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Integrated Programme of DevelopmentGlobal Perspectives and Project Work Grade 12Course PlanOctober 2014

Contents

Long term plan 1

Introduction to language objectives 5

Trade inequalities and Aid 6

Conflict and Peace 20

Issue: 5Dated: October 2014

Long term planSubject: Global Perspectives

Grade: 12

Grade 11 Term 4 Term 1 Term 2

Critical Thinking

Learners will continue to develop skills of critical thinking. They will be able to: fully describe different global

perspectives on a global issue identify global perspectives and

issues within source material identify some strengths and

weaknesses in alternative perspectives

make a reasoned judgement about the relative value of two global perspectives

identify and explain when perspectives and arguments are influenced by social, geographical and historical contexts

identify a few simple implications of an argument

create several alternative explanations for evidence

Learners will continue to develop skills of critical thinking. They will be able to: fully describe and explain

perspectives on a range of global issues

understand that there are a range of individual, local, national and international perspectives on global issues

identify and explain the difference between claims, predictions and consequences

identify and explain the difference between arguments, counterarguments

generalise from data and information

identify assumptions in arguments identify gaps in an argument in the

form of unstated assumptions, values and missing evidence

understand that consequences may vary in significance to different groups

Learners will continue to develop skills of critical thinking. The main focus will be upon using these skills in the context of a research project. They will be able to: identify a range of strengths and

weaknesses in arguments identify and describe a range of

similarities and differences between a range of perspectives on a global issue

make a fully reasoned assessment of different perspectives

understand and explain when perspectives and arguments are influenced by culture, religion, economics and politics

identify and explain the difference between correlation and cause

evaluate arguments in terms of degree of fit between reasons and conclusions

identify a range of implications of an argument or claim

understand and explain that consequences may vary in terms of the degree, range and level of impact

1Issue: 5Dated: October 2014


Research

Learners will continue to develop skills of research. They will be able to: understand the main stages of

research into global issues and perspectives

design and conduct a small scale research project using at least two methods and a range of sources

use the internet and social media to find a range of sources relevant to a global issue from two different global perspectives

identify strengths and weaknesses of case studies and personal documents used as evidence

understand the strengths and weaknesses of using mixed methods in research

understand and apply ethical guidelines in research

assess the strength and limitations of alternative conclusions

identify strengths and weaknesses of information from authorship – vested interest and bias

Learners will continue to develop skills of research. They will be able to: design research to explore different

perspectives on different global issues

understand and explain the purpose and uses of primary research methods – observation, interviews, questionnaires and experiments

understand and explain the difference between quantitative and qualitative data

understand and use the concepts of validity and reliability in research contexts

understand and recognise that a range of factors can influence the selection, presentation and interpretation of evidence – for example cultural, religious, political and economic

identify strengths and weaknesses of different types of primary and secondary evidence – quantitative and qualitative

identify strengths and weaknesses in the selection of evidence used to support an argument (missing reasons/evidence; relevance of evidence)

identify strengths and weaknesses of the language used in sources – tone (emotive; exaggerated; precise;

Learners will continue to develop skills of research. The main focus will be upon using these skills in the context of a research project for assessment. They will be able to: conduct research using primary and

secondary research methods and sources

gather and record a range of evidence from a range of primary and secondary sources gather and record a range of evidence using primary and secondary research methods record a range of evidence from three or more documentary and secondary sources

gather and record a range of evidence from a range of primary and secondary sources gather and record a range of evidence using primary and secondary research methods record a range of evidence using two or more primary research methods

use the internet and social media to gather a range of cross cultural primary and secondary evidence

identify and select a range of primary and secondary evidence relevant to the purpose of research

evaluate the effectiveness of research design and implementation

identify strengths and weaknesses of evidence related to the methods used



accurate; measured; tirade), clarity and balance

to collect and record evidence suggest some improvements to the

evidence used in research identify a range of strengths and

weaknesses of sources and their related evidence

suggest improvements to the arguments and evidence used in sources

Reflection

Learners will continue to develop skills of reflection. They will be able to: justify personal perspectives using

some reasons and evidence

describe how the perspectives of other people or groups have influenced a personal perspective on a global issue

describe how research has changed a personal perspective on (a) global issue(s)

show an ability to learn from other perspectives and change personal perspectives on global issues

describe simply how further research might develop increased understanding of a global issue

Learners will continue to develop skills of reflection. They will be able to: explain in detail a personal

perspective on a range of global issues

explain in detail a range of reasons and evidence to justify personal perspectives

explain in detail how personal experience and background have shaped personal perspectives

explain in detail how other perspectives have influenced personal perspectives

fully evaluate the impact of different influences on personal perspectives indicating relative importance

explain and justify how personal perspectives have changed

Learners will continue to develop skills of reflection, particularly in relation to research. They will be able to: show extensive awareness of

alternative perspectives on global issues

demonstrate sympathy, empathy and objectivity towards alternative perspectives on global issues

evaluate and assess the overall credibility of alternative perspectives indicating relative credibility

explain in detail how research has influenced personal perspectives

identify a range of further research questions and an alternative research strategy

identify and explain a range of further evidence, methods and sources for further research

explain fully how further research might develop increased understanding of a global issue



Communication

Learners will continue to develop skills of presentation. They will be able to: fully describe two or more global

perspectives on global issues orally and in writing

present a complex argument supported by reasons and evidence with some clarity and structure to reach a supported and balanced conclusion

select and present different types of information and evidence that is explicitly related to an issue with some clarity and structure

use some different types of media and forms of presentation for different purposes

use and apply some technical terms to analyse and evaluate

use the main conventions of research reports

cite, reference and simply list sources related to different perspectives

Learners will develop skills of presentation. They will be able to: present in detail a range of different

perspectives on a range of global issues orally and in writing

present a complex argument supported by a range of reasons and evidence with clarity and appropriate structure to reach precise conclusions which are balanced and fully supported

use a range of different forms of presentation relevant to the audience and purpose

use a range of different media suited to the context of the presentation

present global perspectives clearly, concisely and accurately

use information and evidence clearly, concisely and accurately

Learners will continue to develop skills of presentation, particularly as applied to writing research reports. They will be able to: select a range of information and

evidence that is relevant to a global issue, argument or research

present a detailed report of research into two or more global perspectives on a significant global issue

select and apply a range of technical terms accurately

use a range of relevant sources accurately to support argument

cite and fully reference a range of relevant sources

Notes: The issues that have been selected to contextualise the termly activities can be substituted by teachers with any of the issues listed in the subject programme. The fourth term of the Grade 11 long term plan has been added to show progressionW = whole class f = supports formative assessment


G = group workP = pair workI = individual workE = learner experimentD = teacher demonstration


Introduction to language objectivesBy teaching subject content through an additional language, NIS aims to build a school environment that supports the learning of both subject content and language. Each subject has its own register of language that can be referred to as the ‘academic language’ of that subject. Academic language is a key tool used for learning subject content and for improving the capacity to think about and work with subject content concepts. Most learners learning through an additional language require support throughout their education to become proficient users (of second or third language) academic language, and to become proficient learners of subject content through an additional language. In a trilingual education context, the development of first language academic language also requires systematic attention to ensure that the reduced time allotted to learning through the first language is used effectively and efficiently.

Language objectives are an important tool used in planning for and managing the learning of academic language. Clear and concise language objectives explain to learners what is expected of them. In addition, language objectives help teachers and learners to build, to measure and to maintain the motivation to learn. Subject teachers who maintain a consistent, dual focus on subject content and academic language learning help learners to do the same and to better manage the learning of both.

In order to support the learning of academic language, it is suggested that teachers systematically incorporate the following teaching objectives into lesson plans:

making visible and drawing learners’ attention to academic language (e.g. vocabulary including terminology and sets of phrases required to achieve the subject learning objectives)

providing learners with the classroom language needed for working with subject content concepts (e.g. phrases required for doing group work, posing inquiry questions, analysing a situation and conducting discussions/debates)

pre-teaching and above all pre-using in a meaningful context vocabulary including terminology and sets of phrases required to master the use of content concepts

having learners use all four language skills in a variety of combinations (e.g. reading-listening, reading-writing, reading-speaking, listening-writing, etc.) for a variety of meaningful purposes

having learners engage in exploratory dialogue (e.g. avoiding answers to questions that simply demonstrate knowledge and instead using knowledge for sustained discussion, and providing rich language scaffolding so learners can sustain dialogue)

teaching learning skills specific to language (e.g. selective listening, asking for clarification, developing metalinguistic and metacognitive awareness, paraphrasing, dictionary skills)

encouraging critical thinking about language (e.g. comparing languages, prompting students to use language more precisely, assessing progress in learning language)

setting a language objective at the start of a lesson and discussing progress made in achieving it at the end of a lesson.

