Global Literacy Challenge & Enquiry Pack

Challenge and Enquiry Pack
Edited by Rebecca Cosh, Cumbria Development Educaon Centre
A project funded by the European

Union and led in England by CDEC
This Challenge & Enquiry Pack was developed as part of the project
Global Literacy for a Fairer World!, funded by the European Union.
The project was led in England by CDEC, and included partners IGO (Poland),
SEVER (Czech Republic), and ICED (Ghana).
We would like to acknowledge the hard work and contribuons made by
teachers in England, Poland, Czech Republic and Ghana who helped develop
and trial some of these acvies and lesson plans. This pack was edited by
Rebecca Cosh, Global Educaon Ocer, CDEC.
The contents of this pack are the property of the project team. Enquiries can
be directed to CDEC, Low Nook, Rydal Road, Ambleside, UK, or
oce@cdec.org.uk
This document has been produced with the financial assistance of the European Union.
The contents of this document are the sole responsibility of the project partners, led by CDEC,
and can under no way circumstances be regarded as reflecng the posion of the European Union.
A project funded by the European Union and led in England by CDEC

Howtotouse
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ThisThis Challenge
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& Enquiry Pack
Pack is is accessible
easy and easytotouse.
and accessible use.Each
Eachchapter
chapterisiscolour
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and each
each lesson
lesson plan
plan follows the same format. There is an introductory chapter which has 10 generic global
follows the same format. There is an introductory chapter which has 10 generic global activities based acvies based
on 3
on 3 broad themes; global thinking, crical thinking and how to take acon. We suggest that you
broad themes; global thinking, critical thinking and how to take action. We suggest that you do these activities do these
acvies first but it is not essenal. There are then 3 chapters, each containing 10 lessons each, based on
first but it is not essential. There are then 3 chapters, each containing 10 lessons each, based on sessions that
sessions that are approximately 50 - 60 minutes long. Most lessons are stand alone lessons, but where they
are approximately 50 - 60 minutes long. Most lessons are stand alone lessons, but where they are a
are a connuaon from a previous lesson, this is noted in the introductory acvies. We hope this resource
continuation from a previous lesson, this is noted in the introductory activities. We hope this resource provides
provides you with a years worth of work to think about the global issues presented and for your pupils to
youbecome
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global global issues presented and for your pupils to become
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Introductory Acvies have a red background
Introductory
Part 1 FoodActivities have a have
& Trade acvies red background
a green background
Part
Part 1 2Food
Poverty & Interdependence
& Trade activities haveacvies
a greenhave a blue background
background
Part
Part 2 3 Poverty
Educaon & Development acvies
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activities an orange
a bluebackground
background
Part 3 Education & Development activities have an orange background
Lesson title Main curriculum links
Global theme lesson objective
Literacy lesson objective Concepts explored in this

lesson
Introduction to the lesson

(warm up / starter activity)
the lesson
The main activity

(individual, group or whole
class work)
This may include a suggested Plenary to the lesson
point for starting an additional
P4C session
Photos showing pupils at work,

examples of work or displays
An example of extension
activities that you might like
to use A list of all of the stimuli,
resources and accompanying
worksheets needed
All worksheets are supplied and
follow the lesson plan
e
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3
Contents Page
Preface
Introducon 6
About the partners 6
Pupil Audit 7
Why these materials are needed 7
Concepts Explored 8
Social & Emoonal Aspects of Learning (SEAL) 9
Literacy Links 11
Philosophy for Children 13
Introductory Activities 15
Global Thinking
Quick on the Draw 16
Stories Behind the Stascs 21
String Connecons 25
Crical Thinking
Fact or OpinionWhich is Which? 29
Fact or OpinionHow do we Know? 31
How to Take Acon Pupils

Take Acon: Global Cizens 35
We Can All Make a Dierence 37
Pupils Take Acon: spheres of influence 38
People and Power 42
Making the world a beer place 46
Rights & Responsibilies 49

4
Contents Page
Part 1 Food & Trade 51

Messy maps 52
Pods, Planning & Producon 53
Sharing the Chocolate 60
The Fairest Teacher 63
Fairtrade Means something to me 70
Fairtrade Alphabet 74
Cocoa Clues Mystery 75
Alien Headlines 1 78
Alien headlines 2 82
10 Myths about Hunger 83
Part 2 Poverty & Interdependence 87

Mary and John - Sustainability 88
Mary and John - Emoons & Empathy 92
Mary and John - People & Environment 94
Mary and John - A Happy Ending? 97
Ghana Fact files 98
Sorng Out Ghana 110
What would I see? 123
Money Talks 125
What is poverty? Definions 131
What is poverty? Life Stories 136
Part 3 Education & Development 143

My school in a box 1 144
Ghanaian School in a Box 147
A Day In the Life 150
Super School 151
I Want to Be 155
Daniels Classical School 1 158

5
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sproject d by CDE
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the world fairer 7
gland by CDEC
nion and led in En
Concepts Explored
Concepts Explored
similarities & differences

development perceptions
needs
equality
fairness
rights wants
change
power
interdependence
stereotypes
sustainability
responsibility
trade
poverty
values
influence
preconceptions
diversity
This Challenge & Enquiry Pack explores many concepts, encouraging deeper, more meaningful thinking
around the&issues
This Challenge thatPack
Enquiry are presented through
explores many the themes
concepts, of Food & Trade,
encouraging Poverty
deeper, more&meaningful
Interdependence, and
thinking
Educaon & Development. Pupils are encouraged to unpack these concepts, explore their meaning and
around the issues that are presented through the themes of Food & Trade, Poverty & Interdependence, and
think about their own interpretaon of them.
think Many
aboutconcepts
their own
areinterpretation of them.
explored through the use of Philosophy for Children smuli or concept explorers or
concept stretchers. For example, many lessons use concept lines and sorng hoops in which pupils can
engage crically with word meanings, definions and begin thinking on a deeper level.
engage critically with word meanings, definitions and begin thinking on a deeper level.

8
Social
Socialand
andEmotional
EmotionalAspects
Aspects of
of Learning
Learning
The acvies in this Challenge and Enquiry Pack have clear links to the 5 broad social and emoonal aspects
Social and Emotional Aspects of Learning
The activities in this Challenge and Enquiry Pack have clear links to the 5 broad social and emotional aspects of learning.
of learning. As many lessons oer the opportunity to hold a P4C Enquiry, the lessons naturally build a sense
As many lessons
of community, offer thesome
oer opportunity
form of to hold aand
smulus P4Cwill
Enquiry, the lessons
encourage naturally
quesoning frombuild a sense
children. Anyoflesson
community,
based offer
someonform of stimulus and will encourage questioning from children. Clearly, any lesson
a P4C methodology provides a sound basis for work involving the social and emoonal aspects of based on a P4C methodology
Theaactivities
provides sound in thisfor
basis Challenge
workself and Enquiry
involving Pack have
andclear links to aspects
the 5 broad social andChildren
emotional aspects very
of learning.
learning. Children become aware,the social
learn emotional
to recognise feelings of theirofown
learning.
and of others, become
and self aware,
As many
learndevelop lessons
to recognise offer
feelings the
of opportunity
their own to
and hold
of a P4C
others, Enquiry,
and the
develop lessons naturally
empathy and build
sociala sense
skills of community,
during an offerAs the
enquiry.
empathy and social skills during an enquiry. As the methodology is collaborave and child centred
some form
methodology of stimulus andand
is collaborative will encourage questioning
they are from children. Clearly,
aboutany lesson
ownbased on a P4C methodology
they are also movated aboutchild theircentred
own learning. also motivated their learning.
provides a sound basis for work involving the social and emotional aspects of learning. Children become very self aware,
learn to recognise feelings
Self awareness of their
children ownsome
have and understanding
of others, and develop empathy and social skills during an enquiry. As the
of themselves
methodology is collaborative
children take responsibility for their own actionsabout their own learning.
and child centred they are also motivated
children know that feelings, thoughts and behaviours are linked
Self awareness children have some understanding of themselves
children accept themselves for what and who they are
children take responsibility for their own actions
Managing feelings children manage
children know how they express
that feelings, theirand
thoughts feelings
behaviours are linked
children canaccept
children manage the wayfor
themselves they areand
what feeling
who they are
Managing feelings children canmanage
children reflect how
and review on experiences
they express their feelingsto change the way they feel
children cancan
children adapt the way
manage theythey
the way express feelings to suit particular situations
are feeling
Motivation children
children cancan
setreflect
goals and
and review
plan toonmeet
experiences
them to change the way they feel
children
children cancan adapt the
consider theway they expressfor
consequences feelings
othersto suit particular situations
Motivation children
children cancan
putset
longgoals
termandplans
plan to meet
into them
achievable steps
children
children cancan consider
evaluate the own
their consequences
learning forandothers
use this to improve in the future
children can put long term plans into achievable steps
Empathy children can understand the feelings of others
children can evaluate their own learning and use this to improve in the future
Empathy
children understand other peoples points of view
children can understand the feelings of others
children value
children and respect
understand otherthe thoughts,
peoples pointsfeelings,
of view values and beliefs of others
children can offer support to others
children value and respect the thoughts, feelings, values and beliefs of others
Social skills children know
children canthat
offerthey belong
support to a community and are valued
to others
Social skills children canknow
children cooperate
that theyandbelong
achieveto aacommunity
shared outcomeand are valued
children
children cancan cooperate
make and achieve a shared outcome
wise choices
children
children cancan make
solve wise choices
problems in a logical manner
children can solve problems in a logical manner
Information
Informaon taken
taken fromfrom Key document:Excellence
Excellenceand
and Enjoyment: Social and Emotional Aspects of of
Learning (SEAL),
Information takenKey document:
from Key document: Excellence andEnjoyment: Socialand
Enjoyment: Social and Emoonal
Emotional Aspects
Aspects Learning
of Learning (SEAL),
05-2005, DfESW
(SEAL), 05-2005, 1378-2005
DfESW1378-2005 G
1378-2005
05-2005, DfESW G G
TheThe
following
The tables
following
following show
tables
tables which
show
show specific
which
which SEAL
SEALskills
specific
specific skills are
SEAL used
skills
are within
are
used each
usedeach
within withinlesson.
each lesson.
lesson.
Introductory
IntroductoryActivities
Activities
Introductory Activities
Lesson
Lesson Self
Self Managing
Managing Motivation
Motivation Empathy
Empathy Social
Social skillsskills
awareness
awareness feelings
feelings
GlobalGlobal Thinking
Thinking
Quick
Quick on theon the draw
draw
Stories behind the statistics
Stories behind the statistics
String Connections
String Connections
Critical Thinking
Critical Thinking
Perspectives on the news
Perspectives on the news
Fact or opinion: how do we know?1
Fact orFact
opinion: how do
or opinion: we
how doknow?1
we know?2
Fact orHow
opinion: how
to take do we know?2
action
How toPupils
take take
action
action: global citizens
Pupils take action:
We Can global
All Make citizens
a Difference
We CanPupils takea action:

All Make spheres of influence
Difference
People
Pupils take and Power
action: spheres of influence
Making the world a better place
People and Power
Rights & Responsibilities
Making the world a better place
Rights & Responsibilities
9
Social
Social and
Social
Social and Emotional
EmotionalAspects
& Emotional
and Emotional Aspects
Aspects of
Aspects of Learning
of Learning
Learning
Learning
Part
Part1:1:Food
Part Food&&
&Trade
Trade
Part1:1: Food
Food & Trade
Trade
Lesson
Lesson Self
Self Managing
Managing Motivation
Motivation Empathy
Empathy Social
Socialskills
skills
Lesson Self
awareness
awareness Managing
feelings
feelings Motivation Empathy Social skills
awareness feelings
Messy
MessyMaps
Maps
Messy Maps
Pods,
Pods,People
People&&Production
Production
Pods, People & Production
Sharing
Sharingthe
theChocolate
Chocolate
Sharing the Chocolate
The
TheFairest
FairestTeacher
Teacher
The Fairest Teacher
Fairtrade
FairtradeMeans
Meanssomething
somethingtotome
me
Fairtrade Means something to me
Fairtrade
FairtradeAlphabet
Alphabet
Fairtrade Alphabet
Cocoa
CocoaClues
CluesMystery
Mystery
Cocoa Clues Mystery
Alien
AlienHeadlines
Headlines11
Alien Headlines 1
Alien
AlienHeadlines
Headlines22
Alien Headlines 2
10
10Myths
Mythsabout
aboutHunger
Hunger
10 Myths about Hunger
Part2:2:Poverty
Part
Part Poverty&&Interdependence
Interdependence
Part2:2: Poverty
Poverty &&Interdependence
Interdependence
Lesson
Lesson Self
Self Managing
Managing Motivation
Motivation Empathy
Empathy Social
Socialskills
skills
Lesson Self
awareness
awareness Managing
feelings
awareness feelings
Mary
Mary&&John
John- -Sustainability
Sustainability
Mary & John - Sustainability
Mary
Mary&&John
John- -Emotions
Emotions&&Empathy
Empathy
Mary & John - Emotions & Empathy
Mary
Mary&&John
John- -People
People&&Environment
Environment
Mary & John - People & Environment
Mary
Mary&&John
John- -AAHappy
HappyEnding?
Ending?
Mary & John - A Happy Ending?
Ghana
GhanaFact
Factfiles
files
Ghana Fact files
Sorting
Sortingout
outGhana
Ghana
Sorting out Ghana
What
WhatWould
WouldI Isee?
see?
What Would I see?
Money
MoneyTalks
Talks
Money Talks
What
WhatIsIsPoverty?
Poverty?Definitions
Definitions
What Is Poverty? Definitions
What
WhatIsIsPoverty?
Poverty?Life
LifeStories
Stories
What Is Poverty? Life Stories
Part 3: Education & Development

Part3:3:Education
Part Education&&Development
Development
Lesson
Lesson Self
Self Managing
Managing Motivation
Motivation Empathy
Empathy Socialskills
Social skills
Lesson Self
awareness
awareness Managing
feelings
awareness feelings
MyMySchool
SchoolInInaaBox
Box11
My School In a Box 1
MyMySchool
SchoolInInaaBox
Box22
MyMySchool
SchoolInInaaBox
Box33
Ghanaian
GhanaianSchool
SchoolInInaaBox
Box
Ghanaian School In a Box
AADay
Dayininthe
theLife
Life
A Day in the Life
Super
SuperSchool
School
Super School
I IWant
Wantto toBe
Be
I Want to Be
Daniels
DanielsClassical
ClassicalSchool
School11
Daniels Classical School 1
Daniels
DanielsClassical
ClassicalSchool
School22
Daniels
DanielsClassical
ClassicalSchool
School33
AAproject
projectfunded
fundedby
bythe
theEuropean
EuropeanUnion
Unionand
andled
ledininEngland
EnglandbybyCDEC
CDEC

