Tudalen Blaen - GwE€¦ · Web viewName:Tutor Group:Welsh Bacc Teacher: Contents Page Section Page Number Critical thinking useful words 3 Political 4-9 Economic 10-15 Social 16-21

Can anything be done about poverty?

Political Economic Social Technology Legal Environment

Global Citizenship Challenge

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Name: Tutor Group:

Welsh Bacc Teacher:

Who is to blame for poverty?

What causes poverty?

Why are people in Britain poor?

POVERTY


Contents Page

Introduction

Over the next few weeks you are going to be exploring information, news and ideas on poverty. The aim of this project is for you to develop your own viewpoint about this important global issue and to develop the skills that you will need to complete a controlled assessment on another global issue.

You will need to work swiftly but effectively in class. You will need to listen to your teacher, make notes, read articles, take part in debates and then finally complete a controlled assessment on another global issue.

In the controlled assessment you are to present your point of view about a global issue and then create a product that will allow you to promote this point of view.

You will learn what PESTLE stands for and also what a SWOT analysis is.

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Section Page Number

Critical thinking useful words

3

Political4-9

Economic10-15

Social16-21

Technology22-27

Legislation28-33

Environment34-39


Use these words when you are looking at articles and information with your teacher and also when taking part in your debates.

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Critical thinking words

CT1

WhoWhatWhereWhyWhenHowCan you list three..?Can you recall..?How did... happen?How would you describe...?What can you say about.....?What facts of ideas show...?

CT2

Can you explain what is happening?How would you compare....?How can you show your understanding of.....?What would results if...?Can you make use of the fact....?What approach would you use...?What would results if...?What elements would you choose to change...?How would you categorise...?Can you identify the different parts...?Can you make a distinction between...?

CT3

What changes would you make to solve....?What could be done to minimise.....?Suppose you could .......?Can you predict the outcome if.....?What facts can you compile....?Can you elaborate on the reason for...?Do you agree with ....?How could you determine ....?How would you test...?Would it be better if...?How would you evaluate...?Based on what you know, how would you explain...?What information would you use to support the view...?How would you prioritise...?


POLITICS&

POVERTY

How could politics affectpoverty in Wales, Europe and the

World?

1. What do we mean by politics? Listen to your teacher discussing this first and then make some notes here:-

(LO1, LO3)

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Carwyn Jones – First Welsh Minister


2. There are two articles on the next pages about political issues. One is from the Guardian Newspaper and the second is from Australia Worldvision.

Are these reliable sources of information? (LO1, LO3)

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Guardian Newspaper

Australia Worldvision

Welfare cuts drive UK's poorest families deeper into poverty, says Oxfam The Guardian, Tuesday 22 April 2014

The Governments welfare cuts have pushed 1.75 million of the UK's poorest households deeper into poverty, leaving more families struggling to cover food and energy bills, according to a report.The report by Oxfam and the New Policy Institute highlights a drop in the overall value of benefits, which rose by less than inflation, as well as changes to housing benefit and council tax support that have forced some families into paying housing costs they were previously deemed too poor to pay.It finds that together those changes mean about 1.75 million of the poorest families have seen an absolute cut in their income in the past three years.

The report warns that the shape of welfare support has changed dramatically just as people have struggled with rising living costs, and that many jobseekers, carers, single parents and those with disabilities unable to work have become worse off.

FOM (find out more) http://www.theguardian.com/politics/2014/apr/22/welfare-cuts-drive-uk-poorest-poverty-oxfam

WAR AND POVERTY

Written by Worldvision

In Britain we spend $35M per year on defence. Wars and conflict are major causes of poverty and suffering. They kill and injure thousands and leave many orphaned and homeless. They destabilise economies, traumatise communities and make the poorest people even poorer. Schools, hospitals and roads are destroyed.

Conflict is also more likely to happen in poor countries, partly because people are desperate for land, rights, water or even food.Of the 150 or more major conflicts since World War II, 130 of these were in poor countries.

Hundreds of billions of dollars are spent by governments every year on military forces. Yet far less is spent on proactive peace building and community development. The sums involved are so huge that even a modest reduction in global military spending could be redirected to significantly reduce worldwide poverty.

