global literacy - challenge & enquiry pack

Challenge and Enquiry Pack

A project funded by the European Unionand led in England by CDEC

This Challenge & Enquiry Pack was developed as part of the project “Global Literacyfor a Fairer World!”, funded by the European Union.

The project was led in England by CDEC, and included partners IGO (Poland), SEVER(Czech Republic), and ICED (Ghana).

We would like to acknowledge the hard work and contributions made by teachersin England, Poland, Czech Republic and Ghana who helped develop and trial someof these activities and lesson plans.

The contents of this pack are the property of the project team. Enquiries can bedirected to CDEC, Low Nook, Rydal Road, Ambleside, UK, or [email protected]

This document has been produced with the financial assistance of the European Union. The contents of thisdocument are the sole responsibility of the project partners, led by CDEC, and can under no way circumstancesbe regarded as reflecting the position of the European Union.

A project funded by the European Union and led in England by CDEC

How to use this packThis Challenge & Enquiry Pack is easy and accessible to use. Each chapter is colour coded and each lesson planfollows the same format. There is an introductory chapter which has 10 generic global activities based on 3broad themes; global thinking, critical thinking and how to take action. We suggest that you do these activitiesfirst but it is not essential. There are then 3 chapters, each containing 10 lessons each, based on sessions thatare approximately 50 - 60 minutes long. Most lessons are stand alone lessons, but where they are acontinuation from a previous lesson, this is noted in the introductory activities. We hope this resource providesyou with a years worth of work to think about the global issues presented and for your pupils to becomeengaged in a life times worth of global active citizenship.

Introductory Activities have a red backgroundPart 1 – Food & Trade activities have a green backgroundPart 2 – Poverty & Interdependence activities have a blue backgroundPart 3 – Education & Development activities have an orange background


Advertising fairtradeWriting skills

Speaking & Listening skills

Lesson title

Global theme lesson objective

Literacy lesson objective

Main curriculum links

Concepts explored in thislesson

Introduction to the lesson(warm up / starter activity)

A chance to focus on the ‘bigideas’ or concepts explored in

the lesson

The main activity(individual, group or whole

class work)This may include a suggested

point for starting an additionalP4C session

Plenary to the lesson

Photos showing pupils at work,examples of work or displays

A list of all of the stimuli,resources and accompanying

worksheets neededAll worksheets are supplied and

follow the lesson plan

An example of extensionactivities that you might like

to use

Contents Page

Preface

IntroductionAbout the partnersPupil AuditWhy these materials are neededConcepts ExploredSocial & Emotional Aspects of Learning (SEAL)Literacy LinksPhilosophy for Children

Introductory ActivitiesGlobal Thinking

Quick on the DrawStories Behind the StatisticsString Connections

Critical ThinkingFact or Opinion—Which is Which?Fact or Opinion—How do we Know?

How to Take ActionPupils Take Action: Global CitizensWe Can All Make a DifferencePupils Take Action: spheres of influencePeople and PowerMyths about making the world a better placeRights & Responsibilities


Contents Page

Part 1 – Food & TradeMessy mapsPods, Planning & ProductionSharing the ChocolateThe Fairest TeacherFairtrade Means something to meFairtrade AlphabetCocoa Clues MysteryAlien Headlines 1Alien headlines 210 Myths about Hunger

Part 2 – Poverty & InterdependenceMary and John - SustainabilityMary and John - Emotions & EmpathyMary and John - People & EnvironmentMary and John - A Happy Ending?Ghana Fact filesSorting Out GhanaWhat would I see?Money TalksWhat is poverty? DefinitionsWhat is poverty? Life Stories

Part 3 – Education & DevelopmentMy school in a box 1My school in a box 2My school in a box 3Ghanaian School in a BoxA Day In the LifeSuper SchoolI Want to BeDaniel’s Classical School 1Daniel’s Classical School 2Daniel’s Classical School 3


IntroductionGlobal Literacy for a Fairer World! is a project for teachers and children who want tolearn more about global issues, to tackle poverty, and to work together to take actionto make the world a fairer place. There are schools from the UK, Poland, CzechRepublic and Ghana working on this project and sharing ideas. In this project thepartner organisations are working together to support teachers to incorporatedevelopment issues about food, trade and the causes of poverty into their lessons,so that: pupils understand interdependence between Europe and the global South

and make progress in taking meaningful action to support global justice, their teachers are better equipped to challenge myths about development,

food security, trade, environment and poverty issues through their teaching.

Global Literacy PartnersCumbria Development Education Centre (CDEC) is the leading provider of global education servicesin Cumbria, and is a member of the Consortium of Development Education Centres, one of a networkof around 30 Development Education Centres across England. CDEC is concerned with good teachingand learning, emphasising a values-based approach and supporting thinking skills, enquiry andreflection. We feel it is important for young people to understand the links between their own livesand those of people throughout the world, to recognise ways in which we are dependent on each

other, to think about reasons for inequalities in the world and to find ways to act responsibly in their everyday lives.Alongside a number of national and global funded projects we offer professional support and training to schools,outdoor providers and other education settings through; outdoor learning, forest schools skills, philosophical enquiryand school linking. www.cdec.org.uk

Centre for Environmental Education and Ethics (SEVER), Rýchory, is a non-profit NGO based in CzechRepublic operating mainly in the field of environmental education. Since 1994 SEVER has implementedmany projects dealing with sustainability, global and environmental education on local, national, andtogether with other partners, on a European level too. SEVER provides educational programmes forpupils and students from primary and secondary schools and runs teacher training courses as well asnational school projects such as “School for Sustainable Living”. SEVER is an active member of the

network of environmental education centres, connecting more than 30 organizations across Czech Republic. Throughpractical environmental education we seek to deepen responsible behaviour towards nature and the planet and thepeople themselves. http://sever.ekologickavychova.cz/

The International Centre for Enterprise and Sustainable Development (ICED) is a non-governmentalorganisation established under the laws of Ghana in 1993 for the purpose of facilitating thedevelopment and promotion of small and medium scale enterprises, sustainable trade, genderempowerment, environmental management, capacity building and sustainable development inGhana and Sub-Saharan Africa. ICED implements projects and activities in agriculture, education,environment, and health using the concept of sustainable development. ICED undertakes action

research, implements projects and provides extension services in the mentioned thematic areas. It adopts pragmatic,holistic and multi-disciplinary approaches that facilitate active participation by all stakeholders on the basis of genderequality. Building human and institutional capacity to improve the quality of life in SSA is a key objective of ICED.http://icedghana.com/

Institute of Global Responsibility (IGO) is a non-governmental organization established in 2006 andbased in Warsaw, Poland. IGO is concerned with both supporting initiatives and advocacy whichaddress causes of injustice in the world and with providing quality development education. We believethat in education it is important to show alternative perspectives and solutions to global challenges andencourage critical thinking in young people and adults so that they feel they can make a difference. We

also seek to present global issues in a way which enables pupils and young people to relate them to their personalexperiences and thus develop empathy and solidarity with their peers in the world. We offer educational resources andworkshops for teachers and awareness raising and advocacy campaigns for your people and adults. http://igo.org.pl/


Part of the GL team ...

Pupil AuditTo begin the Global Literacy project, we wanted to know whatchildren know - or think they know - about the themes of poverty,hunger, and interdependence. We developed a series of active andparticipatory audit activities, which were designed to explorechildren’s understanding and perceptions. These activities included:

Activity 1 - What do you know about Africa?Activity 2 - Where is this? Exploring national stereotypes.Activity 3 - Why is there hunger in the world?Activity 4 - What is poverty?Activity 5: How can we make a difference to poverty in the world?

The audits were carried out in three European countries (the UK, Poland and the Czech Republic) and oneAfrican country (Ghana), between 2011 and 2012. In total 862 pupils aged from 9 to 15, coming from privateand public primary and secondary schools, took part in it. This is a very large amount of data to help usunderstand what children know - or think they know - about poverty, hunger, and how to make a difference.We have analysed this data in order to help us design the contents of this Challenge & Enquiry Pack, so thatthis project will ensure that teachers are better equipped to challenge myths about development,

food security, trade, environment and poverty issues through theirteaching, and

pupils understand interdependence between Europe and the globalSouth and make progress in taking meaningful action to support globaljustice

If you want to run the Pupil Audit with your class, you can download the PupilAudit Handbook free from the Global Literacy website. And you can read thePupil Audit report yourself too, and find out what other children thought:http://global-literacy.yolasite.com/pupil-audit.php

Why these materials are neededIt is crucial to engage young people in learning about development, specifically around the MillenniumDevelopment Goals, because they have the potential to make a big difference - they are ready to use theirtime and energy to educate their friends, families, and members of the wider community. In the UK, forexample, 93% of young people said it is important to learn about issues affecting people’s lives in differentparts of the world (Ipsos-MORI geographical Association Survey, 2009). Ourchildren are growing up in an increasingly complex and global world, inwhich their lives are connected to people and places at the click of a button,or by the purchase of a chocolate bar! The skills and understanding neededto be a ‘global citizen’ are crucial for children as never before. Almost 9 in10 of the British public agree that “global learning in school is crucial ifissues [such as climate change or international poverty] are to be tackledin the future” But engaging young children in learning about thesechallenging and complex issues can be difficult and daunting. Thesematerials provide an opportunity for empowering pupils with some ofthe skills and opportunities they need to become active towards makingthe world fairer.


Ghanaian children happy atschool!

Pupil audit activities

Concepts Explored


interdependence

influence

change power

trade

sust

aina

bilit

y responsibility

equality

perceptions

valuespoverty

development

sim

ilari

ties

&di

ffer

ence

s

fair

ness

needs

rights

preconceptions

stereotypeswants

diversity

This Challenge & Enquiry Pack explores many concepts, encouraging deeper, more meaningful thinkingaround the issues that are presented through the themes of Food & Trade, Poverty & Interdependence, andEducation & Development. Pupils are encouraged to ‘unpack’ these concepts, explore their meaning andthink about their own interpretation of them.

Many concepts are explored through the use of Philosophy for Children stimuli or ‘concept explorers’ or‘concept stretchers’. For example, many lessons use ‘concept lines’ and ’sorting hoops’ in which pupils canengage critically with word meanings, definitions and begin thinking on a deeper level.

Social and Emotional Aspects of LearningThe activities in this Challenge and Enquiry Pack have clear links to the 5 broad social and emotional aspects of learning.As many lessons offer the opportunity to hold a P4C Enquiry, the lessons naturally build a sense of community, offersome form of stimulus and will encourage questioning from children. Clearly, any lesson based on a P4C methodologyprovides a sound basis for work involving the social and emotional aspects of learning. Children become very self aware,learn to recognise feelings of their own and of others, and develop empathy and social skills during an enquiry. As themethodology is collaborative and child centred they are also motivated about their own learning.

Information taken from Key document: Excellence and Enjoyment: Social and Emotional Aspects of Learning (SEAL),05-2005, DfESW 1378-2005 G

The following tables show which specific SEAL skills are used within each lesson.

Introductory Activities


Self awareness children have some understanding of themselveschildren take responsibility for their own actionschildren know that feelings, thoughts and behaviours are linkedchildren accept themselves for what and who they are

Managing feelings children manage how they express their feelingschildren can manage the way they are feelingchildren can reflect and review on experiences to change the way they feelchildren can adapt the way they express feelings to suit particular situations

Motivation children can set goals and plan to meet themchildren can consider the consequences for otherschildren can put long term plans into achievable stepschildren can evaluate their own learning and use this to improve in the future

Empathy children can understand the feelings of otherschildren understand other peoples points of viewchildren value and respect the thoughts, feelings, values and beliefs of otherschildren can offer support to others

Social skills children know that they belong to a community and are valuedchildren can cooperate and achieve a shared outcomechildren can make wise choiceschildren can solve problems in a logical manner

Lesson Selfawareness

Managingfeelings

Motivation Empathy Social skills

Global Thinking

Quick on the draw

Stories behind the statistics

String Connections

Critical Thinking

Perspectives on the news

Fact or opinion: how do we know?1

Fact or opinion: how do we know?2

How to take action

Pupils take action: global citizens

We Can All Make a Difference

People and Power

Making the world a better place

Rights & Responsibilities

Pupils take action: spheres of influence

Social and Emotional Aspects of LearningPart 1: Food & Trade

Part 2: Poverty & Interdependence

Part 3: Education & Development



Managingfeelings


Messy MapsPods, People & ProductionSharing the ChocolateThe Fairest TeacherFairtrade Means something to meFairtrade AlphabetCocoa Clues MysteryAlien Headlines 1Alien Headlines 210 Myths about Hunger


Managingfeelings


Mary & John - SustainabilityMary & John - Emotions & Empathy

Mary & John - People & Environment

Mary & John - A Happy Ending?Ghana Fact filesSorting out GhanaWhat Would I see?Money TalksWhat Is Poverty? DefinitionsWhat Is Poverty? Life Stories


Managingfeelings


My School In a Box 1My School In a Box 2My School In a Box 3Ghanaian School In a BoxA Day in the LifeSuper SchoolI Want to BeDaniels Classical School 1Daniels Classical School 2Daniels Classical School 3

Literacy LinksAll lessons have links to developing and using literacy skills, from reading for information to writing reports andcreating diary entries. Lessons offer clear opportunities for using speaking and listening as they encouragecollaborative learning through paired and group work. There are also ample opportunities to use activities as astimulus for P4C sessions.Introductory Activities


Lesson Fiction Non-fiction DramaRole Play

Speaking &Listening

P4C

Global ThinkingQuick on the draw Read & scan

informationTeam work

Stories behind the statistics Act in role InterviewQ&A

String Connections Write anoverview

Role play Full classwork

Stimulus

Critical ThinkingFact or opinion: which is which? Distinguish fact

from opinionFact or opinion: how do we know? Read news

articlesPresentfindings

How to take actionPupils take action: global citizens Poster

IllustrationsWe Can All Make a Difference Small group

discussion

People and Power Evaluate ideas Group work Drama

Rights & Responsibilities Create a list

Making the World a Better Place Team workReasoning

Stimulus

Pupils take action: spheres of influ-ence

Followinginstructions

Team workCritical skills

Lesson Fiction Non-fiction Drama Speaking &Listening

P4C

Messy Maps Read forinformation

Pods, People & Production Sequenceevents

Stimulus

Sharing the Chocolate Write anarrative

Role play Listen &reflect

Stimulus

The Fairest Teacher Writing worddefinitions

Dialogue story Listen &reflect

Stimulus

Fairtrade Means something to me Summarisekey info

Stimulus

Fairtrade Alphabet Poetry Create a wordbank

Critical skillscarousel

Cocoa Clues Mystery Read fictionalinformation

Writesummary

Stimulus

Alien Headlines 1 Collectinformation

Stimulus

Alien Headlines 2 Write journal-istic article

10 Myths about Hunger PresentingReasoning

Stimulus

Part 1: Food & Trade

Literacy LinksPart 2: Poverty & Interdependence

Part 3: Education & Development



P4C

Mary & John - Sustainability Listen andreflect

Stimulus

Mary & John - Emotions & Empathy Illustrations Role playMary & John - People & Environment Construct an

argumentMary & John - A Happy Ending? Alternative

story endingGhana fact files Read & listen

for inform’nSorting out Ghana Write

captionsResearchproject

Money Talks Write a report Concept linediscussion

Stimulus

What Would I see? Illustrations

What Is Poverty? Definitions Worddefinitions

Stimulus

What Is Poverty? Life Stories Reading reallife stories

Freeze frames


P4C

My School In a Box 1 Creating lists

My School In a Box 2 Formulatequestions

Gather dataMy School In a Box 3 Construct an

argumentGhanaian School In a Box Write a letter

A Day in the Life Write a diaryor narrative

Readingchronological

reportsSuper School Write a

chronologicalreport

Stimulus

I Want to Be Write a report Stimulus

Daniels Classical School 1 Answeringquestions

Daniels Classical School 2 Freeze frames Listening forinformation

Daniels Classical School 3 Write a diary Listening forinformation

Stimulus

Philosophy for Children (P4C)

Philosophy for Children is a way of learning and teaching, where childrenbecome more thoughtful and reflective and go beyond information to seekunderstanding. Children learn how to participate in meaningful discussions,where their ideas and those of others are valued and listened to. Children askand discuss philosophical questions in a structured context.

What follows is a brief outline of a basic P4C session.

Community building activity (5- 15mins)Sessions start with a community building activity.

Stimulus (15- 30 mins)This can be a story, case study, photograph, artefact or anything else that will engage the children inphilosophical questioning.

Thinking as individuals, discussion in pairs (5 mins)The pupils are asked to take 30 seconds to think individually about what the stimulus made them think and feel – whichmight lead them to think of a question they would like to ask. You might ask them to close their eyes. They should thenturn to the person next to them and swap their initial thoughts – for about 2 - 3 minutes. This should be a noisy time!It is important to give pupils time to think as individuals, before they hear from others. Speaking in pairs gives even thequietest pupil the chance to express their thoughts.

Question setting in groups (5 mins)Pupils are then asked to form groups (say of 4). The teacher should ensure that there is a competent writer in each group.In their groups, they discuss and agree on a question arising from the stimulus that the whole group (class) might discusstogether. It is to be a philosophical question – one that is interesting and will lead to deep thinking (and perhaps otherquestions). Over time (and with additional activities) pupils learn what is a philosophical question (as opposed to a closedquestion or one that requires factual research).

Voting for one question (5 mins)Each group is asked to read out their question and to clarify it where needed. Pupils (as individuals) now have to vote forone question. Some dialogue can take place – pupils can be asked to volunteer reasons for their choices – differing views(with reasons) can be sought. Sometimes similar questions can be merged (with agreement). If there is a tie (or almost atie), pupils can “sell” their favoured question and see if others will vote for it. One question is chosen. There are lots ofways of voting.

Dialogue (30 mins)Everyone sits in a circle. To start the dialogue, the chosen question is read out and the group that wrote it is asked toprovide some of the thinking behind it. Then the job of the facilitator is to encourage all the pupils to contribute thoughts(voluntarily) and seek other ways of looking at the issues, probing for reasons and seeking meaning. Thinking can bestimulated by the development of ‘effective questions’. Some of these are provided at the end of this section.Sometimes an interim summary of the dialogue will be useful (and, of course, a summary is useful at the end, with areflection on how far the question has been answered). A facilitator will try to anticipate where the stimulus might lead,but is also flexible as it might lead into unanticipated areas.


“Philosophy can be used to improve teaching and learning, for the lasting benefit ofindividuals and communities “

SAPERE (Society for Advancing Philosophical Enquiry and Reflection in Education)

P4C in action

Philosophy for Children (P4C)Reflection/debrief (5 mins)There are many debrief techniques. For example, each pupil is encouraged to give a few words about their impressions ofthe dialogue – for example something that surprised them, or they learned, or if they changed their mind aboutsomething during the session. If struggling, they can say “Pass”.The pupils and facilitator might discuss concepts that need further exploration, perhaps during the following session.Any concepts, ideas or questions should be ‘stored’ for follow-up work by writing them down and putting them on thewall as part of a display. This will help keep the questions fresh in the mind and will allow other thoughts and ideas toflow and be discussed outside of the philosophy session.

P4C- Questions to aid facilitation


ClarifyingWhat reasons do you have for saying that?What do you mean by that?Can you explain more about that?Have you an example of that?What makes you so sure of that?Probing The SuperficialWhy do you think that?What is the cause of that?What makes you say that?Why...Why...Why...?

Seeking EvidenceHow do you know that?What makes you say that?What is your evidence?What are your reasons?What makes you so sure?

Testing ImplicationsIs that consistent with...?What would be the consequencesof...?How would we know if that is true?How can we test that in practice?

Exploring Alternative ViewsIs there another point of view?Can you put it another way?Are you and s/he contradicting each other?What is the difference between your view and ...?

ScaffoldingWhat do you think about...?What is the reason for...?If .... then what do you think about..?You said... but what about...?

EvaluatingWho can summarise the main points for us?Can anyone say where our thinking has taken us?What new ideas have developed?If...why...?

Voting on a question

creating questions ...

Engaging in a stimulus

Introductory ActivitiesGlobal Thinking

Quick on the DrawStories Behind the StatisticsString Connections

Critical ThinkingFact or Opinion - Which is which?Fact or Opinion - How do we know?

How to Take ActionPupils Take Action: Global CitizensWe Can All Make a DifferencePupils Take Action: spheres of influencePeople and PowerMyths about making the world a better placeRights & Responsibilities



Quick On The Draw

To be able to scan a document for key information.

To gain a deeper understanding of global issues.To consider the inequalities between the global north and south.

equality needs & wantsIntroSplit the class into groups of around 5/6 and explain they are going to have a competition in which they will need to scansome key information for the answers and try to be the first to report the answers back to the teacher. Hand out the factsheet ‘An Unequal World’ and give the groups 5 minutes to read through the information.

Big IdeasAsk the groups, what do you feel about these statistics? How do they affect you? Which fact stands out most to you andwhy? When do you hear about any of these facts? (as they are happening EVERY single day).

ActivityThe teacher remains at the front of the class with a pile of questions for each group. One member of each group thencomes to the teacher for the first question and goes back to their own group to try and find out the answer as quickly aspossible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer iscorrect the teacher then hands them the second question, if incorrect they must return to their group to find out thecorrect answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis on it being acompetition so the pupils are scanning the fact sheet and taking in the information quickly. Reward the winning group witha prize!

PlenaryTake away the fact sheets and ask some of the questions again to see if anyone can remember the answers. Once againreflect on some of the statistics by asking groups to think about what concepts it makes them think about. This part couldthen be used as a stimulus for a P4C enquiry.

Stimulus / Resources / Worksheets‘An Unequal world’ fact sheet (1 between 2/3).Questions on separate slips of paper (questions should be in order from 1-10 with one set of questions per group).

Did you know? ...

There are 2.2 billionchildren in the world ...1 billion of them areliving in poverty ...

Curriculum Links

GeographyLiteracy

P4C

Quick on the draw


An Unequal World...Facts about Hunger... 870 million people in the world

do not have enough to eat. The vast majority of hungry

people (98%) live in developingcountries (the Global South),where almost 15% of thepopulation is undernourished.

Women make up a little overhalf of the world's population,but they account for over 60%of the world’s hungry.

Under-nutrition contributes to2.6 million deaths of childrenunder five each year - one thirdof the global total.

One out of six children --roughly 100 million – indeveloping countries isunderweight.

66 million primary school-agechildren attend classes hungryacross the developing world,with 23 million in Africa alone.

Facts about Water... 884 million people in the world lack access to

safe water supplies. 3.5 million people die each year from water-

related disease. Almost 2 out of 3 people who need safe drinking water survive

on less than $2 a day. In many developing countries, women and girls walk on

average over. 3.5 miles each day to fetch water Every 20 seconds, a child dies from a water-related disease.

The ‘Global South’ has: 80% of the world’s

people, and 18% of theworld’s GNP.

36% of the world exportearnings.

38% of the world’scarbon dioxideemissions.

