What are the most pressing global issues today?

Transcription

1 Teaching notes Age group: Year 9. Lesson objectives: to understand the term global to explore some global issues affecting the world today. NB You will need ICT facilities for the main activity of Lesson 1. Lesson 1 (60 ) Starter: What do we mean by global issues? (20 ) Resources: PowerPoint (downloadable from Quick search: 26076) several small pieces of white card sticky tack photocopies of the continuum line on p.5 below (one per pair) optional: photocopies of the Global issues glossary on p.4 below (one per student). Activity: 1. Ask students to think of problems in their local area (e.g. litter in their local park; closure of a local school; traffic congestion in the town centre; high bus fares). 2. Now ask them to discuss what they think global means. Suggested answer: relating to the whole world. 3. Have students work in pairs to list as many global issues as they can and write each one on a piece of card. You could show them the images on the PowerPoint as prompts. Examples could include: global warming; access to clean drinking water; internet access; religious conflict; internet access; fair voting systems; children s rights; food supplies. You might like to hand out copies of the Global issues glossary at this point. 4. Get them to place each card at an appropriate point along the continuum line according to how important they think the issue is. They should be able to justify why they have placed the cards where they have. 5. Ask pairs to move around the room looking at each other s work. 6. Finally, invite feedback on the following questions: Did you and your partner agree on which issues went where? Explain why / why not. Did you agree with where other pairs had placed their issues? Why / why not? Were there issues that several/many pairs chose? Why do you think many students chose these? If you were the Prime Minister, which two global issues would you prioritise this year? Why? Page 1 of 12

2 Main: Plan a documentary on a global issue (50 ) What are the most pressing global issues today? Resources: ICT facilities photocopies of the Global issues documentary instructions on p.6 below (one per student) photocopies of the TV documentary exemplar on pp.7 8 below (one per student) photocopies of the TV documentary outline on pp.9 10 below (one per student). Activity: 1. Students may work individually, in a pair or as a small group. 2. Introduce the task (see Global issues sheet) and share the provided exemplar (or the first page of it) with students. 3. Allow students up to 40 to plan their documentary. 4. Select students to provide a brief overview of their documentary to the rest of the class. 5. Invite the class to vote on which idea is the best and to explain why. Homework: Ask students to gather, if they can, a collection of newspapers, magazines and leaflets containing articles, headlines or photos relating to some global issues and to bring them to the following lesson. Lesson 2 (one hour) Starter: Recap of global issues (30 ) Resources: a collection of newspapers, magazines and leaflets containing articles, headlines or photos relating to some global issues (plus the ones that the students have gathered). 1. Ask students to work in pairs or small groups and give each pair/group a plain A3 sheet of paper. 2. Get them to create a montage of newspaper headlines and snippets, magazine clippings, leaflets, photographs, etc. relating to global issues. 3. Display the created montages around the classroom. 4. Have students look at each other s montages and to make a list of the issues that are featured. 5. Ask students to discuss the following questions: What have the media focused on recently in terms of global issues? Is there enough media focus on genuine global issues (e.g. child poverty) compared to stories about world-famous celebrities? Which organizations can you name which tackle global issues? (Examples could include: Oxfam, Greenpeace and Amnesty International.) Page 2 of 12

3 Main: Written comment (15 ) What are the most pressing global issues today? Resources: statement by Will Straw on p.11 below. Activity: 1. Give students the statement by Will Straw and ask them to write a 150-word comment in response. 2. Invite them to share their comment with the class. Plenary: RAG success criteria activity (15 ) Resources: photocopies of RAG success criteria activity on p.12 below (one per student). Activity: Hand out the RAG success criteria activity and get students to place a tick in each appropriate box. Ask them to reveal which column displays the most ticks or determine by a show of hands, e.g. How many people have mostly green boxes ticked in on their sheet? Suggested follow-up up task: 1. Get students to consider the following questions and write a response for each: What does being an engaged global citizen mean? How can engaged global citizens help develop their ideas, amplify their voices and take action? How should engaged global citizens reach out to national governments, and to each other, to help address today's global issues? 2. Ask students to visit and follow the links to Campaign with us then Find an action or Join a local campaigning group. 3. Ask them which campaign they would join and why. This could lead in to a future lesson on planning and organising a campaign Page 3 of 12

4 Global issues glossary biodiversity climate the number of different types of plants or animals in a particular area the typical weather conditions in a particular area, either in general or over a long period of time deforestation cutting or burning down all the trees in a particular area fossil fuels global warming greenhouse effect greenhouse gases a source of energy such as coal or oil which was formed from rotting plants and animals over millions of years a general increase in the temperature of the air and sea, usually recognised as being caused by the greenhouse effect the way heat is trapped in the Earth s atmosphere by pollution (greenhouse gases) gases such as carbon dioxide and methane (from factory smoke and car exhausts) which trap heat in the Earth s atmosphere Global issues glossary biodiversity the number of different types of plants or animals in a particular area climate the typical weather conditions in a particular area, either in general or over a long period of time deforestation cutting or burning down all the trees in a particular area fossil fuels global warming greenhouse effect greenhouse gases a source of energy such as coal or oil which was formed from rotting plants and animals over millions of years a general increase in the temperature of the air and sea, usually recognised as being caused by the greenhouse effect the way heat is trapped in the Earth s atmosphere by pollution (greenhouse gases) gases such as carbon dioxide and methane (from factory smoke and car exhausts) which trap heat in the Earth s atmosphere Page 4 of 12