Why do wars happen?

Most conflicts are complex and can be about a range of issues. However, war is more likely to occur when certain groups within a country or region don’t have equal rights or representation. If people have very little, there is more incentive to fight for resources or land.

If the government of a poor country is unable to deliver basic services like healthcare and employment, its people have more reasons to feel resentful. This in turn can boil over into armed uprisings.

Innocent victims

In modern conflicts, 90 percent of victims are civilians, not soldiers. Women and children are particularly vulnerable.

FOM: http://www.worldvision.com.au/libraries/3_1_1_issues_-_war/war_and_poverty.pdf


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3. Read the articles and see if you can match what your teacher said about political issues to what is written here. (LO1, LO3)

Highlight key points

http://www.theguardian.com/society/benefits

http://npi.org.uk/

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

http://www.theguardian.com/society/poverty

http://www.theguardian.com/politics/welfare


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5. Two minute debate. Remember the rule – hands up to speak. Use your notes from the table to support your arguments.

Write down any points here that you friends make that might help you create your viewpoint:- (LO1, LO3)

6. My viewpoint: (LO1, LO3)

Now combine all the information you have looked at, discussed, analysed

and debated today to make key points about your viewpoint.

I think that My opinion is My understanding of the issues are

I feel that It is my belief that It seems to me that

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7. Imagine you need to make people aware of how political issues can affect poverty, could you use a poster to do this?

8. Homework: Find another piece of research which shows how politics has had an impact on poverty. It could be poverty in this country or poverty in another part of the world. Write this homework in your diary, to be completed for next lesson. (LO1, LO3)

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ECONOMIC ISSUES&

POVERTY

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How can ECONOMIC ISSUES have an impact onpoverty in Wales, Europe and the World?

1. What do we mean by economic issues? Listen to your teacher discussing this first and then make some notes here: (LO1, LO3)

2. There are two articles on the next pages about economic issues. One is from the BBC and the second is from Fairtrade Wales



BBC Newsround

Fairtrade Wales



Cash Crops News round

Africa is a country which is growing poorer every day. Over half of the world’s poor live on the continent. Africa is struggling due to many different reasons, but one significant problem is the growing of cash crops. Many African nations try to make money by selling food such as tea, coffee and fruit to other countries. MEDC (more economically developed countries) are willing to pay good prices for these crops because they can’t grow them for themselves.

These products are known as cash crops because they are grown for money rather than as food. This leads to land, which could have been used to grow food for the population, being used up.In some countries, such as Tanzania, farmers were forced to grow coffee rather than crops for people to eat.

Also African countries were forced to accept low prices set by countries buying their goods. Large companies bought land from the African governments and created big farms where cash crops were grown.

As a result, many local farmers were forced to give up their land and work on the companies' farms. Not only were African countries unable to grow enough to feed themselves, they were too poor to buy food from abroad. This means that many of the farmers are living in poverty. Fair Trade is beginning to help the farmers get a fair price for their crops.

FOM: http://news.bbc.co.uk/cbbcnews/hi/newsid_4070000/newsid_4077100/4077104.stm

Fair Trade

Fair-trade Wales

Fair Trade ensures farmers, growers and producers receive at least a minimum fair price for the produce. This enables them to plan ahead and build their businesses and crucially, it re-balances a trade system that is stacked unfavourably against the producer. However price is not everything and Fair Trade also addresses an absence of support for welfare, health, education or from unions.

Fair Trade is not about charity; it provides opportunities for community development, education and health projects, human rights including empowering women, prohibition of child slavery, and respect for the environment by promoting sustainable farming practices through a clearer system of trade. It is the practical application of a compelling concept which avoids the traditional approach of seeing communities slide into poverty and then offering aid. In other words it is proactive rather than reactive.

There are numerous ways of ensuring that we trade fairly, by reducing the supply chain we can ensure that more of the money that consumers pay for their products goes directly to the people who have grown or produced it and by making that chain more transparent we can see when the producers are being left out of the profits.

