lesson 1 resources 1-6 green

© Royal Commonwealth SoCiety | www.theRCS.oRg/youth8

» The three lessons in this green section (identified with a triangle on each page) have been developed for younger high school students, aged 11 to 14. However, they can be readily adapted for older or young students – please see the Introduction for further details.

» These sessions include an introduction to: the Commonwealth and its diversity, development issues across the Commonwealth, and democracy around the Commonwealth.

1leSSon 1Page 1 oF 3

© Royal Commonwealth SoCiety | www.theRCS.oRg/youth

Note - This lesson could be split into two for students to have more time to prepare and discuss: activities 1 and 2 in the first lesson, and activities 3 and 4 in the second lesson.

Lesson aims/key questions

1 » what is the Commonwealth?2 » what do people think of the Commonwealth?3 » what is life like in other Commonwealth countries around the world? what are

some similarities and differences with our own lives?

Learning outcomes and key processes

Students will be able to:a » Recognise a number of member states of the Commonwealthb » Briefly outline the historical roots of the modern Commonwealth and its current activitiesc » explain what is meant by ‘diversity’d » list three ways in which Commonwealth countries are diversee » Consider ways in which their lives are similar and different to young people living

in other Commonwealth countries f » express an opinion on the role of the Commonwealth Key processes: Critical thinking; discussion and debate; communicating ideas; listening to others; critically assessing your own view and others’ viewpoints; expressing an opinion; working with others to solve problems; empathising with others; listening to others.

Key words/ concepts / terms

Commonwealth | diversity | development | democracy | empire | colony | global | Secretariat | Queen | consensus | Secretary-general | nation.

Summary of activities and links to learning outcomes

activity 1 (starter): Guess Who? (Powerpoint presentation) a »

activity 2: What do you think of the Commonwealth? (matching activity) b » f »

activity 3: Commonwealth letters (letter reading and writing activity) c » d » e »

activity 4 (plenary): Stand on the line: the Commonwealth and diversity (values continuum activity)

c » f »

Assessment opportunities

» the matching task in activity 2 can be marked by the teacher or fellow students» the letters written as part of activity 3 could be teacher or peer-assessed» Students’ explanations of their positions in activity 4 (plenary) could be informally

assessed. For a less active plenary with greater opportunity for individual assessment, students could be asked to give written explanations of their opinion on each statement.

Differentiation » activity 2 contains an extension activity for students who complete the matching task quickly » activity 3: the letters from Pakistan and Singapore are more accessible and those

from tanzania and trinidad and tobago are more challenging.» activity 4: teachers can support and challenge students through their questioning

as part of the Stand on the line activity, for example asking students requiring challenge to give their opinion relating to more complex statements.

Homework or extension tasks

you could ask students to:» write a report describing their viewpoint on one (or each) of the statements in

activity 4 (plenary). Students should explain the reasons behind their opinion. » identify a Commonwealth county with which they are not familiar and carry out

research to find out more. a good starting point is the Commonwealth Secretariat website: www.thecommonwealth.org/s/YearbookHomePage/152099/map

Students could identify facts including: 1 » name of capital city, 2 » languages (official and local), 3 » life expectancy, 4 » land area, 5 » two facts of their choice » they could also complete a creative writing activity in which they use their research

about the culture, economy, history and society of the country they have chosen to write a short story or poem from the perspective of someone living in that country. Discuss with students the dangers of stereotyping, to ensure that they do not start to think that what they have found in their research represents the viewpoints of all the people in the country concerned.

Commonwealth SCHOOL RESOURCES » Lesson 1

» Diversity and the Commonwealth

9

1 leSSon 1Page 2 oF 3


» Activity 1 (starter): Guess Who?

Show the ‘guess who’ Powerpoint (1r1), pausing between slides.

ask students to identify the countries and then guess the connection between them using the hints. each answer is on the next slide but you can take these out if students might see the answers too early. if you wanted this task to be a little more competitive you could divide the class into teams and score them on correct answers. if no students are able to identify the countries you could play ‘hangman’ on the board and see which team is able to guess the country names first once letters of the alphabet start appearing.

once you have gone through the countries and identified the Commonwealth connection, ask students what they think the Commonwealth is. using the last slide on the powerpoint, briefly explain that it is a group of 54 countries from around the world that work together.