10
Literacy Links
Literacy Links
Literacy Links
All lessons have links to developing and using literacy skills, from reading for informaon to wring reports
All lessons have links to developing and using literacy skills, from reading for information to writing reports and
and creang diary entries. Lessons oer clear opportunies for using speaking and listening as they
creating diary
All lessons haveentries.
links toLessons offerand
developing clearusing
opportunities for using
literacy skills, from speaking and
reading for listening astothey
information encourage
writing reports and
encourage collaborave learning through paired and group work. There are also ample opportunies to
collaborative
creating diarylearning
entries. through pairedclear
Lessons offer andopportunities
group work. There are also
for using ample
speaking andopportunities to useencourage
listening as they activities as a
use acvies as a smulus for P4C sessions.
stimulus for P4C
collaborative sessions.
learning through paired and group work. There are also ample opportunities to use activities as a
stimulus for P4CActivities
Introductory
Introductory sessions.
Activities
Lesson Fiction Non-fiction Drama Speaking & P4C
Lesson Fiction Non-fiction Role Play
Drama Listening&
Speaking P4C
Global Thinking Role Play Listening
Quick
Globalon the draw
Thinking Read & scan Team work
Quick on the draw information
Read & scan Team work
Stories behind the statistics information Act in role Interview
Stories behind the statistics Act in role Q&A
Interview
String Connections Write an Role play Full
Q&Aclass Stimulus
String Connections overview
Write an Role play work
Full class Stimulus
Critical Thinking overview work
Critical Thinkingwhich is which?
Fact or opinion: Distinguish fact
from opinion
Fact or opinion: which is which? Distinguish fact
Fact or opinion: how do we know? Readopinion
from news Present
Fact or opinion: how do we know? articles
Read news findings
Present
How to take action articles findings
How totake
Pupils takeaction:
actionglobal citizens Poster
Pupils take action: global citizens Illustrations
Poster
We Can All Make a Difference Illustrations Small group
We Can All Make a Difference discussion
Small group
Pupils take action: spheres of influ- Following Team work
discussion
ence
Pupils take action: spheres of influ- instructions
Following Critical
Team workskills
People and Power
ence instructions
Evaluate ideas Critical skills
Group work Drama
People and Power Evaluate ideas Group work Drama
Making the World a Better Place Team work Stimulus
Making the World a Better Place Reasoning
Team work Stimulus
Rights & Responsibilities Create a list Reasoning
Rights1:&Food
Part Responsibilities
& Trade Create a list
Part
Part 1: Food &
1: Food & Trade
Trade
Lesson Fiction Non-fiction Drama Speaking & P4C
Lesson Fiction Non-fiction Drama Listening&
Speaking P4C
Messy Maps Read for Listening
Messy Maps information
Read for
Pods, People & Production Sequence
information Stimulus
Pods, People & Production events
Sequence Stimulus
Sharing the Chocolate Write a events Role play Listen & Stimulus
Sharing the Chocolate narrative
Write a Role play reflect&
Listen Stimulus
The Fairest Teacher narrative Writing word Dialogue story Listen
reflect& Stimulus
The Fairest Teacher definitions
Writing word Dialogue story reflect
Listen & Stimulus
Fairtrade Means something to me Summarise
definitions reflect Stimulus
Fairtrade Means something to me key info
Summarise Stimulus
Fairtrade Alphabet Poetry Create a word
key info Critical skills
Fairtrade Alphabet Poetry Createbank
a word carousel
Critical skills
Cocoa Clues Mystery Read fictional Write
bank carousel Stimulus
Cocoa Clues Mystery information
Read fictional summary
Write Stimulus
Alien Headlines 1 information Collect
summary Stimulus
Alien Headlines 1 information
Collect Stimulus
Alien Headlines 2 Write journal-
information
Alien Headlines 2 istic article
Write journal-
10 Myths about Hunger istic article Presenting Stimulus
10 Myths about Hunger Reasoning
Presenting Stimulus
Reasoning

11
Literacy
LiteracyLinks Links
Literacy
Part
Part 2: Poverty
2:
Links
Poverty&&Interdependence
Interdependence
Part 2: Poverty
Lesson & Interdependence
Fiction Non-fiction Drama Speaking & P4C
Listening
Lesson Fiction Non-fiction Drama Listen and&
Speaking P4C
Stimulus
Mary & John - Sustainability
Listening
reflect
Mary&&John
John- -Emotions
Sustainability Illustrations Role play Listen and Stimulus
Mary & Empathy
reflect
Mary & John - People & Environment Construct an
Mary & John - Emotions & Empathy Illustrations Role play
argument
Mary&&John
John- -APeople Construct an
Mary Happy&Ending?
Environment Alternative
story ending argument
Mary & John - A Happy Ending? Alternative Read & listen
Ghana fact files
story ending
Ghana out
factGhana
files Write Read & listen
Research
Sorting
captions project
SortingTalks
out Ghana Write Research
Write a report Concept line Stimulus
Money
captions project discussion
Money TalksI see? Illustrations Write a report Concept line Stimulus
What Would
discussion
WhatIsWould I see? Illustrations Word Stimulus
What Poverty? Definitions
definitions
WhatIsIsPoverty?
Poverty?Life
Definitions Word
Reading real Freeze frames Stimulus
What Stories
definitions
life stories
What Is Poverty? Life Stories Reading real Freeze frames
life stories
Part 3: Education
Lesson
& Development
Fiction Non-fiction Drama Speaking & P4C
Listening
Lesson Fiction Non-fiction
Creating lists Drama Speaking & P4C
Listening
My Formulate
MySchool
SchoolInInaaBox
Box21 Creating lists
questions
My School In a Box 2 Formulate
Gather data
questions Construct an
Gather data argument
My SchoolSchool
In a Box Construct an
Ghanaian In a3Box Write a letter
argument
AGhanaian
Day in theSchool
Life In a Box Write a diary Reading
Write a letter
or narrative chronological
A Day in the Life Write a diary Reading
reports
or narrative chronological
Write a Stimulus
Super School
reports
chronological
Super School report a
Write Stimulus
chronological
Write a report Stimulus
I Want to Be
report
Daniels
I Want Classical
to Be School 1 Answering
Write a report Stimulus
questions
DanielsClassical
ClassicalSchool
School21 Answering Freeze frames Listening for
Daniels
questions information
DanielsClassical
ClassicalSchool
School32 Write a diary Freeze frames Listeningfor
Listening for Stimulus
Daniels
information
information
Daniels Classical School 3 Write a diary Listening for Stimulus
information

12
Philosophy
Philosophy
Philoso phyfor for Children
forChildren
Childre(P4C) (P4C)
n (P4C)
Philosophy can be used to improve teaching and learning, for the lasng benefit of
individuals and communies
SAPERE (Society for Advancing Philosophical Enquiry
SAPERE (Society for Advancing Philosophical Enquiry and
and Reflection
Reflecon in
in Education)
Educaon)
SAPERE (Society for Advancing Philosophical Enquiry and Reflection in Education)
Philosophy
Philosophy for Childrenforis Children is a wayand
a way of learning of learning
teaching,and teaching,
where childrenwhere children
become become
more
Philosophy for more thoughul
thoughtful
Children and way ofand
is areflective reflecve
and and and
go beyond
learning go beyond
information
teaching, wheretoinformaon
children to
seek
seek
understanding. understanding.
Children learn howChildren
to learn
participate
become more thoughtful and reflective and go beyond how
in to parcipate
meaningful in meaningful
discussions,
information to seek
discussions,
where their where
ideas and those of their ideas
others are and
valuedthose
and of others
listened are
to.
understanding. Children learn how to participate in meaningful discussions, valued
Children askand
listened
and discuss to. Children
philosophical ask in
questions and discuss philosophical
a structured context.
where their ideas and those of others are valued and listened quesons in a ask
to. Children
structured context. questions in a structured context.
What follows philosophical
and discuss is a brief outline of a basic P4C session.
Whatbuilding
Community
What follows isfollows
a briefisactivity
a brief of
outline outline
(5- ofP4C
a basic
15mins)
a basic P4C session.
session.
Sessions start with a community
Community building
building activity.(5- 15mins)
activity P4C in
actio
Community building activity (5- 15mins) n
Sessions start with a community building acvity. P4C in
Stimulus (15- with
Sessions start 30 mins)
a community building activity. actio
n
Stimulus
This can be (15-
a story, case 30 mins)
study, photograph, artefact or anything else that will engage the children in
This(15-
philosophical
Stimulus can 30
be amins)
story, case study, photograph, artefact or anything else
questioning.
This canthat
be awill engage
story, case the children
study, in philosophical
photograph, quesoning.
artefact or anything else that will engage the children in
Thinking as individuals, discussion in pairs (5 mins)
philosophical questioning.
The pupilsThinking
are asked toastake
individuals,
30 seconds todiscussion
think individually in about
pairswhat(5 mins)
the stimulus made them think and feel which
might leadThe pupils
them are of
to think asked todiscussion
takethey
a question 30 seconds
wouldin pairs (5 mins) askabout
to
like think
to ask. individually
You might themwhat thetheir
to close smulus
eyes. made them then
They should think and
Thinking as individuals,
turn to thefeel which
person nextmight
to them lead
andthem
swapto think
their of athoughts
initial queson for they would
about 2 - like tostimulus
ask.This
3 minutes. Youmade
mightthem
should aska them
be
think and feeltheir
to close
noisy time! which
The pupils are asked to take 30 seconds to think individually about what the
eyes.toThey
It is important giveshould thentoturn
pupils time thinktoasthe person next
individuals, to them
before andfrom
they hear swapothers.
their inial thoughts
Speaking in pairsgives
close their for about
eyes. 2 should
even the
They -3 then
might lead them to think of a question they would like to ask. You might ask them to
quietest minutes.
pupil This should
the chance be atheir
to express noisythoughts.
me! It is important to give pupils me to think as individuals, before they
them and swap their initial thoughts for about 2 - 3 minutes. This should be a noisy time!
next toSpeaking
hearperson
turn to the from others. in pairs gives even the quietest pupil the chance to express their thoughts.
It is important
Question setting groupstime
in pupils
to give to think as individuals, before they hear from others. Speaking in pairs gives even the
(5 mins)
areQuestion
quietest
Pupils then setting
the chance
pupilasked to formto in groups
groups (saytheir
express (5The
mins)
of 4).thoughts.
teacher should ensure that there is a competent writer in each group.
Pupilsthey
In their groups, are then
discussasked to form
and agree on groups
a question(sayarising
of 4).fromThe teacher should
the stimulus thatensure thatgroup
the whole there(class)
is a competent
might discuss writer
Question
together. in each
It is group.
setting
to be In their
in groups
a philosophical groups, theyone
(5 mins)
question discuss
that isand agree onand
interesting a queson arising
will lead to deep from
thinkingthe(and
smulus
perhaps that the
other
questions).
Pupils arewholethengroup
Over time
asked (class)
(and withmight
to form discuss
additional
groups together.
activities)
(say of 4). The Itteacher
pupils islearn
to bewhat
a philosophical
is aensure
should queson
philosophical
that is aone
question
there (as that
competent is interesng
opposed writer
to a closedand group.
in each
In their will
question or one
groups,leadthey
thatto deep
requires thinking
discussfactual (and perhaps
research).
and agree other quesons).
on a question arising fromOver me (andthat
the stimulus with addional
the whole group acvies)
(class)pupils
might discuss
learn what is a philosophical
together. It is to be a philosophical queson
question (as
oneopposed
that is to a closed
interesting queson
and will or
lead one
to that
deep requires
thinking factual
(and perhaps other
Voting for one question (5 mins)
research). question (as opposed to a closed
questions). Over time (and with additional activities) pupils learn what is a philosophical
Each group is asked to read out their question and to clarify it where needed. Pupils (as individuals) now have to vote for
or one that
questionVoting for requires factual research).
one question (5 mins)
one question. Some dialogue can take place pupils can be asked to volunteer reasons for their choices differing views
Each can
(with reasons) group is askedSometimes
be sought. to read out theirquestions
similar quesoncan
andbe
tomerged
clarify it where
(with needed. Pupils
agreement). If there(as
is aindividuals) now
tie (or almost a
fortoone
Votinghave question (5 mins)
vote for one queson. Some dialogue can take place pupils can be asked to volunteer reasons for
asked to their question
read out views clarify
and tocan needed. Pupils (as individuals) now have
it whereSomemes to vote for
ways theirischoices
Eachofgroup
voting. diering (with reasons) be sought. similar quesons can be merged
one question. Some dialogue
(with agreement). can take
If there place
is a e e),be
pupilsacan
(or almost askedcan sell their favoured queson and see if others views
pupils to volunteer reasons for their choices differing
Dialogue (30vote
(with reasons)
will mins)
can it.sought.
forbe Sometimes
One queson similar
is chosen. questions
There are lots of be
can merged
ways (with agreement). If there is a tie (or almost a
of vong.
Everyone sits in a circle. To start the dialogue, the chosen question is read out and the group that wrote it is asked to
provide
ways of Dialogue
some (30 mins)
of the thinking
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but is also flexible as it might lead into unanticipated areas.

13
P ho il
p oh s y o pf o
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14
Global Thinking
Quick on the Draw
Stories Behind the Stascs
String Connecons
Crical Thinking
Fact or OpinionWhich is Which?
Fact or OpinionHow do we Know?
How to Take Acon Pupils

Take Acon: Global Cizens
We Can All Make a Dierence
Pupils Take Acon: spheres of influence
People and Power
Myths about making the world a beer place
Rights & Responsibilies

15
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Curri
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Curriculum Links
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16
An Unequal World...
Facts about Hunger... Facts about Water...
An An Unequal
870 Unequal
million World...
people in the World...
world 884 million people in the world lack access to
An Unequal
An Unequal World... safe
World...
do not have enough to eat.
The vast majority of hungry
water supplies.
3.5 million people die each year from water-
Facts about people Hunger...
(98%) live in developing Facts about related Water...
disease.
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countries about people Hunger...
(the in
Global the world
South), 884 million people
Facts about
Almost 2 out of in the world
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need access
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l 870 million people in the Facts
Facts
world about
about Water...
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do notwhere have enough
almost 15% to ofeat.the safe water
l
on less 884 million
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people the
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children attend classes hungry people,
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roughly
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million
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36% 36%
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6666million
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carbon 95%
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attend
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hungry
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refugees.
l 95% 95% of ofthepeople
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with HIV/AIDS. living
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95%95% About
ofofpeople poverty...
people living
living
children primary school age in the with HIV/AIDS.
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ldeveloping data, about 72 million Almost half the world - over three billion
world were not in school in 2005; withHIV/AIDS.
with HIV/AIDS.
57children of ofprimary
them school age in the
Facts about education... people - live on less than $2.50 a day.
per cent were girls.
Baseddeveloping
on enrolment worlddata, wereabout not in72 school in 2005;
million At least 80% of humanity lives on less than
Factsabout
Facts about education...
education...
57 per cent of them were girls. $10 a day. Facts About poverty...
children
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The Global South has Almost half the world - over three billion
Based
Based lonenrolment
on
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InInNorth
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in school. and In Western
Western
Sub-Saharan Europe,Africa, this is worldare
There income.
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Two out ofschool.
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world income.
income.
children canexpect lthe There
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billionofchildren
them are
children
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than 9expect
are
years. totospend
le out of
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There are 2.2 billion children
years
years ininschool.
school. InInSub-Saharan
Sub-Saharan Africa,this
thisisis
Therelivingare
in the 2.2 billion
world,
in poverty. 1 children
billion of inin
Two secondary
out of three children inAfrica,
school. thetheworld,
world, 1billion
billion ofof themare are
lessthan
less than9 9are years.
years. them1are living inthem
poverty.
Africa left out of living in
living in poverty.poverty.
Twosecondary
Two outoutofofthree three childreninin
children
school.
Africa Sources:
Africa areareleft What
left out outofisof Development? Teaching About Development Issues at KS3 (TIDE);
hp://www.globalissues.org/arcle/26/poverty-facts-and-stats; A project funded by the European Union and led in England by CDEC
hp://www.dosomething.org/psandtools/11-facts-
secondary
secondary school.
school.
aboutwater-developing-world; hp://www.wfp.org/hunger/stats
AA project
project funded
fundedby
bythe
theEuropean
EuropeanUnion
Unionand ledled
and in England by CDEC
in England by CDEC
A Aproject
projectfunded
fundedbybythe 17
theEuropean
EuropeanUnion
Unionand
andled
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CDEC
Quick On The Draw - Questions
Q1. How many people do not have enough food to eat?
Q2. What does the Global South mean?
Q3. How many people do not have a safe water supply?
Q4. How many children in Africa go to secondary school?
Q5. How many children live in the world?
Q6. How many children are living in poverty?
Q7. How far might a women or girl walk to get water each day?
Q8. How many children die every minute of a water-related

disease? How many per hour?
Q9. What percentage of people live on OVER $10 a day?
Q10. How many people live in the Global North?

What are their carbon emissions?