65% of the world’srefugees.

95% of the world’s wars. 95% of people living

with HIV/AIDS.

Facts About poverty... Almost half the world - over three billion

people - live on less than $2.50 a day. At least 80% of humanity lives on less than

$10 a day. The poorest 40 percent of the world’s

population accounts for 5 percent of globalincome. The richest 20 percentaccounts for three-quarters ofworld income.

There are 2.2 billion children inthe world, 1 billion of them areliving in poverty.

Facts about education... Based on enrolment data, about 72 million

children of primary school age in thedeveloping world were not in school in 2005;57 per cent of them were girls.

The Global South has only 15% of the world’seducation spending.

Nearly a billion people entered the 21stcentury unable to read a book or sign theirnames.

In North America and Western Europe,children can expect to spend an average of 16years in school. In Sub-Saharan Africa, this isless than 9 years.

Two out of three children inAfrica are left out ofsecondary school.

Q1. How many people do not have enough food to eat?

Q2. What does ‘the Global South’ mean?

Q3. How many people do not have a safe water supply?

Q5. How many children live in the world?

Q4. How many children in Africa go to secondary school?

Q6. How many children are living in poverty?

Q10. How many people live in the ‘Global North’? What are theircarbon emissions?

Q9. What percentage of people live on OVER $10 a day?

Q8. How many children die every minute of a water-relateddisease? How many per hour?

Q7. How far might a women or girl walk to get water each day?

Quick On The Draw - Questions


Q1. How many people do not have enough food to eat?870 millionQ2. What does ‘the Global South’ mean?Developing countriesQ3. How many people do not have a safe water supply?884 millionQ4. How many children in Africa go to secondary school?1 out of 3Q5. How many children live in the world?2.2 billionQ6. How many children are living in poverty?1 billionQ7. How far might a women or girl walk to get water each day?3.5 milesQ8. How many children die every minute of a water-relateddisease?3 per minuteHow many per hour?180 per hourQ9. What percentage of people live on OVER $10 a day?20%Q10. How many people live in the ‘Global North’?20%What are their carbon emissions?62%

Quick On The Draw - Questions & Answers


Remember ...

Do not show the pupils the

answers! Just check each

answer as they bring the slip of

paper to you before passing

them the next question.


similarities & differencesIntroIn a circle, play the ‘change places’ game, focussing on personal and family information.Change places if ... ... You have an older brother ... You have a sister

... You live in a house ... You go to swimming lessons

... You have a pet dog ... You like doing maths

... Your mum has a job ... You do the washing up ETCBig IdeasRemain in a circle. Explain now we have thought about our own home lives and personal situations we are going to look atother children and their home lives and situations. Hand out each pupil a ‘character identity card’ and ask them to read theinformation quietly and independently. Ask pupils to turn to a partner and tell their partner about their new ‘identity’ in 2sentences. What are some of the things your character profile is making you think about? Are there any big ideas? Create alist on the board.

ActivityAt tables, hand out the ‘identity sheet’ and ask pupils to complete this, filling in the information using their new identity.Then perform an ‘inward/outward interview game’, in which half the pupils sit in a circle facing outwards (the inner circle)and then the other half sit in an outer circle facing inwards (the outer circle). The pupils on the inner circle remain ‘incharacter’ and the pupils in the outer circle are themselves and are interviewing the pupil sitting opposite. The interviewermay only ask 3 questions to find out more about the other characters. After 3 questions, the teacher shouts ‘change’ andthe outer circle move in a clockwise direction to interview the next character. Repeat and then swap the inner and outercircle so everyone has a turn of being in character and being an interviewer.

PlenaryThen play ‘stepping out’. The pupils stand in a long line and must use their character information and answer in role (if theydon’t know the answer then they can make it up). If they agree with a statement they should take a step forward.Statements to read aloud ... I am a girl ... I am a boy... I am 10 years old ... I live in a country in Africa ... I can play with my brother & sister... I can go to school ... I live in a town/city ... I sleep in a bed... I live in a house made of brick or stone ... I can play PC games at home... I have my own room ... I help my parents with their work ... I have free time... I wear shoes ... I can buy what I want ... I can watch TV at homeReflect on the ‘stepping out’ game as you go along, taking time to consider how the pupils feel, look at where they arestanding in relation to others. Were there any similarities between their own and the characters lives?

Stimulus / Resources / Worksheets‘Character profile’- 1 per pupil, ‘Identity’ sheet—1 per pupil.‘Unequal World’ Fact sheet

Stories Behind the Statistics

To act in role as another character, showing empathy and understanding for theirsituation. To interview other pupils and listen to their answers.

To understand more about other children’s lives from around the world.To be able to relate real life situations with global statistics.

Curriculum Links

GeographyLiteracy

CitizenshipP4C

Extension ideas Thinking about the statistics used in the ‘Quick On the Draw’ lesson, can we link any ofthe characters lives to the statistics? You could look at the ‘Unequal world’ sheet and link them directly.

Omar is eight. He lives with his family near the town of Cancún in southeastern Mexico.Omar´s father works in the tourist industry, he drives tourists to their hotels. His mother isat home. She bakes and sells cakes. Omar has got one brother called Octavio, he is 14.Omar often helps at home, he goes shopping and helps father with building their house.The house has got one big room with areas for cooking, eating and sleeping. Omar has gota pet – a turtle. He plays with her in the garden. And he often goes to the beach and divesin the sea. Omar goes to school. His favourite subject is Maths and his favourite sport isfootball. But some children in Cancún don´t go to school and have to work in streets.When Omar grows up, he wants to help them.

Stories behind Statistics—Character Profile


Celina is nine years old. She lives in the rainforests in Brazil. She is an Indian, herfather is a chief of the Indian tribe Tembé. Celina´s parents grow plants for living.Celina has got four sisters and one brother. They live in a house made of mud andwood. There´s no electricity in the house. The house has got two rooms, Celinasleeps in one of them together with her sisters. They don´t have any beds, they sleepin hammocks. Every day Celina goes to the village well to bring water. She doesn´t goto school because there´s no teacher in the village. She likes bathing in the river. Sheis not afraid of alligators and snakes in the river!

Bakang is eight years old. She lives in the village of Tshabong in Botswana in thesouth of Africa. The village is in the desert. Bakang´s father is a shepherd. Hermother keeps the fire and goes for water. Bakang helps her. Bakang has two sisters.Her family lives in a house made of clay with a thatched roof. There´s no electricity inthe house.Bakang likes going to school because all her friends are there. She walks about 2 kmsto school. Bakang wants to be a nurse. When she grows up, she wants to live in a bighouse with water and electricity.

Daisuke is ten years old. He lives in the town of Ogawa in Japan. His parents arefarmers. They grow vegetables and rice. They also breed animals. Daisuke has gotone brother and one sister. He´s got three dogs. His family lives in a typical Japenesehouse made of wood. There are two bedrooms, a living room and a kitchen in thehouse. Daisuke goes to school six days a week. He likes Biology and he doesn´t likeMaths. In his free time he rides a bike and plays computer games. He often goesshopping to Tokyo, the capital city of Japan. When he grows up, he wants to be ascientist and study fosils of dinosaurs.

Oscar is eleven. He lives in a village in the Andes mountains in Bolivia. He is a RedIndian. His mother is a farmer. He and his brother and sister help her on the farm,because their father died.They live in a small house. They haven´t got TV but they listen to radio. Oscar lovesfootball. When he grows up, he wants to be a footballer. He goes to school on hisbike. He doesn´t like school because it´s very difficult, especially Maths, but he likeshis teacher.



Esta is twelve years old. She lives in the tribe of Maasai in Tanzania, eastern Africa.Origially they were Nomads – people who travel from place to place. Today Esta´sfamily lives in huts made of wood and dried grass. Esta´s father has got two wives.Esta has got two brothers, one sister and a few step-brothers and step-sisters. Esta´sfamily has got ten cows, some goats, donkeys and sheep. Her father looks after theanimals. Her mother keeps the fire and brings water. Esta goes with her every day.She doesn´t like it, it´s about 6 kms away. She also walks to school. She makes herown toys from clay or grass. When she grows up, she wants to be a teacher.

Mina is nine years old and she lives in New Delhi, the capital of India. She was born in avillage but her family (mother, father, two younger brothers and a sister) had to movefrom the village because there was no work. They live and work on a building site in thecity. Her father is a bricklayer and her mother helps to build houses as well. Mina´s houseis made of brick, with a tin roof. They have no electricity, no water and no toilet in thehouse. There is a school on the building site. Mina learns Hindu and Maths. After schoolshe helps her Mum on the site. She hates it because there are no trees and there is a lot ofdust everywhere. When she grows up, she wants to move back to her village.

Muhammad is ten years old. He lives in Cairo, the capital of Egypt. His father worksin an office and his mother is at home with the children. Muhammad has got abrother and a sister. He goes to school and his favourite subjects are PE and Maths.He likes football very much.Cairo is a very dirty city with a lot of traffic, so he doesn´t often go out. He stays athome, watches football on TV or plays PC games. When he grows up, he wants to bea policeman and protect his country. He also wants to travel around the world.

Sabah is ten. She comes from Jordan. There are 28 people in Sabah´s family – her father,his two wives, her grandma and 23 brothers and sisters. There are so many children in thefamily that sometimes they don´t have enough food for everybody. They live in a desert.They all are nomads. That means they often move to different part of the country. Theysearch for pastures for their animals.In winter they live in two houses made of stone – one is for women and the other one formen. In summers they live in a big tent made of goatskin. In winter Sabah goes to school.They start school at seven and finish at 12 o´clock. When Sabah grows up, she wants to bea teacher.



Sucart is 12. His mother died and his father and two sisters live in a different place.His father is a farmer. He grows pineapples. Sucart lives in a temple, Wat Tanot, inThailand. He wants to be a monk when he grows up. He lives in a small hut made ofbamboo and palm leaves. He has got many books there and a lamp so he can readwhen it´s dark. He gets up at 5 in the morning. He has breakfast at 7 and lunch at 11.He can´t eat after 12 o´clock. He goes to school but he learns only languages there.He doesn´t mind that because he likes languages and reading. He can watch TV inthe temple but he doesn´t often do it. He likes reading.

Rosita is 10 years old. She lives in Western Australia. Her family belongs to AustralianAborigines – the people who have lived in Australia for more than 40000 years. Shelives with her mother, grandma and little brother, but there are many cousins in theirhouse, too. They haven´t got a kitchen. They cook their meals on the fireplace infront of the house. Her mother works as a cook in a fast food restaurant. She can´tgo to school because the nearest town is about 150 km from her village. She learnsat home with her friends and cousins. When she grows up she wants to work in anoffice and she wants to see a big city.

Rachel is 11. She comes from France. She lives in a chateau which her family has hadsince 1715. There are vineyards around the chateau. Her parents make wine. Touristsoften visit their house. They stay there and drink wine. She sometimes helps to setthe tables and pour wine. The chateau has 16 rooms, she has her own room with alot of posters of cats. Cats are her favourite animal.She has got a brother. Rachel and her brother go to school every day. She likesHistory and Maths. In her free time she likes painting pictures.

name ..................................................................

age ......................................................................

country ...............................................................

town/village .......................................................

living ...................................................................

brothers or sisters ..............................................

parents’ job ........................................................

............................................................................

housework .........................................................

school/favourite subject ....................................

............................................................................

free time .............................................................

wants to be ........................................................

Stories behind Statistics — Identity Sheets


name ..................................................................

age ......................................................................

country ...............................................................

town/village .......................................................

living ...................................................................


parents’ job ........................................................

............................................................................

housework .........................................................


............................................................................

free time .............................................................

wants to be ........................................................

name ..................................................................

age ......................................................................

country ...............................................................

town/village .......................................................

living ...................................................................


parents’ job ........................................................

............................................................................

housework .........................................................


............................................................................

free time .............................................................

wants to be ........................................................

name ..................................................................

age ......................................................................

country ...............................................................

town/village .......................................................

living ...................................................................


parents’ job ........................................................

............................................................................

housework .........................................................


............................................................................

free time .............................................................

wants to be ........................................................


connections interdependenceIntroStand in a large circle and hand the pupils 1 profile card each, if there are less than 16 pupils, otherwise 1 between 2. Askthe pupils to read their profile and think carefully about their role – these vary from producer roles, to production line rolesto consumer roles. In turn, ask each pupil to read aloud their role and to hold it up so everyone can see it (pupils shouldNOT be in the correct order but mixed up!). Reflect on the number of people involved in the process (and highlight that theprocesses shown are simplified, they don’t include absolutely everyone!). Are there any comments from pupils about this?Is it what they expected?

Big IdeasHand one person a ball of string and ask them to hold the end, they then need to find someone they feel connected to andneed to walk across the circle to hand the ball of string to that person and say why they are related to them and then returnto their own place; e.g. you may start with ‘A check out till operator’ … who feels they are related to ‘A café owner’ … whofeels they are connected to … ‘A market stall trader’ … who feels they are related to … etc. Continue until everyone isconnected, maybe more than once, to form a complex web. Highlight the local connections and the global connections. Askthe pupils what they think the web is showing them? (interconnections, dependency, complex chains etc).

ActivityTo illustrate these interconnections further show how one thing affecting part of the web affects everyone; e.g. “Thebanana plantation worker cannot control all of the bugs and pests so they are losing crop …” and ask the pupil with thisprofile to shake their hands – what happens to the rest of the web? Ask all pupils to consider what might happen to theirrole if this happens. Discuss. Further examples might be “there is a lorry strike and drivers are refusing to deliver thingsbecause of the price of petrol …” or “There is severe flooding so many cotton crops are lost …” etc.Explain that they are going to write an overview of what might happen if there was a ‘break’ in the chain somewhere. Youcould give each child/group different scenarios (some ideas mentioned above) and they have to use the information givenduring the game to complete their writing titled ‘what would happen if …?’ .This part could then be used as a stimulus for a P4C enquiry.

PlenaryMake a list of more positive scenarios, and consider the consequences for everyone in the chain. For example hotter/wetter climates ... increased production ... more exporting etc.

Stimulus / Resources / WorksheetsBall of string, statement profile cards shuffled up (a focus can be made on bananas, cotton or cocoa. There are 16 cards perproduct). NB these roles and chains are simplified to allow more accessibility to this activity

Extension ideasMake a display of the ‘stringconnection’ for others to see thecomplexities.Keep adding to the display and seehow many different products andcountries you can collect!

String Connections

To write an overview of events using given information.

To begin to understand the complexities of the food chain.To consider how we are connected to others locally and globally.

Curriculum Links

GeographyLiteracy

P4C

String Connections display Who do we Connect with?


String Connections—Banana Production LineBanana plantation worker – I take care of the banana crop by keeping bugs offthem.Van driver – I make sure there is no rubbish and transport boxes of bananasaround.Banana packer – I collect the banana hands, wash them, and pack them intoboxes.Banana plantation owner – I am in charge of lots of workers and lots of bananaplants!Shipper – I work on the container ships that bring bananas over from TheWindward Isles to the UK.

Distributor – I decide which bananas are going to which shops.

Lorry driver – I drive lorries around the UK to deliver bananas to shops.

Buyer – I decide what products our shops sell.

Shelf stacker – I make sure the supermarket shelves are full of fresh food forpeople to buy.

Checkout till operator – I scan through people’s food shopping and pack it in bags.

Market stall trader – I sell fruit and veg in the local market.

Café owner – I run a coffee and cake shop. We sell lots of banana muffins!

School teacher – our children love to have bananas as their morning snack.

Dad – I like a banana after my sandwiches at lunch time.

Canteen worker – I make fruit salad for people to have for a healthy breakfast.

Child – I eat bananas for a healthy snack!


String Connections—Cocoa Production Line

Cocoa plantation worker – I look after the cocoa tree crop and make sure they aregrowing well.Cocoa pod picker – I cut the cocoa pods from the trees and cut open the pods tocollect the beans.Cocoa fermenter – I collect all of the cocoa beans and wrap them in leaves toferment and then dry them out on large tables.

Weigher – I collect and weigh the dried beans to make sure they are good quality.

Trader – I buy sacks of cocoa beans and send them to be turned into chocolatebars.Shipper - I work on the ships that transport cocoa beans from Ghana, Africa toEurope.Factory worker – I work the machines that roast the cocoa beans and grind theminto powder and butter.Factory worker – I work the machines that add sugar and milk to make achocolate mixture that is stirred and then cooled and poured into moulds tomake chocolate bars.Factory worker – I work the machines that wrap the chocolate bars and packthem into boxes.Lorry driver - I drive lorries around the UK to deliver chocolate bars, Easter eggs,hot chocolate powder and other things to shops.

Supermarket worker – I stock the shelves with lots of different chocolate bars.

Newsagents – I stock the shelves with chocolate bars for hungry drivers.

Café owner – we make yummy hot chocolate in the winter and chocolate milkshakes in the summer.

Hotel worker – we always give people a free chocolate when they arrive.

Grandma – I buy my grand children chocolates as a treat when they visit.

Girl – I love chocolate ice cream for my pudding.


String Connections—Cotton Production LineCotton plantation worker – I prepare the ground ready for planting. The bullocksplough the fields.Cotton planter – I plant the seeds and tend to them as they grow (I have to usesome chemicals).Cotton worker – I pick the ‘bolls’, which are the balls of cotton and put them intosacks.Transporter – I lift the sacks of cotton ‘bolls’ that have been picked and transportthem by cart to traders.

Trader – I buy sacks of cotton bolls so I can make cloth and sell this as clothes.

‘Ginning’ machine worker – I work the machines that separate the fluffy lint fromthe seeds. This is called ‘ginning’.

Pala house worker – I sort out the lint and check that it has no brown bits in it.

Spinning machine worker – I work on the machines that spin the cotton intothread and then into cloth.

Cloth worker – I use the cloth and make it into items of clothing.

Factory owner – I sell our clothing to be sold overseas.

Shipper – I work on the ships that import cotton products from India.

Lorry driver - I drive lorries around the UK to deliver items to shops.

Shop worker – I fold all of the t-shirts and hang shirts on hangers on the shopfloor.Hotel worker – I make sure all of the bedrooms look nice by using fresh, whitesheets on the beds.Teacher – we sell school uniforms for the children to wear with our school logoon.

Mum – I have just been shopping and used my new re-usable cloth bag.


perceptionsIntroStand in a circle and play ’ups and downs’. Pupils stand up if they totally agree, crouch in the middle if they half agree andkneel down if they don’t agree. Questions: Who reads newspapers? Who reads magazines? Who watches news on TV? Whogets news from the Internet? Who gets news from Facebook etc.? Who is not interested in news?Now focus on news about other countries: Where do you learn about what happens in other countries? (Europe and othercontinents) Do you get the news from the TV? Radio? Newspapers? Internet? first hand account from a person? Do youalways believe what you read and hear? Do you think everything reported on/in the news is true?Then discuss these ideas further as a whole group by asking questions such as How can you tell what is true and what isnot? How can we form a balanced opinion? How can we find information on the same topic but coming from differentperspectives?Write down their main ideas and conclusions on the board or a flipchart to use as reference in further activities devoted tomedia literacy. Explain to pupils that later they will be looking at excerpts of articles from the media but first they willinvestigate the differences between facts and opinions.

Big IdeasAsk pupils what they already know about differences between a “fact” and an “opinion”. Discuss their ideas as a wholeclass and write them down on the board or on the flipchart, they will use them in the next stage of the activity. Then ask thepupils why it is so important to be able to make a distinction between facts and opinions?

Important points to be included are the following:- a fact is something that cannot be challenged, it exists or occurred in the reality,- a fact is the same regardless of who looks at it,- you can check the fact, there is evidence for it,- when the phrases “I believe...” or “I think...” are used in a statement, they indicate that a person is presenting her or hisopinion, not a fact but opinions can be disguised as facts if they are not preceded by “In my opinion...”, “I think...”,,- adjectives that signal a personal subjective judgement about the quality of things are often clues to an opinion masked as afact ex. wonderful, good, bad, the best, the worst etc.- using generalising words like “everybody”, “all”, “always” is more common in relation to opinions and presumptions ratherthan facts.- you cannot challenge facts, they exist regardless of our opinion on them. However, you can interpret facts and thus formyour opinions. People may have different opinions, it also depends on their values – on what they believe is important in life.- however, when they present their opinion as a fact, they may manipulate you and persuade you to think as they do if youdon't know facts yourself.

ActivityPut the pupils into pairs/threes. Hand out the ‘Fact or opinion - which is which?’ sorting cards. Pupils must decide whichstatements are facts and which are opinions and sort them into 2 groups.

PlenaryDiscuss their answers as a whole class. Ask them what has helped them in each case tell the facts from the opinions. Askvolunteers to give their examples of statements about facts and opinions regarding other countries. Discuss and verify these

Stimulus / Resources / Worksheets‘Fact or opinion - which is which?’ sorting cards. NB: The statements included in it can be modified or replaced depending onpupils' interests and knowledge.

Fact or Opinion - which is which?

To understand what a fact is, and what an opinion is.To be able to distinguish facts from opinion.

To understand the importance of thinking critically about what is fact and what isopinion.

Curriculum Links

LiteracyCitizenship

Fact or opinion-which is which? sorting cards


NOW WE ARE IN SCHOOL. FRENCH IS DIFFICULT.

I THINK THAT MOST PEOPLE INPOLAND HAVE ACCESS TO

INTERNET.

RICH PEOPLE SHOULD SHAREWHAT THEY HAVE WITH

POORER PEOPLE EG PAY HIGHERTAXES.

SENEGAL IN AFRICA HAS ACCESSTO THE ATLANTIC OCEAN.

IN POLAND YOU CAN VOTEWHEN YOU ARE 18.

SPAIN IS MORE BEAUTFUL THANGREECE. MICHAEL JACKSON IS DEAD.

EARTH IS A PLANET,NOT A STAR.

THE GOVERNMENT BEHAVEDDISGRACEFULLY OVER THIS

ISSUE.


perceptionsIntroBegin by asking the pupils what they know about the country which is featured in the articles you have selected, forexample if you use the sample article, ask “What do you know about Kenya and Kenyans?”. Write down any preliminaryideas they have about the place. You can also check on the map exactly where these countries are located. Then ask how orwhere they have learnt about these ideas – from TV, Internet, their parents, friends etc?

Big IdeasRemind pupils of your discussion about the differences about facts and opinions (in the previous lesson) and revisit thecriteria list you came up with. Ask the pupils why they think it is important to think about the difference between fact andopinion. Move the discussion on to the use of ‘persuasive language’ and ask why the media might use this.

Activity1 sample article is available, or you can find your own appropriate articles that should highlight “success stories” of theglobal South and challenge stereotypes, such as successful local initiatives, solutions, areas of life not often associatedwith Africa. It is preferable to use the African media to present an African perspective or provide two perspectives (eg anarticle from the European media and an article from African media). It would be useful if you could find a selection ofarticles so pupils can access different articles which can then be shared in the plenary.Give each pupil a sheet with one news article each. Ask the pupils to quietly read the text and individually decide whichsentences present facts and which present opinions. They could use a highlighter pen for this.Next, ask the pupils to get into groups of 3-4 people so they can discuss their answers in a group. Then they can fill in thetable on the “how do we know? Worksheet” – writing down the facts and opinions from the article as well as examples ofpersuasive language. Finally, pupils count the score and decide how reliable a given article is.