» explain that they will find out more about the history and activities of the Commonwealth in the next activity.

» Activity 2: What do you think of the Commonwealth?

Distribute the worksheet ‘what do you think of the Commonwealth?’ (1r2) to students. explain that young people living in different Commonwealth countries have given their opinions on what they think is good, and sometimes less good, about the Commonwealth. Students need to match each young person to the country they come from. they can do this by matching up the first and second part of each young person’s opinion.

Students who finish quickly should be encouraged to complete the section at the bottom of the worksheet by giving their own opinion on the Commonwealth. the correct matches can be found in the ‘what do you think of the Commonwealth answer sheet’ (1r3).

if you have time, mark the answers as a class (for example, each student reading out one of the opinions and students swap sheets to check the answers).

Discuss with the class what they already knew about the Commonwealth, and what they have learnt today. which of the young people did they most agree with? why? is there anything about the Commonwealth they would like to know more about?

1r1

10-15m

15-30m

1r31r2

» Suggested time allowance for activities


Resources needed » activity 1 (starter): Guess Who’ Powerpoint (1r1)» activity 2: ‘What do you think of the Commonwealth’ worksheet (1r2) (one for each

student or pair); ‘What do you think of the Commonwealth answer sheet’ (1r3) (one for the teacher)

» activity 3: ‘Commonwealth Letters’ (1r4) (one each or per pair – teacher either chooses one or two of the country letters for the class or distributes all four letters between different students and pairs in the class); Blank World Maps (1r5) (a coloured-in world map is also included in this resource showing all the Commonwealth countries)

» activity 4: ‘Stand on the line – the Commonwealth and Diversity’ (1r6) (one copy for the teacher)

1r2

» Diversity and the Commonwealth...continued

10

1© Royal Commonwealth SoCiety | www.theRCS.oRg/youth

» Suggested time allowance for activities

» Activity 3: Commonwealth Letters

introduce students to the term ‘diversity’ (differences or variations between people in communities and societies) and briefly discuss what this means in their own lives.

give out the Commonwealth letters (1r4) to students along with a blank world map (1r5). the letters are based on real letters written by young people in Commonwealth countries, detailing what their lives are like. ask students to mark or shade in on the blank world map the country the letter is from. then ask them to read the letter and reply to it. Remind students that their replies should try to answer all the questions asked in the letter and they could ask some more questions. their letters could be three or four paragraphs long, with around three to seven sentences in each paragraph.

if students finish early they could answer another letter (out of the four original letters); and they could even swap letters with their classmates and pretend to be the original letter-writer in order to answer their classmates’ letters.

» if you have time, ask students to feed back on the most interesting or surprising fact they have found out. Discuss with the class the similarities and differences students noted between their lives and the lives of the letter-writers. emphasise that these narratives are not representative of all the people in that country, just as the students’ lives will be different from those of their peers and those of others around their country or region.

» Activity 4 (plenary): Stand on the line – the Commonwealth and Diversity

move furniture so that you have a large space in which students can stand and move around.

explain to students that there is a line running across the room from ‘Strongly agree’ at one end, to ‘Strongly disagree’ at the other (if possible put up signs saying ‘Strongly agree’ and ‘Strongly disagree’ on opposite walls).

Read out one of the statements on the sheet ‘Stand on the line – the Commonwealth and Diversity’ (1r6). ask students to move to a point on the imaginary line that best represents their opinion on the statement.

once students have stopped moving, you could ask one or more of them to explain why they have chosen their position. give students a chance to change their minds and move along the line if they are convinced by other students’ ideas.

Repeat the activity for as many of the statements as you have time for, each time asking different students to explain their opinions. talk to students about the flexibility of their opinions – even if they form an opinion today, with more information, dialogue and changing circumstances it is fine to change opinion and this is an important part of being an astute, open-minded individual. 1r6


View p3-20CommonGround guide

leSSon 1Page 3 oF 3

1r51r4

11

30-50m

50-60


Commonwealth SCHOOL RESOURCES » Resource 1r1

» Please view powerpoint presentation supplied on resource disk

12

ReSouRCe 1r1Page 1 oF 1 1r1

» Guess Who powerpoint presentation


» What do you think of the Commonwealth?