A sample language objective for a subject learning objective is provided in each course plan unit. The sample language objective also includes some of the academic language that learners need support in noticing, using and learning. This language is shown under the headings: (1) subject-specific vocabulary and terminology, (2) useful set(s) of phrases for dialogue/writing. Making this language clear to learners will help them to achieve both the subject content and language learning objectives.

Other language objectives can be created using, for example, the following words: analyse, categorise, choose, classify, compare, connect, contrast, copy, create, critique, define, describe, elaborate, evaluate, explain why, give examples, hypothesise, identify, justify, negotiate, predict, produce, propose alternative solutions, provide reasons why, redefine, reorganise, rephrase, retell, revise, rewrite, role-play, summarise, synthesise and write, use for different purposes, write in own words a definition of...and illustrate this.

Even though some of the language objectives could also be considered subject content objectives, the act of separating out content and language will help students to maintain a dual focus on both content and language. It will also help counterbalance the attention given to answers/solutions versus processes used to find answers/solutions. In particular, focusing on those processes will support the exact use of language and increased precision in thinking.

In a subject class the majority of learning objectives would be content focused, yet at least one would be language focused.


Trade inequalities and Aid Grade 12Term 5

Recommended prior knowledgeWork undertaken in Grade 11 for Global Perspectives and Project Work

ContextThrough the context of the global issue of trade and aid this unit continues to develop four sets of interrelated skills:

critical thinking research reflection communication

This first term of the course plan in Grade 12 is designed to deepen learners’ understanding of underlying themes across global issues and different global perspectives. This term affords opportunity for learning in the community, especially for research into the views of different groups on trade inequalities and aid, particularly from visiting speakers. The Unit has a strong research focus to support learners in working towards the Grade 12 assessment.Language objectives of Global Perspectives and Project Work in this unitA sample language objective with related academic language for learners is provided below.Subject learning objective

Language learning objective Subject-specific vocabulary and terminology

Useful set(s) of phrases for dialogue/writing

Learners can:

organise and present a range of complex information and evidence with appropriate structure

Learners can:

present information and ideas to suit purpose and audience

These include: arguments counterarguments evidence

These include:

the main arguments to support this point of view are …

however the counterarguments suggested by … are …

the evidence used to support this argument consists of …

To create other language objectives, and for additional guidance on language teaching objectives that apply to the teaching and learning of academic language, see “Introduction to language objectives” above.

OutlineThis unit gives learners the opportunity to explore the global issue of trade. Learners will develop their ability to analyse the parts and structure of arguments and evaluate competing arguments and perspectives. Learners will research patterns of global trade and poverty in different parts of the world, mainly using internet approaches. Learners will consider how governments and charitable organisations might respond to inequality and poverty and take appropriate action. Learners are encouraged to reflect upon their own perspectives and lifestyles in the light of this issue.


Subject programme reference

Learning objectives Suggested teaching activities Teaching notes Learning resources

CT1 recognise and critically compare different perspectives on global issues



CT2 analyse the structure and identify the main components of arguments, reasoning and claims

CT3analyse and evaluate


describe and explain perspectives on some global issues

identify and describe similarities and differences of perspectives on a range of global issues

identify assumptions in an argument

identify a range of

Context - Why do people trade?

Critical Thinking – identify assumptions, values and evidence in arguments

1. Starter: class discussion. Ask the class if anyone exchanged or traded toys when they were children. What did they exchange? Why did they do this? Was money involved? Who did they exchange with? How?

The activity is intended to be fun and to share some childhood ‘stories’.

2. List the examples and reasons on the whiteboard. Draw out a variety of reasons for trade – to get a wider variety of toys; interest in new toys; to have more toys than a friend i.e. rivalry and competition; to show friendship to someone else; to give someone a toy who didn’t have one or very many i.e. charitable motive; to make money; to learn something new; etc.

(W)3. Invite into the class one, or preferably two entrepreneurs from successful local businesses to give a talk about their business and trade, and to be interviewed by the class.

Key questions for discussion:

(a) Why did you start the business? What were your motives?

(b) What are the aims of the business? What do you sell or trade? Why?

(c) How did the business grow and what were the main successes? Why did it grow?

(d) What are the challenges for the business?

1. An alternative starter could be to play the on-line International Monetary Fund Trading Game as a short competition. The game involves a simple introductory simulation of international trading of commodities. The class compete for several small prizes awarded to those collecting the most money in the game.

(I or P)

2. Ask learners to take brief notes from the interviews to focus them on key issues to support subsequent discussion. This can be in the form of questions that the visitors may answer or about different aspects of business trading. Preparation of the class for the visit is very important – this should include group work to prepare questions in advance and how the visit will be managed. There is an opportunity for learners to ‘meet and greet’, chair and host the event generally. This develops communication and social skills, and confidence generally.

(P or G)

3. Extension/differentiation – write an essay entitled, ‘People trade to make money’. Explain and assess this point of view.

(I) (f)

http://www.imf.org/external/np/exr/center/students/trade/http://www.oxfam.org.uk/education/Wide range of resources on trade and aidhttp://learn.christianaid.org.uk/ Source of several very good trading games

http://www.global-issues.co.ukSource for booklet on world trade and the World Trade Organisationhttp://catalogue.oxfam.org.ukCotton trade case study and other useful materials.http://learn.christianaid.org.uk/TeachersResources/secondary/


http://learn.christianaid.org.uk/TeachersResources/secondary/trading_game.aspx


http://catalogue.oxfam.org.uk/



http://www.global-issues.co.uk/

http://www.global-issues.co.uk/

http://learn.christianaid.org.uk/



http://www.oxfam.org.uk/education/





arguments, reasoning and claims

CT3analyse and evaluate arguments, reasoning and claims


strengths and weaknesses in arguments

identify gaps in an argument in the form of unstated assumptions, values and missing evidence

create alternative explanations for arguments, reasoning and claims

(e) Class discussion to draw out the main reasons for trading – financial; competition; interest; family tradition; to help others; etc.

(W)

4. Analysis and evaluation of sources. Give pairs of learners two contrasting statements from different people in business. One argues that trade is simply to make money, the other that there are other social or personal motivations. Pairs need to identify the assumptions, values and evidence in each statement, then assess and come to a judgement about which statement is the most convincing.

(P)

4. The sources for analysis may be adapted from material found in company brochures, the media or elsewhere. Alternatively, teachers may write the statements to ensure that clear examples all of the key ideas are present i.e. assumptions, values and evidence.

trading_game.aspxSource of the ‘The Trading Game’ simulation.

http://www.harpercollins.co.ukAtlas of Global Issueshttp://youthink.worldbank.org/issues/trade/Many resources, links and case studies.

Company brochures, leaflets and adverts may be useful and the visitor could be asked to bring samples.

REF1develop and communicate personal perspectives


REF4identify further research into personal and

explain in detail a personal perspective on a global issue


identify and explain a range of further

Reflection – a personal perspective

1. Write an entry into the GP&PW Log.

2. Describe and explain personal perspectives or opinions on the reasons or motivations for trade or work i.e. trading time, labour and skills for money. For example ask learners to list and explain their reasons for working in their personal order of importance.

3. Identify aspects of trade that learners would like to know more about and explore further, and how this might be achieved.

(I)

1. Learners should keep both a file of materials created during the course as well as a log of personal reflection that is similar to a diary. The file should be used to store work in progress, notes about key concepts in critical thinking and research, and the outcomes of learning activities for future reference. The log is similar to a diary but has more of a focus upon personal learning and creating a record of changes in personal perspectives. Learners should be encouraged to make their own entries on a weekly basis and at key points in each medium term plan as suggested.

Personal global perspectives log


http://youthink.worldbank.org/issues/trade/



http://www.harpercollins.co.uk/






other perspectives

REF4identify further research into personal and other perspectives



research questions

explain a range of further evidence to gather

identify a range of methods and sources for further research


Teachers will need to monitor that the log is being completed regularly to sufficient quality.

2. This exercise could take the form of independent learning.

3. Extension/differentiation – a list of key concepts and definitions could be given to learners to summarise. This could be in the form of a ‘word search’ or ‘cut and paste’ exercise.

(I)

RES2

research and analyse evidence to support arguments, reasoning and claims

RES2

research and analyse

gather and record a range of evidence from a range of primary and secondary sources

use the internet and social media to

What is the main trade of Kazakhstan?

1. Bring a shopping basket of products from a local supermarket. Ask the students to look at the labels and other sources of information (if available) to record the source of the product i.e. country of origin of raw materials and where the product was manufactured.

2. Create a world map, using a smart board, digital projector or hard copy, showing the origin of the products and/or their raw materials.

