers. She’s been ever so absent-minded  and dopey ever since and I’m sure that’s why she took  those things in the supermarket.

Anyway, I don’t want to leave her alone tomorrow night  because it’s Dad’s night for his cricket match, and Kev’s  away on a course. She’s ever so upset at the moment  and so we’re trying to make sure that there’s always  someone here to chat and take her mind off things. Sorry  about the disco, next week, maybe?

Lots of love, 
Sarah

Discussion:

What hidden problems are revealed by Sarah’s mum’s shoplifting? Do you think the family is responding well to the crisis? How might other, less sympathetic families have reacted?

ACTIVITY:

Get the class into small groups of three.

   A is a supermarket supervisor
   B is a young person, new to the job
   C is B’s friend’s mother
 
B has managed to get a job at a supermarket. A shows B the ropes and B is quick to learn: they get on well. Then one day B notices somebody shoplifting. B recognises the shoplifter- it’s he mother of B’s best friend.

A.  You’re proud of your efficiency and not sure this new employee is going to be up to scratch. So at first you are quite tough with B. But B impresses you and you are very pleased with his/her progress

B.  You like your new job, though you are nervous at first. But, you get on well with A and soon you’re really enjoying yourself there. When you recognise C shoplifting, you’re placed in a real dilemma. Finally, you tell A.

C.  You know and like B. You’re a bit overworked and you’ve been forgetful lately. You’ve also got problems with money and you’ve a large family to feed. You’ve never shoplifted before.

Suggested storyline

1. B’s first day at the supermarket. A shows B around, explains about marking prices, checking stock etc.

2. A few days later. B by now at home and efficient at the job. A warns B about shoplifters.

3. B sees C shoplifting, and after hesitating, tells A.

4. A takes C to the office and questions her - finally has to call in B as a witness. C is very ashamed and confused and tells conflicting stories.

5. C confronts B. B persuades A not to call the police.

Try it again with a twist (optional)

Suppose B hadn’t told C? What would happen when A found stock missing? Might B try to see C privately about it?

The case comes to Court and C is fined. Her name is in the local papers and everybody knows about what happened. B is named as the one who caught her. What scenes can you think of to follow on from the last series of scenes?

B’s friend D comes around to B’s house. What would D say to B? Would the scene be awkward? How would each character feel? Play the scene but stop the action at various points to thought track the characters.

Reflection: 
Use hot seating to interview any of the characters (or their families) to deepen the reflection process.

How would you feel if one of your parents got caught for shoplifting? How would you feel if friends found out about it? What would happen as a result of their shoplifting? How would they feel if you were caught shoplifting? Is there any difference? What would happen as a result of your shoplifting?  At your current age? In five years? In ten or fifteen years?
 
RELATED ACTIVITIES: Write a script to show what might happen if you were caught shoplifting. There should be yourself, and at least one parent. Would you also bring in another character? Who? Where would the scene take place?

ASSESSMENT POSSIBILITIES: Use the hot seating or thought tracking to ascertain how well the student has developed their thinking about the implications for the character.

CROSS- CURRICULAR LINKS: PSE - citizenship

RESOURCES: 

Copies of the character and scene suggestions.