What do you think of the Commonwealth? » Resource 1r2

I love the name ‘Commonwealth’. In old fashioned English ‘Commonwealth’ meant

well-being for everyone. I like the idea that the

Commonwealth was set up to work towards the good of all the countries who are its members.

I like the idea that the 54 nations that are part of the Commonwealth have all agreed to work together to promote ideas such as diversity,

development and democracy and to

discuss issues such as education, health and climate change that

affect the whole world.

I think being part of the Commonwealth is amazing, because

you are part of a huge family, including lots of different people,

places and cultures. I think thisdiversity is really exciting!

The Commonwealth is spread out over every continent and ocean in

the world. There are big

countries such as India and Canada and small ones such as the

Maldives and Tonga. In Papua New Guinea alone 820 different

languages are spoken!

I think the history of the Commonwealth is really interesting. 300 years ago, the British Empire

spread across the world. This meant that Britain ruled over many

different countries. As these countries gained their independence from

Britain many of them still had close ties to it so the Commonwealth was

formed. After World War Two it was agreed that countries could be

part of the Commonwealth without being ruled by the British King orQueen. The Queen is still the Head

of the Commonwealth though.I don’t feel comfortable about the

history of the Commonwealth – I am not sure it is right for one country to

rule over another like the British Empire did over its colonies. But I

do think it is good that the Commonwealth has moved on from

that time, and now

some countries, such as Mozambique and Rwanda, have joined the Commonwealth even

though they do not have historical links to the British Empire.

We can all work together now to make the future better for everyone.

Young people from some of the 54 nations that are part of the Commonwealth have shared what they think about the Commonwealth. Your task is to match up the first and last part of what they have said, by drawing a line between the two parts.


13



» What do you think of the Commonwealth? ...continued

I am not sure how quickly the Commonwealth can get things done. All decisions have to be reached by

consensus which means all the member nations have to agree on

an action before it can be taken. For example, at the Commonwealth Heads of Government Meetings

(CHOGMs), when leaders

I think it is good that these days there are so many ways for young

people to get involved with the Commonwealth. For example, the

Royal Commonwealth Society (RCS) has been running the

Commonwealth Essay Competition every year for over 100 years. It’s a

way to really get your voice meet to discuss global and Commonwealth issues, every decision has to be reached by consensus, so it could take ages for decisions to get made. On the other hand, it is good that every member state is

able to have their say!

The Commonwealth organises some really important events. For

example, the Commonwealth Games are held once every four

years. There are groups ofCommonwealth Youth Leaders

who attend conferences and events on global issues. Commonwealth Day is celebrated on the second

Monday of March every

Commonwealth Heads of Government Meetings (CHOGMs),

which are held once every two years. The Royal Commonwealth

Society (RCS) is an education charity that helps to encourage

international

I think it is interesting that there are lots of different organisations that

work to support the Commonwealth. For example, The Commonwealth Secretariat is the organisation in

charge of planning the

speak out without fear. The Commonwealth Foundation encourages ordinary people to

do just this.

heard on global issues that are important to you. The RCS also run

the Vision Awards and the Photographic Awards which give prizes for the best short films and

photographs sent in by young people around a different

Commonwealth theme each year.


14

It is important that people know their rights and are able to

year. The Commonwealth Foundation also runs the ‘Commonwealth

People’s Forum’, which is a meeting held once every two years that

brings together hundreds of groups from Commonwealth countries to

talk about key issues facing people around the Commonwealth.

Now you’ve read lots of other viewpoints on the Commonwealth, you will have started to form your own viewpoint. » What does the Commonwealth do? » What do you think of the Commonwealth?

The Commonwealth………………………………………………………………………………………………………………...……

I think…………………………………………………………………………………………………………………..................................


» W

hat

do

you

thin

k o

f th

e C

omm

onw

ealt

h?

Wha

t do

you

thi

nk o

f the

Com

mon

wea

lth?