5 Continuum line Page 5 of 12

6 Global issues documentary You can work individually, in a pair or as a small group for this activity. You will need to select one global issue (e.g. climate change and global warming; debt and LEDCs; aid; deforestation; biodiversity; conflict; hunger; obesity; poverty; population growth) for the focus of your research. (The words in bold are in the Global issues glossary.) Task Imagine that you have been asked by the BBC s Schools Programme Team to contribute to their forthcoming series about global issues. The Head of Production has asked you to create a TV documentary, lasting 30 and aimed mainly at Key Stage 3 students. Your TV documentary should include: information about the series and where your programme fits into it an introduction to the issue detail about the cause(s) detail about its effects, locally and globally, over differing lengths of time detail about possible solutions to the problem(s) a summary. Firstly, conduct some research into your chosen global issue, making use of Google s advanced search facility as well as any relevant textbooks, non-fiction books, newspaper and magazine articles that you may have access to. Then, use the template below to help you plan the structure and content for your programme. You will need to consider the following aspects: timing (suggestions have been made, but you may want to adjust these) structure (an outline has been provided, but you may want to change this slightly to include further aspects of your chosen issue) what will be seen (onscreen images, words, etc.) what will be heard (background music, voiceover, etc.) Page 6 of 12

7 TV documentary exemplar (extract) Timing Section of programme Onscreen (Describe or paste images.) Voiceover (Write what the TV presenter would say.) 0-3 Information about the series and where this programme fits into it A montage showing images of different global issues, e.g.: Flooding: Tom Good, Fuel: David Villa, How many global issues can you see in the picture? Five, ten, fifteen? Too many, in fact. Welcome to our current series of programmes aimed at highlighting the most important global issues affecting our world today. This programme is the first in the series. It seeks to look at the phenomenon which is arguably the most pressing global issue of our times, climate change. Drinking water: hdptcar, Bullet points outlining the objectives for the programme (see Voiceover) In this programme, we will attempt to: give an overview of climate change identify the causes showcase some of the effects consider possible solutions. 4-7 Introduction to your chosen global issue Clip of sun, clouds and showers, speeded up Tornado movie clip: Our world is constantly changing. If you look out of the window long enough, you might see the weather change. If you were to spend longer taking in the view, you might witness the seasons change. The Earth's climate is changing, too, but in ways that are not so easily visible. Image of huge crowd: James Cridland, The Earth is becoming warmer, and warmer temperatures are leading to further changes, such melting glaciers and violent storms. The Earth's climate has changed before, but this time it s different. The changes are much greater and are happening much faster than any previous climatic fluctuations. And human beings are responsible Page 7 of 12

8 8-13 Detail about the cause(s) The words global warming flash up. Line graph showing average world temperature over time: Image of smoke from factory chimney: why 137, 2012 Animation illustrating the greenhouse effect: When scientists talk about climate change, they are referring to worldwide patterns of change that have taken over many years. One of the most important trends is the average temperature of the Earth. This has been gradually increasing for many years a phenomenon known as global warming. More than 100 years ago, people around the world started burning large amounts of coal, oil and natural gas to power their homes, factories and vehicles. Today, most of the world relies on these fossil fuels for their energy needs. However, burning fossil fuels releases carbon dioxide, a heat-trapping gas, into the atmosphere. This is the main cause of climate change. Heat-trapping gases are also called greenhouse gases. They exist naturally in the atmosphere, where they help keep the Earth warm enough for plants and animals to live. However, people are adding extra greenhouse gases to the atmosphere. These extra gases are causing the Earth to get warmer, setting off all sorts of other changes around the world on land, in the oceans and in the atmosphere. These changes affect people, plants, and animals in many ways Page 8 of 12

9 TV documentary outline Timing Section of programme Onscreen (Describe or paste images.) Voiceover (Write what the TV presenter would say.) 0-3 Information about the series and where this programme fits into it 4-7 Introduction to your chosen global issue 8-13 Detail about the cause(s) Page 9 of 12

10 Timing Section of programme Onscreen (Describe or paste images.) Voiceover (Write what the TV presenter would say.) Detail about the effect(s), locally and globally, over differing lengths of time Detail about possible solutions to the problem(s) A summary Page 10 of 12

11 Statement by Will Straw Will Straw, Associate Director of the Institute for Public Policy Research states: If the world is to reach agreement [ ] on binding carbon targets, as our leaders claim is their ambition, then rich countries must get their act together. An agenda for development [ ] is to be supported but if we don't tackle climate change, all other efforts will be in vain. Do you agree or disagree with this statement? Plan a response, and then write it in the comment box. There is a 150 word limit, so you will need to put your views in a clear and concise manner. Comment: Page 11 of 12

12 RAG success criteria Consider each statement below very carefully. Then place a tick in the most appropriate box on the right of each statement. Red = I am not very confident about this. Amber = I can do this fairly well. Green = I can do this really well. Criteria Red Amber Green I can explain what the term global means. I can identify at least three issues affecting our world today. I can think logically and put items in a suitable order. I can make informed decisions and give reasons for my choices. I can give some facts and figures about one particular global issue, including its causes, effects and possible solutions to the problem. I appreciate that there may be different viewpoints held about an issue. I am aware of topical vocabulary linked to global issues. I can summarise different viewpoints. I can use topical vocabulary linked to global issues in my verbal answers and written work. I am able to put forward my own thoughts about a global issue, giving reasons to support my viewpoint. I am able to work effectively on my own, as a pair and or in a small group. I have attempted a self-assessment of my learning by completing the RAG success criteria activity. I am able to write at length, considering fitness for purpose Page 12 of 12