FOM: http://fairtradewales.com/about/what-is-fair-trade

3. Read the articles and see if you can match what your teacher said about economic issues to what is written here. (LO1, LO3)












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7. Imagine you need to make people aware of how economic issues can affect poverty, could you use a leaflet to do this?

8. Homework: Find another piece of research which shows how the economic issues has had an impact on poverty. It could be the UK or in another part of the world. Write this homework in your diary, to be completed for next lesson.

(LO1, LO3)



SOCIAL ISSUES&

POVERTY



How can SOCIAL ISSUES have an impact onpoverty in Wales, Europe and the World?

1. What do we mean by social issues? Listen to your teacher discussing this first and then make some notes here: (LO1, LO3)

2. There are two articles on the next pages about the social issues. One is from BBC Learning Zone Clips, the second is from the Guardian Newspaper and the third is from Gingerbread.



BBC Learning Zone Clips

Guardian Newspaper

Gingerbread



Watch this video :- http://www.bbc.co.uk/education/clips/zftwmp3 It is the story of Amber who libves in Bradford and is pregnant.

Single parents are not poor because of bad money choices

29 Jan 2010, by Vicki Peacey in Labour market, Society & Welfare

At single parent charity Gingerbread, we’ve been researching how single parents’ incomes and spending patterns compare with families with two parents. Our new report ‘Family Finances’ shows that lone parents’ poverty and struggles to get by can’t simply be blamed on bad choices about money.

Unsurprisingly, we found that overall incomes for single parents were much lower than for couple families, but it was clear that single parents who work are still at a financial disadvantage compared to their counterparts in couple families. Single parents earn less per hour than mothers in couples, let alone couple dads who work, and single parents are also likely to work part-time. Both of these factors contribute to their lower incomes. While work is a good route out of poverty for many, it’s nowhere near a guarantee; nearly a third of part-time single parents are below the poverty line, and 22% of single parents who work full time don’t earn enough to lift their families out of poverty.

When we looked at family spending, it was interesting to see that the family budget is split up in more or less the same way regardless of family type. However, because single parents have much less money to start with, this means that their spending on key areas such as health and education is lower than couple families. We were also very interested to see that single parents’ spending on alcohol and tobacco was very low – single parents out of work spend less than the price of a pint each week on these things (median spend was £2.32) and working single parents don’t spend much more (£3.50). These are useful figures to counteract the cliché that benefit claimants spend all their money on ‘fags’n’booze’

3. Read the articles and see if you can match what your teacher said about the social issues to what is written here. (LO1, LO3)

Where Amber lives


http://www.bbc.co.uk/education/clips/zftwmp3











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7. Imagine you need to make people aware of how social issues can affect poverty, could you use an exhibition to do this?

8. Homework: Find another piece of research which shows how social issues have had an impact on poverty. It could be the UK or in another part of the world. Write this homework in your diary, to be completed for next lesson.

(LO1, LO3)

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POVERTY&

TECHNOLOGY

How can have TECHNOLOGY an impact onpoverty in Wales, Europe and the World?

1. What do we mean by technology? Listen to your teacher discussing this first and then make some notes here:- (LO1, LO3)

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2. There are two articles on the next pages about technology. One is from Reasondigital – A social enterprise in Manchester, the second is from The Telegraph Newspaper.


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Reasondigital

Telegraph Newspaper


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How technology can help reduce povertyBy Reasondigital (A social enterprise)

With all the technology in the world, it may seem we are all better off, but the level of poverty in the UK is getting worse. In Greater Manchester alone there are 1.6 million people currently living in poverty.

Recently, the Greater Manchester Poverty Commission has published its recommendations of how to reduce this number, highlighting the need for greater food provision, increased accessed to IT equipment, better wages and more monitoring. Fortunately, technology can be used to help accomplish these goals and here’s how.

Increase accessibility of sites

As the world becomes more reliant on computers and expensive gadgets the ability to get a job is being lessened for those unable to get access to such technology. There is a digital divide growing in the UK. To reduce it the Greater Manchester Poverty Commission has recommended increased provision of affordable broadband and IT equipment.