» R

esou

rce

1r2

I lov

e th

e na

me

‘Com

mon

wea

lth’

. In

old

fash

ione

d E

nglis

h ‘C

omm

onw

ealt

h’ m

eant

wel

l-b

eing

for

ever

yone

. I l

ike

the

idea

that

the

Com

mon

wea

lth

was

set

up

to

wor

k to

war

ds

the

goo

d o

f all

the

coun

trie

s w

ho a

re it

s m

emb

ers.

I lik

e th

e id

ea th

at th

e 54

nat

ions

th

at a

re p

art o

f the

Com

mon

wea

lth

have

all

agre

ed to

wor

k to

get

her

to

pro

mot

e id

eas

such

as

div

ersi

ty,

deve

lopm

ent a

nd d

emoc

racy

and

to

dis

cuss

issu

es s

uch

as e

duc

atio

n,

heal

th a

nd c

limat

e ch

ang

e th

ataf

fect

the

who

le w

orld

.

I thi

nk b

eing

par

t of t

he

Com

mon

wea

lth is

am

azin

g, b

ecau

se

you

are

par

t of a

hug

e fa

mil

y,

incl

udin

g lo

ts o

f dif

fere

nt p

eop

le,

pla

ces

and

cul

ture

s. I

thin

k th

isd

iver

sity

is r

eally

exc

itin

g!

The

Com

mon

wea

lth

is s

pre

ad o

ut

over

eve

ry c

onti

nent

and

oce

an in

th

e w

orld

. The

re a

re b

ig

coun

trie

s su

ch a

s In

dia

and

Can

ada

and

sm

all o

nes

such

as

the

Mal

div

es a

nd T

ong

a. In

Pap

ua N

ew

Gui

nea

alon

e 82

0 d

iffe

rent

lang

uag

es a

re s

pok

en!

I thi

nk th

e hi

stor

y of

the

Com

mon

wea

lth

is r

eally

inte

rest

ing.

30

0 ye

ars

ago,

the

Bri

tish

Em

pir

e sp

read

acr

oss

the

wor

ld. T

his

mea

nt

that

Bri

tain

rul

ed o

ver

man

y d

iffer

ent c

ount

ries

. As

thes

e co

untr

ies

gai

ned

thei

r in

dep

end

ence

from

Brit

ain

man

y of

them

sti

ll ha

d c

lose

ti

es to

it s

o th

e C

omm

onw

ealt

h w

asfo

rmed

. Aft

er W

orld

War

Tw

o it

was

ag

reed

that

cou

ntri

es c

ould

be

par

t of t

he C

omm

onw

ealt

h w

itho

ut

bei

ng r

uled

by

the

Brit

ish

Kin

g o

rQ

ueen

. The

Que

en is

sti

ll th

e H

ead

of

the

Com

mon

wea

lth

thou

gh.

I don

’t fe

el c

omfo

rtab

le a

bou

t the

hi

stor

y of

the

Com

mon

wea

lth

– I a

m

not s

ure

it is

rig

ht fo

r on

e co

untr

y to

ru

le o

ver

anot

her

like

the

Brit

ish

Em

pir

e d

id o

ver

its

colo

nies

. But

I d

o th

ink

it is

goo

d th

at th

e C

omm

onw

ealt

h ha

s m

oved

on

from

that

tim

e, a

nd n

ow

som

e co

untr

ies,

suc

h as

M

ozam

biq

ue a

nd R

wan

da,

hav

e jo

ined

the

Com

mon

wea

lth

even

th

oug

h th

ey d

o no

t hav

e hi

stor

ical

lin

ks to

the

Briti

sh E

mp

ire.

W

e ca

n al

l wor

k to

get

her

now

to

mak

e th

e fu

ture

bet

ter

for

ever

yone

.

Youn

g p

eop

le fr

om s

ome

of th

e 54

nat

ions

that

are

par

t of t

he C

omm

onw

ealth

hav

e sh

ared

w

hat t

hey

thin

k ab

out t

he C

omm

onw

ealth

. You

r ta

sk is

to m

atch

up

the

first

and

last

par

t of

wha

t the

y ha

ve s

aid

, by

dra

win

g a

line

bet

wee

n th

e tw

o p

arts

.