1. An alternative might be to ask learners in advance (the previous lesson) to borrow and bring in to school with parental permission three items from the family store cupboard for the lesson. Record the information in a table, preferably using a spreadsheet like Excel. The information could be displayed in bar charts or diagrammatic form.Refer to LP_GP12_Term 1_Pg 10_Trade in KZ n OCED part 1_good.docx

1. Basket of products from a local supermarket.

2. Information from manufacturers may also provide a useful source of information – via websites or written brochures/promotional material.




evidence to support arguments, reasoning and claims

CO2

select and present information and evidence

CO2


CO2


RES1

research and analyse different perspectives

gather a range of cross cultural evidence

select a range of information and evidence that is relevant

organise and present a range of complex information and evidence with structure


understand and apply primary and secondary research methods

3. Whole class discussion to reinforce findings.

Key Questions for discussion:

(a) Which countries do our goods come from – raw materials and manufactured goods?

(b) Why does this pattern of trade exist?(c) What are the benefits of this trade?(d) What potential problems are there?(e) To what extent have countries become

dependent upon one another?

(W)

4. Group work activity to use the internet to research:

information about imports to Kazakhstan, including where from, types of goods, services, and amounts

information about exports from Kazakhstan, including where from, types of goods and services, and amounts

how the pattern of trade is changing how the government are trying to develop

trade local issues about trade, for example

competition, tariffs, problems, sanctions, etc

Each group researches a different sector of trade, probably including agricultural, industrial and manufacturing, financial services, social services, raw materials and commodities, and tourism. Use the information to create a classroom display of the pattern of trade in the country, outlining the main issues currently being considered.

2. Extension/differentiation

Produce a PPT presentation about international trade in their country; assess current situation and suggest areas for further development of trade. (I)

In pairs compare patterns of international trade in two different countries, possibly collaboratively via the internet with students from another school, suggest areas for further development of trade in the two countries. (P)

Research and outline the historical development of trade in the local country. (I)

3. Websites for the country’s national and local government, relevant agencies and non-government organisations should provide information and resources. In addition country based and international media organisations also provide useful material e.g. BBC, allafrica.com, etc

http://www.atlapedia.comInformation about countries across the globe.http://www.worldbank.org/Information about countries across the globe.http://www.worldbank.org/html/extdr/thematic.htmInformation and links about trade worldwide.https://www.cia.gov/library/publications/the-world-factbook/index.htmlInformation about countries world-wide.http://www.unicef.org/index.php


http://www.unicef.org/index.php


https://www.cia.gov/library/publications/the-world-factbook/index.html



http://www.worldbank.org/html/extdr/thematic.htm



http://www.worldbank.org/

http://www.worldbank.org/

http://www.atlapedia.com/

http://www.atlapedia.com/



(G)

5. Students use the displays to construct their own summary of the overall pattern of trade for Kazakhstan using a global map with arrows indicating the flows of imports and exports.

Key information to record

Which countries goods come from – raw materials and manufactured goods

The reasons for this pattern of trade The benefits of this trade Possible ways to improve trade

(I)

lesson extension, a follow up lesson with student presentations, refer to LP_GP12_Term 1_Pg 10_Trade in KZ n OCED part 2_good.docx includes two formative assessments

Information on countries world-wide.http://stats.oecd.org/oecdfactbook/Very good interactive site – takes time to load as so full!

CO2select and present information and evidence


RES2

research and analyse evidence to support arguments,


identify arguments, counterarguments and analogies

gather and record a range of evidence from a range of primary and

Is trade fair?

Critical Thinking – arguments, counterarguments and analogies

1. Simulation/game – Starpower

Play the simulation game which clearly demonstrates and explains some reasons for trading inequalities. Discuss the outcomes.

(G)

2. Whole class discussion to highlight the main lessons from the simulation.


Which groups were the most successful at trading? Why?

How did the successful groups try to control the game?

What was the source of their power?

1. The simulation game has been used world wide over many years and illustrates the causes and impact of trade inequality very well. It is a group exercise that is best played with about 24 people. Two classes may need to work together. The game can create strong responses from learners.

(G)

2. Students should take notes whilst watching the film. The focus should be upon:

What is it like to live in poverty? Why is the country or group in poverty? Is this situation typical? Is it possible to

generalise to all countries and groups in poverty?

Starpower Simulation Game[There are numerous references to the simulation on the internet]http://en.wikipedia.org/wiki/StarPower_(game)Background to the Starpower simulation game.http://education.ucsb.edu/webdata/instruction/hss/Simulations/StarpowerRules.pdfRules of the Starpower Simulation Game


http://education.ucsb.edu/webdata/instruction/hss/Simulations/StarpowerRules.pdf



http://en.wikipedia.org/wiki/StarPower_(game)

http://en.wikipedia.org/wiki/StarPower_(game)

http://stats.oecd.org/oecdfactbook/

http://stats.oecd.org/oecdfactbook/



reasoning and claims

RES2





secondary sources

use the internet and social media to gather a range of cross cultural evidence




What does it feel like to be in the powerful or powerless groups?

What can be learnt about trade between countries from the experience?

How can trade create inequality and poverty?

(W)

3. Show a film as a case study to illustrate the impact and causes of poverty in a developing country. The aim is to understand the impact of trading inequality and poverty on people’s everyday lives. Whole class discussion of the film should highlight the impact of poverty and the difficulties of ‘escaping’ poverty i.e. the cycle of poverty.

(W)

4. Paired research from the internet and other background sources provided by the teacher for learners to produce a case study or ‘country file’ of a rich and poor nation. The research should provide information on:

the level of development/wealth/poverty in the country

the reasons and origins for their current level of wealth and development

(P)

5. Learners use the research to create a poster for each country for display in the classroom. The posters are read by all members of the class to create a list in rank order of the main causes of inequality in wealth and global poverty.

Is the film balanced or biased in its presentation? Why?

The purpose is to help learners develop some sympathy for and empathy with groups of people who experience extreme disadvantage.

3. Extension/differentiation - the case study could be supported by background written information about the country for learners to analyse or further research on the internet by learners.

4. It is suggested that at least three rich and three poor countries provide the basis for the paired research to enable subsequent comparison of causes of inequality in wealth and global poverty.

5. An analogy is a comparison with something to show similarities to help understanding. An analogy helps to explain an idea or argument by comparing it to something that is familiar. An example of an analogy is, ‘Life is like a journey with a beginning and an end.’

Some strengths of analogies are:

Helps understanding of audience Helps communication of an idea by

presenter May stimulate emotional response Helps audience to be interested and

engaged

Some weaknesses of analogies are:

May cause confusion if similarities are

http://www.sustainer.org/dhm_archive/index.php?display_article=vn151starpoweredArticle describing the Starpower gamehttp://maps.grida.noSource of statistics, maps and visual representations on world poverty.http://undesadspd.org/Poverty.aspxLinks to issues/resources in poverty an human rights issues.http://uk.oneworld.net/guidesGuides to global issues, including trade and aid.http://www.bized.co.uk/virtual/dc/Detailed case study of Zambia.http://www.newint.org/shopGuide to world poverty.http://www.oxfam.org.ukResources and case studies.http://www.newint.org/shopAtlas exploring many aspects of different countries.


http://www.newint.org/shop


http://www.oxfam.org.uk/



http://www.bized.co.uk/virtual/dc/

http://www.bized.co.uk/virtual/dc/

http://uk.oneworld.net/guides


http://undesadspd.org/Poverty.aspx

http://undesadspd.org/Poverty.aspx

http://maps.grida.no/

http://www.sustainer.org/dhm_archive/index.php?display_article=vn151starpowered





(P)6. Critical Thinking - read and discuss an article or source on the origins of world trade and the causes of inequalities to reinforce understanding. Within the article/source there should be clear examples of key concepts in critical thinking – arguments, counterarguments and analogies.


What are the main benefits of world trade? What are the main problems of world trade? What are the reasons for inequalities in

trade?

(W)

7. Give learners a structured exercise involving the analysis of the article or source to highlight the author’s key arguments, counterarguments and evidence. (I)

(f)

not clear Different audiences may have different

interpretations of the similarities Only partly true May be misleading

5. Extension/differentiation/assessment – additional articles/sources of varying levels of length and complexity could be used to reinforce or test understanding of the concepts of argument, counterargument and analogy.

(f)

Articles on the origins of world trade and inequalities.

RES1


CT2analyse the structure and identify the main components of arguments,

identify two or more different perspectives on a global issue suitable for research

apply key elements of arguments, reasoning and claims

The FairTrade Movement

Critical Thinking – claims, predictions and consequences.

1. Invite a local Fairtrade activist/organiser to visit the class to give a talk and be interviewed on the movement, illustrated with sample products and examples of projects.