PlenaryAsk pupils to present their articles to the rest of the class if they have worked with several different articles. Discuss howreliable the articles are and what impact examples of persuasive language from the articles may have on readers and how itmay influence their perception of a given issue, country.

Stimulus / Resources / WorksheetsSample news article (provided) and a selection of news articles which the teacher must source (see above for more details).Highlighter pens‘How do we know? Worksheet’

Extension ideasPupils may create a catalogue of an aware media recipient eg. what to pay attention to, what shouldalarm us, how to find alternative information, how to filter the meaningful from the meaningless etc.This lesson may also provide a useful starting point for discussing stereotypes. First, pupils may discusswhy we form opinions and then explore further the issue of stereotypes – their origin and their role instructuring our understanding of the world around us.

Fact or Opinion - how do we know?

To assess the reliability of information presented in the media by distinguishing fact fromopinion.To be able to detect use of persuasive language.

To understand the importance of thinking critically about what is fact and opinion.To challenge stereotypes by showing development and “success stories” in the South.

Curriculum Links

LiteracyCitizenshipGeography

Fact or opinion - sample news article

Habiba Rage, 38 years old, from Alago Alba in Kenya's North Eastern region works

as a trader. In her work she uses a mobile phone on a daily basis, for example to

keep track of stock arriving from Isiolo, the nearest urban centre.

Habiba's village doesn't have electricity but her mobile uses solar energy – it is

fitted with a charger that absorbs and stores energy directy from the sun. Such a

type of a mobile is quite cheap. It costs 1,500 Kenyan shillings (18 US dollars),

which is about half the cost of the cheapest conventional mobile phone. What's

more, it is environmentally friendly as it is manufactured from recycled electronic

waste. The phone is produced by telecommunications company Safaricom

(owned by the UK's Vodafone) and Mobitelea Ventures.

“This is a brilliant innovation”, says Michael Odera, director if the climate change

office in Kenya's Ministry of Environment and Mineral Resources. “It meets

environmental goals and also deals with problems linked to power cuts in the

country”.

It is estimated that only 5% of Kenya's rural areas and 51% of the urban

population have access to electricity.

Based on “Kenya: Solar Powered Phones Recharge Nation's Conversations” by David Njagi, 10May 2012, Alternet, http://allafrica.com/stories/201205110322.html


Fact or opinion - how do we know? worksheet


List the sentences which present facts. List the sentences which presentopinions.

List words or sentences which include apersonal judgement of the author(either positive or negative)

Reliability score (number of factsversus number of opinions)

Fact or opinion - Answer Sheet


List the sentences which present facts.

Habiba Rage, 38 years old, from Alago Alba inKenya's North Eastern region works as atrader.

In her work she uses a mobile phone, forexample to keep track of stock arriving fromIsiolo, the nearest urbancentre.

Habiba's village doesn't have electricity buther mobile uses solar energy – it is fitted witha charger that absorbs and stores energydirecty from the sun.

It costs 1,500 Kenyan shillings (18 US dollars),which is about half the cost of the cheapestconventional mobile phone.

What's more, it is environmentally friendly asit is manufactured from recycled electronicwaste.

The phone is produced bytelecommunications company Safaricom(owned by the UK's Vodafone) and MobiteleaVentures

List the sentences which presentopinions.Such a type of a mobile is quite cheap.

“This is a brilliant innovation”, says MichaelOdera, director if the climate change office inKenya's Ministry of Environment and MineralResources.

“It meets environmental goals and also dealswith problems linked to power cuts in thecountry”.

It is estimated that only 5% of Kenya's ruralareas and 51% of the urban population haveaccess to electricity.

List words or sentences which include apersonal judgement (either positive ornegative) of the author

quite cheap

brilliant innovation

Reliability score (number of factsversus number of opinions)

6/4


rights responsibility changeIntroAsk the class if they know the words ‘Global’ and ‘Citizen’ mean, gather some ideas. Then ask if they know what being a‘Global Citizen’ means? Explain that this series of lessons is going to explore this.

Big IdeasSplit the class into four small discussion groups, and give each of them a set of the ‘Global Citizen’ statements. Ask pupils toplace the statements in order of importance. This can be done in the form of a diamond with the most important statementat the top and the least important at the bottom. Statements of equal importance are placed alongside each other.Pupils need to work cooperatively and to give reasons to others within their group for their individual views.After about 15 minutes discuss the activity as a whole class, with each group explaining what their final layout was, andwhy.Then ask the pupils to work in groups on what they could do to show that these things are important. For instance, underthe first point, suggestions might include listening to others, asking others what is wrong or how they are feeling, orbefriending others who are lonely.The most difficult one for the pupils to do is probably, 'I am as important as everyone else', so perhaps you could give themsome examples, such as 'I am especially good at …', or 'I help in the class by …'. The suggestions can be written as pledges ofwhat pupils will try to do to show they can be Global Citizens, and they can be put on display.

ActivityGive each group a large piece of paper (from a roll) and ask them to draw the outline of a child (they could draw around onemember of their group), and give the poster the title “An excellent Global Citizen...” Tell them to illustrate the poster withwhat they think are the skills, knowledge and attributes of an excellent global citizen, using a mixture of words anddrawings. You can suggest that they use think about these skills, knowledge and attributes as Head: what they must know Hands: what they must be able to do Heart: what they must feel or believe

PlenaryShare the posters by displaying them on the wall and ask each group to explain what they have chosen to write and draw.Ideas from http://www.mylearning.org/global-citizens--make-an-impact/p-2015/ and http://www.teachers.org.uk/files/Intro-to-being-a-global-citizen.pdf

Stimulus / Resources / Worksheets‘Global Citizen statements’ cut up for each group.Large roll of lining paper, drawing/writing equipment.

Extension IdeasYour “excellent Global Citizen”posters could be a ’work inprogress’ so pupils could addideas as you continue working onthis Challenge Pack ...

Pupils Take Action: global citizens

To create a poster using words and illustration that represents ‘a global citizen’.

To be able to realise a personal potential to change things and to develop a sense of self-efficacy and self worth (self esteem).To begin to realise that individuals can make a difference.

Curriculum Links

CitizenshipPSHE

Diamond rankingWhat makes an excellent

global citizen?


Pupils Take Action - Global Citizen Statements

I try tounderstand whatother people are

feeling

I am asimportant aseveryone else

Everyoneelse is equal to

me but differentfrom me

I know whatis fair and not

fair and try to dothe right thing

I look afterthe environmentand don't waste

things

I try tohelp others

and not fightwith them

I have myown ideas but

can alter them ifI realise they

are wrong

I want tolearn moreabout the

world

I think I canchange things in

the world

Ideas from http://www.mylearning.org/global-

citizens--make-an-impact/p-2015/and http://www.teachers.org.uk/

files/Intro-to-being-a-global-citizen.pdf


responsibility change powerIntroAsk pupils to close their eyes and try to think of someone or a group of people who have made a positivedifference/change to their life or to the lives of others. It could be someone they know or someone they haveheard of, seen on TV or read about. It doesn’t matter what size the change is. Once they have thought ofsomeone, get them to tell their neighbour who the person is and what they did.Ask the group to call out some examples of who they were thinking of, and what they have done. Record theseon the flipchart. If you feel it would be helpful, give the group further examples of people who have broughtabout positive change for others. Include examples of young people who have made a difference.

ActivityDivide the group into smaller groups of 3 or 4 and ask them to carry out the following:• Using a large piece from a roll of paper, draw round a member of the group. If this does not seem appropriate,use stick figures instead. Ask them to think about the characteristics of the people from 1 (i.e. what they thinkmade that person do what they did) and write those characteristics on the body shape – e.g. active, caring,hardworking, concerned.• Ask the group to think about other factors/things that may have helped that person bring about change and getthem to write these on or around their body shape – e.g. working with others / in a team, support, resources,money, training, fame, power, influence, job.

PlenaryBring the group back together and facilitate a discussion on how everyone is capable of making positive changefor others. Points to draw out include the following:*To make change happen, it is not simply money or beingfamous or doing very well at school that is necessary.*Everyone is capable of making a change. Hard work, gainingskills and information, working together, support of a teacheror other adults, etc, making contacts, finding out about localprojects and opportunities to get involved are important.

End the activity by explaining that the Global Literacy – PupilsTake Action project is all about children in Cumbria schoolsfinding ways to take action to make the world a fairer place,and improve the lives of others all over the world.

Adapted from ‘Making Change Happen’, www.participationworks.org.uk

Stimulus / Resources / WorksheetsLarge roll of paper, felt-tip pens

We Can All Make A Difference

To discuss a question in a small group, and agree on a consensus answer

To enable children to understand that they can make a difference to the life of others

Curriculum Links

LiteracyCitizenship

Examples of people who have made adifference Helen Skelton, trekked 500 miles to theSouth Pole to raise awareness of the charitySport Relief Martin Luther King Jr, campaigned for civilrights in America Martha Payne, school girl from Argyll, whostarted a blog about school dinners around theworld, and campaigns to provide meals forpupils in Malawi


rights responsibility changeIntro NB this session is best delivered AFTER children have been learning about the Global Literacy project themes, so thatthey understand about interdependence, inequalities, and poverty, and can begin to understand ways in which their actionscan help address these issues.Revisit the previous session on Global Citizens and review learning outcomes. Refer to group posters of the skills,knowledge and attributes of an excellent global citizen. Explain that in this session the class will be thinking about howTHEY can take action and make a difference that will start to address global issues.

ActivitySplit the class into four groups. Explain that for this activity they will need to nominate the following roles: a scribe, aspokesperson, a facilitator, a time keeper. Read the role cards out loud, and give one set to each team, and explain that thiswill help them learn how to work as an effective team.Give each team three pieces of A3 paper, and explain that they will be given 5 minutes to ‘brainstorm’ their answers, as agroup, to a series of questions. Remind the children that in brainstorming, there are no right or wrong answers, that it is anactivity to help them think creatively and come up with lots of ideas.Show the following three questions one at a time—revealing the question and then giving 5-10 minutes for discussion, : What does it mean to be a Global Citizen? What issues or problems are you particularly interested in? What ideas do you have for taking action?The scribe should write the question in the middle of a page and then record people’s answers.Create large concentric circles (see ‘What Can I Change’ diagram). You can do this on a massive poster, using ropes to makerings on the floor, or by projecting the page onto a screen onto which you can then stick post-it notes.Ask the children to circulate around each other’s ‘What ideas do you have for taking action?’ sheet, and read other groups’ideas, taking note of ideas which are similar to theirs, or new ideas which they would like to add to their brainstorming (thescribe should bring paper and pens with them). Back in their own groups, ask the children to choose their favourite 5 ideasfor action, and write these onto a large post-it note (or piece of paper which can be stuck to the whiteboard with blu-tack).Then ask each group to bring their ideas to the front, placing them into the relevant circle to show whether the change isaimed to impact on their own behaviour, their community, their country or the whole world.

PlenaryFirst review the team roles: what went well?, what was difficult?, did having these roles help you be more effective as ateam?Review the activity by having a whole class discussion about what the children now think about the potential impact theycan have, looking at the actions suggested to start with themselves, through widening their sphere of influence until we cansee how our own actions can influence the whole world.End the session by sharing the ‘Global Citizenship Quotes’ with the children.Keep the large circle of influence diagram with children’s ideas in it, as it will be useful for the next lesson ‘Powerful People’.(Take a photo of it).

Stimulus / Resources / WorksheetsFour sets of ‘Team Role’ cards. A3 paper and pens. Three ‘Global Citizenship’ questions on powerpoint or large posters.Ropes and labels for making large concentric circles on classroom floor, or Concentric circles diagram projected onto awhiteboard. Post-it notes or paper and blu-tack.Global Citizenship quotes.

Pupils Take Action: spheres of influence

To be able to follow a set of instructions to take part in effective team work.

To recognise what attributes are required to be an active global citizen.To begin thinking about what actions could be taken to address a particular problem.

Curriculum Links

Citizenship


What can I change? Team Roles

Facilitator

It is your role to make sure that your groupcompletes the task, and that the quality of

the work you do represents your groupshighest quality thinking.

You must make sure that everyone has theopportunity to contribute their ideas.

If there is disagreement, you must find away of reaching agreement.

You should try tomake your group feelgood while they aredoing this task together

Scribe

It is your role to keep a record of what issaid during the task. If you are asked to

write anything down as part of the activity,make sure it represents the groups shared

ideas (not just your own!)

Make sure your writing is clear.

Time keeper

It is your role to make sure that the groupcomplete their task within the time that

they are given.

This means you should listen carefully toinstructions from the teacher, check whattime it is when your task begins, and work

out when your time is up.

You should let your groupknow how they are gettingon, for example, tellingthem when they are halfway through the task, or ifthey have two minutes left.

Spokesperson

It is your role to speak on behalf of yourteam when you are asked to report back to

the whole class.

You must pay attention during your group’sdiscussion so that your reporting is clear

and a true account of their ideas.

Make sure you report back the sharedideas, not just your own!


What can I change?

Photocopy onto A3


Quotes about Global Citizenship

“All that is needed for evil to triumph, is for good men to do nothing.”-Edmund Burke

“No man is an island; every man is a piece of the continent, a part of themain.”- John Donne

“We must be willing to learn the lesson that cooperation may implycompromise.” - Eleanor Roosevelt

“Before you finish eating breakfast this morning, you’ve depended on morethan half the world.” - Martin Luther King, Jr.

"...we all have an obligation as citizens of this earth to leave the world ahealthier, cleaner, and better place for our children and future generations.”- Blythe Danner

“I have no country to fight for: my country is the earth, and I am a citizen ofthe world." - Eugene V. Debs "Today, every single one of us is a 'GlobalCitizen', whether we are conscious of it or not. Global inter-dependencehappens every day. We rely on countless different people from all over theworld for the clothes we wear, the food we eat and the technology we use.Our daily lives are constantly affected by what people on the other side ofthe planet are doing!" - Anonymous


power change rightsIntroAsk everyone to sit in a circle. Explain that the group is going to think about who has the power in their lives. To do thisthere will be a short drama activity to get them thinking about what it feels like to do things and dependence on howpowerful you are. When you hold up a card and call out an action, the participants must perform the action – when it is ared card they must perform the action as if they were the most powerful person in the room (link power and confidence);when it is a yellow card, they must perform it as if they were the least powerful person in the room.Actions:• Drink a cup of tea or coffee• Enter a room• Meet a person for the first time.• Try to order some food.Ask the group to describe how it felt to perform everyday actions with more or less power than usual.

Big IdeasAsk the children what they think it means to have power, is it the same as influence? Is it a good thing or a bad thing (canthey think of examples of both?) Can they think of anyone who doesn’t have power? Is it possible to empower others (givepower) - how might that happen? You could explain that the UN Convention on the Rights of the Child states that ALLchildren have the right to have a say in matters that affect their lives—do they think that all children have the power toinfluence their own lives? You could then use this section as the stimulus for a P4C enquiry.

ActivityNow ask the group to work in small groups of 3 or 4, and give each group a set of the ‘Powerful People’ card.Go through the people or organisations to make sure everyoneknows who or what they are.Ask groups to place the cards on the floor/table with the people ororganisations they feel have the most power at the top and thosewith the least power at the bottom. The cards can be placed in anyshape that the group agrees on – e.g. single column, diamondshape, triangle.Ask groups to add other people or organisations by writing them onthe blank cards. These should be based on the particular projectthat they have decided they will work on.

PlenaryFinish the activity with a discussion:• which they feel have the most power, or which are the mostpowerful people• why these hold the most power• which people or groups of people they feel have least power – e.g.babies and young children, disabled children, poorer people,• which they think are most likely to listen to them or to treat themand their project with respect.

Resources / WorksheetsPowerful People cards; Your project—who can help handout

People and power

To evaluate a list of items, and come to a group consensus. To be able to justify theirdecisions.

To begin to understand the meaning of power, and empowermentTo think about which people they need to include in their project

Curriculum Links

CitizenshipP4C

Extension ideaDivide the participants into small groups andgive each group a copy of ‘Your Project—whocan help?’ handout.Ask the groups to look at the diagram of peoplewho could help. Get them to circle the peopleor organisations that they think would be themost helpful and with whom it would be goodto develop contact – or even a partnershipwithin which they could work together.Ask them to think about any other people ororganisations that may help. Get them to namethese in the other circles.Ask them to think about how these might helpand what they want from them. They shouldwrite this next to the appropriate circle.Encourage them to list in order the 3 people ororganisations that they think would be theirbest contacts. Ask them to feed back to therest of the group.


Powerful People cards

Headteacher

Prime Minister

Localshopkeepers

Councillor

Sportsperson

MP

TV personality

Teacher

Parents

Religious leader

(Adapted from ‘Making Change Happen’, www.participationworks.org.uk)


Powerful People cards

Police Officer

School councillor

National charity

Teenager

Young person7-11

Local Press

Business Owner



Your project—who can help?

My top 3 contacts:

1. __________________________________________________________________________

2. __________________________________________________________________________

3. __________________________________________________________________________



responsibility interdependenceIntroShow the ‘issues cards’, either by presenting them as large cards to the whole class or by asking small groups to look atthem. Ask them to vote and find out how many people in the class are currently involved/working on these issues/problemsright now. Make sure you reinforce that there is no right or wrong answer. Pupils should then think of any more ‘problems’or ‘issues’, local or global, that they are interested in or currently working on/involved with.

Big IdeasShare the results which illustrate how many pupils are working on the issues/problems. Are there any patterns? Are morepupils interested and involved in local issues? (this will probably be the case). Why is this? Are we ‘touched’ more by localproblems because they are closer to us? Or are we affected by global problems because they might have more mediacoverage? Which issues/problems are we connected/engaged with?Next show the outline of the ‘graph of issues’ (either by drawing this on the board or by using enlarged sheets for eachgroup), explaining the axis. Along the bottom axis is ‘who the issue/problem affects’, from a personal level (i.e. me) to ainternational level (i.e. the world), and the side axis is about how long this issue/problem will take to solve (a short termsolution or a very long term problem).

ActivityShare some of the ‘issues cards’ and ask advice on where to place them on the graph. For example, ‘climate change’ mightbe placed as a problem that affects the world and will take centuries to solve, OR you might decide that it is something thatis personal, so should be placed above ‘me’. In groups, ask them to come to an agreement on where to place all of theissues cards on the graph and explain that they must be able to present reasoning for their decisions. They must decidecollaboratively as a group where to place the card. Once they have finished the suggested issues cards, they can think ofmore problems/issues they are concerned about, are working on or are interested in and place them on the graph.The important aspect of this process is the thinking and discussion, there is no right or wrong answer! Make sure this ismade clear to the pupils too so they are happy to discuss differences of opinion.Share the graphs by asking each group to move around the classroom and look at other groups results.Then ask them what they think the graph would look like if it was filled by they parents, teachers or other adults. Howwould it differ? What would it look like if it was filled in by decision makers or politicians?

PlenaryPoint out the global issues/problems on the graph, perhaps highlighting those that pupils may feel ‘removed’ from and thinkof ways that the problem indirectly affects us. Consider what we can do to solve or contribute to solve these issues andthink about why we should bother with them at all. At this point you could raise questions and run a P4C session.

Stimulus / Resources / WorksheetsIssues cards (1 set per group)Large copy(s) of the ‘graph of issues’ on Interactive Whiteboard, blackboard or copied onto large sheets of paper

Extension ideasCreate a display of the graph andadd problems, concepts andsolutions that come up as youprogress through the Challenge &Enquiry Pack.

Making the World a Better Place...

To work as a team and to be able to give reasoning to present a point of view.

To be more aware of global issues/problems and who is affected by them.To understand how personal actions and choices have (global) consequences.

Curriculum Links

GeographyCitizenship

P4C

litter

MDGs


Making the World a Better Place...Issues

climatechange

carbonfootprints

unfair foodtrading systems

energyuse

foodwaste litter

childlabour pollution

humanrights

access toeducation

MillenniumDevelopment

Goalsextinction of

species


Making the World a Better Place... graph

me

groupcom

munity

countryw

orldcontinent

hours

days

weeks

months

years

decades

centuries

Graph of Issues


rights responsibilities equalityIntroUsing a large open space, ask the pupils to stand in a line, all facing the same way, side by side. Explain you are going tomake statements and if they agree they should take a large step forward; part agree = take a small step; disagree = stepbackwards; or are unsure = stay still. Ask the pupils to close their eyes so they are making independent decisions.Statements to read aloud: (it may be a good idea to note down if/when pupils take large steps forward/back)“Everyone in this room has the right to clean water to drink”“Everyone in this country has the right to clean water to drink”“Everyone in the world has the right to clean water to drink”“Everyone ... has the right to 3 healthy meals a day” (Insert ‘in this room’ ‘in this country’ and ‘in the world’)“Everyone ... has the right to a comfy bed to sleep in”“Everyone ... has the right to a TV”“Everyone ... has the right to new clothes and trainers when they want them”Big IdeasAsk the pupils to open their eyes - what is the line like now? Did everyone agree with the statements? Ask pupils tovolunteer reasons for when and why they stepped forward/backwards.Sit down in a circle. Ask the pupils if they think that everyone in this country and the world does actually have all of thethings mentioned? Why might they not have access to some of those things?Has it made people think of any big ideas? (poverty, equality, rights etc)

ActivityWrite the words ‘responsibility’ and ’right’ on the board and ask the pupils to think quietly about what they mean(definitions) and what they mean in relation to what we have been discussing. Whose responsibility is it to make sure thatpeople in this room, this country and this world have rights to the things we mentioned? (water, food, a bed etc). After 30seconds thinking time ask pupils to write down on a post-it note or small slips of paper suggestions of who should takeresponsibility and throw them into the middle of the circle. Read through the ideas and (if not already suggested) putforward the idea that it is everyone's responsibility.In small groups ask the pupils to create a list of 10 more things they think that EVERYONE has the right to access (start themoff with clean drinking water, food to eat ... if groups are struggling make other suggestions like ‘what about school?’, ‘whatabout having fun?’, ‘what about the right not to be bullied?’, ‘what about the right to be listened to?’.

PlenaryShare some of the lists and ask pupils to consider what we can do about those people who do not have access to thesethings. Have a discussion about what you could do on a personal level, as a class, a school or as a wider community.

Stimulus / Resources / WorksheetsStatements (on lesson plan but you can amend as you see fit).MDGs sheet for extension work.

Extension ideasLook at the Millennium Development Goals in relation to RIGHTS. Canthe RIGHTS you have been discussing link to any of the MDGs? Makea spider diagram. Investigate projects working towards the MDGs.

Rights & Responsibilities

To be able to create a list of basic human rights.

To understand more about human rights and who actually has them.To be aware of the responsibility humans have to one another (locally - globally).