This isn’t all that can be done though. People who are in poverty are more likely to have mobile phones than they are to have computers. So having a website that is easily accessible through mobile phones is crucial if you are working with people in poverty. While some may see mobile phones as not a solution to the digital divide it’s certain they can be helpful in teaching people how to access web content without a computer and act as an effective stepping stone to using computers fully. This is especially true if your website uses responsive designs that appear similar on both phones and tablets as well as on computers.

Managing your overall web accessibility so that it people with disabilities are also able to access content is also key, as disabled people are twice as likely to live in poverty than others. There are a variety of tools available on the web to help you make sure that everyone can use your site effectively.FOM: http://www.reasondigital.com/advice-and-training/how-technology-can-help-reduce-poverty-2/

White-collar workers to become 'new poor’ as computers take over

By Matthew Holehouse, Political Correspondent The Telegraph13 Nov 2013

Employees such as legal clerks and local government administrators will see their wages collapse as new technology makes their skills less valuable, just like manual workers have, Alan Milburn saysWhite collar workers will become the new poor as their jobs are replaced by computers, the Government’s advisor on social mobility has warned.Employees such as legal clerks and local government administrators will see their wages collapse as new technology makes their skills less valuable, just like manual workers have, Alan Milburn said.Across the United States and Europe jobs working life has polarised into “lovely jobs” and “lousy jobs”, with the wages at the bottom end of the jobs market falling behind growth in the rest of the economy thanks to advances in technology, Mr Milburn said.That fate will soon be shared by office workers as their jobs are outsourced to emerging economies and replaced by computers, he warns, “hollowing out the middle of the labour market”.“It is likely that as the cost of computing power continues to fall technology will replace many more middle-class jobs that rely on repetitive and routine tasks – or at least make them less valuable in the labour market,” he told the Resolution Foundation. “In other words, the earnings squeeze already felt by people at the bottom could increasingly spread to those in the middle.”

3. Read the articles and see if you can match what your teacher said about technology to what is written here.


http://www.reasondigital.com/blog/89/Six-tools-to-make-your-online-presence-more-accessible/

http://www.reasondigital.com/blog/116/Great-Charity-Website-Tips-3---Accessibility/

http://www.telegraph.co.uk/journalists/matthew-holehouse/


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7. Imagine you need to make people aware of how technology can affect poverty, could you use a TV or radio advert to do this?

8. Homework: Find another piece of research which shows how technology has had an impact on poverty. It could be the UK or in another part of the world. Write this homework in your diary, to be completed for next lesson.

(LO1, LO3)



POVERTY&

LEGISLATION



How can LEGISLATION have an impact onpoverty in Wales, Europe and the World?

1. What do we mean by legislation? Listen to your teacher discussing this first and then make some notes here:- (LO1, LO3)

2. There are two articles on the next pages about the legislation. One is from Save the Children, the second is from Independent Radio News (IRN) .



Save the Children

Independent Radio News



THE CHILD POVERTY ACT

In March 2010 the Child Poverty Act was passed, legally binding the government to a commitment to get rid of child poverty in Britain by 2020. For the first time ever, government and local authorities have been set targets to end childhood poverty for good.

With 1.6 million children living in extreme poverty in the UK, we warmly welcome this legislation. We will be working with the government and local authorities to help them deliver on their promises set out in the Child Poverty Act.

Giving children a voiceWe played a key role in ensuring the Act gives children and young people a say in developing strategies to end child poverty. The Child Poverty Act 2010 requires all local authorities in England to:Co-operate with local partners to produce a needs assessment of poverty in their area and develop a strategy to end it involve children, young people and families in this process.

http://www.savethechildren.org.uk/about-us/what-we-do/child-poverty/the-child-poverty-act

SOUTH AFRICA: Child labour ban increases poverty, but raises

hopeRawsonville, 20 May 2009 (IRIN) - It took the loss of an 11-year-old farm worker's leg for farmers in South Africa's Western Cape Province to belatedly heed legislation outlawing child workers, but the consequences of respecting the law has had adverse and unintended effects on those it seeks to protect.

Child labour on farms was outlawed in 1996, two years after the demise of apartheid, but it was only in 2002 that farmers appreciated the cost of flouting the law, after Waronice van Wyk severed her leg and subsequent legal action forced a farmer in the Ceres district to pay R25,000 (US$2,500) in compensation, sending a message to other farmers that employing workers younger than 16 carried a heavy price.