2. Whole class question and answer session with visitor

Key Questions for discussion:

1. Ask learners to take brief notes from the interview to focus them on key issues to support subsequent discussion. This can be in the form of questions that the visitors may answer or about different aspects of the Fairtrade movement. Preparation of the class for the visit is very important – this should include group work to prepare questions in advance and how the visit will be managed. There is an opportunity for

Promotional literature from Fairtrade and other similar organisations.

http://www.fairtrade.net/

http://www.fairtrade.org.uk/default.aspx





http://www.fairtrade.net/



reasoning and claims

CT3

analyse and evaluate arguments, reasoning and claims

CT4

identify and evaluate the implications of arguments, reasoning and claims, including conclusions

CO1

present global perspectives using a variety of different media

CO1


identify a range of strengths and weaknesses in arguments


use a range of different forms to present information relevant to the audience and purpose


Why did you join the Fairtrade movement? What do you do to promote the ideals? How could we get involved? Do you think it really makes a difference? In your view, what is the future for the

Fairtrade movement?

(W)

3. Individual or paired documentary analysis of materials from pressure groups or businesses supporting the Fairtrade movement.

Key Questions for research:

What are the main aims of the Fairtrade movement?

How did the Fairtrade movement begin? What are the main principles of Fairtrade? What type of goods and services are traded

this way? What are the strengths and weaknesses of

the Fairtrade approach to business? Does Fairtrade really make a difference? What are the claims, predictions and

consequences of FairTrade according to the movement?

(I or P)4. Individual written work: structured essay with the title, ‘Trade fairly so that others may simply live.’ Explain and assess this view.’

Or

Produce an advertising campaign or brochure for Fairtrade, or a local fair-trade business or Fairtrade product. This could be focused upon

learners to ‘meet and greet’, chair and host the event generally. This develops communication and social skills, and confidence generally.

(P or G)2. Materials for the documentary analysis may be found from local sources as well as on the internet. The overall aim is to develop learners’ understanding of and highlight the key critical thinking concepts of claims, predictions and consequences as shown in the literature from the Fairtrade movement.

3. Extension/differentiation - explore an ethical issue or product related to Fairtrade. For example:

research and evaluate the growth and impact of the Fairtrade movement

research and evaluate the growth and impact of Fairtrade product or business in two countries e.g. chocolate; cotton; bananas; coffee

set up a fair-trade stall for your school and create a digital/media journal to record the process and outcomes

explore the issue of child labour worldwide

http://www.fairtrade.net/single-view+M585c9f01ba1.html

http://www.bananalink.org.uk Useful case studies of trade issues and the banana industry http://learn.christianaid.org.uk/TeachersResources/secondary/choc_trade.aspx

Game raising issues about Fairtrade and personal choices in consumption.


http://learn.christianaid.org.uk/TeachersResources/secondary/choc_trade.aspx



http://www.bananalink.org.uk/

http://www.bananalink.org.uk/






CO1


CT4



identify implications and/or consequences of an argument or claim

written or digital materials e.g. a website or promotional video or photographic exhibition with commentary. (I)

(f)

CT1recognise and critically compare different perspectives on global issues


CT1recognise and critically



identify and describe similarities and differences of

Making Choices on Trade

1. Watch a recording of a local version of the UK TV programme ‘Dragon’s Den’.

Whole class discussion to ensure understanding of investing in business and how different factors influence the targeting of markets for and possible success of products; also of different influences may affect or bias presentations, arguments and judgements.

(W)

2. Simulation of ‘Dragons’ Den’ - create a simulated panel of representatives from the class to act as entrepreneurs. Other groups are given a written brief to role play and ask for the panel of entrepreneurs to invest in and buy their product. The brief for each product group should be different and illustrate contrasting cultural, religious, ethical, social and environmental issues,

1. This is designed to stimulate interest in active decision making about choices in consumption or production of goods and services through a popular TV series. The TV programme shows learners the general nature of the following simulation.

2. The panel of entrepreneurs should have about three members and there should be three or four products to discuss. Ensure that the products are contrasting and influenced by a range of different factors and issues, including: health and safety environment cost economic interest quality source ethical issues

http://en.wikipedia.org/wiki/Dragons%27_Den

Lists countries having TV shows similar to Dragon’s Den

Recording of a ‘Dragon’s Den’ programme.

http://www.bbc.co.uk/programmes/b006vq92

Products that illustrate different issues in consumer choice.




http://en.wikipedia.org/wiki/Dragons'_Den

http://en.wikipedia.org/wiki/Dragons'_Den



compare different perspectives on global issues



RES2


CO1

present global perspectives

perspectives on a range of global issues


understand the interconnection of different influences of perspectives

conduct research using primary and secondary research methods and sources

use a range of different forms to present information

as well as commercial concerns, for consideration and discussion by the panel. The panel make decisions and explain their reasons for supporting or rejecting the different products.


How did the entrepreneurs make their decisions? What information did they want to know?

What products were the most likely to be successful? Why?

How do individuals make their choices? What criteria should be used when buying or

investing in goods and services? How did cultural, religious, ethical, social,

environmental and financial factors influence or bias the presentations and entrepreneurs decisions?

(G)

3. Product analysis. The teacher brings a range of products and/or advertisements for a contrasting range of goods and services into the class. Students have to discuss and/or research the products to discover the source and country of origin, ingredients and raw materials, quality, relationship with producers, method of production, transport, environmental implications, and other relevant issues for judging its overall value. Learners then have to decide and justify whether or not they would buy the product.

Fairtrade issues cultural and religious issues political issues

3. Sample products for the evaluation exercise will be needed. The products should illustrate key issues as listed above. Contrasting products might be Fairtrade coffee, a piece of ivory or a fur coat, a football potentially made by children in a developing country, products containing potentially harmful substances e.g. Coca Cola, beer or cigarettes, products that come from far distances, very expensive luxury goods, etc advertisements or images of suitable products may be easier to organise.

The research, decision and reasons for each product should be recorded in a simple table with the following type of headings:

Product; Source; Contents; IssuesBuy – yes/no; Reasons

4. Extension/Differentiation

Contrast and compare several companies in different countries to evaluate their approach to trade and products. Suggest ways to improve.

Explore the environmental implications of the movement of goods and services in depth using case studies.

Study an example of a campaign or boycott of a specific product or company. e.g. baby milk products; tobacco products; trade sanctions for

Examples of brochures and leaflets from different organisations to give stimulus and ideas would be valuable.




using a variety of different media

CO1




relevant to the audience and purpose





How should a person judge the overall ‘value’ of a product?

What are the main criteria to use? How can someone find out about a product or

service? Is full information always available? How can bias influence the way products are

advertised or presented?

(W)

6. Written work - design and write a brochure for the local community showing people how they should choose which goods and services to buy. This should give an indication of criteria including the following issues:

health and safety environment cost quality source ethical issues Fairtrade issues cultural and religious issues political issues

(I) (f)

political reasons.

RES2research and analyse evidence to support arguments, reasoning and claims


Poverty and Aid

1. What is aid? Teacher - led session designed to introduce or review understanding of the idea of aid – help for less developed countries or areas in poverty. Introduce the task of conducting case studies of aid projects funded by developed

1. Extension/differentiation - the degree of structure for the research may be varied for different groups depending on the degree of confidence in using the internet. For some groups the task could be focused only on defined websites or

You Tube is an excellent source of media material on poverty and aid.

http://www.tveap.orgMedia and video


http://www.tveap.org/



RES2


RES2


CO2


CO1


RES1

gather and record a range of evidence using primary and secondary research methods




design research to

countries and Non Governmental Organisations (NGOs) like charities. Use of short film and video documentaries as exemplars would be valuable.

2. Internet research in groups – each group is given the task of researching the impact of an aid project in a different geographical location across the world. (G)

Key Issues for Research:

Why did the projects begin? What were the main aims? What was done to help? What were the benefits to the local

community or country receiving aid? What were the benefits to the community or

country giving aid? Were any problems encountered? How could the programme be improved?

Information should be gathered, selected and stored for use later. (I)

3. Groups create a ten minute PowerPoint presentation to describe location and impact of aid project on poverty including opinions of local people about the issue. (G)

4. Groups give the presentations to other groups or the class. (G)

5. Learners take notes on the presentations in order to complete a structured exercise showing how aid might affect different places and people in different ways. The aim is to note that global aid is likely to affect some places or geographical locations and some ways of life more than others

aid projects as directed by the teacher. The time available will also influence the scope of the research. Learners should be given clear written instructions on the task.

2. Learners need to be made aware that the outcomes of the research will be used at a later stage of the unit to make a PowerPoint presentation.

3. Teachers and learners will need to consider how to organise the work of the group. Some guidance may be given, for example on the need to allocate roles and tasks, and review progress. For example chair, note taker, researchers, presentation writers, and presenters.

4. Extension/differentiation - Invite representatives of a local aid agency into the school to talk about their motivations and work. Make the group a focus for school community action and charitable giving, with help from Global Perspectives students.

(W)

5. At this stage of the course learners should be given increasing opportunities to write extended essay type responses. Examples of possible titles might be:

‘Rich countries usually help poorer countries for their own benefit.’ Explain and assess this view.