Curriculum Links



Rights & Responsibilities - MDGs sheet


Part 1Food & Trade

Messy mapsPods, Planning & ProductionSharing the ChocolateThe Fairest TeacherFairtrade Means something to meFairtrade AlphabetCocoa Clues MysteryAlien Headlines 1Alien Headlines 210 Myths About Hunger


IntroPresent the pupils with a range of Fairtrade products and look on the packaging to find out the country of origin (this maysay ‘country of origin …’, ‘produced in …’, ‘grown in …’, ‘product of …’). Sort out the products into continents; Africa, SouthAmerica, North America, Asia, Australia, Europe, Antarctica; and stand them on the large map. Then start looking moreclosely for particular countries within those continents.

Big IdeasAsk the pupils what trends they can see. Why are products grown here? (i.e. mainly in the global south, due to weatherconditions), who buys these products? (mainly people from the global north) How do these products travel? (mainly by shipas they are travelling over sea). Introduce the terms ‘import’ and ‘export’ if this has not been addressed yet.

ActivityUse the actual ingredients to create a multi sensory map by illustrating where each product comes from, for example bygluing coffee onto Ethiopia, cocoa powder onto Ghana, tea leaves onto India etc. There will be crossovers and it will bemessy!Once finished cover the whole map in sticky backed plastic and use as a brilliant display which will have many textures andaromas.

PlenaryLook at the map and talk about which continents the Fairtrade products come from and if anyone can remember anyparticular countries. Ask the pupils what might happen if it was too rainy or if there was not enough sunshine for the cropsto grow – consider how dependent we are on imported food and how dependent producers are on us buying it.

Stimulus / Resources / WorksheetsVariety of Fairtrade products (with labels showing country of origin), large world map outline (the bigger the bet-ter!), glue, sticky backed plastic.

interdependence trade

Messy Maps

To read for information.

To gain an understanding of where Fairtrade products are grown (& imported from).

Extension ideasCollect Fairtrade packaging and addlines of string to the map to showwhere additional products arefrom.Research weather conditions in aparticular country (area of country).Research how long products take totravel from their country of originto the UK (show the ship’s journeyon the map).

Pupils Action Ideas

Show off the messy multimap to other classes,teachers and parents in anassembly to make themmore aware of whatproducts are available andwhere they come from.

Curriculum Links

Geography

One huge Messy Map!


IntroFirst of all ask the children to talk in pairs about where chocolate comes from ,in particular the cocoa within chocolate. Startwith the shop/supermarket ... and trace steps backwards to the wholesaler ... And backwards to the delivery driver ... Etc.Get some feedback and try to create a list of the people involved until you reach the plantation/farmer.

Big IdeasCount how many people are involved in your list. Do we think we may have missed any out? Now think about what otheringredients are put with cocoa to make chocolate (if necessary look at the ingredients list on a bar of chocolate - sugar, milk)and guess how many more people might be involved. Explain that you will be looking in more detail at the production of themain raw ingredient, cocoa, and how complex this part is before other ingredients are added.

ActivityPlace the ‘cocoa production line’ photos in the middle of the circle (you could either cut the descriptors off so pupils have tolater match the descriptions with photos or leave them on so each photo has relevant information already attached). Asksomeone to look for what they think might come first ... when the cocoa plant is starting to grow. Then ask someone else tolook for the next photo in the sequence ... And so on until you have completed the production line. You could hang these ona washing line so everyone can see them.Count aloud all of the different stages and explain that the process of making chocolate is actually even more complicatedthan this - here we only have the cocoa beans manufacturing, we haven’t got the next stages in which other ingredients areadded, moulds are used and packaging is put on!Explain that in groups the children are going to carry out a research project called, ‘how many people make my chocolatebar?’. They already have the first part of the chain and need to research the next part and make an informed guess (as wecannot know the exact answer) at how many people are involved in making 1 bar of chocolate! They can present theirfindings however they wish - in a Powerpoint Presentation, as a report, a film, a speech, a play, or a song—but their findingsmust be based on facts.

PlenaryShare and celebrate the projects to see if there is a general consensus about how many people actually make a chocolatebar! At this point you could raise questions and run a P4C session.

Stimulus / Resources / WorksheetsCocoa production line photos/captions.Access to the Internet for the research project.

interdependence trade

Pods, People & Production

To be able to sequence an order of events.To carry out a research project and present findings appropriately. NB this part will spanacross a number of lessons.

To have a greater understanding of cocoa farming and production.To understanding the complexities of food production (from field to table).

Curriculum Links

GeographyP4C

Literacy

From pod ... To production ...… to your pocket!Where does my

chocolate come from?

Cocoa production - 1


Cocoa crossbreeding isdone by hand by

planting blossom ontothe branches of trees.

Small shoots are takenfrom trees, grown intoseedlings and take 4-5

years to grow into trees.

Workers keep theseedlings well wateredand they are protected

from the direct sun.

Cocoa pods grow inabout 4-5 months on

the trunk and branchesof the trees.

Cocoa production - 2


A mature pod is usuallyyellow, red or purpleand is cut open 7-10

days after harvesting.

The pod is cut with a sharpknife to collect the beans.

There are around 50 beansin a wet pulp.

The beans need to bedried out under the

sun, which takesaround 2 weeks.

The beans are placed underbanana leaves or in boxesto ferment for 7-10 days,allowing the flavour and

colour to develop.

Cocoa Production - 3


The beans are sorted outfor size, quality and to

check that there are noother materials there.

The cocoa beans arescooped into sacks and

stored ready to go to theprocessing plant.

The sacks of cocoa beansare piled up in a storage

house ready fortransportation.

They are turnedregularly and carefullychecked so they do not

go mouldy.



The beans wait to beturned into cocoa

liquor, cocoa butter andcocoa cake.

First of all the beans arecleaned to make surethere are no wood,

sand or stones.

The beans are roastedto bring out the

chocolate flavour andcolour further.

The cocoa beans aretransported to a cocoaprocessing company.



The nibs are grinded inseveral stages to create

cocoa liquor.

The liquor is then pressedto extract the cocoabutter (which is then

used to make chocolate).

Cocoa butter is cleanedusing filters and stored

in huge tanks.

A ‘winnowing’ machineis used to remove theshells from the beans,just leaving the nibs.



Some factual information has been taken from www.thechocolatereview.comAnd the International Cocoa Organization www.icco.org

Several checks arecarried out to check for

contamination.

The cardboard boxes arestored until they arecompletely solid and

ready for transportation.

Boxes are transported toother factories so that

other ingredients can beadded to make chocolate.

The cocoa butter isthen poured into 25kgcardboard boxes with

plastic liners.


IntroChildren are seated around a table in groups of 9 (you can adapt story characters depending on your group size).Warm-up activity: Put plate of 10 pieces of Fair Trade chocolate in the middle of table and ask children to share whatfeelings and thoughts they have about the chocolate in front of them without touching! See if any of them notice there aremore than enough to share equally. It's good to break the chocolate up so all the pieces are a different size.Get groups to decide which character they will be (mum, dad, grandma, granddad, aunt, uncle, 3 children aged 5, 7 and 9).Ask additional adults to take on extra role if required. Make sure the plate of chocolate is next to the Mum character. Explainthat they will all have a piece of chocolate by the end of the activity.

Big IdeasRead through story, stopping at the bit where it talks about the family giving reasons for who should have the last piece. Intheir group, ask children to decide who should have the last piece based on some of the reasons in the story – or are therenew reasons or solutions. Give 5 minutes for each group to write a solution and reason that is fair on a post-it note and stickon flip chart paper. Share children’s ideas with the whole group.Read through the rest of the story. “Was this a fair ending?” Stand up if you agree. Stand up if not. Go around and askindividual children their reasons.Highlight that the word 'fair' can be confusing. What does it really mean? Look at the ‘Fairness words’ sheet (which includes2 blank spaces for any additional words you may think of). Discuss and decide in your group which you agree or disagreewith – rank in order to create the closest definition to fair.At this point you could raise questions and run a P4C session.

ActivityAsk pupils to think of things that have happened to them where they have said ‘it’s not fair’. Explain that they are going towrite their own story about ‘fairness’. They can use the story you have just read to base their ideas on, for example theycould change the characters (to friends, made up characters, animals), change the item of food or change it to somethingelse, but the story must be about the concept of fairness.For example, it might be a story about a family of squirrels for are unsure about how to divide the last nuts they havecollected OR it might be a story about friends who have a collection of marbles.

PlenaryShare some of the stories and vote on whether the outcome was fair or unfair and to whom.

Stimulus / Resources / WorksheetsSharing the Chocolate’ story (adapted from John Fisher’s ‘Sharing the Fish’ story), bar of chocolate, characterlabels (mum, dad, grandma, grandad, aunt, uncle, 3 children aged 5, 7 and 9), post-it notes, flip chart/large paper,‘fairness’ cards

Sharing the Chocolate

To write a narrative using a given structure (to write a story based on ‘fairness’).

To consider the concept of fairness in relation to the children’s own lives.

fairness equality rights

Creating p4c questions

Example P4C question

Why do people think thatthey deserve more?

Curriculum Links

LiteracyCitizenship

P4C

Creating p4c questions


Once there lived a family who had gathered together to celebrate Grandma's 75 th birthday. Seated around the table were Mum, Dad andthree children aged 5, 7 and 9. Mum's sister was there too with her husband and most importantly, Grandma and Grandad. It was a veryspecial celebration indeed. After a lovely meal, Mum brought out a plate of chocolates and put them in the middle of the table.

“We better give Grandma the first piece.” said Mum “It is her birthday.”

Mum gave the plate to Grandma who then passed it around the table. Each person took a piece of chocolate and passed it on. When itgot back to Grandma there was just one piece left on the plate.

“Oh.” said Mum. “Just one piece left. I wonder who should have that?”

“I think Grandma should have it because it's her birthday.” said the youngest child.

“Yes but Mum cooked us the lovely meal, maybe she should have it.” said Dad.

“Maybe the youngest person should have it.” said the Uncle.

“Well Auntie and Uncle are guests here today, I think one of them should have it.” said Mum.

“But Dad earns the money to buy the chocolate, he should have it.” said the oldest child.

“But it is my birthday next,” said the 7 year old child. “I think I should have it.”

What a discussion they had. It went on for over 10 minutes, each person giving more and more reasons why they or someone else shouldhave the last piece of chocolate.And all the time the piece of chocolate sat on the plate in the middle of the table.

* stop here to discuss reasons (see lesson plan)

“Wait!” said Dad. “I know how to settle this. Let us carry on with our celebration, and whoever doesn't speak for the longest will get thelast piece of chocolate.” They all looked around at each other and agreed this was a very good idea.

“We will start from now then.” said Dad. “And don't forget the person who remains silent for the longest will get the last piece ofchocolate.”

At first it seemed fun to sit around the table and say nothing. They smiled at each other, but nobody said anything. Five minutes wentpast, then ten and still nobody said anything at all. But soon their smiles began to wear off. They missed the happy chatter of everyonetogether for this important celebration.

“Who would like a cup of tea and some birthday cake?” said Mum. She was tired of the silence.“Yes please.” said Grandma.“That would be nice.” added Grandpa and Dad, both at the same time.“Oh dear.” said Mum. “Looks like we won't be getting the last piece of chocolate.”“I'd rather have a piece of cake anyway.” said the Auntie.“Me too.” said the Uncle.

Soon all the adults were talking together happily again, having broken their silence. Only the three children sat there saying nothing.

Mum brought in a tray of tea and birthday cake. It was a lovely cake with the number 75 on it and lots of candles.

“Quick, we better sing Happy Birthday before all the candles go out,” said Mum.

The oldest and the youngest children looked at each other and smiled. As the adults began to sing Happy Birthday, they too joined insinging. Only the 7 year old sat there silently. When they finished singing, the 7 year old reached towards the plate and took the lastpiece of chocolate.

“Yessss.” they said. “I got the last piece.”

Written by Jane Yates but based on ‘Sharing the Fish’ by Robert Fisher

Sharing the Chocolate - Story


Sharing the Chocolate - Fairness cards

same different

share good

right equal

need want

Stimulus / Resources / Worksheets4 x statement cards, 3 small cards for each pupil showing ‘fair’, ‘unfair’ and ‘?’.Dialogue story ‘The Fair Teacher’.


IntroFour statements (on large cards) are read out: Someone treating you differently because you have red or ginger or auburnhair, Someone treating you differently because you are not very good at reading, Someone treating you differently becausethey are your friend, Someone treating you differently because you have the latest computer gamePupils are given 3 small cards each. On one is written “Fair”, on another “Unfair” and on the third is written a questionmark. It is helpful if the card or paper is in 3 different colours.The 4 statements are read out again and placed around the room (or spaced inside the circle). The pupils are now asked tochoose one of the statements that they are interested in, and to stand beside it, holding up one of their cards (that states“Fair”, “Unfair” or “?”). They could be interested, eg, because they think that the statement is unfair or because that there ismore to think about before deciding whether it is fair or unfair. In that case, they would use their “?” card.They are asked to volunteer reasons – and asked for views that might differ or add to what has been said.They are then asked to write their own, individual definition of “fair” on a blank piece of paper. They do not have to revealwhat they have written – they can put it in a pocket or up a sleeve.

Big IdeasRead the dialogue story, The Fair Teacher. With a talk partner, ask the pupils tothink about what puzzles them. Think about what the big ideas are. At this pointyou could raise questions and run a P4C session.

ActivityAsk pupils, individually or in pairs, to write their own definition of the words ‘fair’ and ‘equal’ and place them in respectivehoops. Share the definitions and then point out the links as well as the differences between the two word meanings. Next,ask them to define ‘unfair’ and ‘unequal’. Is it just the opposite of ‘fair’ and ‘equal’? Ask pupils to shout out words thatdescribe how it feels to be treated ‘unfairly’ or be part of a situation that is ‘unfair’ or ‘unequal’. Introduce the terms ‘just’,‘unjust’, ‘justice’ and ‘injustice’.

PlenaryPupils should now think of three situations that they know about that are ‘unfair’, unequal’ or ‘unjust’- 1 that is a localsituation; 1 that is national; 1 that is a world-wide situation (keeping within the themes of this Challenge & Enquiry Pack).Share these situations asking them to comment on how the people in these situations must feel and also how the pupils feelabout the situations.

The Fairest TeacherTo deepen children’s ideas about fairness and explore the relationship between “fair”and “equal”, relating them to real life situations.

fairness equality

Example questions raisedduring P4CIs it always fair to be equal?

Curriculum Links

CitizenshipLiteracy

P4CTo listen carefully to a story and reflect on its meaning.To write word definitions and reflect on their meaning.

Extension ideasUse images of situations around theworld that illustrate examples ofthings being ‘just’ and ‘unjust’ or‘equal’ and ‘unequal’. Ask the pupilsto sort them into groups and begin toconsider why it matters to them todo anything about the situation.Extensionactivities

Someone treating

you differentlybecause you havered or ginger or

auburn hair


Someone treating

you differentlybecause you are notvery good at reading


Someone treating

you differentlybecause they are

your friend


Someone treating

you differentlybecause you have

the latest computer

game



The Fairest Teacher - fair/unfair/? cards

fair fair fairfair fair fair




unfair unfair unfairunfair unfair unfair




? ? ?? ? ?

? ? ?? ? ?

? ? ?? ? ?? ? ?? ? ?

The Fairest Teacher storyA dialogue based on the stimulus called “The Fairest Teacher of Them All?”, which is the copyright of JasonBuckley – www.thephilosophyman.comPlace a hat on the floor between the actors and the pupils.

Facilitator I’d like to introduce you to Sue. Sue used to work in the City of London. She used to earn a lot ofmoney. It must have been wonderful to earn so much money, Sue ...

Sue Yes, but when I walked from my first class train compartment going to and from work, I noticed thatthere were people in London who had very little money at all, because they were sitting on the streetsasking for some of mine. Sometimes I felt guilty about having so much when they had so little. So Isometimes gave them a few coins.

Sue throws a couple of coins into the hat.

Facilitator Your job was to invest the money of rich customers to help to make them even richer …

Sue Yes, sometimes I felt it was unfair that they were incredibly rich when I was just comfortable. So, Ihave to admit that sometimes I overcharged them, knowing that they had so much money that theywouldn’t notice.

Facilitator Goodness, me, sounds like you weren’t too happy doing what you were doing.

Sue No, one day I just decided that I was fed up with the whole business of people being so unequal. Idecided to get a job where I could make a difference.

Facilitator What did you do?

Sue I went back to university and trained to become a teacher. When I started teaching, I decided that Iwould treat all my pupils equally.

Facilitator That sounds good. What did it mean in practice?

Sue Well, I learned the names of everyone in the class at the same time – including the brightest, thenaughtiest and the quietest.

Facilitator I see. Anything else?

Sue I smiled at them all in the same way when I saw them around school and I made an effort to get toknow each of them. I also spent the same time helping each of them with their work.

Facilitator Sounds good. Anything else?

Sue Yes, every time any pupil answered a question, I said the same thing, “Well done, that was excellent”.I set the same work for all of them and gave them all the same time to do it in. Then I gave them allthe same grades and said the same thing about each pupil at parents’ evening and in their end of yearreports.

Facilitator Oh. What if a pupil was naughty?

Sue I gave everyone the same punishment. Over all, I was pleased that I had treated all my pupils equally.

Facilitator And what did the pupils say?

Sue Well, I was really shocked and hurt.

Facilitator You can tell us, what did they say?

Sue They said, “It’s not fair – you treat us all the …”

Facilitator and Sue gesture to the pupils to invite them to complete the sentence. If not – see below …

Facilitator Can you finish the sentence? “It’s not fair – you treat us all the …”to pupils


IntroSit in a circle. Remind the pupils of the Fairtrade logo and with a talk partners ask them to think about what it actuallymeans. Get some answers and highlight fair price, premium, quality product. Remind pupils that products without theFairtrade logo might not ensure all of those things, which is why we are learning about Fairtrade so we can make aninformed decision about what we buy – our choices affect other people.

Big IdeasHand out the statements cards so pupils have one each (or one between two). Discuss the statement in pairs. Place 2 hoopsin the centre of the circle and ask pupils to read aloud their statement and place it in one of the hoops, either ‘Fairtrademeans…’ or ‘Fairtrade does not mean…’. For example if a pupil has “Men and women are treated equally” they should placeit in the ‘Fairtrade means…’ hoop or “The environment is not cared for or looked after” should be placed in the ‘Fairtradedoes not mean…’ hoop.Once all of the statements are sorted out focus on the hoop that contains the ‘Fairtrade does not mean…’ statements. Howdo pupils feel about all of these statements? What ‘big ideas’ does it make them think of? (some of the concepts may comeup here, such as ‘fairness’, ‘equality’, ‘poverty’).At this point you could raise questions and run a P4C session. Referring back to the statements may move the dialogueforward.

ActivityIn pairs/small groups the pupils must decide which is the most important thing about being part of the Fairtrade system andwrite that in the centre of the page, for example “Farmers get a fair price”, and then create a spider diagram/concept mapto explain the reasons why.E.g. Farmers get a fair price would link to Plantation workers have decent wages and that would also link to No child labour isallowed and also More children can go to school. Pupils can use statements provided as reasons why and may also expand tothink of their own reasons too.Using the spider diagram/concept map as a planning tool, pupils can now write a longer piece of writing titled ‘WhyFairtrade is important’ (presenting an argument). They can summarise the information they have and write from their ownpoint of view and decide which areas to focus on.

PlenaryAsk pupils to explain what they decided was the most important thing and why. Was there a common agreement? Ask whatthey think they can do to make sure as many farmers and families as possible get all of these things? What has it got to dowith you?

Stimulus / Resources / Worksheets‘Fairtrade means something to me statement cards 1 and 2.

Fairtrade means something to me

To summarise key information and present this in an argument.

To gain a deeper understanding of the benefits of the Fairtrade system for producers.To be able to make connections between fair pay, standards of living and education.

Geog

PSHE

Num

Lit

P4C

Cit

fairness rights responsibility

Curriculum Links

LiteracyP4C

fairtrade means ...

Extension ideas‘Make a display showing the importance ofFairtrade in more detail. Make pledges to buy/usea Fairtrade product from now on or campaign forschool to use them.


Fairtrade means something to me - hoop

Fairtrademeans...

Fairtrade doesnot mean ...


Fairtrade means something to me - statements 1

Farmers get a fair price for the crops they grow

Farmers get a regular income

Farmers have trading contracts so they can plan fortheir futureFarmers can join organisations that can support themFarmers can be paid in advance so they won’t fall intodebtWorkers on plantations have decent wages and housingWorkers on plantations have decent health and safetystandardsSupport is given so farmers can stop using harmfulchemicalsWorkers are allowed to join trade unionsSupport is given to help with education and health careMore children can go to schoolNo child labour or forced labour is allowedWorkers’ rights are respected lives

Men and women are treated equallyWorkers are allowed to have more control over theirlives


Fairtrade means something to me - statements 1

Farmers are treated unfairly

Farmers don’t know if they will even get paid at all

Farmers often have to borrow money so they get intodebtFarmers don’t know how much they will get paid

Farmers are worried about whether they can provide fortheir families (food, warmth etc)Workers on plantations have poor working conditions andpoor safety standardsWorkers are forced to work long hours with very little payto support themselvesWorkers have to find second jobs because they don’t getpaid enoughHarmful chemicals can be used to grow more crops

Cheap products are made with sub standard crops

Expensive products are made that no-one can afford

Children have to work to help support their families

Fewer children go to school

The environment is not cared for or looked after

Producers have no control over the market and who theyare selling to


IntroThis should be done at a fast pace. In small groups hand out cards with random letters of the alphabet on (so each groupgets around 5 random letters each). Ask the pupils to think of things related to Fairtrade to add to each letter they have; e.g.this could be countries involved in Fairtrade, supermarkets, product names, concepts, issues. For example:

B – Banana / Brazil nuts / Basmati riceC – Cocoa / Cadbury’s / Café Direct / cashew nuts / cooperativeP – Palestine (oil) / peppercorns / people / price / premium / povertyU – Ubuntu Cola (Fairtrade coke!)

After a few minutes ask pupils to leave the letters on their table and get groups to rotate round to a new table and thereforea new set of letters. They can then read the new letters and words they have and add to them. Repeat the group rotationuntil every group has accessed every letter.

Big IdeasAsk the pupils to pick up any one letter and then get themselves into alphabetical order. Any pupils without a letter can helpmove pupils around. Starting at ‘A’, each person should then read out all of the things on their card. Display these words byhanging the cards on a washing line or sticking them up on the wall.

ActivityUsing the alphabet word bank created, model how to use the words to create a Fairtrade based poem. This could be usingan alphabetical theme, such as:A is for Asda who supply more and more Fairtrade products every weekB is for brilliant bananas – the most popular Fairtrade product in the UKC is for Cadbury’s, one of the biggest chocolate manufacturers to go FairtradeOr it could be a FAIRTRADE acrostic poem or it could be a shape poem (in the shape of the Fairtrade logo or a Fairtradeproduct).Pupils then write their own poem.