18
st i on s & An swers
Th e D ra w - Que
Quic k On
Quick On The Draw - Questions
en o ug h foo d to
& at?
eAnswers
e ople do not h av e
Q1 . How ma ny p
870 million
Q1. How many people do not have enough food to eat?
870ou
million
ntries ?
Developing c av e a
not hSouth mean?s afe w a te r supply
H Q2.
o w mWhat
a n y does
p eo p le doGlobal
the
Q3.
Developing countries
884 million go to s e co n d a ry school?
Q3. How n ymany
c h ild re n in do
people ica have a safe water supply?
Afrnot
Q4. H ow m a
884 million
1 out of 3 v e in th e w orld?
manymany ren li
childchildren in Africa go to secondary school?
Q5. HQ4.
ow How
2.2 billion1 out of 3 re liv ing in poverty?
y child
manmany re n a
Q6. HQ5.
owHow children live in the world?
1 billion 2.2 billion w a lk to g e t w a te r each day?
fa r m ig h t a w o m en or girl
HowHow many children are living in poverty?
Q7. Q6.
3.5 miles1 billion in u te o f a w a te r -related
m a ny c h ild re n die every m
HowHow far might a women or girl walk to get water each day?
Q8.Q7.
disease?3.5 miles
inutemany children die every minute of a water-related
er mHow
3 pQ8.
ny per hour?
How madisease?
ourminute
180 per3hper liv e o n O V E R $ 10 a day?
h at
How p erc
manye n ta
perg of people
ehour?
Q9. W
20% 180 per hour
Q9. What percentage of people live on OVER $10 a day?
20% 20% s?
are th eir ca rb on emission
hat How many people live in the
WQ10.
ber ... upils th
e
62% Global North? Re m e m
show the p
ach
20% Do not Just check e f
s w e r s! in g the slip o
an br
s w e r as they re passing
an fo
What are their carbon emissions? e r t o you be stion.
p ap next qu
e
62% them t h e
CDEC
rope an Un io n and led in England by
A pr funded by the Eu
ojectby
A project funded the European Union and led in England by CDEC
19
Curriculum Links
Stories Behind the Statistics Geography
Curriculum Links
Quick
Stories
Quick On
On The
The Draw
Behind Drawthe Statistics Curriculum
Curriculum
Literacy
Links Links
To be able to relate real life situations with global statistics. Geography
Geography
ToTogain
To gain aa deeper
understand
deeper understanding
more about otherof
understanding global
global issues.
childrens
of lives from around the world.
issues. Geography
Citizenship
Literacy
To
ToTo
Toconsider
actconsider
in able
be role asthe
tothe inequalities
another
relate between
character,
real life showing
situaons the global
inequalities between the global and
empathy
with global north and
and south.
understanding
stascs.
north south. for their Literacy
situation. To interview other pupils and listen to their answers. P4C Literacy
Citizenship
To act in role as another character, showing empathy and understanding for P4C P4C P4C
To be able
able to
to scan aa document for key
key information.
their
To besituaon. To interview
scan document otherforpupils and listen to their answers.
information.
equality
equality needs
needs &
& wants
wants
Intro
Intro
Intro
Intro
Change places if ... ... You have an older brother ... You have a sister
InSplit
a circle,
the classplayintothe groups
changeofplaces
aroundgame, 5/6 andfocussing
explain onthey personal
are going and to family
have ainformaon.
competition in which they will need to scan
Split the class into groups ... Youoflive
around in a house5/6 and explain they...are Yougoing
go to to have a competition
swimming lessons in which they will need to scan
Change
some key places if ...
information
some key information...for
for the ... You
answers have an
and older
try brother
to be the first to report ... You thehave a
answerssister
back to the teacher. Hand out the fact
Youthehaveanswers a pet dog and try to be the first ... Youtolike
report
doingthe answers back to the teacher. Hand out the fact
maths
... You live in a house ... You go to swimming lessons
... Your mum has a job ... You do the washing up ETC
... You have a pet dog ... You like doing maths
Big
Big Ideas
Ideas ... Your mum has a job ... You do the washing up ETC
Big
Remain Ideas
in a circle. Explain now we have thought about our own home lives and personal
Big
AskIdeas
the groups, what do you feel about these statistics? How do they affect you?situations
Which factwe stands
are goingoutto most
look atto you and
Ask the groups, what do you feel about these statistics? How do they affect you? Which fact stands out most to you and
Remain
why? When in a circle.
do youExplain now any
hear about we have thought
of these facts?about
(as they ourare own home lives
happening andsingle
EVERY personal
day).situaons we are
why? When do you hear about any of these facts? (as they are happening EVERY single day).
going to look at other children and their home lives and situaons. Hand out each pupil a character identy
card
sentences.and What
ask them are someto read thethings
of the informaon quietly
your character andisindependently.
profile making you thinkAsk pupils
about? Aretothere
turnany
to big
a partner and a
ideas? Create
Activity
Activity
tell
list their
onteacher partner
the board. about their new identy in 2 sentences. What are some of the things your character
The
profile is making remains at theabout?
you think front of thethere class withbig a pile of questions
Create afor listeach group. One member of each group then
The teacher remains at the front ofAre the class anywith a pileideas?
of questions for on the
each board.
group. One member of each group then
Activity
comes to the teacher for the first question and goes back to their own group to try and find out the answer as quickly as
Activity
possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is
Atpossible.
tables, handOnce out theythehave the answer
identy sheet they
andwrite it on the
ask pupils to slip of paper
complete andfilling
this, take in
it back to the teacher.
the informaon If the
using .
answer
their is
correct the teacher then hands them the second question, if incorrect they must return to their group to find out the
new identy.
correct Then perform
the teacher then hands an inward/outward
them the second interview question, ifgame, incorrect in which half the
they must pupils
return sit ingroup
to their a circle
tofacing
find out the
correct answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis on it being a
outwards (the inner
correct answer. Thiscircle)
strategyandisthen repeatedthe other half sit
until each in anhas
group outer
receivedcircleall facing inwards (the
10 questions. Placeouter circle). The
an emphasis on it being a
competition
pupils on the so innerthe pupilsremain
are scanning the fact and
sheetthe and taking inin theouter
information quickly. Reward theare
winning group with
competition so thecirclepupils are scanning in character
the fact sheet andpupils
taking the
in circle are
the information themselves
quickly. Reward andthe winning r group with
a prize!
interviewing the pupil sing opposite. The interviewer may only ask 3 quesons to find out more about the
a prize!
other
the outer characters.
circle moveAer 3 quesons,
in a clockwise directionthe teacher shouts
to interview change
the next and the
character. outer
Repeat andcircle movethe
then swap in inner
a clockwise
and outer
direcon
Plenary to interview the next character. Repeat and then swap the inner and outer circle so everyone has a
circle so everyone has a turn of being in character and being an interviewer.
Plenary
turn of being in character and being an interviewer.
Take
Plenary away the fact sheets and ask some of the questions again to see if anyone can remember the answers. Once again
Take away the fact sheets and ask some of the questions again to see if anyone can remember the answers. Once again
Plenary
reflect on some of the statistics by asking groups to think about what concepts it makes them think about. This part could
reflect on some of the statistics by asking groups to think about what concepts it makes them think about. Thisy part could
Then
then play used
steppinga out. The pupils standenquiry.
in a long line and must use their character informaon and
then be be used as as a stimulus
stimulus for for aa P4C P4C enquiry.
answer in role (if they dont know the answer then they can make it up). If they agree with a statement
they shouldtotake
Statements readaaloud step forward.... I am a girl ... I am a boy
Statements
... I am 10 years tooldread aloud ......I Ilive aminaagirl country in Africa ... Iplay
... I can am with
a boy my brother & sister
... I am 10 years
... I can go to school old ... I live in a
... I live in a town/city country in Africa ... I sleep in a bed with my brother & sister
... I can play
... I can go to school ... I live in a town/city ... I sleep in a bed
... I live in a house made of brick or stone ... I can play PC games at home
... I live in a house made of brick or stone ... I can play PC games at home
...
... IIhave
haveDid
my
Did myown you
you
own room know?
know?.........
room ...I Ihelp
helpmymy parents
parents withwith
theirtheir
workwork ... I have free time
... I have free me
... I wear shoes
... I wear shoes ... I can buy what
... I can buy what I want I want ... I can watch TV at home
... I can watch TV at home
ReflectThereon the are 2.2
stepping
There are 2.2 billion billion
out game as you go along, taking me to consider how the pupils feel, look at where
they are
standing instanding
relation in
children inrelaon
to the world
others. to others.
Were there... Were there anybetween
any similarities similariestheirbetween
own and the their own andlives?
characters the characters lives?
children in the world ...
11 billion
billion of
of them
them are
are Quick
Quick on the
on the draw
living
living in poverty
in poverty
Extension
Extension ideas ...
ideas...Thinking about the stascs used
drain
wthe Quick On the Draw lesson,
can we link any of the characters lives to the stascs? You could look at the Unequal world
sheet and link them directly.
Stimulus Resources
Resources // Worksheets
Worksheets
Stimulus
Stimulus // Resources // Worksheets
Worksheets
Character
Questionsprofile-
- 1 perslips
on separate pupil, Identy
of paper sheet1
(questions per pupil.
1 per should
pupil. be in order from 1-10 with one set of questions per group).
Questions on separate slips of paper (questions should be in order from 1-10 with one set of questions per group).
Unequal World Fact sheet
A projectAfunded
A project byfunded
project
funded
A project the European
by the
funded
by the Union
European and
European
Union
by the European led
and in in
Union
led
Union England
and ledby
England
and
inbyCDEC
led in
England
CDEC by
England
CDEC
by CDEC
20
Stories behind Statistics
Character Profile
Omar is eight. He lives with his family near the town of Cancn in southeastern Mexico.
Omars father works in the tourist industry, he drives tourists to their hotels. His mother is
at home. She bakes and sells cakes. Omar has got one brother called Octavio, he is 14.
Omar oen helps at home, he goes shopping and helps father with building their house.
The house has got one big room with areas for cooking, eang and sleeping. Omar has got
a pet a turtle. He plays with her in the garden. And he oen goes to the beach and dives
in the sea. Omar goes to school. His favourite subject is Maths and his favourite sport is
football. But some children in Cancn dont go to school and have to work in streets.
When Omar grows up, he wants to help them.
Celina is nine years old. She lives in the rainforests in Brazil. She is an Indian, her
father is a chief of the Indian tribe Temb. Celinas parents grow plants for a living.
Celina has got four sisters and one brother. They live in a house made of mud and
wood. Theres no electricity in the house. The house has got two rooms, Celina
sleeps in one of them together with her sisters. They dont have any beds, they sleep
in hammocks. Every day Celina goes to the village well to bring water. She doesnt go
to school because theres no teacher in the village. She likes bathing in the river. She
is not afraid of alligators and snakes in the river!
Bakang is eight years old. She lives in the village of Tshabong in Botswana in the
south of Africa. The village is in the desert. Bakangs father is a shepherd. Her
mother keeps the fire and goes for water. Bakang helps her. Bakang has two sisters.
Her family lives in a house made of clay with a thatched roof. Theres no electricity in
the house. Bakang likes going to school because all her friends are there. She walks about
2 kms to school. Bakang wants to be a nurse. When she grows up, she wants to live in a big
house with water and electricity.
Daisuke is ten years old. He lives in the town of Ogawa in Japan. His parents are
farmers. They grow vegetables and rice. They also breed animals. Daisuke has got
one brother and one sister. Hes got three dogs. His family lives in a typical Japanese
house made of wood. There are two bedrooms, a living room and a kitchen in the
house. Daisuke goes to school six days a week. He likes Biology and he doesnt like
Maths. In his free me he rides a bike and plays computer games. He oen goes
shopping to Tokyo, the capital city of Japan. When he grows up, he wants to be a
scienst and study fosils of dinosaurs.

21
Character Profile
Oscar is eleven. He lives in a village in the Andes mountains in Bolivia. He is a Red

Indian. His mother is a farmer. He and his brother and sister help her on the farm,
because their father died.
They live in a small house. They havent got TV but they listen to radio. Oscar loves
football. When he grows up, he wants to be a footballer. He goes to school on his
bike. He doesnt like school because its very dicult, especially Maths, but he likes
his teacher.
Esta is twelve years old. She lives in the tribe of Maasai in Tanzania, eastern Africa.
Origially they were Nomads people who travel from place to place. Today Estas
family lives in huts made of wood and dried grass. Estas father has got two wives.
Esta has got two brothers, one sister and a few step-brothers and step-sisters. Estas
family has got ten cows, some goats, donkeys and sheep. Her father looks aer the
animals. Her mother keeps the fire and brings water. Esta goes with her every day.
She doesnt like it, its about 6 kms away. She also walks to school. She makes her
own toys from clay or grass. When she grows up, she wants to be a teacher.
Mina is nine years old and she lives in New Delhi, the capital of India. She was born in a
village but her family (mother, father, two younger brothers and a sister) had to move
from the village because there was no work. They live and work on a building site in the
city. Her father is a bricklayer and her mother helps to build houses as well. Minas house
is made of brick, with a n roof. They have no electricity, no water and no toilet in the
house. There is a school on the building site. Mina learns Hindu and Maths. Aer school
she helps her Mum on the site. She hates it because there are no trees and there is a lot of
dust everywhere. When she grows up, she wants to move back to her village.
Muhammad is ten years old. He lives in Cairo, the capital of Egypt. His father works
in an oce and his mother is at home with the children. Muhammad has got a
brother and a sister. He goes to school and his favourite subjects are PE and Maths.
He likes football very much.
Cairo is a very dirty city with a lot of trac, so he doesnt oen go out. He stays at home,
watches football on TV or plays PC games. When he grows up, he wants to be a policeman
and protect his country. He also wants to travel around the world.

22
Character Profile
Sabah is ten. She comes from Jordan. There are 28 people in Sabahs family her father,
his two wives, her grandma and 23 brothers and sisters. There are so many children in the
family that somemes they dont have enough food for everybody. They live in a desert.
They all are nomads. That means they oen move to dierent part of the country. They
search for pastures for their animals.
In winter they live in two houses made of stone one is for women and the other one for
men. In summers they live in a big tent made of goatskin. In winter Sabah goes to school.
They start school at seven and finish at 12 oclock. When Sabah grows up, she wants to be
a teacher.
Sucart is 12. His mother died and his father and two sisters live in a dierent place.
His father is a farmer. He grows pineapples. Sucart lives in a temple, Wat Tanot, in
Thailand. He wants to be a monk when he grows up. He lives in a small hut made of
bamboo and palm leaves. He has got many books there and a lamp so he can read
when its dark. He gets up at 5 in the morning. He has breakfast at 7 and lunch at 11.
He cant eat aer 12 oclock. He goes to school but he learns only languages there.
He doesnt mind that because he likes languages and reading. He can watch TV in
the temple but he doesnt oen do it. He likes reading.
Rosita is 10 years old. She lives in Western Australia. Her family belongs to Australian
Aborigines the people who have lived in Australia for more than 40000 years. She
lives with her mother, grandma and lile brother, but there are many cousins in their
house, too. They havent got a kitchen. They cook their meals on the fireplace in
front of the house. Her mother works as a cook in a fast food restaurant. She cant
go to school because the nearest town is about 150 km from her village. She learns
at home with her friends and cousins. When she grows up she wants to work in an
oce and she wants to see a big city.
Rachel is 11. She comes from France. She lives in a chateau which her family has had
since 1715. There are vineyards around the chateau. Her parents make wine. Tourists
oen visit their house. They stay there and drink wine. She somemes helps to set
the tables and pour wine. The chateau has 16 rooms, she has her own room with a
lot of posters of cats. Cats are her favourite animal. She has got a brother. Rachel and her
brother go to school every day. She likes History and Maths. In her free me she likes
painng pictures.

23
n The Draw - Questions
Identity Sheets
any people do not have enough food

name .................................................................. to eat?
name ..................................................................
age ..................................................................... age .....................................................................
country ............................................................... country ...............................................................
town/village ....................................................... town/village .......................................................
living .................................................................. living ..................................................................
brothers or sisters .............................................. brothers or sisters ..............................................
parents job ........................................................ parents job ........................................................
........................................................................... ...........................................................................
any people do.........................................................
housework not have a safe water supply?
housework .........................................................
school/favourite subject .................................... school/favourite subject ....................................
........................................................................... ...........................................................................
free me ............................................................ free me ............................................................

any children in........................................................
wants to be Africa go to secondary wants to beschool?
........................................................
name .................................................................. name ..................................................................
age ..................................................................... age .....................................................................

any children live in the world?
country ............................................................... country ...............................................................
town/village ....................................................... town/village .......................................................
living .................................................................. living ..................................................................
brothers or sisters .............................................. brothers or sisters ..............................................

any children are living in poverty?
parents job ........................................................ parents job ........................................................
........................................................................... ...........................................................................
housework ......................................................... housework .........................................................
school/favourite subject ....................................

might aschool/favourite
women subject ....................................
or girl walk to
...........................................................................
get water each day?
...........................................................................
free me ............................................................ free me ............................................................
wants to be ........................................................ wants to be ........................................................

any children die every minute of a water-related
w many per hour?
24
Curriculum
Curriculum Links Links
Quick
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Geography
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tive scenrea
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ased p
cl imates ... incre
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know? ...
...
Extens Extension ideas ion ideas
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2.2 billion
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world ...... lecom s.
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ECare 16There
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ain
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A proct fund A proje ject funded by the European Union and led
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25
String Connections
Banana Production Line
Banana plantaon worker I take care of the banana crop by keeping bugs o
them.
Van driver I make sure there is no rubbish and transport boxes of bananas
around.
Banana packer I collect the banana hands, wash them, and pack them into
boxes.
Banana plantaon owner I am in charge of lots of workers and lots of banana

plants!
Shipper I work on the container ships that bring bananas over from The
Windward Isles to the UK.
Distributor I decide which bananas are going to which shops.
Lorry driver I drive lorries around the UK to deliver bananas to shops.
Buyer I decide what products our shops sell.
Shelf stacker I make sure the supermarket shelves are full of fresh food for
people to buy.
Checkout ll operator I scan through peoples food shopping and pack it in

bags.
Market stall trader I sell fruit and veg in the local market.
Caf owner I run a coee and cake shop. We sell lots of banana muns!
School teacher our children love to have bananas as their morning snack.
Dad I like a banana aer my sandwiches at lunch me.
Canteen worker I make fruit salad for people to have for a healthy breakfast.
Child I eat bananas for a healthy snack!