‘Aid creates more problems than it

resources on development, aid and case studies throughout the world (Also through YouTube)

http://www.worldwrite.org.uk/damnedDVD on debt and aid issues.http://www.worldvision.org.ukResources on trade and aid issues.

http://blogs.worldbank.org/youthink/Many resources, links and case studies.

Also Oxfam, Christian Aid, UNICEF and other charitable sites.


http://blogs.worldbank.org/youthink/



http://www.worldvision.org.uk/

http://www.worldvision.org.uk/

http://www.worldwrite.org.uk/damned









explore different perspectives on a global issue



explain and justify how personal perspectives have evolved

and that there are both benefits and dangers in aid programmes. (I)7. Teacher - led whole class discussion - from the experience of the research and presentations create a table summarising the main benefits and potential problems of aid programmes.

(W)8. Learners write a personal log entry about their own views of aid in the light of this research. This should include a note about the impact of cultural, social, economic and political issues and the views of local people. This could include a review of the working of the group and the individual’s personal contribution to the outcome. (I)

(f) - The task provides opportunity for peer assessment and review of the presentations.

solves’. Explain and assess this point of view.

‘Aid projects must help poor people to become independent.’ Explain and evaluate this perspective.

(I) (f)


REF3recognise and evaluate the impact of alternative perspectives on personal perspectives



Reflection – personal responses to issues in Trade and Aid

1. Learners are asked to make an entry into their personal logs summarising (I):

a. what they have learnt about trade and aid

b. how the research has changed or reinforced their views about the significance of trade and aid and the need to take action at different levels and its potential effectiveness/impact

Personal Logs




REF4

identify further research into personal and other perspectives

identify and explain at least one application of research

c. how they would respond personally to the challenges of trade, inequality and aid


Conflict and Peace Grade 12

Term 6 Recommended prior knowledgeWork undertaken in Grade 11 and Grade 12 Term 5 of Global Perspectives with Project Work

ContextThrough the context of the global issue of conflict and peace this unit continues to develop four sets of interrelated skills:

critical thinking research reflection communication

This second term of the course plan in Grade 12 is designed to deepen learners’ understanding of underlying themes across global issues and different global perspectives. Learners will fully assess different perspectives and consider the underlying causes and consequences of global issues as well as the implications of arguments. A central part of the unit will be to complete an extended research project for external assessment, providing further opportunity for learning and research within the community. The unit encourages deeper reflection on the quality and outcomes of research to identify improvements and suggest further research opportunities to deepen knowledge and understanding.Language objectives of Global Perspectives and Project Work in this unitA sample language objective with related academic language for learners is provided below.Subject learning objective

Language learning objective Subject-specific vocabulary and terminology

Useful set(s) of phrases for dialogue/writing

Learners can:

identify and explain a range of further evidence, methods and sources for further research

Learners can:

communicate opportunities for further research within a written report

These include: research design methods sources causes and consequences

These include:

the research design could be improved by …

further research could be done on the causes of … which raises additional questions to answer like …

the consequences of the issue are not fully understood so this could become a topic for further research on …

useful sources of information to answer these questions might be …

To create other language objectives, and for additional guidance on language teaching objectives that apply to the teaching and learning of academic language, see “Introduction to language objectives” above.

OutlineThis unit gives learners the opportunity to explore the causes and consequences of conflict as well as processes of conflict resolution. Learners will develop their


understanding of the influence of culture, religion, politics and economics on perspectives as well as consider the impact and implications of different points of view. Learners will research case studies of conflict at different levels of society and internationally in different parts of the world, mainly using secondary research methods and internet sources. Learners are encouraged to reflect upon their own perspectives and responses to conflict and how it can be resolved, as well as to develop their skills of critical thinking as they encounter more detailed and complex sources and information as evidence.



CO4select and use appropriate technical terms




select and apply technical terms accurately




1. Context – What is conflict? Why do serious conflicts and wars begin? Where is there conflict in the world today?

2. Critical Thinking – the difference between correlation and cause; the influence of culture, religion, economics and politics on perspectives

1. The teacher provides several collections/portfolios of media resources/material and other sources (newspaper cuttings, magazine articles, TV documentaries, TV news clips, etc) on different contrasting conflicts which are currently taking place in the world, for group work. Each group is given material on a specific conflict and asked to analyse and interpret the material.

Key questions for group research:

Which groups of people are in conflict? How did the conflict begin? What are the reasons for the conflict? What form does the conflict take? What are the views of each party in the

conflict? How accurate are the media versions of the

situation? How could they be verified or tested?

What is the impact of the conflict on people, local communities, the country, and international relations?

How accurate are the accounts of the conflict situations?

1. The aim is to explore initially with media resources. The media collections/portfolios should relate to different types of conflict. Teachers will need to choose the conflicts to be studied carefully to avoid issues which may be sensitive to learners’ own backgrounds.

Examples of conflicts that could be selected are:

civil war in Syria conflict between Israel and Palestine trade conflict and sanctions, for example

between the USA and China conflicts in Africa, for example in

Somalia conflict in Afghanistan Tibet and China conflict between different ethnic groups

in Northern India conflict over nuclear armament

proliferation with Iran environmental conflict over protection of

land/deforestation/mining in South

1. Collection of media articles and material on 3 or 4 current contrasting conflicts e.g. civil war; an example of terrorism; environmental protest; war between nations.

General advice – search for peace education and there will be many useful sources of materials.

See:

http://www.educationforpeace.commany resources on peace and conflict education

http://www.teacherswithoutborders.orgmany free resources


http://www.teacherswithoutborders.org/



http://www.educationforpeace.com/







CT3 analyse and evaluate arguments, reasoning and claims

CO1present global perspectives using a variety of different media



explain and apply the terms correlation and cause

identify and explain influences on arguments

present in detail perspectives on global issues


(G)

2. Each group produces a presentation outlining the background and main causes of the conflict they have studied. This presentation is given to the class. The sources used for the presentation must be fully cited and referenced in a bibliography.

Teacher-led explanation of the reasons for and methods of citation and bibliography is necessary before the exercise.

(G, f)

3. Teacher-led whole class discussion. Through class discussion analyse the similarities and differences between the conflicts to produce a summary of the different causes or reasons for conflict. Draw out the different cultural, religious, economic and political influences on the conflict.

(W)

4. Paired reading and discussion of article(s) on the causes of conflict and war. Compare the outcomes of learners’ research with the suggestions in the article. Use the articles and discussion to introduce the concepts of correlation and cause. For example wars or conflicts are often between different sides labelled with religious groupings. This may lead to the idea that religion causes most conflicts. Deeper analysis often shows that economic or political inequality is the underlying cause and the presence of religious labels is simply correlated.


America, Arctic or elsewhere.

2. Examine and evaluate the relative importance of different causes of conflict. For example:

Differences in religious beliefs and/or culture

Access to power and control Access to scarce resources Desire for prosperity and wealth Desire for status and prestige Basic human instinct for survival Self defence and security Response to grievance and harm by

others Response to inequality and lack of

social justice Impact of population growth and

migration Impact of environmental problems

3. Teachers will need to produce guidelines on citation and bibliography, as well as examples for learners to follow.

4. Differentiation/Extension

(a) Research and describe different forms of conflict. Describe the conditions in which different forms of conflict are likely to arise, for example war, terrorism, protest, political campaigns and social movements, like environmental and human rights.

(b) For two different countries, learners could contrast and compare the causes and history of a significant current conflict in each country, including an evaluation of

http://www.un.org/cyberschoolbus/peace/frame4.htm

links to many useful sites

http://www.peacedirect.org

community action for peace

http://www.irinnews.org/film/Film clips on conflict.http://uk.oneworld.net/guidesGuides and articles on global issues, including conflict and peacehttp://www.redcross.org.uk/shopCase studies of conflicthttp://www.oxfam.org.uk/education/Resources of Conflicthttp://www.cafod.org.uk/secondaryCase studies of conflict across the world.http://www.newint.org/shopGuides to issues about conflict.http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2011-conflict/impact of conflict on education


http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2011-conflict/




http://www.cafod.org.uk/secondary

http://www.cafod.org.uk/secondary



http://www.redcross.org.uk/shop

http://www.redcross.org.uk/shop



http://www.irinnews.org/film/

http://www.peacedirect.org/








CO3develop and present reasoning, argument and claims



CO5



develop an argument that is well supported with a range of reasons and evidence

present a complex argument with explicit structure and clarity

reach balanced, precise conclusions that are clearly related to reasoning and evidence

use a range of

What are the similarities and differences between the learners’ conclusions and the article?

What is the evidence used within the article? Is the evidence used reliable? What is the difference between correlation

and cause?

(P)

5. Possible written work – ‘The main cause of war and conflict is economic inequality.’ Evaluate this point of view. The sources used for the presentation must be fully cited and referenced in a bibliography.