PlenaryShare the poems. Discuss creating a Fairtrade poetry book and putting the poems in order, writing a contents page,illustrations, front and back cover etc and assign tasks to different groups. Carry this over to another lesson.

Stimulus / Resources / WorksheetsIndividual cards labelled A – Z (NB: it might be a good idea to group difficult letters such as X and Y!)

Fairtrade Alphabet

To use an alphabet word bank to create a Fairtrade poem.

To create a bank of words relating to Fairtrade products, concepts and issues.

Geog

PSHE

Num

Lit

P4C

Cit

fairness rights values

Pineapple poetry!

Extension ideas‘Our A – Z of Fairtrade’:Pupils could type up theFairtrade alphabet tomake a more permanentdisplay. This could beillustrated with imagesfound on the Internet.

Pupil Action IdeasUse the poetry bookcreated (or chose thebest few poems) toshare with parents andthe wider community aspart of the schoolnewsletter or on theschool website.

Curriculum Links

Literacy

Fruity Fairtrade poetry


fairness equality rights

IntroIt may be beneficial to have seen the film about school life in Ghana first: www.global-literacy.yolasite.comClick on ‘Ghana’ and then the video of ‘Daniel’s classical school’.

Big IdeasPut up the questions on the board ‘Why can Afia go to school now?’ What information can they gather just fromthis question? The key word is ‘now’ which infers she hasn’t been to school before. Explain that Afia is a child fromGhana, Africa. Can they think of any reasons she might not have been to school before? Take down any ideas torefer back to.

ActivityExplain that in groups pupils have to solve a mystery. They have lots of statements which need sorting out so thatthey can help them answer the question ‘Why can Afia go to school now?’ There is no right or wrong answer; it isup to the groups to sort out the statements and think of a summary to answer the question. They can record thison the small white board. You can assist groups by getting them to put the statements in chronological order orgrouping them in any other way (such as statements to do with Afia, Kwesi, the village, the school etc).

PlenaryShare summaries from each group. Reflect on similarities and differences.What else did it make them think about? Did it make them think about their own education system?This part could then be used as a stimulus for a P4C enquiry.

Stimulus / Resources / WorksheetsCocoa clues mystery statements: cut up so that each group has one full set each.Small white boards to write down summary .

Cocoa Clues Mystery (Why can Afia go to school

To be able to put together pieces of information to provide a summary of events.

To have a greater understanding of the benefits of the Fairtrade system to workers,their families and the local community

Sorting the cards ...

Extension ideasLook into organisations that helppromote equality for girls andboys to go to school. And linkthis to the MillenniumDevelopment Goal of UniversalEducation for all. What progresshas been made and what needsto be done?

Curriculum Links

CitizenshipGeographyLiteracy

Watching a film about


Cocoa Clues Mystery StatementsAfia is 8 years old. She has 3 older brothers and a sister. She lives with hermum and dad.

Afia is good at cooking. She helps her mum at home.

Afia’s brothers walk a long way to school. They don’t go every day becausetheir dad cannot afford to pay.

Sometimes Afia’s brothers have to help out on the cocoa farm if it is busy.

Afia doesn’t go to school because it is too expensive for her father to pay.

Many girls do not have the opportunity to go to school.

Afia’s mum, Esther, sells the vegetables the family grow at the market onFriday.

Afia’s dad, Kwesi, works on a small cocoa farm growing cocoa beans.

Afia’s family lives in the countryside in Western Region in Ghana. The roadsare bad for travelling.

The village they live in has one water well that is dirty and busy. Peopleoften get ill.

It costs money to go to the local Government school. Parents must helppay for books and towards the teachers’ pay.

The school is in the nearest town but it is a long way for Afia to travel onthe bad roads.

Kwesi often doesn’t have enough money to buy enough food or clothingfor his family.


Cocoa Clues Mystery StatementsKwesi cannot afford for Afia and her sister Abena, who is 6, to go to schoolso they stay at home to help their mum. They need to sell vegetables inthe local market to try and make some extra money.

Kwesi and his friends at the cocoa farm are fed up of not knowing whatthey will get paid and even if they will get paid at all.

The world price of cocoa goes up and down so the price farmers andworkers get paid goes up and down too.

A group of small farmers is approached by Fairtrade, so they can beginselling the cocoa beans as part of the Fairtrade market.

After a year, the first Fairtrade premium arrives. The workers all vote onhow to use this money so that it benefits their community.

The Fairtrade premium is spent on improving the roads and water well.

Kwesi is much happier now that he has more money each week to buyfood and that his family has clean, safer drinking water.

The roads to the nearest town are built with the Fairtrade premium so thatpeople can travel better.

Members of the cocoa farm decide to buy a bus with the Fairtradepremium so that their children can safely get to school and back.

Kwesi is proud that he can now send his daughters to school.

Kwesi likes being part of the Fairtrade market. He now knows he will getpaid in time.

Kwesi and the other cocoa workers have been trained so they now knowmore about looking after their farms and the environment. They alsoformed a cocoa producers’ cooperative.


IntroSit in a circle and play a variation of the ‘shopping list game’ about the food we eat. “When I think of food I thinkof …”. Go around the circle so each pupil completes the sentence and also tries to recall what the previous personhas said, building up the list. Then repeat and change this to “When I think of being hungry I think of …”.Share the quote by newsreader Jon Snow from Channel 4 news “If reporters from Mars visited Earth, don’t youthink that their lead story would be ‘one in six humans go hungry’? And yet that never makes our headline news.”Allow 30 seconds quiet reflection time and then ask the pupils to shout out things they now think of – these couldbe concepts, emotional reflections/feelings etc. Record on the board.Big IdeasHand out approx 5 blank post-it notes or small slips of paper to each pupil. Present the pupils with the factsdocument about food waste and food inequality. Ask the pupils to write down the words that immediately springto mind on the post-it notes as you are reading (they can write as you read). Collect and display the words on theboard. Group together any similar words or phrases and look at the ‘big ideas’ or main concepts brought up so far.This part could then be used as a stimulus for a P4C enquiry, so gather questions at this point.ActivityRefer back to the Jon Snow quote. Explain that the pupils are going to write their own newspaper article for “AlienTimes”, the alien newspaper, so that they know more about this huge world issue concerning food, lack of foodand waste across the world. (You could set this up as a competition so that only the best articles will feature in thenewspaper as there is only room for a select few). First of all they need to plan their article using the supportingplanning sheet. Model the importance of the planning stage. Pupils then work individually to plan their newsarticle using the planning sheet.PlenaryReview some of the planning sheets, celebrating good snappy headlines etc. Explain that in the next lesson theplanning sheet will be used to write the newspaper article.

Stimulus / Resources / WorksheetsJohn Snow quote, post-it notes or small slips of paper, ‘Alien Headlines planning sheet’.‘Food Waste’ facts sheet.

Alien Headlines 1

To collect information from a variety of sources.To plan a journalistic piece of writing (newspaper article).

To begin to understand inequalities surrounding food and hunger around the world.

equality needs & wants

Extension ideasPupils who completethe planning sheetcould then search forimages on the internetto use in their article.

“If reporters fromMars visited Earth,don’t you think thattheir lead storywould be ‘one in sixhumans go hungry’?

Curriculum Links

LiteracyCitizenship

P4C

Planning together ...


Alien Headlines - quote from Jon Snow,Channel 4

“If reporters fromMars visited Earth,

don’t you think thattheir lead story wouldbe ‘one in six humans

go hungry’?And yet that never

makes our headline”


Food WasteThe World ... Around 4 billion tonnes of food are produced

yearly in the world. Between 30% and 50% of the food produced in

the world is wasted—that’s up to half! That’s between 1.2 and 2 billion tones. There are over 7 billion people in the world,

That’s 7, 000, 000, 000! By 2050 the population is expected to be 10

billion. That’s 10, 000, 000, 000! There are an estimated 925 million hungry

people in the world, that means 1 in 6 to 7people are hungry.

In the UK ... Up to half of the food bought is thrown away. Up to 30% of the vegetable crop is never harvested

as a result of standards imposed on the farmers bythe supermarkets. If vegetables do not meetsupermarket requirements in terms of color, size andshape, it simply is left to rot in the field.

24% to 35% of school lunches end up in the bin. We throw away more food from our homes than

packaging in the UK every year. Wasting food is costing the average household £50 a

month. 15 million tonnes of food is thrown away each year,

with almost half coming from our homes and the restfrom manufacturing, hospitality, retail etc.

Around 7 million tonnes of food waste comes fromhouseholds each year.

Variations across the world ... In the least developed countries, most waste

happens at farm level or between farm and localmarkets because of inefficient harvestingmethods, inadequate local transport andinfrastructure, and improper storage.

In transition countries – such as the Central andEastern European ones– the main losses remainconnected to improper infrastructure but thistime at regional or national level as supplychains get longer.

In developed countries, relatively more waste iscaused by consumers who throw away part ofbought food, but even here the major part islost before it reaches homes.

Food waste in Europe and North America isalmost twice the size of sub-Saharan Africa andSouth Asian.

Sources:A broken food system: half of the world's food goes to waste Article byClaudia Ciobanu and Piotr Trzaskowski, 2013Tristram Stuart's Waste: Uncovering the Global Food Scandal (Penguin,2009).www.worldhunger.orgwww.england.lovefoodhatewaste.com


Alien Headlines Planning Sheet

ALIEN TIMESBy ………………………………………………………

Headline for your news article

Main facts you want to include in yourarticle

Picture(s) that highlight your main points andget aliens interested

List of actions the aliens could do to helpthe problem …

Style of writing you will use (first personcommentary ‘I’ or report style ‘there are’)

Ending for the article so that aliens want to find out more …


IntroRemind the pupils of the Jon Snow quote and recap the planning sheets completed in the previous lesson.Model using your own planning sheet to begin writing your article, ask pupils for help and demonstrate that it isokay to change your mind, by editing and amending, about wording as this is a draft piece of work (you will bewriting/typing it up later once you are happy with it).

Big IdeasRemind the pupils about the big ideas (concepts) they are focusing on and want to get across in their writing(inequality, food consumption, food waste, hunger, rights).

ActivityPupils use their planning sheets to write an article for “Alien Times”. Oncethey are happy with it they can either write it up neatly or type it up forsubmission to the editor who will decide whether it is news worthy or not!

PlenaryShare some of the completed articles. You could vote on which onesshould be included in “Alien Times”.

Stimulus / Resources / WorksheetsJon Snow quote RE aliens/hunger, completed planning sheet.‘Food Waste’ facts sheet.

Alien Headlines 2

To write a journalistic piece of writing for a newspaper.

To begin to understand inequalities surrounding food and hunger around the world.

Geog

PSHE

Num

Lit

P4C

Cit

rights responsibility needs & wants

Extension ideasYou may want to start or continuethe discussion about what is FACTand what is OPINION (see lessonsin the Introductory Activities onthis).Children can write the script of aTV news report, then make a shortfilm of the item, including roles ofnewsreader, camera operator,director, etc.

Curriculum Links

LiteracyCitizenship

Children working on newspapers


IntroUsing the ‘10 Myths about hunger statement cards sheet’ give one statement out as a stimulus to each smallgroup in the class. Ask them to think about whether they agree or disagree with the statement, or are not sure.Give them about 10 minutes for discussion and to note down their ideas, including their response, thoughts,feelings and any questions they might have.Big IdeasAsk each group to present what they have decided about the statement and why. Other children can comment,ask questions, or build on their ideas. As you facilitate this discussion, your input is to guide, challengepreconceptions and stereotypes (where they exist) and to use the ‘10Myths about hunger - debunked’ sheet to dispel and challenge these myths.ActivityGive children 2 minutes talking time back in their original groups to discusswhat they have learned which is new, that surprised them, and whetherthey have changed their minds. Then ask them to rewrite their originalstatement, with the new knowledge they now have, so that negativesbecome positives, eg. there is enough food in the world to feed everyone.PlenaryShare the positive statements and display them next to the negativeoriginal statements.

Stimulus / Resources / WorksheetsStatement Cards—10 Myths About Hunger.10 Myths about hunger—debunked sheet.

Extension ideasIn a follow-up session, ask the chil-dren to revisit the new statementsthey have written. View their state-ment as a ‘Change Mission’ and askthem to come up with ideas of ‘Whatare we going to do?” This time, intheir small groups, the children sug-gest ideas that they can personallytake action on solving the problem ofhunger.

10 Myths About Hunger

To form opinions based on evidence and be able to give reasons to support them.

To understand the myths and realities of why there is hunger in the world.To begin to understand that our own lifestyle choices can impact on others.

Geog

PSHE

Num

Lit

P4C

Cit

perceptions needs & wants equality

Curriculum Links

LiteracyCitizenship

P4C

Did you know?Around a third of all foodworldwide goes to waste.One in seven people in theworld are hungry.There is enough food in theworld today for everyoneto have the nourishmentthey need.

Sorting out statements


10 Myths About Hunger - statement cards

There isn’t enough food tofeed the world

Hunger is just aquestion of not having

enough to eat

Droughts andother natural disasters are

to blame for hunger

Hunger only exists whenthere’s not enough food

All of the world’s hungrylive in Africa

Too many peoplego hungry in my home

country for me to worryabout hunger abroad

Hunger and famine are noteasy to predict and can't be

prepared for

Hunger is just ahealth issue

People are only hungryduring emergencies or

disasters

There are more importantglobal issues than hunger


10 Myths About Hunger — debunked1. There isn’t enough food to feed the worldThere is enough food in the world today for everyone to have the nourishment they need. Thereneeds to be more efficient, sustainable ways to grow and distribute food. Around a third of all foodworldwide goes to waste.

2. Hunger is simply a question of not having enough to eat.Hunger also involves the type of food you eat. Good nutrition means having the right combinationof nutrients and calories needed for healthy development. It's especially important for infants,pregnant women and young children.

3. Droughts and other natural disasters are to blame for hunger.Communities that build irrigation systems, storage facilities, and roads to connect to markets,improve harvests, and people can survive even during times of drought. Nature is only one factorwhen it comes to hunger. The proportion of food crises that are linked to human causes has morethan doubled since 1992.

4. Hunger only exists when there’s not enough food.People can go hungry when they can’t afford food or can’t get to local markets.

5. All of the world’s hungry live in Africa.Of the world’s nearly one billion hungry, over one-half live in Asia and the Pacific. Hunger is also arelevant issue Europe, where some estimates suggest that 1 in 10 people don’t have food security.

6. Too many people go hungry in my home country for me to respond to hunger abroad.One in seven people in the world are hungry, which means one in seven people can’t create, study,or reach their full potential because they are hungry. That affects all of us. Hunger slows progresson other important areas that connect nations.

7. Hunger and famine are not easy to predict and can't be prepared for.Tools exist to monitor and predict trends in food production as well as food prices. For example, theFamine Early Warning System Network (FEWS NET) analyzes meteorological and economic factorsto alert the world to the possibility of hunger hotspots and famine.

8. Hunger is just a health issue.This issue also affects education and the economy. Children lacking nutrients struggle to focus,learn, or even attend school. In the poorest parts of the world, a school meal can double primaryschool enrolment.

9. People are only hungry during emergencies or disasters.Population-wide emergencies only account for eight percent of the world’s hungry. There are closeto one billion hungry people in the world who do not make the headlines.

10. There are more pressing global issues than hunger.Hunger is at the root of so many global issues. When populations are hungry, economies suffer,people fight, and farmers can’t grow their crops effectively. Fighting hunger also fightsenvironmental, economic, and security issues.


Part 2Poverty & Interdependence

Mary and John - SustainabilityMary and John - Emotions & EmpathyMary and John - People & EnvironmentMary and John - A Happy Ending?Ghana Fact filesSorting Out GhanaWhat would I see?Money TalksWhat is poverty? DefinitionsWhat is poverty? Life Stories


Mary & John - Sustainability

To be able to take part in a shared discussion and P4C enquiry (speaking & listening).To be able to listen to a story and make reflections on it.

To be able to discuss the term ‘sustainable’ in terms of development and living.To consider how ‘sustainable living’ applies to us on a personal and global level.

sustainability values povertyIntroUsing the classroom as a starting point, ask the pupils to think about what would happen if we used up all ofthese resources today ... For example, what about this pile of paper? What if this was the last bit of paperavailable and we used it all up? What about if we ate the last carrots out of the school vegetable patch? Whatwould happen? What would this mean? What would it mean for our future lessons, for other classes in theschool, for future pupils? How could we manage the resources responsibly? (Re-think, reduce, re-use, recycle,composting, rotation of crops etc.)Big IdeasNow introduce or remind pupils of the term sustainable, sustainable development or sustainable living. Thinkabout these terms in relation to yourself, other people (those living now and in the future) and the environmentaround us that supports us.ActivityRead The Story of Mary & John. Ask pupils to make their initial reflections and note down any ‘big ideas’ theycome up with. Get pupils into groups giving each group a ‘Mary & John Question Sheet’ that they can fill incollaboratively.Share the answers and ask pupils to elaborate and reflect where possible. Then ask pupils to think individuallyabout the things it has made them think about and share those within their group to then raise questions. Run aP4C enquiry.NB: We suggest that the story can be used over one, two or three P4C sessions. Please read the whole story andsee what you think, adapting the group activity as needed. Suggestions for where to take breaks are shown.PlenaryFollowing a P4C enquiry refer to any questions that were classed as ‘questions for experts’ and discuss who wecould ask to find the answers.

Stimulus / Resources / WorksheetsStory of Mary & JohnMary & John Questions sheet

What is sustainable development?"... development that meets the needsof the present without compromisingthe ability of future generations tomeet their own needs."

This is the most commonly and widely used definition ofsustainable development, taken from Our Common Fu-ture / Brundtland Report, from the United Nations WorldCommission on Environment and Development (WCED),1987.

Example P4C Questions

Who are we responsiblefor?

What and who should wehave in mind when weare making choices?

Curriculum Links

CitizenshipGeography

P4C

Thinking aboutsustainability


The Story of Mary & JohnOnce upon a time, there lived 2 neighbours – one was called John and one was called Mary.

Both John and Mary had land at the back of their houses, where they grew fruit and vegetables for their families to eat.

John was more fortunate than Mary when it came to his land. Firstly, John had a well in his garden and used the water toirrigate his crops when the weather was dry. Secondly, there was an outcrop of rock at the edge of John’s piece of land. Thisformed a natural shelter from the prevailing winds that blew strong and cold at certain times of the year. Thirdly, John’s soilwas rich and fertile because he spread the manure from chickens that his father had left to him.

For many years, the neighbours (John and Mary) lived happily alongside each other. If one grew more carrots and the othermore apples, they would swap or even just give away the extra to each other’s families. John would pass buckets of water toMary when the weather was dry and give her a bag or two of chicken manure. Mary liked to give John figs and beautifulflowers for his family’s table, which she was particularly good at growing.

This way of life went on for a long time and the neighbours and their families enjoyed the rhythms of the seasons. They gotsatisfaction from seeing their plants grow from seeds into food to put on to their tables. They enjoyed living in a friendlycommunity, however small – they could always count on each other if things got tough, for example if the weather meantthat the crop yields were down. Occasionally another neighbour would slaughter an animal and everyone would bringsomething in return for a share of the meat.

[Possible break if you want to have 3 sessions out of this story]

Gradually, though, things began to change. It may have started with the building of a road and footpath alongside John’sland. When people passed by, they would look over his fence and admire his crops. John was proud to show them what hewas growing and once or twice he offered them a sample if he had plenty. In time, people offered to buy John’s fruit andvegetables. So, John set up a stall and increased his production, and made some money.

Then, it wasn’t just admirers who stopped by. It was also people who wanted to sell John things – and John and his familystarted to buy new clothes from them, then new gadgets and new games – all sorts of things. John’s family told Mary’sfamily how good it felt to have the latest this or the latest that. And John’s family hungered now, not so much for the foodthat they grew, but for the things they might buy to make life more exciting and to be admired for being up to date.

John now felt under more pressure than ever before to grow more crops on his land so that he could pay for all the newthings that he and his family wanted. When John’s crop yields fell, Mary told him that he was exhausting the soil by askingtoo much of it. Mary told John that he should do what they had always done – rotate the crops and let some patches ofground rest for a season. This not only helped the ground to recover, but helped to stop pests.

But, John couldn’t do this – he wanted the land to work harder for him. One day, one of the merchants told him that hecould sell him some chemical fertiliser to make the ground more productive. The merchant also suggested that he wouldmake more money if he concentrated on only one or 2 crops. Then he could use particular chemical fertilisers and particularchemical pesticides that were designed for those 2 particular crops.

So, John stopped growing other things and concentrated on growing grapes and broccoli. One year, the grapes were hit verybadly by pests and he was relieved to be able to buy a particularly strong pesticide to kill off the pests – ignoring Mary’scomplaints about overspill that contaminated her land and destroyed some of her vegetables.

John killed and ate all his chickens. He didn’t need them – after all, he was already buying chemical fertiliser for the land, andif he wanted eggs or meat, he could buy them too.

John found that his grapes and his broccoli needed a lot of water and he thought, “Why should I share my water now when Ican sell it for good money in the dry season?” So, this is what he decided to do, even to Mary, his immediate neighbour.


The Story of Mary & John (continued)When Mary could not afford the price, she offered him vegetables and flowers instead of money. John took some flowers(they were beautiful after all and his wife liked them for the family table) but he didn’t need the vegetables because he couldbuy cheap vegetables elsewhere.

Eventually, Mary was so much in debt to John for the water that she needed for her crops, that John told Mary that thingscould not go on like this. If Mary wanted, John could buy her land and Mary could rent part of it off him as his tenant. Johnwould supply the water to her as her landlord. Mary had no money, so she had no choice, and this is what she did.

[Natural break in the story. First place to stop if you want to have 2 sessions. Second place to stop if you want to have 3sessions.]

With a smaller piece of land for her crops, it was difficult for Mary to grow enough food for her family, and sometimes theywent hungry. Their neighbours looked over and felt sorry for them. Sometimes they would give Mary and her family a bit offood or a bit of money to help. Sometimes they would give them cast-offs – old clothes, old gadgets and old games. Thismade Mary’s children feel a bit as if they were second class, and made them yearn for the new clothes, the new gadgets andthe new games that would make them feel as proud as their neighbours.

After a while, John said to Mary, “Why don’t you concentrate on growing what will make you money? Forget about the fruitand vegetables and concentrate on the flowers. That’s what people want to buy. Sell all the flowers to me and I will sellthem for you all over the world. Then you can use the money to buy what you want, not just food and clothes, but the latestfashions, the latest gadgets and the latest games for your family.”

Mary wasn’t happy to do this but she felt that she had no choice. If that is what it would take to feed her family, that waswhat she would do - and if it meant that she would also be able to afford new things, that would make her children happy.

So, Mary cut down her trees and sold them for firewood. She dug up her crops and pulled out the roots. She spreadchemical fertiliser that she had bought from John and sprayed chemicals to keep the flowers free of pests, even though thismade her cough. She bought flower seeds off John so that she could grow the types of flowers that people wanted to buy.