26
String Connections
Cocoa Production Line
Cocoa plantaon worker I look aer the cocoa tree crop and make sure they
are growing well.
Cocoa pod picker I cut the cocoa pods from the trees and cut open the pods
to collect the beans.
Cocoa fermenter I collect all of the cocoa beans and wrap them in leaves to
ferment and then dry them out on large tables.
Weigher I collect and weigh the dried beans to make sure they are good quality.
Trader I buy sacks of cocoa beans and send them to be turned into chocolate
bars.
Shipper - I work on the ships that transport cocoa beans from Ghana, Africa to
Europe.
Factory worker I work the machines that roast the cocoa beans and grind
them into powder and buer.
Factory worker I work the machines that add sugar and milk to make a
chocolate mixture that is srred and then cooled and poured into moulds to
make chocolate bars.
Factory worker I work the machines that wrap the chocolate bars and pack
them into boxes.
Lorry driver - I drive lorries around the UK to deliver chocolate bars, Easter eggs,
hot chocolate powder and other things to shops.
Supermarket worker I stock the shelves with lots of dierent chocolate bars.
Newsagents I stock the shelves with chocolate bars for hungry drivers.
Caf owner we make yummy hot chocolate in the winter and chocolate milk
shakes in the summer.
Hotel worker we always give people a free chocolate when they arrive.
Grandma I buy my grand children chocolates as a treat when they visit.
Girl I love chocolate ice cream for my pudding.

27
String Connections
Cotton Production Line
Coon plantaon worker I prepare the ground ready for planng. The
bullocks plough the fields.
Coon planter I plant the seeds and tend to them as they grow (I have to use
some chemicals).
Coon worker I pick the bolls, which are the balls of coon and put them
into sacks.
Transporter I li the sacks of coon bolls that have been picked and
transport them by cart to traders.
Trader I buy sacks of coon bolls so I can make cloth and sell this as clothes.
Ginning machine worker I work the machines that separate the fluy lint
from the seeds. This is called ginning.
Pala house worker I sort out the lint and check that it has no brown bits in it.
Spinning machine worker I work on the machines that spin the coon into
thread and then into cloth.
Cloth worker I use the cloth and make it into items of clothing.
Factory owner I sell our clothing to be sold overseas.
Shipper I work on the ships that import coon products from India.
Lorry driver - I drive lorries around the UK to deliver items to shops.
Shop worker I fold all of the t-shirts and hang shirts on hangers on the shop
floor.
Hotel worker I make sure all of the bedrooms look nice by using fresh, white
sheets on the beds.
Teacher we sell school uniforms for the children to wear with our school logo
on.
Mum I have just been shopping and used my new re-usable cloth bag.

28
Curriculum Links
Quick
Fact orOn
Quick The
The Draw
Opinion
On - which is which?
Draw
Curriculum
Literacy
Geography
To
Togain
To gain aa deeper
understand understanding
the
deeper importance ofof
global issues.
thinking
of crically
issues. about what is fact and what is Geography
Citizenship
To consider the inequalities between the global north
To consider
opinion. the inequalities between the global north and
and south.
south. Literacy
Literacy
To understand what a fact is, and what an opinion is. P4C
To
To be
To be able
able to
to scan
scan aa document
to disnguish for
facts from
document key
key information.
for opinion.
information.
P4C
perceptions equality needs

equality needs &
& wants
wants
Intro
Intro
Stand
Intro in a circle and play ups and downs. Pupils stand up if they totally agree, crouch in the middle if they
half
Splitagree and into
the class kneel downoforaround
groups sit if they5/6 dont agree.they
and explain Quesons:
are going Who readsa newspapers?
to have competition inWho
Split the class into groups of around 5/6 and explain they are going to have a competition in which they will need to scan
which reads
they will need to scan
magazines? Who watches
some key information news
for the on TV?and
answers Who trygets
to benews fromtothe
the first Internet?
report Who gets
the answers backnews from
to the Facebook
teacher. Hand out the fact
some key information for the answers and try to be the first to report the answers back to the teacher. Hand out the fact
etc.? Who is not interested in news?
Now focus on news about other countries: Where do you learn about what happens in other countries?
(Europe and other connents) Do you get the news from the TV? Radio? Newspapers?
Big
Big Ideas
Internet?IdeasFirst hand account from a person? Do you always believe what you read and hear? Do you think
everything reported
Ask the groups,
Ask the groups,
whaton/in
do you
what do you thefeel
news
feel is true?
about
about
these statistics? How do they affect you? Which fact stands out most to you and
these statistics? How do they affect you? Which fact stands out most to you and
Then
why?discuss
When do these
youideas further
hear about anyas
why? When do you hear about any of these facts? a
of whole group(as
these facts? by they
(as asking arequesons
they are
happening
happening such
EVERY
EVERYas How
singlecan you tell what is true
day).
single day).
and what is not? How can we form a balanced opinion?
How can we find informaon on the same topic but coming from dierent perspecves?
Activity
Activity
Write down their main ideas and conclusions on the board or a flipchart to use as reference in further
acvies
The teacher
The teacherdevoted
remains
remainsto media
at the literacy.
at the front Explain
of the
front of the
classto pupils
with
class with that
a pile
a pile of later
of questions
questionstheyforwilleach
for be looking
each group. at
group. One excerpts
One
memberofofarcles
each group then
member of each group then
from
comes thetomedia but first
the teacher forthey will question
the first invesgate andthe dierences
goes back to their between facts and
own group to tryopinions.
and find out the answer as quickly as
possible.
Big Ideas Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is
Ask pupils
correct what
the they then
teacher
correct the teacher already know
hands
then hands
themabout
them
thedierences between
second question,
the second question, if aincorrect
fact and
if incorrect theyanmust
they opinion.
must
returnDiscuss
return to theirtheir
to their group
groupideas as a out
to find
to find
the
out the
whole
correctclass and write
answer. Thisthem down
strategy on the board
is repeated untilor on the
each groupflipchart, they will
has received alluse them in thePlace
10 questions. nextanstage of the on it being a
emphasis
acvity. Then ask
competition thepupils
so the pupilsarewhyscanning
it is so important to beand
the fact sheet abletaking
to make a disncon
in the information between
quickly.facts and opinions?
Reward the winning group with
competition so the pupils are scanning the fact sheet and taking in the information quickly. Reward the winning group with
Important
a prize! points to be included are the following:
a prize!
- a fact is something that cannot be challenged, it exists or occurred in the reality,
- a fact is the same regardless of who looks at it,
- Plenary
you can check the fact, there is evidence for it,
Plenary
- Take
when the the
away phrases I believe...
fact sheets and askorsome I think...
of the are used inagain
questions a statement, they indicate
to see if anyone that a person
can remember is
the answers. Once again
Take away the
presenng herfact
or sheets
his and ask
opinion, not some
a of but
fact, the opinions
questionscan again
be to see if anyone
disguised as canif remember
facts they are notthepreceded
answers.byOnce again
reflect
In myon some of the
opinion..., statistics by asking groups to think about what concepts it makes them think about. This part could
I think...,
then be used as a stimulus for
for aasubjecve
P4C
P4C enquiry.
- then
adjecves
be usedthatassignal a personal
a stimulus judgement about the quality of things are oen clues to an
enquiry.
opinion masked as a fact eg. wonderful, good, bad, the best, the worst etc.
- using generalising words like everybody, all, always is more common in relaon to opinions and
presumpons rather than facts.
- you cannot challenge facts, they exist regardless of our opinion on them. However, you can interpret facts
and thus form your opinions. People may have dierent opinions, it also depends on their values on
what they believe is important in life.
Did
- however,Didwhenyou
youthey know?
know? present ...
...their opinion as a fact, they may manipulate you and persuade you to think
as they do if you don't know facts yourself.
There are 2.2 billion
Activity
Put thechildren
pupils intoin
children the
the world
inpairs/threes.
worldHand...... out the Fact or opinion - which is which? sorng cards. Pupils must
decide1which statements are facts and which are opinions and sort them into 2 groups.
1 billion
billion of of them
them areare Quick
Quick on the
on the draw
Plenaryliving in poverty
living in poverty ... ... draw
Discuss their answers as a whole class. Ask them what has helped them in each case tell the facts from the
opinions. Ask volunteers to give their examples of statements about facts and opinions regarding other
countries. Discuss and verify these.
Stimulus
Worksheets
Stimulus / Resources / Worksheets
Fact or opinion
Questions - whichslips
on separate is which?
of paper sorng cards.should be in order from 1-10 with one set of questions per group).
(questions
NB: The statements
Questions included
on separate inpaper
slips of it can(questions
be modified or replaced
should depending
be in order on pupils'
from 1-10 with oneinterests and knowledge.
set of questions per group).
A projectAAfunded
projectbyfunded
the European
project funded
by the Union and led
European
by the European in England
Union
Union
and ledby
and led inCDEC
in England by CDEC
England by CDEC
29
Fact or opinion -
which is which? sorting cards
NOW WE ARE IN SCHOOL. FRENCH IS DIFFICULT.
RICH PEOPLE SHOULD SHARE

I THINK THAT MOST PEOPLE IN
WHAT THEY HAVE WITH
POLAND HAVE ACCESS TO
POORER PEOPLE EG PAY
INTERNET.
HIGHER TAXES.
SENEGAL IN AFRICA HAS ACCESS IN POLAND YOU CAN VOTE

TO THE ATLANTIC OCEAN. WHEN YOU ARE 18.
SPAIN IS MORE BEAUTFUL

MICHAEL JACKSON IS DEAD.
THAN GREECE.
THE GOVERNMENT BEHAVED

EARTH IS A PLANET,
DISGRACEFULLY OVER THIS
NOT A STAR.
ISSUE.

30
Curriculum Links
Quick
Fact
Quick or On Opinion
On The
The Draw - how do we know?
Draw
Curriculum
Curriculum Links
Fact or Opinion - how do we know?
To gain a deeper understanding of global issues.
Literacy
Geography
Geography
Togain
To understand
a deeperthe importance ofof
understanding thinking
global crically
issues. about what is fact and opinion. Citizenship
Toconsider
ToTo
understand
challengethe
the inequalities
importance
stereotypes by between
of showing
thinking the global
critically
development north
about and
what is and south.
fact and
success opinion.
stories in the South. Literacy
To consider the inequalities between the global north and south. Literacy
Literacy
Geography
To assess the reliability of informaon presented in the media by disnguishing
To be able to
P4C
Citizenship
P4C
fact
ToTo befrom
assess able to scan
the opinion.
scanTo
reliability
aof
a document
document
information
for
for key
be able to detect
information.
keyuse
presented inofthe
persuasive
media by language.
information. distinguishing fact from
opinion. Geography
perceptions
To be able to detect use of persuasive language.
equality needs
equality needs &
& wants
wants
Intro
Intro perceptions
Intro
Begin by asking the pupils what they know about the country which is featured in the arcles you have
Split the class
selected, for into groups
example ofuse
if you around 5/6 and arcle,
the sample explain theyWhat
are going to have a competition
Kenyain which they will need to scan
Split
Intro the class into groups of around 5/6 and explainask do you
they are going know
to have a about
competition inand Kenyans?.
some
Write key information for the answers and try to be the first to report the answers back to the teacher. Hand out the fact
some key information for the answers and try to be the first to report the answers back to the teacher.where
down any preliminary ideas they have about the place. You can also check on the map exactly Hand out the fact
Begin by asking the pupils what they know about the country which is featured in the articles you have selected, for
these countries are located. Then
example if you use the sample article, ask
ask how or where they have learnt about these ideas from TV, Internet,
Write down any preliminary
theirthey
ideas parents, friends
have about theetc?
place. You can also check on the map exactly where these countries are located. Then ask how or
Big Ideas
BigIdeasIdeas
where
Big they have learnt about these ideas from TV, Internet, their parents, friends etc?
Ask the groups, what do you feel about these statistics? How do they affect you? Which fact stands out most to you and
Ask
Remind the groups,
pupilsdoofyou what
your do you feel about
discussion about these statistics? about
the facts?
dierences How do theyand
facts affect you? Which
opinions (in the fact standslesson)
previous out most to you and
why? When hear about any of these (as they are happening EVERY single day).
why?
andIdeas
Big When do you hear about any of these facts? (as they are happening
revisit the criteria list you came up with. Ask the pupils why they think it is important to think about the EVERY single day).
dierence
Remind pupils between fact and opinion.
of your discussion about theMove the discussion
differences about factsonand to opinions
the use (in of persuasive
the previous language
lesson) andand askthe
revisit
Activity
why the
criteria listmedia
Activity you came might use this.
up with. Ask the pupils why they think it is important to think about the difference between fact and
The teacher remains at the front of the class with a pile of questions for each group. One member of each group then
The teacher remains at the front of the class with a pile of questions for each group. One member of each group then
Activity
1comes
sampletoarcle the teacheris available,
for the orfirstyou can find
question andyour
goesown backappropriate
to their ownarcles group to that
tryshould
and find highlight success
out the answer as quickly as
stories
Activity
possible. ofOnce
the global
they haveSouth theand
answer challenge
they writestereotypes, suchofas
it on the slip successful
paper and take local iniaves,
it back soluons,
to the teacher. areas
If the answer is
ofcorrect
life not
correct
theoenteacher
the teacher
then hands
associated
then hands withthem theItsecond
Africa.
them
question,
is preferable
the second question, to ififuse
incorrect they must
the African
incorrect media
they must
return to theiran
to present
return
group
African
to their group
to find out the
to find out the
perspecve
correct
correct
global South or
answer.
answer. provide
This two
strategy
This strategy
and challenge perspecves
is repeated
is repeated
stereotypes, such as (eg
until
until an arcle
each group
each group
successful fromhas
localhas the European
received
received
initiatives,
all 10
solutions, media
questions.
all 10 questions. and
areas of lifean
Place
Placearcle
an
notan from
emphasis
emphasis
often
on it being a
on it being a
associated
African
competition
with Africa.
competitionmedia).
It isso It
thewould
the pupils
preferable
so pupils tobe
areuseful
use
are
scanning if you
the African
scanning thecould
themedia find
fact sheet
to
fact sheet aand
selecon
present
and
taking
an African
taking
inofthe
arcles
perspective
in the so pupils
information
information can access
or quickly.
provide
quickly.
Reward
two
Reward dierent
the winning
perspectives
the winning
group with
(eg an
group with
arcles
a prize!
article from which
the can thenmedia
European be shared
and inarticle
an the plenary.
from African media). It would be useful if you could find a selection of
a prize!
Give each
articles pupilcan
so pupils a sheet
accesswith one news
different articlesarcle
whicheach. Ask be
can then theshared
pupilsintothe quietly read the text and individually
plenary.
decide
Give which sentences present facts and which present opinions.
each pupil a sheet with one news article each. Ask the pupils to quietly read the text They could useand a highlighter pen forwhich
individually decide this.
Plenary
Next,
Plenaryask the pupils to get into groups of 3-4 people so they can discuss their answers in a group. Then they
sentences present facts and which present opinions. They could use a highlighter pen for this.
can
Take
Next,
Takefill
ask inthe
away
away the thetable
pupils
the
fact
facttoon
getthe
intohow
sheets
sheets
and
groups
and doof
ask
ask we3-4know?
some
some
of the worksheet
people
of the so
questions
they canagain
questions wring
discuss
again to seedown
to their
see ifanswerstheinfacts
anyone
if anyone
can
can and opinions
remember
a group.
remember the from
can fillthe
the answers.
Then they answers.
Once again
in the
Once again
arcle
reflectasonwell
reflect on some
some as ofexamples of persuasive
the statistics
of the statistics
by askinglanguage.
groups to Finally,
groups down
by asking writing
to think
think pupils
theabout
facts
about
what
and count
what thefrom
concepts
opinions
concepts score and
it makes
the
it makes decide
them
article
them howasabout.
as think
well
think reliable
examples
about. a ofpart
This
This part could
could
given
then
persuasivearcle
be used is.
language. as a stimulus
Finally, pupils
then be used as a stimulus for a P4C enquiry. for a
count P4C
the enquiry.
score and decide how reliable a given article is.
Plenary
Plenary
Ask pupils to present their arcles to the rest of the class if they have worked with several dierent arcles.
Discuss
Ask pupilshow reliable
to present thearticles
their arcles to are
the and what
rest of the impact examples
class if they of persuasive
have worked language
with several from
different the arcles
articles. Discuss how
may have on readers and how it may influence their percepon of a given issue or country.
reliable the articles are and what impact examples of persuasive language from the articles may have on readers and how it
may influence their perception of a given issue, country.
Did
Did you
you know?
know? ...
...
Extension ideas
Extension ideas
There
Pupils
There are
may
are
Pupils may 2.2
2.2 billion
create aacatalogue
billion
create catalogue of of an awaremedia
an aware media recipient
recipient eg.eg.
whatwhat to pay
to pay aenon
attention to, what
to, what should
should
alarm alarm
children us,inhowus,tohow
the find to
world find
... alternave
alternative informaon,
information, howthe
how to filter to filter the meaningful
meaningful from the etc.
from the meaningless
children
meaningless
in the world
etc. also
Thisprovide
...
lesson may alsostarting
providepoint
a useful starng point for discussing stereotypes.
This lesson may a useful for discussing stereotypes. First, pupils may discuss
11 billion
billion
First, pupils
of
of them
maythem are
are
discuss why we form Quick
opinions and
why we form opinions and then explore Q further
uick othe
o n thissue of stereotypes their origin and their role in
then explore further the issue of stereotypes
n thee draw
living
their
living in poverty
origin and
our their
in poverty
structuring ...
...role instructuring
understanding our around
of the world understanding
us. draof wthe world around us.
Stimulus
Worksheets
Stimulus
Sample news
Stimulus
Sample news
/ Resources
article (provided)
/ Resources
arcle and //and
(provided)
Worksheets
a selection of news
Worksheets
a selecon of articles which the
news arcles teacher
which the must source
teacher must(see above for more details).
source
Highlighter
(see above pens
for more details). Highlighter pens
Questions
How on
do weon separate
know? slips of paper (questions should be in order from 1-10 with one set of questions per group).
Worksheet
Questions separate slips of paper (questions should be in order from 1-10 with one set of questions per group).
A projectAAfunded
projectbyfunded
the European
project funded
European
Union
Union
and ledby
and led inCDEC
in England by CDEC
England by CDEC
31
Fact or opinion - sample news article
Habiba Rage, 38 years old, from Alago Alba in Kenya's North Eastern region works
as a trader. In her work she uses a mobile phone on a daily basis, for example to
keep track of stock arriving from Isiolo, the nearest urban centre.
Habiba's village doesn't have electricity but her mobile uses solar energy it is
fied with a charger that absorbs and stores energy directy from the sun. Such a
type of a mobile is quite cheap. It costs 1,500 Kenyan shillings (18 US dollars),
which is about half the cost of the cheapest convenonal mobile phone. What's
more, it is environmentally friendly as it is manufactured from recycled electronic
waste. The phone is produced by telecommunicaons company Safaricom
(owned by the UK's Vodafone) and Mobitelea Ventures.
This is a brilliant innovaon, says Michael Odera, director if the climate change
oce in Kenya's Ministry of Environment and Mineral Resources. It meets
environmental goals and also deals with problems linked to power cuts in the
country.
It is esmated that only 5% of Kenya's rural areas and 51% of the urban
populaon have access to electricity.
Based on Kenya: Solar Powered Phones Recharge Naon's Conversaons by David