(I, f)

different possible solutions.

(c) Building on the previous sequence of lessons, learners should conduct their own internet research to create a summary of the main conflicts in the world today and their causes.




cite and reference within the conventions of academic honesty

CO5cite and reference within the conventions of academic honesty

RES3evaluate evidence used to support arguments, reasoning and claims

relevant sources accurately to support argument

cite and fully reference a range of relevant sources

understand and recognise that a range of factors can influence the selection, presentation and interpretation of evidence



REF3

recognise and



explain in detail how personal experience and background have shaped

Reflection – a personal perspective

4. Write an entry into the GP and PW Log.

5. Describe and explain personal perspectives or opinions on the reasons or motivations for conflict and peace. For example ask learners to list and explain their reasons for conflict in order of importance. Learners may also reflect upon their own experience of conflict and peace at a personal level in the family, between friends and in the community.

6. Identify aspects of conflict and peace that learners would like to know more about and explore further, and how this might be

See Term 1 for guidance on completing the GP and PW log

4. Learners should keep both a file of materials created during the course as well as a log of personal reflection that is similar to a diary. The file should be used to store work in progress, notes about key concepts in critical thinking and research, and the outcomes of learning activities for future reference. The log is similar to a diary but has more of a focus upon personal learning and creating a record of changes in personal

Personal Global Perspectives and Project Work Log




evaluate the impact of alternative perspectives on personal perspectives


REF4


REF4


REF4


REF4

personal perspectives


identify and explain a range of further research questions

explain a range of further evidence to gather

identify a range of methods and sources for further research

achieved.

(I)

perspectives. Learners should be encouraged to make their own entries on a weekly basis and at key points in each medium term plan as suggested. Teachers will need to monitor that the log is being completed regularly to sufficient quality.

5. This exercise could take the form of independent learning.

6. Extension/differentiation – a list of key concepts and definitions could be given to learners to summarise. This could be in the form of a ‘word search’ or ‘cut and paste’ exercise. Alternatively learners could be asked to apply the causes of major conflict to individuals and small groups – are the causes of conflict between individuals and small groups the same?

(I)







CT4


RES2


RES2

research and analyse


identify a range of implications and/or consequences of an argument or claim


gather and record a range of evidence

Context - Are conflicts and wars an inevitable part of being human?

Critical Thinking – identify a range of implications of an argument or claim

1. Show several short video clips from TV dramas or ‘Soap operas’ showing an argument between two people or a small group of people. Ask the class to try and work out the reasons for the argument. Analyse both the stated causes and the underlying human emotions that might be driving the argument e.g. anger; jealousy; pride; competition; fear; desire for status; feeling hurt; revenge; greed; protection of others close to us; loyalty; etc.

(W)

2. Whole class discussion around the following questions:

(a) What are the main causes of the conflict?(b) How far do human emotions cause,

amplify or reduce conflict?(c) What are the implications of the claim that

conflict is a human characteristic?

(W)

1. Use a simple table during the showing to record the apparent causes and emotions for each scene shown.

2. Watch the film, The Lord of the Flies, which explores the extent to which human nature is violent. Discuss the extent to which this might be a fair reflection of what would happen in ‘real life’ and of human nature.

2. Differentiation/extension

(a) Watch a documentary film about animal behaviour that explores aggression and violence. For example, a documentary about the work of Jane Goodall on chimpanzees or David Attenborough on animal behaviour.

(b) Examine different religious teachings about human nature, conflict and violence and how peace can be created.

3. Discussion of implications of arguments is often quite difficult for learners – they are

1. YouTube or TV recordings collected for the purpose are a good source of evidence for this type of exercise.

2. Psychology text books may be of particular value in providing short extracts about human and animal aggression.

http://www.cnduk.orgWide range of resources on conflict, nuclear arms and peace movements.http://en.allexperts.com/q/Psychology-2566/2009/7/Violent-Nature.htmShort article summarising some psychological views on human aggression.


http://en.allexperts.com/q/Psychology-2566/2009/7/Violent-Nature.htm



http://www.cnduk.org/



evidence to support arguments, reasoning and claims

RES2


CO2


CO2


CO2


using primary and secondary research methods





3. Read in pairs and discuss media or research articles on human nature, aggression and conflict.


What are the main causes of conflict? Is conflict part of human nature? Are humans

aggressive by nature? To what extent do people learn to be

aggressive? What evidence exists about human behaviour

and aggression/conflict? Can we control conflict so that it is used

creatively rather than destructively?

(P)

4. Possible written work – write a dialogue or short play involving two people arguing for and against the view that human beings will always create aggression and conflict. Encourage learners to use reasons and evidence drawn from the material encountered so far, as well as their own opinion.

(I or P, f)

being asked to think about, ‘What would happen if …?’ These are known as ‘What if? scenarios’. This involves thinking forward and projecting onto other situations. For example some implications of the view that conflict or aggression is a part of human nature might be:

we are all violent or capable of violence at times due to ‘human aggression’

conflict will always happen due to human emotion

competition is inevitable violence may be justified or explainable criminals may not always be responsible

for their behaviour if we are ‘programmed’ to be aggressive

cooperation is more difficult to achieve than conflict

Ask learners to think if these implications are likely or not; is there evidence for them or not?

Alternatively, if it is argued that conflict is not part of human nature, then implications might be:

we have free will and can choose if we deliberately choose conflict and

aggression to get what we want it could be seen as deviant and wrong by others and therefore punishable i.e. criminal

it may be possible to create a peaceful group or society

violence and conflict may be due to learning or bad upbringing

http://www.pbs.org/wnet/nature/episodes/jane-goodalls-wild-chimpanzees/our-closest-relatives/1909/Short article and access to video/TV.Also see YouTube


http://www.pbs.org/wnet/nature/episodes/jane-goodalls-wild-chimpanzees/our-closest-relatives/1909/






CT4




CT2




identify arguments, counterarguments and analogies

identify trends in

Context - Terrorism

Critical Thinking – consequences may vary in terms of degree of impact; generalise from data; understand the difference between quantitative and qualitative data; evaluate argument in terms of degree of fit between reasons and conclusions

Whole class discussion to establish a shared definition of ‘terrorism’(W)

1. Case Study of two recent examples of terrorism that have been heavily featured in the media. Use a range of media material collected by the teacher. Learners work in pairs to compare the case studies.

Key questions to explore

1. What is the background to the terrorism? Where? What happened? Who? Impact? Response of authorities?2. What is the reason given by the terrorists for their actions?3. What is the local authorities and government reaction to the terrorism? Why?

(P)

2. Whole class discussion on the reasons for terrorism. Why do some groups use terrorism? Is this justified? Are there better ways to resolve differences?

(W)

1. Terrorism is a sensitive subject to study because of the serious impact on individuals and the violent nature of many terrorist acts. However it is a legitimate topic to study as it is a modern form of protest and conflict that is increasingly common and a major concern for many governments and of security for populations. It has an impact on everyone, for example through aircraft security procedures. Due to the sensitive nature of the topic teachers should control and monitor the work of the learners more closely for this aspect of the MTP.

2. Select two contrasting case studies from different parts of the world that have different causes and backgrounds. For example terrorist activity or events which are related to religious or ideological differences, those due to territorial or political causes or disputes, and those due to social movements like environmental or animal rights. Some ‘distance’ from the learners’ own situation or country may help maintain objectivity.

3. Examples of terrorism that could be used for the case studies are:

http://thinkbynumbers.org/government-spending/anti-terrorism-spending-disproportionate-to-threat/Critical article on military expenditure on terrorism

http://data.worldbank.org/indicator/MS.MIL.XPND.GD.ZS

data on military expenditure

http://www.mapsofworld.com/world-top-ten/world-top-ten-countries-with-largest-defence-budget-map.html

http://www.globalissues.org/article/75/world-military-spending

http://


http://www.worldometers.info/military/










http://thinkbynumbers.org/government-spending/anti-terrorism-spending-disproportionate-to-threat/





analyse the structure and identify the main components of arguments, reasoning and claims


RES2


RES2


RES2

research and

data and extrapolate

evaluate arguments in terms of degree of fit between reasons and conclusions


gather and record a range of evidence using primary or secondary research methods

3. Teacher led introduction to the nature of consequences and degree of impact. Using sources that illustrate the use of these aspects of perspectives and actions, teachers then ask learners to analyse several sources on the theme of direct action in an environmental context to identify consequences and impact.

4. Individual essay – ‘Violence is never justified in environmental protest’. Outline and assess this point of view.

(I, f)

5. Pair research into the consequences of terrorism using the internet. Research in pairs into either:

the impact of terrorism on military spending – pairs of learners find information on spending worldwide on defence and terrorism and present this simply in graphical form: quantitative data

the experience of being a victim of terrorism – pairs of learners find accounts of being the victims of terrorism and summarise the main impacts on people’s lives using quotations for presentation: qualitative data

The pairs present their findings to the whole class.