For several years, Mary grew the flowers and John paid her some money, and made a lot more for himself by selling theflowers on to other people. Mary wasn’t as rich as John but she was happy to be able to feed her family. Her childrenweren’t quite as happy because they got a few gadgets and a few games but never the latest of anything.

The following year, though, there was so little rain that the water level in the well grew lower and lower. John used most ofthe water himself. He told Mary that times were hard and that she would have to pay him more money if she wanted water.But Mary couldn’t afford it – her thirsty flowers were not growing so big or so healthy, so she couldn’t raise the money to buythe water that she needed. What was she to do?

Mary turned to John and she turned to her family and she said, “How has it come to this?”

John replied, “Some people are rich and some people are poor. It is the way of the world.”

Mary then told him, “John, you might be poor yourself one day, then you will know how it feels. Besides, you can’t go on justmaking money, something has got to give. One day, you’ll see, the oil for your fertiliser will run out and before it does, it willbecome very expensive, you’ll see.”

To which, John replied, “Mary, that’s sour grapes – you can’t blame me for the state you find yourself in”.

And Mary said, “Can’t I?”


Mary & John Story - Questions SheetAt the start of the story, what do we learn about John’s land that made him fortunate?

What did all the neighbours value about their way of life (before things changed)?

How did things change and what brought about the changes?

Could the money that John earned (from selling his crops) have been used differently? How?

Why did Mary become poorer?

Why were Mary’s children unhappy?

Were John and his family happy? Why do you say that?

What could be done to change things?

Who would benefit from the changes?

List your ‘big ideas’ or questions here ...


Mary & John - Emotions & Empathy

To be able to create illustrations for a story, label them appropriately and place themin a sequence.

To reflect on a story showing empathy towards the characters and their situations.To have an increased understanding of sustainability, and cause and effect.

sustainability poverty changeIntroRemind the pupils about the discussions had around the terms sustainable, sustainable development andsustainable living in the previous lesson. Remind the pupils of The Story of Mary & John, reading it through oncemore but asking the pupils to note the different parts to the story, in which the characters experience changes totheir lives. (You may need to stop after each section to discuss and note down what changes have happened tothe characters).Big IdeasExplain that for each section of the story pupils are going to make a drawing to represent what is happening andthat expresses the characters’ feelings and emotions at that time. Using the ‘emotions graph sheet’ plot eachcharacter’s emotion during each different stage of the story. Use a different coloured dot or line for eachcharacter to create the graph together.ActivityIn groups ask the pupils to draw pictures to illustrate parts of the story. You could give them a copy of part of thestory text (either the beginning, middle or end) and ask them to split that into smaller sections, drawing anillustration for each part, paying close attention to the character’s feelings (facial expressions, body language) aswell as what they are doing and the environment around them. Ask them to label the pictures with descriptivewords around the edge to focus their thinking.

PlenaryUsing a large space on the floor or on a wall, ask pupils to put their illustrations in sequence showing the full storyfrom beginning to end, so that a timeline is created. Ask each group to explain their drawings and encouragedeeper thinking about the logic of the changes (causes and effects). Also refer back to the emotions graph, linkingevents closely to emotions, highlighting the link between physical changes and emotional changes.

Stimulus / Resources / WorksheetsStory of Mary & JohnEmotions graph (enlarge the sheet provided or draw your own on the board)

Extension ideasIn small groups, pupils will act out, as a role play, the sameshort section of the story. They each choose a character (ifthere aren’t enough characters they can make one up toadd to the scene). Before they carry out their role play,they should discuss again each characters’ feelings, whathappens during the scene to change their feelings, and thenthink about how they will convey those feelings to an audi-ence, eg through the words they use, the tone of theirvoice, their facial expression and other body language.

Curriculum Links

LiteracyGeographyCitizenship

Creating an emotions graph


Mary & John - emotions graph

BeginningM

iddleEnd

Angry

Sad

Shocked

Surprised

Sick / ill

Mischievous

Calm /

relaxed

Veryhappy

Excited



To be able to reflect on specific aspects of a story and recognise aspects of change.To make a presentation which presents an argument.

To be more aware about different models of development.To understand links between people and the environment in relation to development.

development changeIntroIntroduce the ‘compass rose method’ of exploring the Story of Mary and John. Draw the compass rose on theboard and describe what each point refers to (see compass rose sheet for more information).North = nature, the environment; South = social relations , people; East = economic relations , money; West =who? Political powerBig IdeasIn groups or pairs, as pupils to think of 2/3 reflections on the changes that have occurred for each point of thecompass rose (i.e. 2/3 changes that occurred in nature (N), 2/3 for changes that occurred in social relations (S)and so on for East and West). They should consider what impact these changes had on these areas. (If pupils areunclear of certain aspects of the story they may also use this method to structure their questioning).

ActivityExplain that the story theme of ‘development’ (or change) is a complex one and communities, societies, countriesand the world are developing and changing all of the time and you can think of development in many differentways. Explain that in groups pupils are going to look at a description of development and think about how itrelates to the story.Give each group one of the 4 descriptions of a model of development. As a group they must think of ways thisviewpoint most accurately reflects the story of Mary and John and construct an argument that will explain theirreasoning to the rest of the class. Ask pupils to present their argument and try to persuade / encourage others toagree with their view point.

PlenaryOnce the class has listened to all four arguments, pupils must decide as a class which is the most accurate orrelevant description of the Mary and John story.

Stimulus / Resources / WorksheetsCompass rose sheetModels of development sheet

Models of DevelopmentNotes for teachers ...

Model A: sustainable developmentModel B: de-growthModel C: Gaia visionModel D: development focussed onnew technologies

Curriculum Links


Nature

Economicrelations

Social relations

Who?Politicalpower


Mary & John - People & Env - compass rose

Compass Rose method originally by Birmingham Development Education Centre

NaturalThis is about the environment - the

land, the sea, living things, andtheir relationship to each other. It

is about the built as well as the¤natural' environment

EconomicThis is about money,

trading and ownership,buying and selling

SocialThis is about people, theirrelationships, their tradi-

tions, culture and the waythey live. About how, for

example, gender, race, dis-ability, class and age affect

social relations

Who (political)This is about power,

who makes choices anddecides what is to hap-

pen; who benefits orloses as a result of

these decisions; and atwhat cost

Explore the issues of the story by encouraging pupils to start making reflectionsabout the influences of environmental, social, political and economicdimensions (you can also use this method to structure questioning).



C.The Earth is a system w

ith many different parts. The

body of the Earth is called Gaia and all people are partof her. Gaia and her parts (anim

als, plans, rocks, soil)have rights that need to be protected.

People need to live in small self-sufficient com

munities,

in the rythym of nature.

A.People have the right to exploit the Earth's resourcesfor their w

ell-being.

However, the Earth's resources w

ill end one day,

therefore people must m

anage them carefully and

properly. When using the Earth's resources people

must first exam

ine what is possibly dangerous for the

Earth and themselves.

When people think about further hum

an development,

they m

ust take

it into

account that

the Earth's

resources will end one day if not used reasonably.

D.The Earth is robust and can survive people's actions.

When the Earth's resources end one day, people w

illstart looking for other, new

resources and technologiesso that our civilisation keeps developing. In order to doso, people w

ho are rich will invest their m

oney inreserach and developm

ent of new technologies.

B.The Earth's resources may end one day therefore our

economy cannot develop w

ith the present speed andpeople cannot consum

e as much as they do now

for alonger tim

e.

It is difficult to change this because the Earth's resourcesare com

modities and are sold and bought so that people

can make the m

ost profits out of them.

If people want to save the Earth's resources, they m

ustslow

down their consum

ption, use renewable sources of

energy and locally produced goods.


Mary & John - A Happy Ending?

To be able to write alternative story endings.

To understand links between people and the environment in relation to development.

sustainability development changeIntroRefer back to the ‘Mary & John - Emotions & Empathy’ lesson by looking at the large story board created toillustrate the story, reminding the pupils of the key points of the story. Point to the place in the story where Johndecides to sell his produce and say that from this point we are going to re-think what happens next and create analternative ending.

Big IdeasAsk the pupils, as the story stands now is the ending happy or sad? For who? Ask them to think quietly for 30seconds about other scenarios, for example an ending where everyone was happy, everyone was sad, etc andthink about what factors make them feel that way. Then take some ideas and list possibilities on the board,elaborating on ideas to encourage creative thinking.Think of the big ideas that the story explores and say that their alternative ending may explore any of theseconcepts.

ActivityAsk pupils to create a story board or story map using the same ‘story beginning’ and ‘story middle’ but thencreating their own ‘story ending’. It is up to them what this is but it must follow on from the previously discussedthemes in the story. Pupils use their story board/map to help write their alternative story ending.

PlenaryAs pupils to volunteer to share some of their alternative endings. Highlight what concepts they have explored,whether pupils have decided to focus on different models of development etc.

Stimulus / Resources / WorksheetsLarge story board created in ‘Emotions & Empathy’ lesson to refer back to

Extension ideasPupils can write a 'diary' fromthe characters' perspectivesfocussing on the changes in thecharacters feelings as the storyprogresses.

OR pupils could write letters,from Mary to John and viceversa.

Curriculum Links

Literacy


IntroTell the pupils that you are going to learn more about Ghana, West-African. You are going to have a look atgeography, people's life, nature, history and the present day. Hand out some blank paper and tell them they aregoing to write down everything they know about Ghana, every association which comes to their mind connectedwith Ghana. Give them 2 minutes.Big IdeasShare ideas in pairs then ask some children to call out some of their most interesting notes about Ghana. Weremost of their ideas about geography, people's life, nature, history or the present day? What was the mostcommon idea? Has made anyone think of any concepts or big ideas?ActivityDivide the children into 4 ‘expert groups’ and hand out one ‘experts text’ per group (history, geography, people,industry & agriculture). Divide them into groups by handing them a different coloured letter using the ‘groupingcards sheet’. Ask the pupils to get into LETTER groups (so all of the H’s group for history, all of the G’s group forgeography etc). The groups then read the ‘expert texts’ documents to find out more about their particular area.Then the groups can be handed the ‘expert text questions’ sheet and try to answer the questions, however, not allof the answers will be in the text—some may be in the Ghana film which they will be watching shortly.Watch the short film about Ghana. Then answer any unanswered questions on their sheets.Next, as the pupils to form new ‘home groups’ based on the COLOUR of their grouping card, each group will therefore have amember that has accessed a different part of the expert information. Ask members of the group to share what they havelearned with the rest of the group members.

Plenary‘Ghana In five’ - ask each pupil to complete the ‘five finger’ sheet as follows ...1. Describe Ghana in a sentence2. Describe Ghana in 3 adjectives3. Describe Ghana with 2 verbs4. Describe Ghana in 1 word only5. Draw a symbol to represent Ghana

Stimulus / Resources / WorksheetsGrouping cards sheet, Expert texts, expert questions sheetFive Fingers worksheetLife In Ghana film www.global-literacy.yolasite.com

Ghana Fact files

To be able to extract important facts from printed texts and film.

To gather geographical and historical information about Ghana from a developmentperspective.

Geog

PSHE

Num

Lit

P4C

Cit

perceptions similarities & differences preconceptions

Ghana fact file

Extension ideasDuring the expert group work childrenmay want to find out more ... Create alist of ‘expert questions’ that you canfind answers for in the future.

Curriculum Links

LiteracyGeographyCitizenship

The future of Ghana


Ghana Fact files - grouping cards

H G IP

H G IP

H G IP

H G IP

H G IP

H G IP

H G IP

H G IP

H G IP

H - Ghana’s History

G - Ghana’s Geography

P-G

hana

’s Pe

ople

I—Gh

ana’

s Ind

ustr

y &

agr

icul

ture


Ghana Fact files - Expert Information

Ghana’s History

In the 13th century when the Ghana Empire fell apart, its inhabitants moved to the fertile areas of what is todaynorthern Ghana. The first European settlers to arrive in Ghana were the Portuguese. They arrived in 1470, andbegan a settlement on the coast, and constructed the first of many fortresses. Between the 17th and late 19th

centuries, the Ashanti Empire was one of the most powerful black people’s states which existed in the centraland northern part of the country. In 1695 Osai Tutu of the Ashanti tribe became the ruler of a newly establishedempire. Thanks to his leadership and military skills, he conquered the neighbouring tribe of Denkyira. At thattime, the coast was controlled by European settlers. The Ashanti people had gold, which along with ivory, theytraded with the Europeans. For most of the 19th century, the Ashanti Empire was able to hold off the British (whoat that time were occupying the Gold Coast). There was a war (the 7th Anglo-Ashanti War) and the British Armyheld the biggest resources and the most soldiers. After this war, the Ashanti Empire eventually came to belongto the British in 1896.

Until 1957 when they became independent, Ghana was partof Great Britain, and was called the Gold Coast. It was thefirst sub-Saharan colony to become independent, andKwame Nkrumah became the first President. He was a veryimportant person in Africa’s recent history, and was one ofthe founders of the African Unity Organisation which wassucceeded by the African Union in 2002.

The new government that was elected in 1969 was not ableto bring the country out of the economic problem that wasgrowing and after several years of this hundreds ofthousands of people migrated to neighbouring countrieslooking for jobs. Since the 1990s the political system hasbeen much more stable.

Source: Wikipedia (http://cs.wikipedia.org/wiki/Ghana, http://cs.wikipedia.org/wiki/A%C5%A1antsk%C3%A1_%C5%99%C3%AD%C5%A1e)


Ghana Fact files - Expert Information

Ghana’s GeographyGhana is a tropical country in West African, on the Gulfof Guinea. It covers an area of nearly 240,000 squarekilometres, which a similar size to Great Britain andmore than three times larger than the Czech Republic.Most of the country is lowland, with the Volta Riverflowing through the country. In total, the Volta is 1819km long and its basin covers a huge area of 388,000 sq.km. The river begins where Black Volta and the WhiteVolta meet. Its upper stream flows mostly through awide valley, and its lower stream flows through theAkwapim Mountains, where you can find rapids. Inthese mountains, near the village of Akosombo, a damwas built, and the Volta Lake was created. It is the largest reservoir in the world, measured by water area,and stretches 520 km from the Akosombo Dam in the south to Yapei in the north. The Volta River flows intothe Gulf of Guinea, near the city of Ada. The highest point, 883 m above the sea level, is in the TogoMountains at the border of Togo.

In the north of Ghana there is a tropical climate, and in thesouth there is a more humid equatorial climate. You will findmostly savannas and rainforests. In the south of Ghana thereare two rainy seasons each year (May–June and August–September); but the north only has one rainy season, in themiddle of the calendar year. Hot winds from the Sahara calledthe Harmattan come in January and February. The averageannual rainfall in the coastal area is 83 cm.

Area: 238,539 sq. kmTotal population: 24.79 million (July 2011)Population density: 103.9 inhabitants per sq. kmWorking population: approx. 11.2 millionPopulation age structure:0–14 years: 36.4%15–64 years: 60.0%65+ years: 3.6%Official language: EnglishOther large cities: Kumasi, Tamale, Takoradi, Tema,Teshie, Sekondi, Cape Coast.

Source: Wikipedia (http://cs.wikipedia.org/wiki/Ghana)

Czech Radio (http://www.rozhlas.cz/leonardo/svet/_zprava/fair-trade-2-dil-ghana-a-kakao--459361)

Czech Ministry of Foreign Affairs (http://www.mzv.cz/jnp/cz/encyklopedie_statu/afrika/ghana/index.html)


Ghana Fact files - Experts Information

Ghana’s PopulationGhana has a population of over 23 million people and around58% of Ghanaian people are able to read and write. Over halfthe people in Ghana work in agriculture and cocoa is the mostimportant product exported by Ghana. However, cocoa growingdoes not pay very well and many farmers live in poverty andtend to hire the cheapest labour. Sometimes children are usedas workers and are forced to work long hours, be in contact withpesticides, handle machetes and carry heavy loads. Campaignsin Europe and the USA are putting more and more pressure onlarge cocoa processing companies to avoid using cocoa produced with child labour in their products, and they aredemanding Fairtrade products instead. Ghana also exports gold and petroleum. Many inhabitants of thisdeveloping country are also employed in sales of goods produced in China.

Based on what people can afford to buy, Ghana ranks as the 150th richest country inthe world, which means they are among the poorest quarter of countries. In spite ofthat, Ghana’s situation is better than in most other African states. The roads aregood, communication by telephone is reliable and there are good opportunities forwork in urban areas.

There are approximately 79 languages spoken in Ghana. English is the country'sofficial language, which is used by the government and in business affairs. It is alsothe standard language used in schools. Native Ghanaian languages belong to theNiger–Congo languages. The Kwa family, which is spoken by about 70% of thecountry's population, includes Akan and Ga–Dangme language groups. Twi, the mostwidespread language, is used by the Ashanti people in the central part of thecountry and Fante is spoken on the coast.

There are 52 ethnic groups Ghana . The native and largest ethnic group is Akan. 45% of the population are Akan(which includes the Fante, Akyem, Ashanti, Kwahu, Akuapem, Nzema, Bono, Akwamu, Ahanta and others). Animportant position is occupied by the Moshi-Dagomba tribes in the north (16% of the population), the Ewe (13%of the population) in the southeast and the Ga (8% of the population). White people make up about 0.2% of thepopulation.

Christianity is the country's largest religion with around 69% ofpeople practising it mainly in the Southern areas of Ghana. Islamis more widespread in parts of the northern regions with afollowing of around 17% of people. Christian–Muslim relations inGhana are peaceful. Fewer and fewer people in Ghana practicetraditional African religions which are now practised by 8.5% ofpeople. Ghana also has a unique faith called Zetahil, whichcombines elements of Christianity and Islam.

sources: http://en.wikipedia.org/wiki/Ghanahttp://cs.wikipedia.org/wiki/GhanaCzech Radio (http://www.rozhlas.cz/leonardo/svet/_zprava/fair-trade-2-dil-ghana-a-kakao--459361)Nazemi.cz (http://www.nazemi.cz/fair-trade/203-detska-prace-na-kakaovych-plantazich-je-stale-smutnou-realitou.html)


Ghana Fact files - Experts Information

Ghana’s Industry & AgricultureIn the West African context, Ghana has alot of different resources but most workers areemployed in agriculture. Cocoa is the main crop, together with cocoa products and semi-products, and brings in two-thirds of the country’s export income. Other exports includewood, coconuts and other palm products, shea nuts for butter, and coffee. Ghana alsosuccessfully exports less traditional agricultural products such as pineapples, cashewsand pepper. Basic food crops include manioc, sweet potatoes, bananas, maize, rice,peanuts, millet and sorghum. Ghana also extracts (and exports) gold, diamonds,manganese ore, bauxite and recently also petroleum. The economy is vulnerable toweather (agricultural production) and energy shortages (industrial production anextraction of mineral resources). Timber extraction is also important, although this hasslowed down in recent years, mainly due to poor protection of forests against illegalfelling and continued deforestation. The government are making efforts to stop fellingand especially illegal exports.

The country’s rail network is underdeveloped.The was built by British colonial administrationmostly just to connect mines at those times withthe port of Takoradi for easier transport of gold,timber, ivory and other products out of Ghana.Only operational railway today connects Kumasiwith the port of Takoradi. Tema is the mostimportant harbour in the country. The roadnetwork is well-developed, especially in the

south. The only existing motorway connects Accra and Tema, while another one from Accra to Kumasi is underconstruction. The Kotoka International Airport in Accra is an important hub connecting the country with cities inAfrica, Europe, America and the Middle East. Nationally you can fly between Kumasi and Tamale.

About 90% of energy is still obtained from wood, especially in the countryside so electricity represents as little as10% of Ghana’s total energy consumption. The government-controlled Volta River Authority (VRA) provides allelectricity and the demand for it is growing steeply, on average by 8% every year. The government’s developmentplans cannot keep up with the demands and are trying to build new capacities. Most electricity is produced by theAkosombo hydroelectricity plant, followed by the Kpong hydroelectricity plant, a thermal plant in Tema and athermal plant in Takoradi.

Source: businessinfo.cz (http://www.businessinfo.cz/cs/clanky/ghana-ekonomicka-charakteristika-zeme-19151.html)Source: Wikipedia (http://cs.wikipedia.org/wiki/Ghana)


Ghana Fact files - Experts Questions

Ghana’s HistoryWho and when found the capital of Ghana?

Which Europeans first colonized Ghana’s coast? When it was?

Which nation (empire) managed to resist British expansion and when did they suc-cumb?

When did Ghana become independent?

Which part of Ghanaian history would you call as least dignified for original peopleand why?

Which other information did you find interesting?



Ghana’s GeographyDraw a map of Africa and mark where Ghana is situated (on the back of this sheet).

What is the capital of Ghana? Do you know any other important cities in Ghana orgeographic features? (rivers, lakes, dams, seas)?

Which countries border Ghana?

Describe typical weather in Ghana in June and in February.

In which Ghanaian city (except capital) you could study university?




Ghana’s PeopleHow does the majority of the population of Ghana make their living?

How does cocoa farming in Ghana cause problems and how can these problems besolved?

What are the education levels and literacy in Ghana? Which language do theyspeak?

Where do people still have a traditional way of life?

How and where could people in Ghana buy basic foodstuffs?




Ghana’s Industry & agricultureWhat are the main export commodities of Ghana?

How does Ghana produce most of its electricity?

How is called abusing developing countries by big western concern?

Try to explain what deforestation is. How do they try to prevent it in Ghana?

Comparing other countries in Africa, do you think Ghana is poor or rich?



Ghana Fact files - Five Fingers sheet

sent

ence

2 ve

rbs3 ad

ject

ives

A symbol1 w

ord o

nly

Ghana


Ghana Fact files - Five Fingers sheet


IntroPut the photos in the middle of a circle (or hand out 1 each). Say that your photos are in a muddle and you need help sortingthem out. Ask the pupils to sort them into groups – first of all sort them into 2 groups – ‘happy’ or ‘sad’ (use 2 hoops withlabels). Ask pupils to explain why they have chosen that group (is it facial expression, a ‘feeling’ of the photo, colours?).Then mix all the photos together again and say you would like them re-sorting into different groups – ‘work’ or ‘play’.Question the pupils’ reasons as above.Repeat for ‘things we understand’ and ‘things we don’t understand’. Question the pupils’ reasons as above.

Big IdeasFocus on ‘things we understand’ and ‘things we don’t understand’ and write down any questions the pupils may have aboutthe photos (explain we might not find out all of the answers today but should do over the course of our work).Ask the pupils, do you think these photos are all taken of the same place? What makes you think that? Explain that they areall taken in Ghana, Africa.