Njagi, 10 May 2012, Alternet, hp://allafrica.com/stories/201205110322.html

32
Fact or opinion -
how do we know? worksheet
List the sentences which present facts. List the sentences which present
opinions.
List words or sentences which include a Reliability score (number of facts

personal judgement of the author versus number of opinions).
(either posive or negave).

33
Fact or opinion - Answer Sheet
List the sentences which present facts. List the sentences which present
opinions.
Habiba Rage, 38 years old, from Alago Alba in
Kenya's North Eastern region works as a Such a type of a mobile is quite cheap.
trader. This is a brilliant innovaon, says Michael
Odera, director if the climate change oce in
In her work she uses a mobile phone, for ex- Kenya's Ministry of Environment and Mineral
ample to keep track of stock arriving from Resources.
Isiolo, the nearest urban centre.
It meets environmental goals and also deals
Habiba's village doesn't have electricity but with problems linked to power cuts in the
her mobile uses solar energy it is fied with country.
a charger that absorbs and stores energy
directy from the sun. It is esmated that only 5% of Kenya's rural
areas and 51% of the urban populaon have
It costs 1,500 Kenyan shillings (18 US dollars), access to electricity.
which is about half the cost of the cheapest
convenonal mobile phone.
What's more, it is environmentally friendly as

it is manufactured from recycled electronic
waste.
The phone is produced by

telecommunicaons company Safaricom
(owned by the UK's Vodafone) and
Mobitelea Ventures
List words or sentences which include Reliability score (number of facts

a personal judgement (either posive versus number of opinions)
or negave) of the author
6/5
quite cheap
brilliant innovaon

34
Pupils
String
Quick Take
On Action:
Connections
The Draw
Quick On The Draw global citizens
Curriculum
Links
Curriculum Links
Curriculum
Curriculum Links
Geography
Citizenship
Pupils Takge
To begin To be
togain ns
able
understand
A
b
itizenship
to realise
acthe
lt c itni:zgelobal
a personal potenal
complexities ofofglobal toissues.
the food change C
chain.things and to develop a sense Geography
PSHE
c tion
To
To consider:
Toofgain
how
a deeper
lo
a deeper
self-ecacy
we are io
understanding
understanding
and self worth
connected (self
to others citizens
of esteem).
global issues.
locally To begin
and to realise
globally. that individuals
PSHE
Literacy
CuGeography
rriculum Links
pil s Ta ke A To consider the inequalities between the global

Tocanconsider the inequalities
make a dierence.
To
an
be able to realise a per
ge thin
between
gsalanpot
son to dthe
e ve lo p
d ential to cha
nge things and to develop
north
se
a sennorth
global
lf- south.
of seand
and south. P4C
Ci
Literacy
tiLiteracy
zenship
efficacy
tenand to fch
tialsel worth (self esteem). a sense of self-
personal poe a an To
Toaliswrite overview of P4C
To be able to
re To
To be
lfcreate
beg
able ainto
to
). reaevents
toscan
poster
using
a document
using twords
given
for
ce. and
information.
key information.
illustraon that PSP4C
HE
ererepresents a global cizen.
e est eem lise thafe ind
renivid uals can ma
se lf w o rt h (s
To be able scan
a keaa document
d if for key ke a diff
information. nce.
efficacy a nd id u als ca n m
in d iv
realise that
To begin to
rights connections
responsibility interdependence
equality change
needs & & wants
wants
equality needs
a n g e
y sp ch
IntroIntro
Intro riegh
s p ts
o n sibilitre on arebi
Stand inIntro
AskSplit htsand hand the pupils 1 profile card each, if there si
igcircle
a largethe the
In rclass
tr
r
class
o if into
theygroups know the
lity
less than 16 pupils,ch
of around words 5/6
ange
otherwise
Global 1 between 2. Ask
and explainand Cizen they are mean, goinggather to have some ideas. Theninask
a competition which if theytheyknowwill need to scan
the pupils Split the
tobeing
read class
their into profile groups andof around
think 5/6 and
carefully explain they are goingvary to have aproducer
competition in towhich they willline need to scan
what
some a Global
key information Cizen
for the means?
answers andabout
Explain trythat totheirbethistherole firstthese
series toofreport
lessons from
the is answers
going to back roles,
explore to the this.production
teacher. Hand out roles
the fact
to consumer someroles. key information
In turn, askfor each thepupil answers to read andaloud try totheir be the role first
and toto report
hold it the upanswers
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35
Pupils Take Action -
Global Citizen Statements
Pupils Take Action - Global Citizen Statements
I am as
important as
everyone else
I try to Everyone
understand what else is equal to
other people are me but different
feeling from me
I know what I look after I try to

is fair and not the environment help others
fair and try to do and don't waste and not fight
the right thing things with them
I want to
I think I can
learn more change things in
about the
the world
world
I have my
own ideas but
can alter them if
I realise they Ideas from http://
Ideas from hp://
www.mylearning.org/global-
are wrong www.mylearning.org/global-
citizens--make-an-impact/p-2015/
cizens--make-an-impact/p-2015/
and http://www.teachers.org.uk/
and hp://www.teachers.org.uk/
files/Intro-to-being-a-global-
files/Intro-to-being-a-global-
citizen.pdf
cizen.pdf

36
Curriculum Links
We Can All Make A Difference Literacy
To enable children to understand that they can make a difference to the life of others Citizenship
Curriculum Links
Quick
We CanOn
Quick AllThe
On Draw
Make
The A Difference
Draw
Curriculum
Literacy
Geography
To gain
Todiscuss
To To aaadeeper
enable
gain questionunderstanding
children
deeper in to
a small group,of
understand
ofand
that issues.
agree
they
global on
cana make
issues.consensus answer to the life
a dierence Geography
Citizenship
To consider
others the inequalities between the global north and south.
Toofconsider the inequalities between the global north and south. Literacy
Literacy
To discuss
To a queson responsibility
in a small group, change
and agree on a consensus answer power P4C
P4C
To be
be able
able to
to scan
scan aa document
document for
for key
key information.
information.
Intro
responsibility change
equalitypower
equality needs
needs &
& wants
Ask pupils to close their eyes and try to think of someone or a group of people who have made a positive
wants
difference/change to their life or to the lives of others. It could be someone they know or someone they have
Intro
Intro
Intro
someone,
Ask pupils
get them to
to close
telleyes
their
theirand
neighbour
try5/6
who the
to think
person is and
of someone
what they
or going
a group
did. who have made a posive
of people
Split
Ask the the class
group tointo
callgroups
out of around
some examples ofand
who explain
they theythinking
were are toand
of, have a competition
what theyknow in which
have done. theythese
Record will need to scan
Split the class
dierence/change into groups
to their of around
lifeanswers5/6
or to theandand
lives explain they are going to have a competition insomeone
some key information for the tryoftoothers.
be the It could
first be someone
to report they
the answers back toorthe teacher.they
Hand out the fact
on theheard
some
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key information
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have Hand out the fact
thought
about positive change for others. Include examples of young people who have made a difference.
of someone, get them to tell their neighbour who the person is and what they did. Ask the group to call out
some examples of who they were thinking of, and what they have done. Record these on the flipchart. If
Big Ideas
Bigfeel
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you
Activity it would be helpful, give the group further examples of people who have brought about posive
Ask the
change groups,
for what
others. do you
Include feel about
examples of orthese statistics?
young people How
who do they
have made affect you? Which fact stands out most to you and
a dierence.
Ask
Dividethe groups, what do you feel about these statistics? How do they affect you? Which fact stands out most to you and
why? the
Whengroup into
do you smaller
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about any of
of 3these
4 and ask(as
facts? them
theytoare
carry out the
happening following:
EVERY single day).
Activity
use stickthe
Divide figures
groupinstead. Ask them
into smaller to think
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characteristics
them to carry of the
outpeople from 1 (i.e. what they think
the following:
Activity
Activity
made that person do what they did) and write those characteristics
l Ask them to think about the characteriscs of the people they were thinking of (i.e. on the body shape e.g.whatactive, caring,
they think
The teacher remains at the front of the class with a pile of questions for each group. One member
hardworking,
Themade thatconcerned.
teacher person do
remains what
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the class with athose
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to their team,to
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has received
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a prize!
Bring
Bring thegroup
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facilitate a discussion
a discussion on how
on how everyone
everyone is capable
is capable of making
of making positiveposive
change
a prize!
change
for others. Points to draw out include the following:
for
*To others. Pointshappen,
make change
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simplythe following:
money or being
Plenary Examples
Examples ofof people peoplewho who have madehavea
*Take
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famous
awaychange
the facthappen,
or doing very well atitschool
sheets and is not
ask simply
some ofmoney
that is necessary. or being again to made
the questions see if a
anyone difference
can remember the answers. Once again
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sheets and aask some of the questions
gainingagain to see difference
if anyone can remember the answers. Once again
famous
*Everyone or doing
capable well
of making at school
change. that is
Hard necessary.
work,
Helen Skelton, trekked 500 miles to theThis
reflect on some of the statistics by asking groups to think about what
reflect
*then
skills andon
Everyone some
information, of the
is capable statistics
working
of making by
together, asking
aachange. groups
support Hard to
ofwork,think about what
a teacher
concepts
l Helen
concepts
it makes
Skelton, trekked
it makes
them
500
them
think
miles
think
about.
to the
about. This part
part could
could
be used as a stimulus for P4C enquiry. South Pole to raise awareness of the
orthen
other be
gaining used
adults, as amaking
skillsetc,
and stimulus forworking
contacts,
informaon, a finding
P4C enquiry.
out about local
together, South Pole to raise awareness of the charity
charity Sport Relief
projects
support of a teacher or other adults, etc, important.
and opportunities to get involved are making Sport Relief
l Marn Luther King Jr, campaigned for
contacts, finding out about local projects and Martin Luther King Jr, campaigned for civil
civil rights in America
Endopportunies
the activity bytoexplaining
get involved that arethe important.
Global Literacy Pupils rights in America
l Martha Payne, school girl from Argyll,
Take Action project is all about children in Cumbria schools Martha
who startedPayne,aschool girl from
blog about Argyll, who
school
End theways
finding acvity by explaining
to take action to make that thetheworld
Globala Literacy
fairer place, started
dinners around the world, andaround the
a blog about school dinners
Did
DidAcon
Pupils Take
and improve you
the livesknow?
you project
know?
of is all
others ...
...about children in Cumbria
all over the world. world, and campaigns
campaigns to provideto provide
meals meals for
schools finding ways to take acon to make the world a for pupils in Malawi
pupils in Malawi
There
fairer place,
Thereand are 2.2
2.2 billion
areimprove the lives
billion of others all over the
www.participationworks.org.uk
world.children in the world ...
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of them
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from Making are
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A projectAAfunded
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and led inCDEC
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England by CDEC
37
Curriculum
Curriculum Links
Links Links
QuickTake
Pupils On Action:
The Drawspheres of influence Curriculum
Citizenship
Geography
To gain
ToTo
gain aa deeper
deeper
recognise
understanding
understanding
what
of global
global issues.
aributes areofrequired issues.
to be an acve global cizen. To begin
Geography
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north and south. Literacy
consider about what aconsbetween
the inequalities could be the
taken to address
global aand
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P4C
P4C
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To beable
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to follow
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aa document
document for
for key to take part in eecve team work.
key information.
information.
rights responsibility
equality change
needs
equality needs &
& wants
wants
Intro
Intro
Intro
NB this session is best delivered AFTER children have been learning about the Global Literacy project
Split
Split the class into groups of
of around 5/6 and
and explain
explain they
they are going
going to
to have a competition in
in which they will need to scan
themes,theso thatinto
class theygroups
understand about
around 5/6interdependence, inequalies,
are and apoverty,
have and can
competition beginthey
which to will need to scan
some
some keykey information for
for the answers and try to
to be
be the
the first to
to report the answers back
back to
to the teacher. Hand
Hand out
out the
the fact
understand ways in which
information theiranswers
the aconsandcantry
help address these
first issues.the
report Revisit the previous
answers session
the on Global
teacher. fact
Cizens and review learning outcomes. Refer to group posters of the skills, knowledge and aributes of an
excellent global cizen. Explain that in this session the class will be thinking about how THEY can take acon
Big
and Ideas
Bigmake a dierence that will start to address global issues.
Ideas
Ask
Ask the groups, what
the groups, what do
do you
you feel
feel about
about these
these statistics?
statistics? How
How do do they
they affect
affect you?
you? Which
Which fact
fact stands
stands out
out most
most to
to you
you and
and
Activity
Split the class into four groups. Explain that for this acvity they will need to nominate the following roles: a
scribe, a spokesperson, a facilitator, a me keeper. Read the role cards out loud, and give one set to each
Activity
Activity
team, and explain that this will help them learn how to work as an eecve team.
Give
Theeach
The team
teacher
teacher threeat
remains
remains pieces
at the of A3of
the front
front ofpaper,
the andwith
the class
class explain
with pilethat
aa pile of they will for
of questions
questions be
forgiven
each 5 minutes
each group.
group. Oneto
One brainstorm
member
member of eachtheir
of each group
group then
then
answers,
comes as a
the group,
teacher tofora series
the of
first quesons.
question andRemind
goes the
back children
to their that
own in
group brainstorming,
to to try and findthere
out are
the no right
answer as quickly as
orpossible.
wrong answers,
Once theythat
haveit isthe
an acvity
answer to help
they them
write it think
on the creavely
slip of and and
paper come up it
take with lots
back to of ideas.
the ShowIf the
teacher. the answer is
following
correct three quesons one at athem
merevealing the queson and thenthey giving 5-10 minutestheir
for discussion:
correct the
the teacher
teacher then
then hands
hands them the the second
second question,
question, ifif incorrect
incorrect they must must return
return to
to their group
group to
to find
find out
out the
the
What answer.
lcorrect does it mean to be a Global Cizen?
correct answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis on it being aa
This strategy is repeated until
l What issues or problems are you parcularly interested in?
each group has received all 10 questions. Place an emphasis on it being
competition so the pupils are scanning the
the fact
fact sheet
sheet andand taking
taking in in the
the information
information quickly.
quickly. Reward
Reward thethe winning
winning group
group with
lcompetition
What ideassodo theyoupupils
haveare forscanning
taking acon? with
aa prize!
The scribe should write the queson in the middle of a page and then record peoples answers.
prize!
Create large concentric circles (see What Can I Change diagram). You can do this on a massive poster, using
ropes
Plenaryto make rings on the floor, or by projecng the page onto a screen onto which you can then sck post-
Plenary
itTake
notes. Askthe
away the children toand
circulate around
of theeach othersagain
What ideas do you have for takingtheacon? sheet,
andTake away
read the fact
other fact sheets
groupssheetsideas,
ask
ask some
andtaking some
noteofofthe
questions
questions
ideas which again
to
to see
are similar
ifif anyone
seeto anyoneor
theirs,
can
can remember
remember
new the answers.
ideas which answers.
they
Once
Once again
again
reflect
reflect on
on some
some of
of the
the statistics
statistics by
by asking
asking groups
groups to
to think
think about
about what
what concepts
concepts it
it makes
makes them
them think
think about.
about. This
This part
part could
could
would like to add to their brainstorming (the scribe should bring paper and pens with them). Back in their
then
then be used
be used as a stimulus for a P4C enquiry.
own groups, askas thea stimulus
children tofor a P4Ctheir
choose enquiry.
favourite 5 ideas for acon, and write these onto a large post-it
note (or piece of paper which can be stuck to the whiteboard with blu-tack). Then ask each group to bring
their ideas to the front, placing them into the relevant circle to show whether the change is aimed to impact
on their own behaviour, their community, their country or the whole world.
Plenary
First review
Did the
you team roles: what
know? ... went well?, what was dicult?, did having these roles help you be more
eecve Didas ayou
team?know? ...
Review the acvity by having a whole class discussion about what the children now think about the
potenal
There
There are
arethey
impact
2.2 billion
2.2 can
billion
have, looking at the acons suggested to start with themselves, through widening
children
their sphere of in the
influence
children in the world world
unl ...... see how our own acons can influence the whole world. End the
we can
session1 by sharing
billion the
of Global
them areCizenship Quotes with the children.
1 billion of them are Quick
Q
Keep the large circle of influence diagram with childrens ko n ttideas
he drin it, as it will be useful for the next lesson
uic on
living
living
Powerful in poverty
in poverty
People. ...
... of it).
(Take a photo
he dra
aww
Stimulus
/ Resources / Worksheets
Stimulus
Four / Resources
sets of Team Role cards. A3/ Worksheets
paper and pens. Three Global Cizenship quesons on powerpoint or
large posters. Ropes and labels for making large concentric circles on classroom floor, or Concentric circles
Questions
Questions on
on separate
separate slips of
of paper
paper (questions should be
be in
in order from
from 1-10 with
with one set
set of
of questions per group).
diagram projected ontoslips
a whiteboard. (questions should
Post-it notes or paper order 1-10Global
and blu-tack. one
Cizenshipquestions
quotes. per group).
A projectAAfunded
project
byfunded
project by
by the
the European
funded European
theUnion Union
and led
European and
and led
in England
Union in
ledby England
England by
inCDEC by CDEC
CDEC
38
What
What can
can I change?
I change? Team
Team Roles
Roles
Facilitator
Facilitator Scribe
Scribe
It is your role to make sure that your group It is your role to keep a record of what is
completes the task, and that the quality of said during the task. If you are asked to
the work you do represents your groups write anything down as part of the activity,
highest quality thinking. make sure it represents the groups shared
ideas (not just your own!)
You must make sure that everyone has the
opportunity to contribute their ideas. Make sure your writing is clear.
If there is disagreement, you must find a