Whole class discussion led by the teacher to highlight the difference between the types of data and their value in research.

Key questions for discussion

Westfield Shopping Centre in Nairobi, Kenya in 2013 – recent event with access to a lot of material

Aircraft hijackings in New York in 2001

Eco-terrorist activity, for example of the Earth Liberation Front

Terrorism in the conflict between Israel and Palestinian political groups

[Wikipedia and other internet sites provide many examples that could be chosen.]

4. In exploring consequences and impact the theme of environmental action has been chosen as it is potentially less sensitive than political or ideological terrorism.

5. Teachers should explain that consequences vary in terms of degree (how severe), range (how widespread) and level (individual, local, national or international)

6. In activity 5 teachers should explain the key terms of trends, generalise, quantitative and qualitative data, and degree of fit.

7. Teachers may decide to provide the evidence on the impact of terrorism for activity 5 to reduce the amount of class time needed as learners will be undertaking their own research for the research report final assessment exercise.

8. Extension/differentiation

www.worldometers.info/military/

http://www.bbc.co.uk/newsbeat/24227884

account of being at the scene of an attack by terrorists

news agencies often have accounts that are generally suitable for school use but all should be carefully reviewed before using








analyse evidence to support arguments, reasoning and claims

CO2


CO2


CO2






1. What do the numbers tell us about military expenditure? What are the trends and patterns shown?2. What is it like to experience terrorism? What type of data is better at helping us to understand the impact on people’s lives?3. Is terrorism likely to increase? Is spending on terrorism likely to increase? Does this expenditure stop terrorism?4. What should be done about terrorism?5. Is the amount of military expenditure on terrorism justified?

6. Individual learners use the evidence gathered by the pairs to write two contrasting arguments, one justifying military expenditure on terrorism and the other suggesting that it is not justified.

Learners in pairs assess each others arguments and judge which of the two written arguments uses reasoning and evidence most effectively. Key assessment criteria – does the evidence and reasoning fit or support the conclusion?

(P, f)

(a) Teacher produced source that includes different examples of issues involving conflict and different consequences. Learners identify these parts and analyse potential impact.

(b) Learners are given an argument with consequences and impacts suggested and assess the likelihood of each consequences and potential impact.

(c) Learners are asked to write an argument suggesting the consequences and impacts; firstly make them realistic, then rewrite exaggerating to emphasise a point of view.

Lesson extension introduce qualitative and quantitative questions and data, and have students create a survey about “key questions for discussion 1-5” refer to LP_GP12_Term 2_ Pg 30-31_ Terrorism_ survey design Qual and Quant data also includes a formative assessment

Note: follow up with report on survey findings or a presentation

Lesson continuation with introduction of reliability and validity relating to their survey on terrorism, refer to LP_GP12_Term2_PG 32-33_reliability and validity. Also, includes a formative assessment

CO4select and use appropriate technical


1. Context - How can conflict and wars be resolved?

2. What is the role of the United Nations in times of conflict?




terms

RES1


CT4


RES1


RES3

evaluate evidence used to support arguments, reasoning and claims

identify two or more different perspectives on a global issue suitable for research


understand and use the concepts of validity and reliability in research contexts

evaluate the effectiveness of research design and implementation

1. Conflict Resolution – a study of peaceful protest and the work of Mahatma Gandhi.

Watch clips from the film ‘Gandhi’ that illustrate the philosophy of non-violent resistance and protest, and the use of the method in action.

If possible support the film and video resources with additional written material available locally.

2. Whole class discussion – teacher led to ensure understanding of the nature of peaceful protest as a method, amongst others, of resolving conflict.


What was Gandhi trying to achieve? Why? What is meant by non-violent protest and

resistance? Why did Gandhi use this way of promoting his

cause and views? Was it successful? Is it better than using violence? Why? Is it

effective? What other methods of resolving conflict

might be available? Is peaceful non-violent protest still applicable

today? Are there similarities with the ‘Arab Spring?’

(W)

3. Teacher introduces the concepts of validity and reliability of evidence. This should include examples of evidence or research that illustrate the ideas in practice.

Paired comparison of film and research

1. The film ‘Gandhi’ is an excellent introduction to the whole topic of conflict and peace, as well as peaceful protest as a method of conflict resolution. Prepare learners by giving them information about the background and historical context to the film.

2. In activity 3 the following aspects of the source should be assessed:

form of presentation language evidence methods used to gather evidence type of data (quantitative/qualitative) reasoning validity reliability

Teachers may need to adapt the sources to ensure that different forms of evidence, styles of language and material are used to give learners a range of different aspects to evaluate. For example an article praising Gandhi with emotional and exaggerated language could be compared with an article using data from interviews about his influence in more objective language. The film is directed by Richard Attenborough, who is an admirer of Gandhi but wanted to show his ‘human side’ as well as his achievements, which shows some balance, even though a film is inevitably the interpretation of one person, the director, to some extent. Scientific research using numerical data usually increases reliability at the expense of validity; research into

Either the whole film or clips from the film ‘Gandhi’. The whole film is available on YouTube.

Documentary material about the work of the United Nations.

UN Simulation

http://www.ehl.icrc.org/Useful site on human rights, conflict and the law.http://www.cafod.org.uk/secondary/conflictResources and case studies on dealing with conflict.http://www.peaceoneday.orgResources on conflict resolution.http://catalogue.oxfam.org.ukMaking Sense of World Conflict resource pack.http://uk.oneworld.net/guidesDiscussion and other resources on conflict.http://www.ppu.org.ukResources and news on war and peace issues, including Gandhi, Martin Luther King and non-violence.http://progressive.org/mp_pal012208http://


http://www.livescience.com/2851-gandhi-changed-world.html

http://progressive.org/mp_pal012208

http://progressive.org/mp_pal012208

http://www.ppu.org.uk/





http://www.peaceoneday.org/

http://www.peaceoneday.org/

http://www.cafod.org.uk/secondary/conflict

http://www.cafod.org.uk/secondary/conflict

http://www.ehl.icrc.org/



RES3


RES3


RES3


RES4

evaluate sources used to support arguments, reasoning and claims

identify strengths and weaknesses of evidence related to the methods used to collect and record evidence

identify strengths and weaknesses in the selection of evidence (missing reasons/evidence, relevance of evidence)

suggest some improvements to the evidence used to support an argument

identify strengths and weaknesses of sources

articles/sources as evidence. Learners read two short research articles on Gandhi and his impact. They are asked to compare the strengths and weaknesses of the film ‘Gandhi’ with the research articles as evidence for his impact at the time and upon methods of political protest. Learners complete a table listing the strengths and weaknesses of each type of evidence.

4. Pair research - explore the role of the United Nations (UN) through a variety of resources, as available locally. Use internet research and media sources. Note the outcomes to the research in personal files.

Key questions for research:

What is the UN? Why was it created? How does the UN try to prevent conflicts and

war? How does the UN try to resolve serious

conflict and stop wars? How effective is the UN? How could it be improved?

(P)

5. Written work – write a letter to the Director General of the UN about a conflict studied, suggesting ways in which the UN might get involved in order to bring resolution to the issues. Write in pairs then exchange for peer assessment.

(I, f)

personal experience and meaning using qualitative data usually increases validity at the expense of reliability.

3. The UN was formed to provide peaceful approaches to conflict resolution involving mediation and negotiation rather than by force and violence.

Extension/differentiation

(a) Produce a critical evaluation of different ways to resolve conflict and war. This might include:

political processes – formal and informal arbitration and conciliation services legal processes informal and formal discussion and

negotiation seeking compromise

(b) Simulate the work of the UN using role play.

www.livescience.com/2851-gandhi-changed-world.htmlArticles on the impact of Gandhihttp://www.newint.org/shopGuide to the UN and conflict and peace







RES4


RES4


CO1


CO1


CO1

identify strengths and weaknesses of the language used in sources – tone (emotive, loaded, precise, accurate, tirade), clarity and balance

suggest improvements to the arguments and evidence used in sources



present global





CT4


perspectives clearly, concisely and accurately

identify implications and/or consequences of an argument or claim



RES2

research and analyse evidence to support



identify and select a range of evidence relevant to the purpose of research

Context – Creating peaceful relationships and conflict resolution

1. Which groups are in conflict in my country and community?

2. What are the reasons for the conflict?3. How might the differences be resolved or

tolerated?1. Group work activity to use the internet and other media to research Information about current conflicts in the learners’ country and community.