ActivitySplit the pupils into groups. Give them 3 photos per group and explain that their job is write captions for the photos (wordsthat give some sort of explanation about the photo). Hand each group a different caption instructions sheet – the groups arethen writing captions for different purposes; 1. Travel marketing – make people go on holiday to Ghana!, 2. Charity appeal –make people give money to Ghana, 3. Trader – make people buy products made in Ghana. (Repeat groups where necessarybut don’t tell them others have the same instructions). There is also a blank option if you would like to add you own.Pupils leave their photos with captions on their tables and the all groups rotate round to read each others captions. Theyshould decide which purpose the caption is written for. They can then vote by placing a sticker on the caption, for examplethey could place a GREEN sticker for travel marketing, RED sticker for charity appeal, BLUE sticker for trader campaign.

PlenaryReflect on the stickers, noting many colours the same but also asking why someone thought it was something else. Revealwhat the actual captions were for. Think about how our opinions change depending on what information we are given, forexample compare how a charity appeal makes us feel compared to how a holiday advert makes us feel. Did this makeanyone think of any big ideas/concepts/questions? (for example did the pupils think that people would go on holiday toGhana? Did the pupils realise that things that we eat might come from Ghana?)

Stimulus / Resources / WorksheetsGhana photos, 2 hoops, sorting labels for hoops.Caption instructions sheet ( 3 different sets of instructions – 1 per group)

Sorting Out Ghana

To write captions for photographs for a specific purpose.

To challenge preconceptions about Ghana (and Africa).

Geog

PSHE

Num

Lit

P4C

Cit

perceptions similarities & differences preconceptions

Life ...

Extension ideasAsk pupils to carry out research intoholidays in Ghana by getting travelbrochures, searching on the Internetand finding out more about wherepeople holiday in Ghana and what theydo.

Curriculum Links

LiteracyGeography

In ...Ghana ...


Sorting out Ghana - hoop sorting labels

happy

work

Things weunderstand

sad

playThings we

don’tunderstand


Sorting out Ghana - caption instructions

Write a caption for ....Travel marketing – make people

go on holiday to Ghana!

Write a caption for ....A Charity appeal – make people

give money to Ghana.

Write a caption for ....Traders – make people buyproducts made in Ghana.

Write a caption for ....














Sorting out Ghana - caption instructions

1. Children working in a rice field

2. Children returning from a farm

3. An electrician at work

4. Tomato farmers preparing their harvest for the market

5. Children fetching water

6. Fish vendors

7. Visitors from Europe

8. Fishing boats in the bay

9. Environmental Education Centre in Sui

10. Children and their teacher hearing more about Global Literacy

11. Children enjoying their play time

12. Introducing the Global Literacy project to pupils & teachers

13. Caterers in the kitchens at ICED

14. The Global Literacy Project focus group team, Ghana

15. Driving on a motorway in Accra, the capital of Ghana

16. An indoor shopping centre

17. A lorry transporting timber from the forest

18. The Akosombo Dam


Sorting out Ghana - Photographs1

2


Sorting out Ghana - Photographs3

4


Sorting out Ghana - Photographs

56



7

8



9

10



11

12



13

14



15

16



17

18


IntroIn a circle, play ‘finish the sentence’ focussing on things that you might see in common places or on common journeys. Theteacher starts the sentence and then anyone can finish it first, shouting out their answer, and then it gets passed all the wayaround the circle until everyone has had a turn at saying their answer. The aim is to answer quickly, without too muchthought, and say ‘pass’ if you cannot think of anything.“On my way to school I saw ...” (example answers might be “a dog”, “a bus”, “pass”, “lots of children”, “an aeroplane” etc)“Out of my bedroom window I can see ...” (example answers might be “trees”, “houses”, “my garden”, the road” etc)“When I go to town I see ...”“Out of the car window I see ...”Big IdeasHighlight any similar things mentioned and the many different things that were mentioned for each sentence explaining thatthere are so many different things to see, we all notice different things and there is massive diversity between ourexperiences, just within our small class.

ActivityExplain we are going on an imaginary journey to Ghana. Look at a world map to remind pupils where Ghana is in relation toyour country. Does anyone know how we would get there and how long it would take? (you would probably go byaeroplane, but you might like to discuss other travel options, and flight times are usually around 6-7 hours from London, 9-10 hours from Manchester). Look at a map of Ghana and point out the main airport, Kotoka International Airport, Accra.At tables and using the ‘What would I see? Windows’ sheet, ask pupils to draw the following, making sure they have time tocomplete each part before moving onto the next (they should do this individually so you get a range of interpretations);1. What you might see out of your house window before you leave to travel to the airport;2. What you might see out of the car/bus/train window on the way to the airport;3. What you might see out of the aeroplane window once it had taken off, flying over your country;4. What you might see out of the window as the aeroplane is flying over Ghana towards Accra;5. What you might see out of a taxi window as you travel from the airport into Accra city centre;6. What you might see when walking around Accra markets.

PlenaryMake a display of the drawings putting together each part of the ‘journey’ and highlight the similarities, differences andcelebrate the diversity of illustrations, and therefore of the places. Ask pupils to elaborate and explain their drawings.

Stimulus / Resources / Worksheets‘What would I see? Windows’ sheet, 1 per pupil (enlarged to A3 size)

What Would I See?

To use knowledge and imagination to create illustrations.

To understand that diversity exists everywhere (locally & globally).To reflect on their own understanding of their own country and Ghana.

Geog

PSHE

Num

Lit

P4C

Cit

perceptions similarities & differences diversity

Children’s work...

Extension ideasYou could extend the illustrations or splitpupils into groups so when you ‘arrive inGhana’ some could visit markets, somethe beaches, some the rainforest, some aschool etc, so you get a wider spread ofinterpretation of Ghana.

Curriculum Links

Geography

What would you see from a

car window in accra?

What you see at themarkets?


What Would I See? Windows sheet (enlarge to A3)


Money Talks

To be able to ask relevant questions (and divide them into categories).To write a report on a given subject.

To begin to understand the complexities of global inequalities.To link ideas of fairness and equality with real life situations and in particular jobs and pay.

fairness equality workIntroPresent the different jobs one at a time, with a picture and a label but exclude the 4 highest paid jobs for now (these jobshave a red outline - the footballer, football manager, TV presenters and Prime Minister). Ask the class to decide which orderthe jobs should be placed on an imaginary line, from the lowest to the highest paid.

Big IdeasShow the average pay of each job, and place in the real order. Finally, introduce the 4 new job cards and pictures; PrimeMinister; footballer, football club manager and TV presenters, and place them on the imaginary line to represent their pay(you will have to illustrate by walking further than the original line, outside the classroom and maybe across the schoolplayground/yard!).Ask the pupils, “What do you feel about these differences in pay? Are they what you thought they would be? Whatsurprises you?”At this point you could raise questions and run a P4C session.

ActivityExplore the idea of ‘working hard’. If the children agree that ‘working hard’ deserves more money, then ask: “how can I tellif someone is working hard?” Record ideas on blank pieces of paper and place in a hoop with the label ‘working hard’. Checkfor agreement in the group. Challenge the ideas as they arise. For example, ideas such as “you are working hard if you keepbusy all day”, can be challenged with further questions such as, “so if I am busy all day, no matter what I am doing, then Ideserve more money”.You could also share the fact that “the richest 20% of the world population accounts for 80% of the world income.”

PlenaryFollowing the P4C session and/or extension research activity the pupils may have thought of more questions than answers.It is important to acknowledge that there is no simple answer and many things have many different factors to consider.Create a bank of questions that come up during this work and then sort them into categories ; questions that an expertcould answer (and therefore try to find that expert), questions that we can talk about during P4C (write down thoughts andfeelings about these questions and maybe refer back to at a later date).

Stimulus / Resources / WorksheetsVariety of job cards (pictures, labels, amounts of pay)Hoop, ‘working hard’ label

Extension ideasPupils could carry out a research project& write a report considering ...

how much people get paid how much people spend on food how much people spend on toys how this varies from person to person how it varies from country to country

Curriculum Links

NumeracyCitizenship

P4C

P4c question What do you think about

how much people get paid?

Prime MinisterDavid Cameron

Money Talks - jobs and pay


Pilot

Cook

Alex Ferguson,Manchester United Manager

Ant & DecTV presenters

Lionel MessiBarcelona footballer

Waiter/Waitress



Teacher

Van driver

Bank clerk

Police officer

Farmer

£5 million

Money Talks - jobs and pay - actual


£14, 000

£19, 000

£24, 000

£35, 000

£78, 000

£142, 500

£40, 000

£34, 000

£20, 000

£16, 000

£12, 000

£10.22 million £6.5 million

AVERAGE JOBS & PAY IN ORDER (annual salary)Lionel Messi, Barcelona footballer £10.22 millionApproximately that’s £850,000/month, £210,000/week, £30,000/dayAlex Ferguson, Manchester United Manager£6.5 millionAnt & Dec, TV Presenters £5 million each (approx)

Prime Minister David Cameron £142, 500Pilot £78, 000Police officer £40, 000Vet £35, 000Teacher £34, 000Farmer £24, 000Bank clerk £20, 000Van driver £19, 000Cook £16, 000Hairdresser £14, 000Waitress £12, 000Information taken from ‘Annual Survey of Hours and Earnings, 2012 by Office for National Statistics’



Vet

Hairdresser

Money Talks - label for hoop


Workinghard


IntroDivide the pupils into six groups, and hand out the sets of 24 laminated needs/wants cards and sheets with need/want tables into each group. Ask the pupils to choose 12 cards. Then ask them to place their cards into twocategories and put them on the needs/wants table.Ask for feedback from each group and keep a tally of how many times each item appeared in each category.According to the frequency, compile a list of 8/10 most commonly identified needs.Then, addressing each of these items in turn, ask the children to consider how the absence of each of these needswould impact on people’s lives and what can the absence of particular need cause.It is likely that the children will mention the concept poverty during this discussion.Big IdeasAsk them to think about what poverty means, and to discuss in their groups a definition of poverty. After a fewminutes of discussion, suggest that it is difficult to find just one meaning, and that there might be more than onedefinition. Ask them to try and write a definition(s) on a small white board or on paper. Share the definitions fromeach group.Now ask the groups to think of examples of poverty and discuss these examples in relation to the differentdefinitions of relative/absolute and extreme poverty (NB see ‘Definitions of Poverty’ sheet, which can be sharedwith pupils).For example, if pupils suggest that ‘poverty is lack of money’, talk about the difference between no money at all(extreme poverty) or not as much as everyone else in their community (relative poverty). Or if somebody doesn'thave enough food, that is absolute poverty, but what about if they have enough food to eat, but it doesn’t provideenough nutrients for them to stay healthy. Also discuss that poverty can be seen in our own country or town(relative poverty).PlenarySummarise the children’s ideas, and explain—with reference to their ideas—the differences among the threedifferent definitions of poverty. Look at the children’s original group definitions of poverty - do they want to addor amend anything? Create a class definition of poverty that everyone agrees with.At this point you could raise questions and run a P4C session.

Stimulus / Resources / WorksheetsSix sets of ‘needs/wants’ cards, six printed ‘needs/wants tables’, definitions of relative, absolute and extreme poverty,Small white boards to record group definitions on.

What is poverty? Definitions

To be able to create and explore a word definition.

To be able to understand and be able to describe the differences between needs and wants.To begin to understand the difference between absolute and relative poverty.

Geog

PSHE

Num

Lit

P4C

Cit

equality needs & wants

Extension ideasLook at the other definitions ofpoverty (in red) to expand ideas onwhat poverty really means ... Lookup other definitions on the Internetand compare.

Curriculum Links

CitizenshipLiteracy

Example P4C questionsIs there the poverty in our country?Does everyone have the samedreams in life?If you’re poor, whose fault is it?

Card sorting


Needs & Wants


Needs & WantsI need I want


Needs & Wants—definitions of poverty

Source: http://en.wikipedia.org/wiki/Poverty

Poverty

“The state of one who lacks a certain amount of material possessions or money“

Relative poverty Absolute poverty ordestitution

Extreme poverty

is defined contextually aseconomic inequality in thelocation or society in whichpeople live

refers to the deprivation ofbasic human needs, whichcommonly includes food,water, sanitation, clothing,shelter, health care andeducation

the World Bank definesextreme poverty as living onless than US$1.25

“... the lack of what one needs to live within a society. In thebroadest sense, it means survival but also contribution andparticipation to social daily activities.” Amartya Sen, IndianPhilosopher and Economist

“Fundamentally, poverty is a denial of choices and opportunities,a violation of human dignity.” United Nations


IntroRemind the children of the last session exploring poverty by looking at the group definitions created and theactual definitions. Ask for volunteers to remind the class of the different meanings of poverty, and examples ofwhat they might look like. Then tell the children that we are going to look at example’s of other children’s lives, totry to find out if those meanings make sense.Big IdeasSplit your class into 6 groups. Hand out the six pictures and stories about the children around the world. Ask thegroups to read the stories out loud in their groups, listening very carefully to understand the details. When theyfinish, ask them to discuss the following questions (which you can display at the front of the class): Where is the child from? How old is he/she? What is his/her home like? What do you know about his/her family? What education does he/she have? How does he/she spend their free time?ActivityAsk the groups to create a ‘freeze frame’ to represent the ‘Life Story’ they have read. Each member of their groupshould have a certain role from the story (if there aren't enough roles in the story, they should create roles whichcan be included in the story). Give the groups about 10 minutes to prepare their freeze frame.Ask each group to show their freeze frame to the rest of the class. Go around all of statues with a "microphone" asa journalist, defrost each of them in turn and ask him/her the following questions: who are you? what are youdoing right now? how are you feeling? what are you going to do when you leave this freeze frame? If there istime, you can give other pupils the chance to ask the statues a question as well.PlenaryMaking reference to the definitions of different types of poverty (used in previous lesson) facilitate a whole-classdiscussion about what type of poverty each character experiences. There are no right or wrong answers , thepurpose of the discussion is to understand that people can experience different types of poverty in their livessimultaneously.

Stimulus / Resources / WorksheetsSix printed children's ‘Life stories’, pretend microphone, three definitions of poverty displayed at the front of the class(previous lesson).

What is poverty? Life Stories

To read a story for specific information.To create a freeze frame that represents a ‘life story’.

To be able to understand and describe the differences between needs and wants.To begin to understand the difference between absolute and relative poverty.

Geog

PSHE

Num

Lit

P4C

Cit

equality needs & wants similarities & differences

Curriculum Links

CitizenshipGeography

Extension ideasThis lesson is good to follow up with activitiesleading the pupils to deepen their interestabout the people from countries in the ‘globalSouth’ and also a good way of looking in moredetail at ‘relative poverty’ in this country.

Life stories Life stories


What is poverty? StoriesKalpana’s story13 year old Kalpana is a slim, delicate girl with beautiful brown eyes. When she is relaxed, she putsone or both arms over her head and rests her hands on the doorframe or on the wooden joistwhich supports the roof of the shack. But when you find out what job she has to do, you realizethat she is trying to get rid out of the pain in her spine, which comes from carrying heavy loads.She lives in an outlying village on the hillside of beautiful valley of the river Sun Kosi. The nearestvillage is about two hours walk up the steep hill above the valley; the nearest town is Gaigat, awhole day’s walk away. Kalpana’s life changed dramatically a year ago, when her father died andshe had to take over the role of her family's food provider.

Until then she lived happily with her father and her six younger siblings - she helped her fatherwith household chores, but also went to primary school. When her father died, she no longer hadthe time or the money to go to school. Several times a month Kalpana gets work as a porter for alocal merchant. On those days, she will be away from home for several days. The load that shecarries in a basket is too heavy for her tiny figure and age, so there is no wonder that her back,which she also recently injured by falling on the way, hurts a lots. Falling is not the only dangerthat threatens the porter – there is also the danger of snake bites or attacks by wild animal.http://www.krasnapani.cz/casopis-krasna/clanky-online/krasna/180


What is poverty? StoriesLaxmi’s storyLaxmi’s life has recently changed dramatically. Her father died before she was born, and during lastyear's extensive floods she lost also her mother. Until then, they lived together in a small villagehouse. Laxmi went to a nearby school with other children, where she excelled in her classes. Shewould help her mother in the home, but she always found the time to play and have fun.After the tragic death of her mother, Laxmi lives with her very loving but old and very poorGrandparents. They live in a small village in the lowland area close to the town of Nepalganj, nearthe border with Indian. Laxmi’s day starts early in the morning, helping her grandparents withhousehold work, and also in the fields with the cattle. There is no time nor money for school.

Laxmi is a small twelve year old girl, with a serious face dominated by sad eyes. She's always happywhen she can pay a visit her aunt's family. Like all children, Laxmi likes to spend time with others,and her aunt has two young daughters and a son with whom she can play. But she cannot live herepermanently because her aunt’s family is very poor and their house is too small.

Laxmi's grandfather, a very wise and kind man, feels a strong connection with nature, and firmlybelieves in the goodness of humankind. Everyday he starts the day early in the morning, beforedawn. He cultivates a small vegetable garden and takes care of his cattle to feed his family. He sellsthe surplus in the market and saves the money so that one day he can fulfil Laxmi's dream goingback to school.http://www.krasnapani.cz/casopis-krasna/clanky-online/krasna/180


What is poverty? StoriesPoj Pat’s storyIn Phnom Penh, the capital of Cambodia, several small boys are sitting on the ground. A pile ofplastic bottles is towering in front of them, and they are quickly and skillfully removing the tops.None of the boys is more than 14 years old. "Children are cheaper. I pay them about half a dollar aday."says the businessman. None of the boys go to school. "I was going there for a year, but I hadto get back to work. My dad is very ill and can't work. My mom works at the landfill, and I have tohelp her, because I have four siblings" says ten year old Poj Pat. "We're a group, there's lots of funhere" he says, without stopping to unscrew the cap from the bottles. The pile in front of him,however, does not diminish. Once the pile decrease a bit, another pile of bottles in all shapes andsizes appears in front of him.

"We start work at half past six in the morning and finish at five" said the oldest of the bunch,fourteen years old Sung. Poj Pat has never seen the city centre, and he doesn't even know thatthere are beautiful royal palaces in Phnom Penh. "We came here from a village in the north, for abetter life, our parents told us. They told us that by sorting through the waste in a rubbish site theycan get a lot of money. Initially it was good, when my dad was working. But he fell ill soon - hecan't breathe well enough. Mum earns just a little - up to two dollars a day, so I have to help her.My brother works with her in a dump site. They look for glass, paper and cans and then they sellall of it. We have a small house, but it is not our property, we have to pay rent. It's right overthere" He points to a colony of workers' houses constructed out of every possible material.http://www.stopdetskepraci.cz/index.php?id=174&idp=183


What is poverty? StoriesJack’s story

Jack is eleven. His father has been unemployed for a year. His mother is a housewife. Jack hasthree siblings. The family haven't been able to pay their rent for last year, so now a Court willdecide what will happen. Jack is really good at sports, he is average in mathematics, but is not verygood at reading and writing. He loves nature and being outdoors, and is very inquisitive and lively.He never gets to go on school trips, because his parents can’t afford it. While the rest of his class isaway, he has to join another class, where he sometimes gets into arguments with the otherchildren.

Jack is often not well prepared for classes and his homework isn’t very good quality. He’ssometimes late for school, and when he does arrive he doesn’t have the equipment he needs. Heis often in trouble, is restless and distracts other children in class. He lives in a small flat with hisfamily of six people. They all live crowded into a single room, which is also a kitchen, laundryroom, drying room, living room and children's room. It's very difficult to find a suitable place forstoring his school kit. Lots of people visit regularly, it is noisy, and so it is practically impossible forJack to concentrate on learning or to do his homework.

http://www.clovekvtisni.cz/index2.php?parent=&sid=&id=253&idArt=1659


What is poverty? StoriesFarhad’s story

Farhad is eleven years old and goes a school in Mazar-e-Sharif, in Afghanistan. Every morning hegoes to school, where he studies until one o'clock in the afternoon. In the afternoon he helps outin his father's tailor shop. He works from two o'clock until evening, sometimes late at night,depending on how many orders he has. Usually he helps to cut out the fabrics for traditionalclothes.

He does a lot of other things too. He goes round the fellow tailors who embroider elegantpatterns onto fabric to make traditional ‘pirhan-tumban’ (a traditional tunic and wide trousersworn in the Middle East usually by Muslims). He goes to buy yarn and needles for sewing, andcarries water for drinking and cleaning in the shop. He likes going to school, because he knows it isimportant that he learns to read and write. "Farhad will be a good tailor, he is very handy. But hemust learn to count well too, so that he will not be robbed on rates nor prices," his father says.There are thousands of children working like Farhad, but many of them are not as fortunate as heis - they cannot go to school.

http://www.stopdetskepraci.cz/download/pdf/pdfs_114.pdf


What is poverty? StoriesJonas’ storyThirteen year old Jonas lives in "The heart of Africa". He is still a child, but he has been workingalready for seven years. "I used to help in the field, but then my dad died and mum had to startworking in the fields, so I sell instead of her" explains a boy in a green shirt. He sells peanuts nowat the local market in Kisangani, in the Democratic Republic of Congo. He has a small stall, madeout of a couple of planks, and a large basket made out of palm leaves. If a customer comes, Jonasdoesn't weigh peanuts for him, but measures them out. In his basket he has a variety of cups andcans, mostly empty tomato tins. He calculates price depending on the size of the can. "Almost noone has a set of scales, they are too expensive and heavy" says Jonas. "I have no money to buybags or paper, so I sometimes use an old exercise book and wrap peanuts in paper cones, or I packthem in the leaves from a palm trees," he laughs.

At the market Jonas does not have simple life. "I used to sell on the street, but now they said it'sillegal, so we had to move onto the market. But they want us to pay fees over here. And we do nothave money for that, so when the market officer comes, I have to pack up my baskets and runaway," Jonas says. His normal work day starts at seven o'clock in the morning and ends at six in theevening. "I have a day off on Sundays when I go to church with my mother," says Jonas, who earnsaround one dollar a day, to give to his mother. He has never been to school, but is proud that hecan count, and even read. "I had to learn counting by myself, and my older brother taught me toread. He now works as a security guard and is like my dad," says Jonas. " I'd like to go to school, Iwant to become a doctor, but I can't, my mother is sick," says Jonas.http://www.stopdetskepraci.cz/index.php?id=174&idp=183


Part 3Education & Development

My school in a box 1My school in a box 2My school in a box 3Ghanaian School in a BoxA Day In the LifeSuper SchoolI Want to BeDaniel’s Classical School 1Daniel’s Classical School 2Daniel’s Classical School 3

Stimulus / Resources / Worksheets5/10 things that represent you/are important to you that show a variety of things about you (keep them a secret),1 shoe box per child, art/craft materials


IntroShow the class one of the objects you have brought in and DO NOT tell them it is yours. Pass the object aroundthe circle and ask the pupils to consider what type of person might own it: Male or female? Old or young? Whatjob might they do? What types of things do they like doing? Create a list of ideas.Then introduce another object and ask the pupils, who might own this object? Create another list.Continue introducing the objects and creating lists of thoughts on the ‘type’ of person that might own them.Ask the pupils if they think that one person could own all of them ... what type of person would that be? Editsome of the ideas on the lists that have been created. Once you have made a decision on what type of person thismight be, reveal that you are the owner of these things! Was anyone correct when they described the type ofperson that would own them? Are they surprised at any of the objects?Big IdeasTalk about the items you selected and the reasons why, for example, ‘I chose to put an apron in my box because Ilove baking and it is important because it usually brings together my family when we are celebrating something’.Ask if the pupils would have put an [apron] in their box – why not? Talk about everyone having their own opinionsabout what is important to them and different things make different people happy.ActivityTalk partners; start discussing what 10 things you would put in an identity box to represent you and think aboutthe reasons why. Pupils can then write a list of what 10 items they would like in their box. They should then rankthese so they are in order of importance to themselves.In class, decorate the shoe box so that it represents you (favourite colours, pictures of favourite football team,etc).PlenaryExplain that as homework each pupil has to collect just 5 items for their box so they need to look carefully at theirlist of 10 and decide on the 5 most important ones.Share, celebrate, review and evaluate the boxes in class once they are completed. Make links for similar themesthat come up, such as photos of family/friends/pets and think more deeply about why this is.