» Answers to 1r2 What do you think of the Commonwealth?Com

mon

wea

lth

SCHO

OL R

ESOU

RCES

» L

esso

n 1

» W

hat

do

you

thin

k o

f th

e C

omm

onw

ealt

h?

...c

onti

nu

ed

I am

not

sur

e ho

w q

uick

ly th

e C

omm

onw

ealth

can

get

thin

gs

don

e.

All

dec

isio

ns h

ave

to b

e re

ache

d b

y co

nse

nsu

s w

hich

mea

ns a

ll th

e m

emb

er n

atio

ns h

ave

to a

gre

e on

an

act

ion

bef

ore

it c

an b

e ta

ken.

For

ex

amp

le, a

t the

Com

mon

wea

lth

Hea

ds

of G

over

nmen

t Mee

ting

s (C

HO

GM

s), w

hen

lead

ers

I thi

nk it

is g

ood

that

thes

e d

ays

ther

e ar

e so

man

y w

ays

for

youn

g

peo

ple

to g

et in

volv

ed w

ith

the

Com

mon

wea

lth.

For

exa

mp

le, t

he

Roy

al C

omm

onw

ealt

h So

ciet

y (R

CS)

ha

s b

een

runn

ing

the

Com

mon

wea

lth

Ess

ay C

omp

etit

ion

ever

y ye

ar fo

r ov

er 1

00 y

ears

. It’s

a

way

to r

eally

get

you

r vo

ice

mee

t to

dis

cuss

glo

bal

and

C

omm

onw

ealth

issu

es, e

very

dec

isio

n ha

s to

be

reac

hed

by

cons

ensu

s, s

o it

cou

ld ta

ke a

ges

for

dec

isio

ns to

g

et m

ade.

On

the

othe

r ha

nd, i

t is

goo

d th

at e

very

mem

ber

sta

te is

ab

le to

hav

e th

eir

say!

The

Com

mon

wea

lth

org

anis

es

som

e re

ally

imp

orta

nt e

vent

s. F

or

exam

ple

, the

Com

mon

wea

lth

G

ames

are

hel

d o

nce

ever

y fo

ur

year

s. T

here

are

gro

ups

ofC

omm

onw

ealt

h Y

outh

Lea

der

s w

ho a

tten

d c

onfe

renc

es a

nd e

vent

s on

glo

bal

issu

es. C

omm

onw

ealt

h

Day

is c

eleb

rate

d o

n th

e se

cond

M

ond

ay o

f Mar

ch e

very

Com

mon

wea

lth

Hea

ds

of

Gov

ernm

ent M

eeti

ngs

(CH

OG

Ms)

, w

hich

are

hel

d o

nce

ever

y tw

o ye

ars.

The

Roy

al C

omm

onw

ealt

h So

ciet

y (R

CS)

is a

n ed

ucat

ion

char

ity

that

hel

ps

to e

ncou

rag

e in

tern

atio

nal

I thi

nk it

is in

tere

stin

g th

at th

ere

are

lots

of d

iffe

rent

org

anis

atio

ns th

at

wor

k to

sup

por

t the

Com

mon

wea

lth.

For

exam

ple

, The

Com

mon

wea

lth

Se

cret

aria

t is

the

org

anis

atio

n in

ch

arg

e of

pla

nnin

g th

e

hear

d o

n g

lob

al is

sues

that

are

im

por

tant

to y

ou. T

he R

CS

also

run

the

Vis

ion

Aw

ard

s an

d th

e Ph

otog

rap

hic

Aw

ard

s w

hich

giv

e p

rize

s fo

r th

e b

est s

hort

film

s an

d

pho

tog

rap

hs s

ent i

n b

y yo

ung

p

eop

le a

roun

d a

dif

fere

nt

Com

mon

wea

lth

them

e ea

ch y

ear.

ReSo

uRC

e 1r

2Pa

ge

2 o

F 2

1r

2Re

Sou

RCe

1r2

Pag

e 1

oF

21r

2


15

spea

k ou

t wit

hout

fear

. Th

e C

omm

onw

ealt

h Fo

und

atio

n en

cour

ages

ord

inar

y p

eop

le to

d

o ju

st th

is.