way of reaching agreement.
You should try to

make your group feel
good while they are
doing this task together
Time keeper
Time keeper Spokesperson
Spokesperson
It is your role to make sure that the group It is your role to speak on behalf of your
complete their task within the time that team when you are asked to report back to
they are given. the whole class.
This means you should listen carefully to

instructions from the teacher, check what discussion so that your reporting is clear
time it is when your task begins, and work and a true account of their ideas.
out when your time is up.
Make sure you report back the shared
You should let your group ideas, not just your own!
know how they are getting
on, for example, telling
them when they are half
way through the task, or if
they have two minutes left.
AA project
project funded
funded by by
thethe European
European Union
Union andand
led led in England
in England by CDEC
by CDEC
39
What
What can
can I change?
I change?
Photocopy ontoonto
Photocopy A3 A3
A project
A project funded
funded by by
thethe European
European Union
Union andand ledEngland
led in in England by CDEC
by CDEC
40
Quotes about Global Citizenship
All that is needed for evil to triumph, is for good men to do nothing.-
Edmund Burke
No man is an island; every man is a piece of the connent, a part of the

main.- John Donne
We must be willing to learn the lesson that cooperaon may imply

compromise. - Eleanor Roosevelt
Before you finish eang breakfast this morning, youve depended on more
than half the world. - Marn Luther King, Jr.
"...we all have an obligaon as cizens of this earth to leave the world a
healthier, cleaner, and beer place for our children and future generaons.
- Blythe Danner
I have no country to fight for: my country is the earth, and I am a cizen of

the world." - Eugene V. Debs
"Today, every single one of us is a 'Global Cizen', whether we are conscious

of it or not. Global inter-dependence happens every day. We rely on countless
dierent people from all over the world for the clothes we wear, the food we
eat and the technology we use. Our daily lives are constantly aected by
what people on the other side of the planet are doing!" - Anonymous

41
Citizenship
To begin to understand the meaning of power, and empowerment
To think about which people they need to include in their project
P4C
Curriculum Links
Quick
People On
Quickand The
The Draw
On power
To evaluate a list of items, and come to a group consensus. To be able to justify their
decisions. Draw
Curriculum
Citizenship
To gain aa deeper understanding of Geography
Geography
ToTo begin
gain to understand
deeper understanding of global
the meaningglobal issues.
of power, and empowerment
issues. P4C
To think about power
To consider the inequalities
which peoplebetween
they needthetoglobal
include change
and
in their
north south.
andproject
south. rights Literacy
Literacy
Tobeevaluate a list of items, and come to a group consensus. To be able to jusfy P4C
P4C
ntro To be able
Totheir able to
to scan
scan aa document
document for
for key
key information.
information.
decisions.
Ask everyone to sit in a circle. Explain that the group is going to think about who has the power in their lives. To do this
power changeequality
rights
here will be a short drama activity to get them thinking about what it feels like to do things and dependence on how
needs
equality needs &
& wants
wants
powerful you are. When you hold up a card and call out an action, the participants must perform the action when it is a
ed card they must perform the action as if they were the most powerful person in the room (link power and confidence);
Intro
Intro
when it is a yellow
Ask card, theytomust
everyone
Intro sit inperform
a circle. it as if they
Explain thatwere the least
the group powerful
is going person
to think aboutin who
the room.
has the power in their
Actions: lives.
Split To
thedo this
class there
into will
groups be a short
of around drama
5/6 andacvity
explain to get
they them
are thinking
going to haveabout what
a competitionit feels like tothey
in which do will
things
need to scan
and
somedependence on
key information howforpowerful
the answersyou are.
and When
try to beyou
thehold up
first to a card
report and
the call
answersout an
back acon,
to the the parcipants
teacher.
Hand out the fact
must perform the acon when it is a red card they must perform the acon as if they were the most
powerful person in the room (link power and confidence); when it is a yellow card, they must perform it as
if they were the least powerful person in the room.
Big
Big Ideas
Ideas
Ask the groupAcons:
to describe how it felt to perform everyday actions with more or less power than usual.
Ask the groups, what docoee
you feel about these statistics? How do they affect you? Which fact stands out most to you and
Big Ideas why? When doofyou
lAskDrink
the a cup
groups, tea or
what
hear about any of these facts?
l Enter
do you feel about these statistics?
(as
How
they
a room
are
do they affect you? Which fact stands out most to you and
happening EVERY single day).
Meet
lwhy? a person
When do you forhear
the about
first me.
any of these facts? Try
l (as to order
they some food.
are happening EVERY single day).
Ask the children what they think it means to have power, is it the same
Ask the group to describe how it felt to perform everyday acons with more as influence? Is it or
a good thing or
less power a bad
than thing (can
usual.
Activity
Activity
Big Ideas
power) - how Ask
might
Thethe that
teacher happen?
children whatYou
remains atthey could
the frontexplain
think it the that
ofmeans classtothe
have
with UN Convention
apower,
pile is it theonsame
of questions the Rights of theOne
as influence?
for each group. Child astates
Is member
itmember
goodof that
thing
each ALL
orgroup
a then
Theright
hildren have bad teacher remains atinthe front of theaffect
class with alives
pile ofdo
questions for that
eachall group. One have of each togroup then
the thing
comes to (can
to havethey think
a
the teacher say of examples
matters
for the that
first questionof both?)their
and goesCanbacktheyto think
theirofown
they anyone
think group whoto try doesnt
children
and findhave outpower?
the powerIs it as quickly as
the answer
comes
nfluence theirpossible to the
toOnce teacher
empower for
otherstheuse firstthis
question andasgoes back to their own group to try and find out
thethe
UNanswer as quickly as
own lives?
possible. You could
they have the(give
then answer power) -write
section
they how itmight
the thethat
sliphappen?
on stimulus offor a P4C
paper You could
take itexplain
andenquiry. back tothat the teacher. If the answer is
Convenon on the Rights of the Child states that ALL children have the right to have a say in maers that
Activity aect correct the teacher then hands them the second question, if incorrect they must return to their group to find out the
correcttheirthelivesdo
teacher then theyhandsthink them
that allthechildren
second have the power
question, to influence
if incorrect they must their owntolives?
return their group to find out the
correct
You could answer.
then useThisthis
strategy
secon is repeated
as the until each
smulus for group
a P4C has received all 10 questions. Place an emphasis on it being a
enquiry.
Go through the competition so the pupils are
people or organisations scanningsurethe fact sheet and taking in the information quickly. Reward the winning group with
competition
Activity so the pupils to aremake
scanning everyone
the fact sheet and taking in the information quickly. Reward the winning group with
nows who orNow a prize!
what ask the group to work in small groups of 3 or 4,
they are.
a prize! Extension idea
Ask groups to and
placegive
theeachcards group a setfloor/table
on the of the Powerfulwith thePeople
people card.or Extension idea
organisations Go
theythrough
feel have thethepeople
mostorpower organisaons
at the top toandmakethosesure Divide
Divide thethe parcipants
participants into intosmall
smallgroups
groupsand and
Plenary
Plenary give each group a copy of Your Projectwho
with the least everyone
power at knows who or
the bottom. Thewhatcardstheycanare.
be Ask
placedgroups
in any to who
place
Take
hape that the group the
away
Take away cards
agreesthe
theonon
fact the
sheets
fact e.g. floor/table
sheets
and
single ask
andcolumn, with
some the
of
ask somediamond people
the or
questions again canto help?
see if handout.
anyone can remember
of the questions again to see if anyone can remember the answers. Once again
organisaons theyof feel Ask the groups
groups to toititlook at
atthe
thediagram of
ofpeople
of the have theby most power at the top about
hape, triangle.reflect on some
reflect on some
the statistics
statistics by
asking
asking
groups
groups
to think
to think about Askwhat
theconcepts
what concepts
makes
look
makes
them
them
think about.
diagram
think about.
This
This part
people part could
could
and
then
Ask groups to add thosebe
other with
used
people the
as a
orleast power
stimulus
organisations at
for athe
byP4Cboom.
enquiry.
writing The
them on who
who could
could help.
help. Get
Get them
them to
to circle
circle the
the people
people
then be used as a stimulus for a P4C enquiry.
cards can be placed in any shape that the group or
or organisaons
organisationsthat thatthey theythink
thinkwould wouldbe bethethe
he blank cards. These should be based on the particular project
agrees on e.g. single column, diamond shape, triangle. most
most helpful
helpful and
and with
with whom
whom it
it would
would be
be good
good
hat they haveAsk
decided
groupsthey will other
to add work on. people or organisaons by to
to develop
developcontactcontact or oreven
evenaapartnership
partnership
Plenary wring them on the blank cards. These should be within which they could work together.
based on the parcular project that they have within which they could work together.
inish the activity with a discussion: Ask
Ask them
them to to think
think aboutabout any anyother
otherpeople
peopleor or
decided they will work on.
organisaons that may help. Get them to name
Did
Did you you know?know? ... ...
organisations that may help. Get them to name
these
powerful peoplePlenary these in in the
the other
other circles.
circles.
Finish the acvity with a discussion: Ask
Ask them to think about
them to think about how how these
these might
might help
help
l which There they are
feel 2.2
have
There are 2.2 billion billion
the most power, or which e.g. and what they want from them. They should
and what they want from them. They should
babies and youngare the most
children
children, powerful
in
disabled the peoplepoorer
world
children, ... people, write
write this
this next
next to tothe theappropriate
appropriatecircle.
l whychildren
these holdinthe the world power...
most circle.
Encourage them to list in order the 33people
l which 11 billion
people or
billion of
of them
groups
them ofare
people they feelQhave
are u ic
Encourage them to list in order the people or
nd their project with respect. Quick n the or
k o organisaons
organisations that
that theythey think
think would
would bebe their
their
least powerin
living e.g.
povertybabies...and young children, on the draw
living in poverty best
draw contacts. Ask them to feed back to the
disabled children, poorer...people, best contacts. Ask them to feed back to the
Resourcesl /which Worksheetsthey think are most likely to listen to them rest
restofofthethegroup.
group.
or to treat
Powerful People cards; Yourthem and their
project project
who can helpwith respect
handout
Stimulus / Resources / AWorksheets
Powerful People cards; Your projectwho can help handout.
Questions
(Adapted onMaking
from separate slips of
Change paper (questions
Happen, should be in order from 1-10 with one set of questions per group).
www.parcipaonworks.org.uk)
A projectAAfunded
projectbyfunded
the European
project funded
European
Union
Union
and ledby
and led inCDEC
in England by CDEC
England by CDEC
42
Powerful People cards
Headteacher MP
Councillor Parents
Local
Teacher
shopkeepers
Prime Minister TV personality
Sportsperson Religious leader
(Adapted from Making Change Happen, www.parcipaonworks.org.uk)

43
Powerful People cards
Young person
Police Ocer
7-11
Teenager Business Owner
Naonal charity Local Press
School councillor
(Adapted from Making Change Happen, www.parcipaonworks.org.uk)