This should include:

the issue the groups involved background and history of the conflict the impact of the conflict on people,

communities and the country evaluation of possible solutions to the

problem, including the views of each interested party in the conflict

Extension/differentiation

(a) Explore and evaluate different methods of conflict resolution within learners’ own society, including:

legal justice political processes in local and national

government promotion of issues and interests by

pressure and interest groups specialised disputes procedures e.g. at

work and in industrial relations arbitration and conciliation services

Websites for the country’s national and local government, relevant agencies and non-government organisations should provide information and resources. In addition country based and international media organisations also provide useful material e.g. BBC, allafrica.com, etchttp://www.geographypages.co.uk


http://www.geographypages.co.uk/dev.htm




arguments, reasoning and claims




CT1recognise and critically compare different perspectives





possible likely outcomes

Each group researches a different area of social life within their country, including economic and trade, cultural and religious, territory and resources, environment, politics and power, issues of social inequality and justice.

Each group prepares a short presentation using PowerPoint about the conflict(s) they have researched. These are given to the whole class.

(G)

2. Whole class discussion – teacher led discussion of the outcomes to develop understanding of the range of issues.


Are there common causes or features in the current conflicts?

What methods are available to resolve conflicts?

How likely are the conflicts to be resolved? What are the learners’ opinions about the

situation and possible solutions? What role should the government have in

resolving the conflict?

Learners use the displays to construct their own summary of the overall pattern of conflicts and how they might be resolved, possibly including process and outcome.

(W)

3. Written Work – select a local conflict and write

protest movements /dev.htmProvides links to many websites comparing countries.http://www.worldbank.org/html/extdr/thematic.htmInformation and links about conflict worldwide.http://www.unicef.org/index.phpInformation on countries world-wide.









on global issues






CO2






organise and

a letter to a local politician seeking to persuade them to adopt your preferred solution to the conflict – process and outcome. Learners should use a range of reasons and evidence to support the argument.

(I, f)






present a range of complex information and evidence with structure



REF2

explore alternative perspectives objectively

REF2


REF2

explore alternative perspectives


show extensive awareness of alternative perspectives

be objective about alternative perspectives

demonstrate empathy towards alternative perspectives

Context - Creating peaceful relationships and conflict resolution

1. What causes conflicts within my family and between friends or peers?

2. How can personal conflicts be resolved?3. What are the similarities and differences

between conflict and its resolution at different levels: between countries, communities and people personally?

1. Watch several soap opera clips showing conflict between people in everyday interaction. Discuss with the class how the conflict could be resolved and relationships re-established.

(W)

2. In groups, role play different school, community and family scenarios involving conflict. Teachers should produce a range of different situations for exploration.

Firstly, conduct the role plays assuming the participants do not want to resolve the issue

1. These could be the same TV or film clips as used in the section above on the causes of conflict, or others selected for this purpose.

2. The role play scenarios should be based on situations that are reasonably familiar to learners.

3. It may be possible for learners to research opinions of different groups of people about what personal qualities, attitudes and behaviours promote good relationships. A comparison of gender and age differences

1. Clips from TV recordings of local ‘soap operas’ which illustrate conflict in everyday life.

http://www.esrnational.org/index.php?location=projects&project=63Many resources on conflict


http://www.esrnational.org/index.php?location=projects&project=63





objectively

REF2


evaluate and assess the overall credibility of alternative perspectives indicating relative credibility

causing the conflict. Repeat the role play with the participants wanting to resolve the issue causing the conflict.

In the role play, learners should be encouraged to use the methods of conflict resolution that they identified in the introductory activity.

(G)

3. Organise a visit from a professional counsellor to talk about conflict resolution in relationships. The aim of the visit is to explore and hear about how good relationships are created and how to resolve conflict if it does occur.

(W)

4. Give learners in pairs media articles and/or psychological research and/or extracts from counselling and self help books giving advice on how to create effective relationships and resolve conflict. Analyse and evaluate the main methods suggested.

(P)

5. Whole class discussion led by the teacher to reinforce learning.


What are the main causes of conflict in everyday life?

What attitudes and behaviours can help to de-escalate conflict situations?

How do attitudes like respect, tolerance, and empathy help to prevent or resolve conflict?

What methods can be used between individuals and groups to resolve conflict –

could be undertaken.

Another alternative might to be to research and compare the teachings of different religions on relationships - how to build good relationships and resolve conflict.

4. Find a range of letters from magazine problem pages based on conflict situations. Learners compose letters in reply giving advice on how to solve the problem. Compare the learners’ responses with one another and these responses with those of the magazine counsellor. To make the activity fun there could be an element of competition – a prize for the solution closest to the professional magazine counsellor could be awarded.

4. Extension/Differentiation

(a) Organise a visit from a trades union official or personnel manager experienced in industrial relations and conflict resolution to talk about successful conflict resolution in trade or work disputes.

(b) Explore the issue of conflict in schools, for example bullying.

and its resolution; addresses issue on different levels.http://www.oasisofpeaceuk.orgResources on mediation and conflict resolutionhttp://www.ppu.org.ukDeveloping cooperative skills in everyday settings.http://www.redcross.org.ukRole play situations on conflict issues.http://helpguide.org/mental/eq8_conflict_resolution.htmConflict resolution strategies in relationships.

http://www.unicef.org.uk‘How Do We Make Peace’ resources pack.http://www.unicef.org.uk/tz/resources/resource_item.asp?id=22Addressing conflict issues through discussion and literature.http://www.oasisofpeaceuk.orgResources on mediation and conflict resolution. www.globaleducation.edu.auRange of resources and case studies.http://www.innovativeteambuildin


http://www.innovativeteambuilding.co.uk/pages/articles/conflicts.htm


http://www.globaleducation.edu.au/

http://www.globaleducation.edu.au/

http://www.oasisofpeaceuk.org/


http://www.unicef.org.uk/tz/resources/resource_item.asp?id=22



http://www.unicef.org.uk/

http://helpguide.org/mental/eq8_conflict_resolution.htm



http://www.ppu.org.uk/





formal and informal? How can we prevent conflict arising in the first

place? What principles can be used to create

successful relationships?

(W)

6. Find a range of letters from magazine problem pages based on conflict situations. Learners compose letters in reply giving advice on how to solve the problem. Compare the learners’ responses with one another and these responses with those of the magazine counsellor. To make the activity fun there could be an element of competition – a prize for the solution closest to the professional magazine counsellor could be awarded.

However the teacher should emphasise that in discussing the letters and suggesting solutions to resolve the conflicts, learners need to show empathy and sensitivity towards the people with problems and create objective solutions or suggest alternatives that relate to their culture and way of life whilst providing a clear judgement about how to proceed.

7. Possible written work – for young people in secondary school, write a guide to creating effective relationships and how to resolve differences between individuals and small groups in everyday life.

(I, f)

8. Give learners in pairs four or five written conflict scenarios created by the teacher or newspaper

g.co.uk/pages/articles/conflicts.htmArticle on resolving conflict in the workplace.http://www.mindtools.com/pages/article/newLDR_81.htmArticle on resolving conflict in the workplacehttp://www.acas.org.uk/CHttpHandler.ashx?id=653&p=0Detailed account of work place conflict resolution.http://www.learningpeace.com/index.htmlConflict resolution strategies in relationships.http://helpguide.org/mental/eq8_conflict_resolution.htmConflict resolution strategies in relationships.





http://www.learningpeace.com/index.html



http://www.acas.org.uk/CHttpHandler.ashx?id=653&p=0



http://www.mindtools.com/pages/article/newLDR_81.htm







cuttings or TV news-clips illustrating conflicts. The scenarios should reflect different types of conflict at different levels of society and internationally. The pairs have to analyse the situation and suggest a process and possible solution to the conflict. The reasons for the selection of the process and possible solution should be clearly identified and recorded using a table.

In pairs, learners share or assess another pair’s ideas for conflict resolution for each scenario.


What methods were used for different conflicts?

How did you decide which method(s) was appropriate?

What would you do if the first method didn’t work? What else could you try?

What are the similarities and differences between conflict and its resolution at different levels?

(P, f)

9. Possible written work – select two of the scenarios discussed above; learners should describe and explain how they would try to resolve the conflict – people and strategies. Assume the conflict is difficult to resolve and will need more than one method or attempt.

(I, f)

CO4select and use appropriate

select and apply technical terms

Reflection – personal responses to issues in conflict and peace




technical terms




REF3recognise and evaluate the impact of alternative perspectives on personal

accurately


explain in detail how other perspectives have influenced personal perspectives


fully evaluate the impact of different influences on personal perspectives indicating relative

2. Learners are asked to make an entry into their personal logs summarising (I):

a. What they have learnt about conflict and peace.

b. How the research has changed or reinforced their views about the significance of conflict and ways to resolve differences.

c. How and why they would respond personally to the challenges of conflict and trying to create effective relationships.

Personal Logs




perspectives importance


Issue: 1 Page 45 of 49Dated: December 2012

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minutes Meeting title, typeset in Arial 12 point Date ...nisaktobegp.weebly.com/uploads/9/3/3/7/9337118/global… · Web viewThis could be in the form of a ‘word ... Groups give