However, the unpalatable truth is that child labour was a much needed additional source of income in the deeply impoverished region. "The money in the family is small now, if children aren't working," said Monica, a mother of three living in Rawsonville in the Breede River Valley, whose husband works on one of the numerous wine producing farms in Western Cape.

Susan Levine, a children's rights lecturer and researcher at the University of Cape Town, told IRIN: "Children will go to farmers and say, 'Please can I work the season, I really need the money,' and they [farmers] will say, 'No'."

Rigorous implementation of the legislation had decreased child farm workers significantly, but "Taking children out of the productive sphere has deepened childhood poverty and overall household insecurity in many instances," she commented.

3. Read the articles and see if you can match what your teacher said about legislation to what is written here. (LO1, LO3)














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7. Imagine you need to make people aware of how legislation can affect poverty, could you use a website to do this?

8. Homework: Find another piece of research which shows how legislation has had an impact on poverty. It could be the UK or in another part of the world. Write this homework in your diary, to be completed for next lesson.

(LO1, LO3)



POVERTY&

THE ENVIRONMENT

How can THE ENVIRONMENT have an impact onpoverty in Wales, Europe and the World?

1. What do we mean by the environment? Listen to your teacher discussing this first and then make some notes here: (LO1, LO3)



2. There are two articles on the next pages about the environment. One is from Youtube, the second is from the Voice of America News.



Youtube

Voice of America News



Haiti beset by series of natural disastersWatch this video (your teacher will put on the screen for you to watch)

https://www.youtube.com/watch?v=IK9ITxQOITg

Report: Natural Disasters Worsen Poverty

A new report says hundreds of millions of extremely poor people could be at the mercy of natural disasters in the coming years. It says unless they are better prepared to face droughts and floods, extreme poverty cannot be eliminated.

Extreme poverty is defined as living on less than one dollar and 25 cents a day – and there are growing calls to eliminate it by 2030. It could become one of the new goals to replace the Millennium Development Goals, which expire in 2015.

However, Britain’s Overseas Development Institute, ODI, says ending extreme poverty is unlikely until governments “come to terms with the increased risk of natural disasters in some of the poorest parts of the world.” It’s released a new report called: The Geography of Poverty, Disasters and Climate Extremes in 2030.

Dr. Tom Mitchell, ODI’s head of Climate Change, is one of the authors. He said, “What we found is there’s a very close overlap between the countries that we expect to have very high levels of poverty still in 2030 and the countries most exposed to natural hazards. And now this shouldn’t really come as a surprise because we know that the poorest and most vulnerable people get hit hardest by extreme events. So there really is a very close link between poverty and disasters.”

“In 2030, we expect there to still be very significant numbers of poor people living in India – possibly above a hundred million. In addition, this is a country that’s going to be extremely exposed natural hazards. It’s got very good central capacity to manage the problem. But at state level – some of which are as big as countries by themselves – the capacity is much more variable. And so earlier in the year we saw floods in Uttarakhand that killed in excess of 5,000 people, highlighting that you can get it right in one state for one hazard, but there are a whole bunch of other things that need to be dealt with,” said Mitchell.http://www.voanews.com/content/natural-disasters-poverty-17oct13/1770717.html

3. Read the article, watch the video and see if you can match what your teacher said about the environment to what is written here. (LO1, LO3)


http://www.voanews.com/content/natural-disasters-poverty-17oct13/1770717.html

http://www.voanews.com/content/natural-disasters-poverty-17oct13/1770717.html











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7. Imagine you need to make people aware of how the environment can affect poverty, could you use a short movie to do this?

8. Homework: Find another piece of research which shows how the environment has had an impact on poverty. It could be the UK or in another part of the world. Write this homework in your diary, to be completed for next lesson.

(LO1, LO3)


Documents

Tudalen Blaen - GwE€¦ · Web viewName:Tutor Group:Welsh Bacc Teacher: Contents Page Section Page Number Critical thinking useful words 3 Political 4-9 Economic 10-15 Social 16-21