It is

imp

orta

nt th

at p

eop

le k

now

th

eir

rig

hts

and

are

ab

le to

year

. The

Com

mon

wea

lth F

ound

atio

n al

so r

uns

the

‘Com

mon

wea

lth

Peop

le’s

For

um’,

whi

ch is

a m

eeti

ng

held

onc

e ev

ery

two

year

s th

atb

ring

s to

get

her

hund

red

s of

gro

ups

from

Com

mon

wea

lth

coun

trie

s to

talk

ab

out k

ey is

sues

faci

ng p

eop

le

arou

nd th

e C

omm

onw

ealt

h.

P.S. Look at this coinfrom my country...Do you know what thecrescent symbolises?

BaddomalhiNarowalPakistan

Dear Cousin,

I wanted to write to you to tell you a bit about my life in Pakistan, and to find out

about your life too.

I live in a village north-east of Lahore, very close to the border with India. My

village is surrounded by green fields and trees. Life here is very different from all the

pollution and noise you have probably heard about in the big cities of Pakistan. My

house is located in the centre of the village, and it is two storeys high. We have three

bedrooms, a kitchen, a TV lounge and two bathrooms. We also have a room that is for

guests. My bedroom is spacious and airy and it’s on the top floor. Where do you live?

What is your bedroom like? How does your village or town compare to other places in

your country? Is there any overcrowding?

My bedroom faces the east, so in the morning the sunlight comes in and wakes me up.

Once I am up, I usually have chapattis, butter and milkwater for breakfast before

school. What do you have for breakfast? My mother is a housewife. She is a fantastic

cook and she makes chapattis and vegetables for lunch, and dal (lentils) and rice for

dinner. We are really lucky to have fresh vegetables. After school, I take our two

buffaloes to the field for grazing and sometimes I ride on the brown one. The milk of the

help your family with? What do you do in your spare time? Does the local government

or anyone else provide activities for young people in your area? My village has a big

playing field, where my friends and I play cricket and football.

There is a railway station in our village that links us to Lahore and Narowal. In

our village there is also a church where Christians go for worship and a mosque where

and respect each other here, but this has not always been the case in Pakistan. What

religions do you have in your country? Do they live peacefully together?

Write to me soon!

Love from, Farhan


Diverse Commonwealth Letters » Resource 1r4

16


A view of my city for you!




17




18

Trinidad

Tobago

P.s I’ve drawn you amap of my country!




19

» World map for students

» World map for students

Commonwealth SCHOOL RESOURCES » Lesson 1r2


WORLD MAPS » Resource 1r5


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» World map for teacher reference

WORLD MAPS » Resource 1r5


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Stand on the line » Resource 1r6


» Stand on the line: the Commonwealth and Diversity

The statements below can be used as part of Activity 4 (plenary) Stand on the Line.

You may choose to use all the statements, to select those which are most appropriate to your class, or to use statements of your own.

today is the first time i have ever heard of the Commonwealth.

i think the Commonwealth should do more to advertise what it does.

i can name 3 member nations of the Commonwealth.

i can explain what ‘diversity’ means.

it is a good thing that there is so much diversity across the Commonwealth.

i would like to be a Commonwealth youth leader some day.

there are more similarities between people around the Commonwealth than differences.

i can explain how the Commonwealth first began.

i think the Queen should remain head of the Commonwealth.

it is good that my country is part of the Commonwealth.

i can explain what the Commonwealth Secretariat does.

the Commonwealth should focus more on what is the same about us rather than on our diversity (what is different)

i would like to take part in activities for young people related to the Commonwealth – such as the Royal Commonwealth Society’s competitions in film, photography and creative writing.

i think we should celebrate Commonwealth Day at school.

© Royal Commonwealth SoCiety | www.theRCS.oRg/youth22


lesson 1 resources 1-6 green

Documents

modern commonwealth

line activity

extension activity

commonwealth countries

differentiation activity

matching activity b

commonwealth key processes

commonwealth letters