44
Your projectwho can help?
Your project who can help?
My top 3 contacts:
1. __________________________________________________________________________
My top 3 contacts:
2. __________________________________________________________________________
1. __________________________________________________________________
2.3.___________________________________________________________________
__________________________________________________________________________
3.___________________________________________________________________
www.participationworks.org.uk)
(Adapted from Making Change Happen,

A project www.parcipaonworks.org.uk)
funded by the European Union and led in England by CDEC

45
Curriculum Links
Quick
QuickMaOn
Making theThe
On Draw
World
The a Better Place...
Draw
Curriculum
king the Wo Geography

Links Geography
To gain
Togain
To aa deeper
be more
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awareunderstanding
deeper rld a Better
of
of global
global issues.
of global issues/problems and who is aected by them. ToCuCurric
issues. ulum
Geography
rriculumCitizenship
Links
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consider
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work as a team and
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Show
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andexplain
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find outrd
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Split the class into
Split the class intoon
involved/working
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around 5/6 and right explain
they
now.they are going
Make sure to have
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a competition
reinforce that there
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which theyor
no right will need to scan
them. Ask them for the answers and try to be the first to report the answers back to the teacher. Hand out the fact
wrong answer. Pupils should for the answers
to vothen
te anthink and try to be the first to report the answers back to the teacher. Hand out the fact
Introinterested in or currently working d find of any more problems or issues, local or global, that they are
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46
Making the World a Better Place... Issues
climate carbon
change footprints
unfair food
energy use
trading systems
food waste lier
child
polluon
labour
human access to
rights educaon
Millennium exncon of
Development
Goals species
47
Making the World a Better Place... graph
Making the World a Better Place... graph
centuries
decades
months
weeks
hours
years
days
me
group
community
Graph of Issues
country
continent
world

48
Curriculum Links
Quick
Quick On
Rights & The
The Draw
OnResponsibilities
Draw
Curriculum
Curriculum Links
Geography
Rights
To gain
Togain
To Responsibili
&aa deeper
understand
understanding
more
deeper about human
understanding of ties
global
ofrights issues.
globaland who actually has them. To be aware
issues.
Geography
Geography
Geography
Citizenship
Toofconsider
To consider the inequalities
the responsibility
theabout humans
have to
between the
one
the global
another
global north and
(locally
north south.
- globally). Literacy
To understand more human rights and who actually has and
them.south. Literacy
Citizenship
To be aware of the responsibility humans have to one another (locally - globally). P4C
To be able
To
To be
able to create
be able to
to scan
a list of basicfor
scan aa document
document for key
humaninformation.
rights.
key information.
P4C
To be able to create a list of basic human rights.
rights responsibilities
equality equality
needs
equality needs && wants
wants
Intro rights responsibilities equality
Using
Intro a large open space, ask the pupils to stand in a line, all facing the same way, side by side. Explain you
Intro
are going to make
Intro Split the class intostatements
groups of around and if 5/6 theyand agreeexplaintheythey should are take
goinga to large
have step forward; part
a competition agreethey
in which = take willa need to scan
Split step;
small the class into groups
disagree = step of around 5/6orand
backwards; are explain
unsure they
= stayaresll.
goingAsk tothe
have a competition
pupils to close in which
their eyes they
so willare
they need to scan
some
a largekey
Usingmaking open information
space, ask for
the the answers
pupils to standandintry a to be
line, allthe
facingfirstthe
to same
reportway,theside
answersby back
side. to theyou
Explain teacher.
are Hand
going to out the fact
some key
independent decisions. Statements to read aloud: (it may be a good idea to note down if/when out the fact
information for the answers and try to be the first to report the answers back to the teacher. Hand
statements
makepupils take large and ifstepsthey agree they should take a large step forward; part agree = take a small step; disagree = step
forward/back)
Everyone in this room has theAsk
backwards; or are unsure = stay still. theto
right cleantowater
pupils close their
to drinkeyes so they are making independent decisions.
Big
Big Ideas
Everyone
Statements to
Ideas in this country has the right to clean water to drink pupils take large steps forward/back)
read aloud: (it may be a good idea to note down if/when
Everyone
Ask the groups, inroom
the whatworlddohas youthe feel right
about to clean
these waterstatistics?to drink
How do they affect you? Which fact stands out most to you and
Ask the
Everyone groups,
... has what
the do you
right to 3feel aboutmeals
healthy these astatistics?
day Howin
(Insert dothis
they affectinyou?
room Which
thissingle
countryfact stands out most to you and
country
why? When do you hear about any of these facts? (as they are happening EVERY day).and in the world)
why? When
Everyone ...world do you hear about any
has the right to a comfy bed to sleep in of these facts? (as they are happening EVERY single day).
Everyone ... has the right to a TV
Activity
Everyone
Activity ... has the right to new clothes and trainers when they want them
The
Big teacher remains at the front of the class with a pile of questions for each group. One member of each group then
TheIdeas
teacher remains at the front of the class with a pile of questions for each group. One member of each group then
Ask the to
comes
comes pupils to openfor
the teacher
to the teacher their
for
theeyes
the first-question
what is the
first question andline
and goeslike
goes back
backnow? Did everyone
to their
to their
own groupagree
own group to trywith and the
to try and find
findstatements?
out the answer
out the answer Askas quickly as
as quickly as
Big pupils
Ideas to volunteer reasons for when and why they stepped forward/backwards.
possible.
Sit down inOnce
ateacher theyAsk
circle. have thethe answer
pupils theythinkwritethat it oneveryone
the slip ofinpaper and take itstatements?
back
the to theAsk teacher. Iftothe answer is
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correct to open theirtheneyes - what
hands is ifthe
them they
the like now?
linesecond Did everyone
question, this
if incorrectagreecountry
they and
the
withmust return world
to their does actually
pupils
group to find out the
correct
have
volunteer all the
of
reasons the teacherwhenthen
forthings and hands
menoned?
why they themWhy the
stepped second
might they question,
not haveif access
forward/backwards. incorrect to they
somemust return
of those to theirHas
things? group to find out the
it made
people think of any big ideas?
strategy (poverty,
is repeated equality,
until eachrights
group etc)
Sit down in a circle. Ask the pupils if they think that everyone in this country and the world does actually have all of theon it being a
correct answer. This has received all 10 questions. Place an emphasis
competition so
Why themight
pupilsthey arenot scanning
have access the fact sheetof
to some and taking
those in the information quickly. Reward the winning group with
things?
things competition
mentioned? so
Activity the pupils are scanning the fact sheet and taking in the information quickly. Reward the winning group with
a prize!
made
Has itWrite people think of any big ideas? (poverty, equality, rights etc)
the words responsibility and right on the board and ask the pupils to think quietly about what they
a prize!
mean (definions) and what they mean in relaon to what we have been discussing. Whose responsibility
Activity
isPlenary
it to make sure that people in this room, this country and this world have rights to the things we
Plenary (water, food, a bed etc). Aer 30 seconds thinking me ask pupils to write down on a post-it
menoned?
(definitions)
Takeor and
away what
the they
fact meanand
sheets in relation
ask some to what thewe
of who have been
questions again to see ifWhose
discussing. anyone responsibility
can remember to make
is it the sure that again
answers.
note
Take away small theslips
factofsheets
paper suggesons
and ask someof should
of the questions takeagainresponsibility
to see if anyone and throw them into
can remember thethe middle Once
answers. Once again
ofreflect
people the circle.
in this onroom,
someRead ofthrough
this country the
and
the statistics ideas
by world
this and
asking have
(if not
groups to to
rights
already
think thingswhat
thesuggested)
about we mentioned?
put forward
concepts it(water,
the
makes food,
idea
them that bed
athink
it isetc). After
everyone's
about. 30 part could
This
responsibility.
usedInas small groups ask athe pupils to create a list of 10slipsmore thingssuggestions
they think of that EVERYONE has
then to write down on a post-it note or small of paper who should take
then be be used aa pupils
stimulus for
for a P4C enquiry.
seconds thinking time ask
as stimulus P4C enquiry.
the right and
responsibility to access
throw (startthem into them theo with clean
middle of the drinking
circle. Read water,
through foodthe to ideas
eat ...and
if groups are struggling
(if not already suggested) makeput
other
forward thesuggesons
idea that it is like what about
everyone's school?, what about having fun?, what about the right not to be
responsibility.
bullied?, what about the right to be listened to?.
pupils to create a list of 10 more things they think that EVERYONE has the right to access (start them
In small groups ask the
Plenary at
Share some of the lists and ask pupils to consider what we can do about those people who do not have
accessDid
to these things. Have a...discussion about what you could do on a personal level, as a class, a school
Plenary Did you you know?
know? ...
or as a wider community.
Share some of the lists and ask pupils to consider what we can do about those people who do not have access to these
things. HaveThere
There are
are 2.2
a discussion2.2 billion
billion
about what you could do on a personal level, as a class, a school or as a wider community.
children
children in
in the
the world
world ......
11 billion
billion of
of them
them are
are
Extension
Extension
Qu
ideas
ideas
ick on
Look
Lookatatthe
Qu ickMillennium
on tthe ra Development
Development Goals
Goals in
in relaon to RIGHTS.
relation to RIGHTS. Can
living in poverty ... the he d
Millennium
draw
living in poverty ... Can the RIGHTS you have been
w discussing link to any of the
the RIGHTS you have been discussing link to any of the MDGs? MDGs?
Make
Make a spider diagram. Invesgate projects working towards
a spider diagram. Investigate projects working towards the MDGs.the
MDGs.
Stimulus
Resources
/ Resources
// Worksheets
Worksheets
/ Worksheets
Stimulus
Statements (on lesson plan but you can amend as you see fit).
Statements
Questions on(onseparate
lesson plan
slips but you can
of paper amend should
(questions as you be
seeinfit). MDGs
order fromsheet
1-10 for
withextension
one set ofwork.
questions per group).
MDGsQuestions on separate
sheet for extension slips of paper (questions should be in order from 1-10 with one set of questions per group).
work.

A projectAAfunded
projectbyfunded by the Union
the European
project funded
European Union
and led
by the European
and ledby
in England
Union
in England by CDEC
and led inCDEC
England by CDEC
49
Rights & Responsibilities - MDGs sheet
Rights & Responsibilities - MDGs sheet

A project funded50
by the European Union and led in England by CDEC
Part 1
Food & Trade
Messy maps
Pods, Planning & Producon
Sharing the Chocolate
The Fairest Teacher
Fairtrade Means something to me
Fairtrade Alphabet
Cocoa Clues Mystery
Alien Headlines 1
Alien Headlines 2
10 Myths About Hunger

51
Curriculum Links
Messy Maps Curriculum
Links Links
Curriculum Links
Messy
Quick Maps
On The Draw Curriculum
Geography
Geography
under
To gain anTo stand where Fairtrade
ing ofunderstanding products are grown (& imported from). Geography
Curriculum Links
Togain
gainaaan
deeper
understanding of
of where global
global issues.
of Fairtrade products are grown CurriculumGeography
Messy Maps
Messy Maps
To
To
(&
gain deeper
imported the
understanding
inequalities
from). between the
issues.
consider global north and
and south.
south.
Links
Literacy
Literacy
Geography
To read forToinform
read
ation.
forto
informaon.
Geography P4C
To gain
To
To an
understanding
anable
be able to scan
of where Fairtrade
scan aaofdocument
beunderstanding document for
for key
products are grown (& imported from).
information.
keyproducts
information.
are grown (& imported from).
P4C
To gain where Fairtrade
interdependence interd
To read for information. ndence
trade
epe trade
To read for information. equality
equality needs
needs && wants
wants
Intro
Intro Present
Introthe pupils with a range of Fairtrade
Intro interdependencee
interdependenc find
trade
products and look on the packaging to find out the country (this
trade
out the count ry of origin
of may
origin (this
withmay say country
a range of origin5/6
of Fairtra de cts and
, produced
produ look on the
in ,are packa ging
grown into,haveto
product of ). Sort out the products
Present the pupils
Split the
the class
class into
into groups
groups ofof around
around 5/6 and and explain
explain they
they are going
going to have aa competition
competition in in which
which they
they will
will need
need to
Split thscan
to scan
into
someconnents;
key Africa,for
information South
the America,
answers North
and try America,
to be the Asia,
first Australia,
to report theEurope,
answers Antarcca;
back to and
the stand them
teacher. Hand out
Intro
some key information for the answers and try to be the first to report the answers backThen to thestart
teacher.
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g moreout the fact
the fact
on
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Asia,aAustra
ca, with looking
lia,Fairtrademore closely
Antarctica;
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stand countries
them on the within
large those
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andon the packaging to find out the country of origin (this may
America,Present the pupils range of and look
the pupils with a range of Fairtrade products and look on the packaging to find out the country of origin (this may th
Present Ideas
particular countries within those continents.
closely forBig th
Ask
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America,
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Ideas
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Antarctica; and standgrown
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who buys Europe,
these Antarctica;
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cts grownHow
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do produ
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these day).cts travel ? (main ly by ship
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the pupils what trends they can see. Why are products grown here? (i.e. mainly
AskActivity
Activity in the global south, due to weather
Activity
conditions), who buys these products? (mainly people from the global north) How do these products travel? (mainly by ship
conditions), who buys these products? (mainly people from the global north) How do these products travel? (mainly by ship
Activity
The Use the actual ingredients to create a mul sensory map by illustrang where each product comes from, for
The teacher
teacher remains
remains at
at the
the front
front of
of the
the class
class with
with aa pile
pile of
of questions
questions for
for each
each group.
group. One
One member
member of
of each
each group
group then
then by
example
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teacher for onto
the Ethiopia,
a multi
first sensococoa
question mappowder
ry and goesby illustra
backonto
to Ghana,
ting where
their own tea leaves
each
group produ
to onto
try ct
andIndia
comes
find etc.
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for will
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actual
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comes ingred
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the teacher create
for the first question and goes back to their own group to try and find out the answer as quickly as
crossovers and ittheywillhave
be messy! , tea leaves onto India etc. There will be crosso vers and it will be
possible.
gluing coffee
Use onto
the actual
possible. Once
Ethiop ia, cocoa
ingredients
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the answerr ontothey
a multithey
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write itit on
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illustrating
by the slip of paper
where
paper and
each
and take
take it
product
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the teacher.
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cover the
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teacher
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them
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backed
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where as a brilliant
product comesdisplayfrom,
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gluing coffee onto Ethiopia, cocoa powder onto Ghana,question,
tea leaves ifif incorrect
onto India etc.they must
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be crossovers group
and to find
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many
messy!gluingcorrecttextures
the and
teacher aromas.
then hands them the second
coffee onto Ethiopia, cocoa powder onto Ghana, tea leaves onto
question, incorrect they
India etc. tThere must
will return to
be crossovers
will
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andmany
have it willtotextur
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be outand
es the
correct answer. and use as a brillian displa y which
messy!
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whole strategy
map in is repeated
sticky backe until
d each
plastic group has received all 10 questions. Place an emphasis on it being
Plenary
competition so the wholeare
thepupils in sticky backed
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and brilliant
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aromas.
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Once
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at the
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cover
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and pupils
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in which the fact
fact
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sticky backed
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plastic andand
the
taking
usetaking
Fairtrade in the
the information
products
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come whichfrom
quickly.
quickly.
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Reward
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anyone
the
the
can
winning
winning
and group with
aromas.
aa prize!
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remember
aromas.
Plenary Plenary
not enough sunshine for
Plenary the crops
contintoents grow the Fairtra
consider de how
produ dependent
cts come from we are and onifimported
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Look at Look at theand
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about which
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continents
it. too rainy
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the nFairtrade come there
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particular count
particular
mapAsk
at theries.
countries.
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happen if it was too rainy or if there was not enough sunshine for the crops
Take away the fact
Ask sheets and ask some
might of
of the
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it was
iffood again
too rainyto orsee
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dent
if there produ
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cers
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answers.
for cropsOnce
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particular
Take
consid
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countries.
grow awayer howthe depen
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and askare
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we some
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on the
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andagain to see
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producerscan remember
are the
on us buying answers.
it. again
on some of the statistics by asking groups to think about what concepts it makes them think about. This part
on some
reflectconsider
to grow howof the statistics
dependent we by
areasking
on groups
imported to
food think
and about
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dependent concepts
producersit makes
are on them
us think
buying it.about. This part could
could
then be used as a stimulus
then be used as a stimulus for a P4C enquiry.for a P4C enquiry.
Extension
Extension ideas ideas
Pupils Action
Pupils Action Ideas
Ideas Extension ideas
Extension ideas
Ideas Collect
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t Fairtra
Fairtradepackaging de packaand
packaging
packaging gingadd
and and add
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of string to the map and
to showadd
lines
map
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add
lines lines
lines of string
of string to theto
string tomapthe
the tomap
map showto show
to
where additional products arects are
teachers
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messymulti multiin an show whereadditi
where addional products
onal produ
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map to other classes, from.additional products are
where
map
to Did
assembly
to
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and s, know?
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how long
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products are available and Research
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ry of origin
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ter!),
of Fairtrade
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products
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sticky Resources
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with one
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set of
of questions
questions per
per group).
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52
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herecom ula r the cocoa wit hin cho colate. Start
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epwhere ry dri
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project. should be in order from 1-10 with one set of questions per group).
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A project Afunded byfunded