My School in a Box –Activity 1

To create a list and place items in order of importance.

To reflect on self image, values and priorities.To understand and celebrate similarity and difference.

values similarities & differences

Hawkshead Primary

school in a box

Extension ideasAsk other staff from the school to bring in an item(s) that theythink represents them and display them so pupils have to voteand decide which item belongs to which teacher. Reveal this inan assembly.Extended writing – write a more detailed description aboutwhy you have chosen the objects using reasoning anddescriptive language.

Curriculum Links

CitizenshipLiteracy

PSHE

Stimulus / Resources / WorksheetsAny topic boxes you have in school, IT equipment if available/appropriate


IntroShow (or refer back to) topic boxes that you have used in school, such as country specific topic boxes or boxesabout specific topics/themes you have worked one. Explain that you are going to make your own topic box whichis all about your own school. Explain that the box has to represent the school and it might be sent to anotherschool so the things in it need to be meaningful and chosen wisely.Big IdeasIn groups ask the pupils to think of 10 things that they would put into the box, ensuring that they can give goodreasons for choosing those items. Get some feedback and highlight the similarities and differences in opinion.Explain that what one person thinks represents the school might not be the same as another persons as we allview things in different ways (perceptions).ActivityAsk the pupils, how are we going to decide which items to put in? Who will decide because we all have differentopinions? Talk partners, who should we ask about what goes in the box? Create a spider diagram about who toinvolve (encourage a diverse section of people, e.g. other classes, teaching staff, canteen staff, parents, busdrivers, regular visitors etc).Explain that the pupils will be creating a questionnaire to find out what is important to each of these people. Ingroups pupils come up with questions to ask, such as ‘what is your favourite part of the school? What is specialabout our school?’ etc.Pupils write and carry out the questionnaire. Collate results by creating bar charts/graphs etc.PlenaryLook at the results to see what trends and similarities there are. Is there one thing that should clearly be presentin the school topic box? Create a list from the results of the top 10 items to be included in the school box anddiscuss whether everyone is happy with this. What will the actual box look like? Decide on decoration.


To formulate questions for a specific audience and gather and interpret data

To reflect on self image, values and priorities.To understand and celebrate similarity and difference

values perceptions diversity

Important things at our

school

My school in a box

Extension ideasPupils could use IT tocreate the questionnaireand to present theresults.Present the findings tothe rest of the school inan assembly.

Curriculum Links

CitizenshipLiteracyNumeracy

Stimulus / Resources / WorksheetsFrom previous lesson – ‘school in a box’ with 10 items. Powerpoint presentations from other schools in England, Poland,Czech Republic and Ghana showing their ‘school in a box’, see www.global-literacy.yolasite.com


IntroExplain that now you have created your ‘school in a box’ you are going to compare it to other schools and seewhat other schools have decided to put into theirs. The other schools were only allowed 5 objects so we are goingto halve our items too.Watch some of the videos and look at some of the Powerpoints via the Yola website from schools in England,Poland and Czech Republic (NB: The next lesson ‘Ghanaian School In a Box’ looks specifically at the contents of theGhanaian box and explores this in more detail).Big IdeasTalk about and celebrate the similarities and differences that you notice. Ask pupils to comment on any surprisesand ask why they are surprised. What things did they expect/assume to see in boxes created by these countries?Talk about a ‘stereotypical image’ we might have of that particular country and ask whether the videos havechanged that.Ask the pupils what different schools from this country and other countries will think about our 10 items. Do youthink they will expect to see them?ActivityExplain that we are only allowed 5 items in the school box, so the 10 items that have been chosen need to behalved.In small groups decide which 5 things should stay and think of reasons why. Each group should then make apresentation arguing to encourage others to vote for the same items as they do.PlenaryDecide on the final 5 items to go into ‘my school in a box’ and complete the box decoration.This could be shared with any linking school, both locally/globally, posted on your school website and uploadedto the project website.


To use persuasive language and construct an argument.

To understand and celebrate similarity and difference.To challenge assumptions about other people and places.

perceptions similarities & differences

Presenting an argument

Extension ideasPresent the findings to the rest of the school in an assembly.Create a display (and/or Powerpoint presentation) showing thequestionnaires, survey results and actual box so that parents andvisitors can see. Label each item chosen showing all of the reasonsthey were voted to be in the ‘school in a box’.Extend this process further by creating a ‘county/region in a box’ andthen a ‘country in a box’ (see the Yola website for the Powerpointcreated by teachers, ‘All about England’).

Curriculum Links

CitizenshipLiteracy

Stimulus / Resources / Worksheets‘What’s in the box’ sheetsGhanaian school in a box lists (NB: you may want to recreate the ‘Ghanaian school in a box’ by sourcing the items the schoolssuggested to make the experience more real for the pupils).


IntroReflecting on the work done so far creating and looking at other ‘school boxes’, either show the pupils a box orshow them an image of a box (see below), and ask them to try and guess what is in it. Explain that it is a ‘myschool in a box’ created by a Ghanaian school. Individually or in pairs record down ideas/guesses/ideas aboutwhat might be inside the box on the ‘What’s in the box?’ sheet. Remind the pupils to think carefully about whatmight be important to the Ghanaian children as a way of representing their school (they have gone through thesame process as you).Big IdeasShare the ideas by sticking the ‘What’s in the box?’ sheets onto the board so that everyone can see. What type ofthings are you expecting? Are there any common things? Are there similar things? Ask pupils to give reasons fortheir choices and begin creating a list of the top 10 most common answers.With the children reflect on the list created and compare to the contents of your own school in a box, makingcomparisons and highlighting the similarities and differences between them.ActivityReveal the contents of the ‘Ghanaian school in a box’ one by one. Keep referring back to the guesses created bythe children. Look closely at the contents and again make comparisons to your own school in a box.Did anyone guess correctly? Are there any surprises? Has anyone's views about the school changed at all? Didanyone make an assumption that has been challenged?Explain that the activity is now to write a letter to the children from the Ghanaian school and reflect on thecontents of their school in a box. The letter needs to explain their initial expectations and why they thought ofthose, a reflection on what they found and whether or not their expectations were challenged or confirmed. Askthe pupils to think of any questions they would like to ask the Ghanaian school children and incorporate these intotheir letter as a way of finding out more information.PlenaryAsk pupils to read out their letter to a person sitting next to them as a way of sharing their ideas. Then as a classdiscuss the different ways of communicating with a Ghanaian school - post/Skype/email etc.

Ghanaian School In a Box

To write a letter to a child in Ghana.To formulate questions to find out more information.

To challenge assumptions about other people and places.To make comparisons about their own and other people’s school life.

preconceptions similarities & differences

Extension ideasLook at the map to remind the class how fartheir letters would have to travel. Work out howmany miles away Ghana is from your school andwhich other countries it would pass over in anaeroplane, or pass by in a ship.

Curriculum Links

CitizenshipLiteracy

How far will our letters

have to travel?

A football from one theGhanaian school ‘s in a box


Ghanaian School - What’s in the box?


Ghanaian School In a Box ListsPresbyterian Boys Secondary School, Ghana

A feather A football

A New Testament Bible, pens &exercise book

A piece of school clothA ladle & a bamboo flute

A school magazineSome laboratory equipment


values perceptions similarities & differencesIntroLook at the ‘Day in the Life’ documents about traditional craftspeople. Read through the information sheet as ashared reading exercise, pausing to clarify where needed. With talk partners, ask pupils to reflect on theinformation given and then report back 1 thing to group they found surprising/unusual/interesting (e.g. could besomething you didn’t know or something that is the same as your life).

Big IdeasUse the question sheet that follows the information so pupils have a sound understanding of the work eachapprentice/worker does. Did the pupils find it interesting to find out about someone else’s life? Are there anyelements that are the same as your lives? Do you know anyone that works with anything similar? Are there anybig ideas this has made them think about?

ActivityExplain that now we have the given information we can use this to write a story or a personal diary. In groups,think of something really exciting, scary or interesting that might happen as part of their daily lives. It might be ahappy success story, or it might be a sad story. Make a shared list of possible things that might happen. Pupilswrite their own story/diary entry.

PlenaryShare some of the writing. Think about who else you could ask to provide similar information so you can learnabout other people’s lives (see extension work).

Stimulus / Resources / WorksheetsProfile ‘DAY IN THE LIFE’ words/pictures sheet of a variety of traditional craftspeoplewww.global-literacy.yolasite.com .UK: Food Focus - Rachel the apprentice apple grower; Trade Focus Lorna the apprentice swiller (makes swill bas-kets), and Sam the apprentice coppice-worker.

A Day in the Life

To write a fictional diary/narrative based on factual information.

To be able to compare different lifestyles and perspectives.To show an understanding towards other peoples lifestyles.

Geog Lit

PSHE

Num

P4C

Cit

LORNA - SWILLERRACHEL-APPLEGROWER

Extension ideasCreate a ‘day in the life’ pro-file of a local person (thiscould be a traditional crafts-person or a local trades per-son). Make a list of expec-tations before reading itand then compare and con-trast.

Curriculum Links

GeographyLiteracy

Citizenship

SAM - COPPICE

WORKER

Stimulus / Resources / WorksheetsSigns for concept line ‘really valuable’ and ‘not valuable’. Aspects of life cards.Video ‘Daniels Classical School’ www.global-literacy.yolasite.com

A project funded by the European Un-

IntroIn a circle, ‘change places’ if you agree game (add/amend the statements as you wish to encourage thinking aboutthe big variety of things pupils do in and around school).“Change places… if you like coming to school … if you like PE at school … if you enjoy reading … if you come in a carto school … if you go to any after school clubs … if you bring a packed lunch to school … if you like playtime … if youhave swimming lessons …if you think that school is important” etcReflect on the final statement about school being important and ask pupils to tell you more about their reasons(either changing places because they agree or those that disagreed).Big IdeasExplain we are going to think about the value of the different things in our lives and place them on an imaginaryline, with REALLY VALUABLE at one end, and NOT VALUABLE at the other. Hold up cards which show differentaspects of our lives and pass to particular children to place on the concept line. (you can add/amend thestatements as you wish). Do others agree? Why/not? Make links between statements, such as the skills you mightneed to carry out one of these things and where these are taught.Look at all of the statements and ask the question used above again ‘do you think that school is important?’ Getresponses/reflections.ActivityWatch all/part of the film, or refer back to, ‘Daniel’s Classical School’, which shows the lives of 3 different childrenfrom Ghana. Do you think that those children value school? Why/not? Where would they place it on the imaginaryline we used earlier?At this point you could raise questions and run a P4C session. Referring back to the statements may move thedialogue forward.Create chronological report of a ‘day in the life of our school’ – showing the many different things that arehappening at the same time in one school (from EY to Y6 to kitchen, office etc)OR create a ‘day in the life of me’ diary (these could be films/photos and words)PlenaryShare the films or diaries to celebrate the many things that happen at school and around school. Have pupilsthoughts developed or changed from the start of this lesson? Do we value school differently now we have lookedin more detail at all of the fun variety of things we do?

To write a chronological report showing aspects of the school day.

Super SchoolTo compare the value of education for children in different parts of the world.To begin to understand the link between education and development.

rights values education

Curriculum Links

GeographyLiteracy

P4C

Extension IdeasWrite a fictional diary from the perspective of aGhanaian child (day in the life), based on thefacts given in the film ‘Daniel’s Classical School’.

Diary writing


Reallyvaluable

Super School

Notvaluable


Super School - Aspects of Life cards

Learning to swimReading my booksLearning to add upPlaying with friends

Driving in a carEating our tea

Playing on a computer


Super School - Aspects of Life cards

Playing snakes & ladders

Going shoppingTalking on a mobile phone

Having a dishwasherGoing on school trips

Spending time with family

Sending a card to my gran

Stimulus / Resources / WorksheetsFilm ‘Daniels Classical School’ www.global-literacy.yolasite.comRanking cards sheet


IntroCircle activity – ask pupils to think about what they want to be able to do when they are older, where do theywant to travel to, what do they want to see, and what do they want to be, their aspirations/dreams. After a fewminutes thinking time stand in the middle of the circle and say something that you want to do, e.g. “I want totravel to XXX”. Use a ball/inflatable globe and throw it to a pupil which indicates it is their turn in the middle of thecircle. This then gets repeated until all pupils have had at least one turn to share an aspiration.Big IdeasAsk pupils to consider what they need to achieve some of these aspirations. Hold up the ‘ranking cards’ and askthe pupils to place them in order, with the most important at the top and least important at the bottom (thiscould be done as whole class or in small groups using a set of cards each).ActivityShare some of the most important answers that are at the top of the list and any which pupils could not decidebetween (e.g. that they have put side by side). Ask how certain cards are linked. Is there one thing that seems tolink with everything? Demonstrate by drawing links between cards. Now ask the pupils if they think that you couldtake ‘education’ away from the list of cards – could they still achieve their aspirations? Why/why not? How?Encourage the pupils to think of education in a wider sense; school, swimming lessons, football practise, fitnessclubs, music lessons etc.Re-share/remind pupils of the ‘Daniels Classical School’ film and ask pupils to think about what the pupilsaspirations might be in the film. At this point you could raise questions and run a P4C session.Write a report about the value of education entitled ‘I want to be ...’ in which the pupils can write about theirgoals, dreams, ambitions and aspirations referring to how education will help them achieve them.PlenaryShare some of the reports. Ask pupils to comment on how they think the children and their families’ lives in thevideo could be improved? How would education help them improve things?

To think about personal aspirations and what we might need to achieve them.To write a report about the value of education, presenting a personal point of view.

I want to be...To compare the value of education for children in different parts of the world.To begin to understand the link between education and development.

Geog

PSHE

Num

Lit

P4C

Cit

rights values equality

Deciding where to stand on aconcept line

Extension ideasLook in more detail at howeducation can improvepeople’s lives by lookingat the links education haswith gender equality,employment and healthcare.

Curriculum Links

LiteracyGeography

P4C

Sorting out the cards &

ranking them in order


I want to be... - Ranking cards

moneyeducation

examsa car

ambitionfriends

opportunity


I want to be... - Ranking cards

familya TV

a lottery ticket

MOST IMPORTANT

LEAST IMPORTANT

Stimulus / Resources / WorksheetsMap of Africa and Ghana4 photos of characters from the film ‘Daniels Classical School’‘Causes of hunger in the world’ statements (for getting into groups)‘Pre-watching’ questions worksheet


IntroRemind the pupils where Ghana is located by looking at a map of Africa together. And then more closely at themap of Ghana. Point out things such as its neighbouring countries, coast line and capital city, Accra.Big IdeasHand out the ‘causes of hunger in the world’ statement group cards so that each pupil has one and then group thepupils together with the same statements so they are in 4 discussion groups; “there are too many people in theworld”, “lack of education and skills in poorer countries”, “food is not shared out fairly”, “bad climate and manynatural disasters in poorer countries” . Give the groups a few minutes to think together about their statement interms of how it relates to the hunger in the world. Get feedback from each group and jot down ideas to refer backto later.ActivityHand out the four photos of characters from ‘Daniel's Classical School film’ so that each group has one picture .Ask groups to talk about what they think the people in the pictures are doing and whether it is similar tosomething they do in their own lives.Explain that in another lesson you will be watching a video about these people but first you are going to answersome ‘pre-watching’ questions. Ask groups of pupils to discuss about the pictures in relation to the ’pre-watching’questions worksheet and to write the answers together, directly comparing the ‘characters’ in the pictures totheir own lives.PlenaryShare some of the ideas between groups. Is there a general consensus? Do people’s ideas differ in any way? Askpupils to explain their answers in more detail, for example by saying ‘can you tell me a bit more about that ....’ or‘that’s interesting, what makes you think that?’ .... (If pupils raise some stereotypical views they will be challengedwhen watching the film and in subsequent lessons).

To read and answer questions which directly compare other children’s lives to their own.

Daniel’s Classical School - lesson 1To challenge preconceptions and myths about (school) life in Ghana.To consider the similarities and differences of (school) life in Ghana and Europe.

similarities differences preconceptions

Sarah, collecting

water

John-Louis relaxingat home

Extension ideasYou may need to spendtime discussing question8 - How would youdescribe his/her standardof living? Make somedefinitions about what‘standard of living’actually means.

Curriculum Links

LiteracyGeography

Stimulus / Resources / WorksheetsFilm ‘Daniels Classical School’ www.global-literacy.yolasite.com (approx 13 minutes long).Map of Africa, Ghana and location of Daniels Classical School.4 photos of characters from the film ‘Daniels Classical School’.‘Pre-watching’ questions worksheet (completed in previous lesson).Post-it notes.


IntroRemind the pupils of the previous lesson using the photos and reading through the completed ‘pre-watching’questions about the characters and themselves.

Big IdeasPut the pupils into threes and hand them a copy of the 4 photographs. Explain they are going to create ‘freezeframes’ to show what is happening in the photo, with 2 people acting as the ’characters’ and 1 person being the‘photographer’ (if the photo is only of 1 person they can still create a 2 person scenario but imagine that only 1person has been photographed). They should spend time considering what the characters are doing and thinking,and act out a scene until you shout ‘freeze’ . You can go around the room looking at the freeze frames. Ask the’photographer’ to explain the scene and ask the ’characters’ to say what they are thinking.

ActivityExplain that the characters they are looking at are from Baatsona, an urban area between Accra and Tema inGhana. Look at the map of Ghana and show the pupils where Daniel’s Classical School is located. Give the pupilssome post-it notes to record down things about the characters in the film, feelings they might have or generallyanything that surprises them. Watch the film ‘Daniel’s Classical School’.NB: with younger pupils it may work better to watch the film in parts, stopping and reflecting after each characterhas told their story.

PlenaryLook at the notes the pupils have made and compare them to the answers they made in the ‘pre-watching’worksheet. Highlight any stereotypical preconceptions they may have had and ask if they have been challenged.

To watch and listen carefully for information to answer specific questions.To create a ‘freeze frame’ showing empathy towards other people and places.

Daniel’s Classical School—lesson 2To challenge preconceptions and myths about (school) life in Ghana.To consider the similarities and differences of (school) life in Ghana and Europe.

stereotypes preconceptions

Daniel’s Classical School

Remind the pupils .....There are similarities anddifferences in every society,group of people andschool ... Whether that is inthe UK, Poland, Czech Re-public or Ghana ... Or any-where else in the world!

Curriculum Links

LiteracyGeography

Linda

Stimulus / Resources / WorksheetsFilm ‘Daniels Classical School’ www.global-literacy.yolasite.com (approx 13 minutes long).Map of Africa, Ghana and location of Daniels Classical School.4 photos of characters from the film ‘Daniels Classical School’.‘After-watching’ questions worksheet.


IntroRecap all of the work done so far and explain that you are all going to watch the film again with specific questionsto answer so they need to watch and listen carefully, making notes as they do so. Hand out the ‘After-watchingquestions’ worksheet so pupils can make themselves familiar with all of the questions before watching the filmagain.

Big IdeasRe-watch the film ‘Daniel’s Classical School’, with pupils completing the ’follow up questions’ worksheet as theywatch. NB: with younger pupils it may work better to watch the film in parts, stopping and reflecting so pupils havechance to answer questions on their worksheet.Share answers and reflect and expand on any points made and start to log any questions that come up.At this point you could raise questions and run a P4C session.

ActivityThe pupils could write a diary entry from one of the character’s perspectives making sure they draw on some ofthe facts they have learned.

PlenaryAsk the pupils a final question - Can we personally support education of poor children in Africa and other regionsaround the World?

To watch and listen carefully for information to answer specific questions.To use factual information to create a fictional diary entry showing empathy towards thelives of others.

Daniel’s Classical School - lesson 3To challenge preconceptions and myths about (school) life in Ghana.To consider the similarities and differences of (school) life in Ghana and Europe.

similarities differences preconceptions

Extension ideasFollow up the Plenaryquestion by creating anaction list.Pupils could research theideas they are particularlyinterested in.

Example of P4C questionsraised ...Do we have the same dreamsas Ghanaian children do?

How do we define who ispoor?

Curriculum Links

LiteracyGeography

P4C


Daniel’s Classical School - Map of Africa


Daniel’s Classical School - Map of Ghana


Daniel’s Classical School - Map


Causes of hunger group cards

there are too many peoplein the world

lack of education and skillsin poorer countries

food is not shared out fairly

bad climate and many naturaldisasters in poorer countries


Causes of hunger statement group cards

there are too many people in the world lack of education and skills in poorercountries

food is not shared out fairly bad climate and many natural disasters inpoorer countries












Daniel’s Classical School - photos


Daniel’s Classical School‘Pre-watching’ questions worksheet

CHARACTER US1. What does he/she usually do in the morning of anormal day?

1. What do we usually do in the morning of a normal day?

2. What does he/she usually do in the afternoon? 2. What do we usually do in the afternoon?

3. How does he/she help his/her parents? What does he/she have to do?

3. How do we help our parents? What do we have to do?

4. Can he/she or does he/she have to attend the school?Why?

4. Can we or do we have to attend the school? Why?

5. What do the parents of Ghanaian children have to payif they want send their children to school?

5. What do our parents have to pay for us to attendschool?

6. How many times a day does our character eat? 6. How many times a day do we eat?

7. What does he/she like to play with and do? 7. What do we like to play with and do?

8. How would you describe his/her standard of living? 8. How would you describe your standard of living?


DCS: ‘After-watching’ questions worksheetQ1. How do school fees work in Daniel´s Classical school ?

Q2. Does everyone pay the same amount to attend Daniel‘s Classical School?

Q3. Have you seen any pets in the film? If so, which ones? Does anyone own any pets in the film?

Q4. How do people help and support each other in the film?

Q5. What surprised you about the film?

Q6. How are poor people described in the film?

Q7. What do you think the biggest desire of Ghanaian children is?

Q8. How (and where) do poorer people in Ghana live?

Q9. How (and where) do richer people in Ghana can live?

Q10. Where does the money come from to run Daniel´s Classical school?

global literacy - challenge & enquiry pack

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