by theUnion and led
European in England
Union andinled byinCDEC
England byECCDEC
A project fund ed d led En nd by CD
glaEngland
A project A
funded by
project
bythfunded
e
the
d Eu
by the
ro by
peEu
Europeanthe
ropEuropean
ea n Un ion an
Union and led in by CDEC
AApro ject fun
project de 53by thean
funded UUnion
nion an
European and
d leled
Union in England
and led in by CDECby CDEC
England
d in England by CDEC
Cocoa
Cocoa production
production - 1
Cocoa
Cocoa production
Cocoaproduction
production- 1 -- 11
Cocoa crossbreeding
crossbreeding
Cocoa
Cocoa
Cocoa crossbreeding
crossbreeding
crossbreeding
done by hand
hand byby
is done
doneby hand
by by
hand by
done
planting by
blossomby
hand
blossom
planng blossom ont
on
planting
onto the
planting
the branchesblossom
branches
blossomof ont
ont
trees
branches
of trees.
of tree
the
the branches of
branches of trees
trees
Small shoots
shoots are are taken
take
Small
from shoots
Small shoots
Small shoots
trees, areare
are
grown taken
taken
into
from
taken trees,
from grown
trees, int
from trees, grown into
seedlings and takeinto
from
grown trees,
seedlings
into andgrown
seedlings take 4-5
4-
seedlings
and take
seedlings
years to 4-5 and
and
grow take
yearsinto
take 4-5
4-5
tree
years to grow
to growtointo into tree
trees.into tree
years grow
years to grow into tree
Workers
Workers keep
keep the
Workers keep the
the
Workers
seedlings
Workers
seedlings keep
well
keep
well the
the
watered
seedlings well
watered andwell
seedlings watere
they watered
seedlings
and
arethey
and they wellprotecte
are
protected
are watered
protecte
and
from
and they
the
they
from theare
direct
are protecte
sun.
protecte
direct sun.
from the
from the direct
direct sun.
sun.
from the direct sun.
Cocoa
Cocoa
Cocoapodspods
grow ingrow in
pods grow in
in
Cocoa
about 4-5
Cocoa4-5
about pods
months
pods grow
grow in
on the4-5
about trunkmonths on
months o
about
about
the and
4-5
4-5and
branches
trunk months
months on
on
branch
the
the trunk
trunk
of the and branch
and
trees. branch
the trunk and branch
of the trees.
of the
of the trees.
trees.
of the trees.
A project funded
54 by the European Union and led in England by CDEC
Cocoa
Cocoa production
production -- 22
Cocoa
Cocoa production
Cocoaproduction
production- 2-- 2
2
A mature pod
A mature pod isis usual
usua
A mature
A mature
Ayellow,
mature
yellow, red pod
pod
pod is
red or is
is usual
usual
or purple
purpl
usually
yellow,yellow,
red red
or purple
yellow,
and is red
cut cut purple
or
open
or purple and isopen 7-10
7-10
and
openis
and is cut
7-10
cut open
days
open 7-10
7-10
days after harvesting
harvesting
aer harvesng.
days
days after
after harvesting
harvesting
The pod is cut cut with

with aa sha
sha
Thepod
The pod isiscut with
cut with aa sha
The
knife
a
pod is cut
collect
to collect
sharp knife
with
to
sha
the bean
the bean
knife
knife to
to collect
collect the
the bean
collect the
There are aroundbeans.
around 50 50bean
bea
bea
There
There are
There are
are around
around
around50 50
50 bea
bea
in
beans in
a wet
wet
a awet
pulp.
pulp.
pulp.
in
in a wet pulp.
wet pulp.
The
The beansareare
beans are placed
placed und
placed und
The
The beans
beans are
are placed
placed und
und
under banana
banana leaves
leavesleaves
or in boxe
or in box
banana
or in boxes
banana leaves
to ferment
leaves or
or in boxe
to ferment for 7-10boxe
in
for 7-10 days
day
for
to7-10 days, allowing
ferment for 7-10 days
to ferment
allowing
the flavourthe
thefor
and
7-10
flavour
flavour days
and
an
allowing
allowing the
the flavour and
flavour and
colour to develop.
colour to
to develop.
develop.
colour
colour toto develop.
develop.
The beans
The beans needneed
to
need to
to bb
The
The beans
be dried need
out under
beans need to
to b
b
dried
dried out
out
the sun,out under the
under the
which the
dried
dried out under
under the
takes
sun,
sun, around
which
which takes
takes
sun, which
2 weeks.
sun, which takes
takes
around 2 weeks.
around 22 weeks.
weeks.
around
around 2 weeks.
55
Cocoa Production - 3
Cocoa
Cocoaproduction
Cocoa Production
Production- 3-- 33
They are turned
They
They are
are turned
They are turned
turned
regularly
regularly
and
and
carefull
regularly
regularly and
and carefull
carefull
carefully checked
checked so they do no
checked
so they doso
checked notthey
so go
they do
do no
no
go mouldy.
mouldy.
go
go mouldy.
mouldy.
The beans are sorted o

The
The beans
The beans
beans areare sorted
sorted
are sorted o
o
for
out size,
for quality
size,quality and to
quality and to
for
for size,
size, quality
and to
check check
that thereand
that are to
n
check
there are
check that there
no other
that are
are n
there theren
other materials
materials there.
other
other materials there
materials there
TheThe
cocoa beansbeans
cocoa are are
The
The cocoa
scooped beans
into sacks
cocoa beans are
are
scooped
and stored into
ready sacks
to an
scooped
scooped into
into sacks an
go to theready
stored to go toanth
processingsacks
stored ready
ready to
storedplant. to gogo to
to th
th
processing plant.
processing
processing plant.
plant.
The sacks
The sacks ofofcocoa
cocoa bea
The
beans
The sacks of
of cocoa
are piled
sacks up
cocoa bea
bea
are piled
inpiled up
a storage in a storag
are
are piled up in
in aa storag
upready storag
house ready
house for for
house
transportaon.
house ready
ready for
for
transportation.
transportation.
transportation.
A
A project 56
project funded
funded by
by the
the European
European Union
Union and
and led
led in
in England
England by
by CDEC
CDEC
Cocoaproduction
Cocoa Production- 4-4
The cocoa
The cocoa
The beans
cocoa beans are
beans are
are transported toto
transported a a coco
transported
cocoa processingto a coco
processing company
company. company
processing
The beans wait to be

The beans b
The beans wait towait
be to be
turned
turned into
into cocoa
turned cocoa
into cocoa
liquor,
liquor, cocoa
cocoabuer
butter aa
liquor, cocoa
and cocoa cake.butter an
cocoa cake.
cocoa cake.
First
First
First of
of allall
the the beans
beans
of alltothe a
beans a
are cleaned
cleaned to make
to make
make sur
sur
cleaned
sure there are no
there
wood, are
there sand no wood,
are no wood,
or stones.
sand or stones.
sand or stones.
The beans
Thebeans
The beans are are roaste
are roaste
roasted
to to bring out
bring out the
to bring
the chocolate out the
flavour
chocolate
and flavour an
colour further.
chocolate flavour an
colour further.
colour further.
57
Cocoaproduction
Cocoa
Cocoa Production
Production- 5- 55
-
A winnowing
is
is usedisto
used
machine to remove
remove
used to th
th
is used
removefrom
to remove
the shells
th
shells
shells from the bean
the bean
shells from
from the beans,the bean
just
just
just leaving
leaving
leaving the nibs
the
the nibs. nibs
just leaving the nibs
The
Thenibsnibsare are
grinded
grinded
The
The nibs are
nibs stages
in several
grinded
are grinded
several stages
to createstages
several cocoa toto crea
crea
several stages to crea
liquor.
cocoa liquor.
cocoa liquor.
cocoa liquor.
Theliquor
The
The liquor isis
liquor isthen
then press
then press
The liquor
pressed is then press
to extract
tococoa
to
the extract
extractbuerthe cocoa
the cocoa
to extract the cocoa
butter (which
(which is(which
butter then is is then
then
butter
used to (which
make is then
used to
used to make chocolate
chocolat
to make
usedchocolate).
make chocolate
Cocoa buer is
Cocoa
Cocoa
cleaned
butter
butter
using
is cleane
is
filters
cleane
Cocoa butter is cleane
using
using filters
andfilters and store
stored and store
using filters
in huge tanks.and store
in huge
in huge tanks.
tanks.
in huge tanks.
58
Cocoa
Cocoa production
Production- 6- 6
The cocoa
The buer butter
cocoa is is
The cocoa
then poured into
butter is
then
then poured
poured into
25kg cardboard into 25k
25k
boxes with boxes wit
cardboard
cardboard
plasc liners.boxes wit
plastic
plastic liners.
liners.
Several checks
Several
Several
are checks
checks are
carried out are
to check
carried outforto check f
carried out
contaminaon.
to check f
contamination.
contamination.
The
Thecardboard
The boxesboxes
cardboard
cardboard boxes aa
are stored unl they
stored
arestored
until
until
completely
they
they are
solid are
completely
and ready for solid
completely solid and
and
transportaon.
ready for transportatio
ready for transportatio
Boxes
Boxes
Boxes areare transported
transported
are transported
toother
other factories
factoriesso so tha
other factories
that other ingredients
so tha
other
can beingredients
other ingredients
added to can
can b
b
make chocolate.
added
added to
to make
make chocola
chocola
Some factual information hasAbeen taken
project from
funded www.thechocolatereview.com
Some factual information has been taken from www.thechocolatereview.com
And the International Cocoa Organization www.icco.org
And the International Cocoa Organization www.icco.org
59
Curriculum
Links Links
Curriculum Links
Sharing
Quick Onthe
TheChocolate
Draw Literacy
Curriculum
To Geography
Geography
To gain
gain aa deeper
understanding ofof global
global issues.
issues. Citizenship
To consider the concept ofbetween
fairness inthe
relaon tonorth
the childrens own lives. Curriculum
Curriculum Links
Links
Sharingthe
Sharing
Sharing theChocolate
the Chocolate
To
To consider the inequalities between the global
consider
Chocolate the inequalities global north and
and south.
south.
Curriculum Links
Literacy
P4CLiteracy
To To write a narrave using a given structure LiteracyP4C
(to write a story based on fairness). Literacy
Literacy P4C
To be
be able
able to
to scan
scan aa document
document forfor key
key information.
information.
Citizenship
Citizenship
Citizenship
fairness equality equality rightsneeds & wants P4CP4C
P4C
equality needs & wants
Intro
Intro
Children are seated around a table in groups of 9 (you can adapt story characters depending on your group
Intro
size). Warm-up
fairness equality
fairness equality
fairness equality rights rights
rights
Split
Split the
the class intoacvity:
class into groups
groups of Put plate of
of around
around 5/6
5/6 10andpieces
and explain
explainof Fair
theyTrade
they are chocolate
are going
going to
to have
have in athe middle of in
a competition
competition table
in which
which andtheyaskwill
they children
will need
need to to scan
scan
to
some share what feelings
information forand
the thoughts
answers they
and have
try to about
be the the
first chocolate
to report in
the front
key answersof them
back without
to the touching!
teacher. Hand Seeout if the fact
any
Intro
Intro
Intro of them noce there are more than enough to share equally. It's good to break the chocolate up so all
theare
Children
Children
Children
pieces
are
seated arearound
areseated
seated aaround
dierent
around a table size.
aatable
table
in ininGet
groups
groups groups
groups 9of(you
of of to
99(you
(you decide
can can
can which
adapt
adapt
adapt story character
story characters
characters
story characters they will be
depending
depending
depending onon(mum,
on
youryour
your dad,
group
group
group grandma,
size).
size).
size).
granddad,
Warm-up
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Warm-up
Warm-up Ideas aunt,
activity:
activity:
activity:
Put
PutPut uncle,
plate
plate
plate of of3
of children
101010 pieces
pieces
pieces aged
of
of of
Fair Fair
Fair 5,
Trade 7
Trade
Trade and 9).
chocolate
chocolate
chocolate Ask addional
in inin the middle
middle
thethe middle adults
of of of
table
tableto
table
and take
and
andaskaskon
ask extra
children
children
children role
to
share
to to if required.
share
share what
what
what
Big
feelings
Make
Ideas
sure
and the
thoughts plate
they of chocolate
have about is
the next to
chocolate the in Mum
front character.
of them Explain
without that
touching! they
See will
if any all
of have
them a piece
notice ofareare
there are
feelings
feelings
Ask andand
the thoughts
thoughts
groups, they
they
what have
do have about
about
you feel the the chocolate
chocolate
about these in front
front
instatistics?of of them
them
How dowithout
without
they touching!
touching!
affect See
you? Seeif any
if any
Which them
offact
of them notice
stands notice there
out there
most to you
Ask
more the
than
chocolate groups,
enough
by what
to do
share you feel
equally. about
It's good these
to breakstatistics?
the How
chocolate do they affect you? Which fact stands out most to you and
and
more
more than
than
why? enough
enough
When dotothe
to end
share
share
you of theIt's
equally.
equally.
hear about acvity.
It's
any good
goodof to to break
break
these thethe
facts? chocolate
chocolate
(as they
up
so
upup
are
so
so all
thethe
allall
happening
the pieces
pieces
pieces
EVERY
are
areare a different
a different
a different
single day).
size.
size.
size.
Get
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Stimulus
Sharing /Chocolate
thedad,Resources story / Worksheets
(adapted from John Fishers Sharing the Fish story), bar of chocolate, character
labels (mum, grandma, grandad, aunt, uncle, 3 children
children aged 5,
7 77 and 9), post-it
post-it notes,
notes, flip
flip chart/large
chart/large paper,
labels
labels (mum,
(mum, dad,
dad, grandma,
grandma, grandad,
grandad,
labels (mum, dad, grandma, grandad, aunt,
aunt, uncle,
uncle,
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Questions cardsslips of paper (questions should be in order from 1-10 with one set of questions per group).
on separate slips of paper (questions should be in order from 1-10 with one set of questions per group).
AAA project
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funded by
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the
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European
European Union
Union and
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and led in
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funded Union
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England by CDEC
CDEC
60
Sharing the Chocolate - Story
Once there lived a family who had gathered together to celebrate Grandma's 75th birthday. Seated around
the table were Mum, Dad and three children aged 5, 7 and 9. Mum's sister was there too with her husband
and most importantly, Grandma and Grandad. It was a very special celebraon indeed. Aer a lovely meal,
Mum brought out a plate of chocolates and put them in the middle of the table.
We beer give Grandma the first piece. said Mum It is her birthday.
Mum gave the plate to Grandma who then passed it around the table. Each person took a piece of
chocolate and passed it on. When it got back to Grandma there was just one piece le on the plate.
Oh. said Mum. Just one piece le. I wonder who should have that?
I think Grandma should have it because it's her birthday. said the youngest child.
Yes but Mum cooked us the lovely meal, maybe she should have it. said Dad.
Maybe the youngest person should have it. said the Uncle.
Well Aune and Uncle are guests here today, I think one of them should have it. said Mum.
But Dad earns the money to buy the chocolate, he should have it. said the oldest child.
But it is my birthday next, said the 7 year old child. I think I should have it.
What a discussion they had. It went on for over 10 minutes, each person giving more and more reasons why
they or someone else should have the last piece of chocolate.
And all the me the piece of chocolate sat on the plate in the middle of the table.
* stop here to discuss reasons (see lesson plan)
Wait! said Dad. I know how to sele this. Let us carry on with our celebraon, and whoever doesn't
speak for the longest will get the last piece of chocolate. They all looked around at each other and agreed
this was a very good idea.
We will start from now then. said Dad. And don't forget the person who remains silent for the longest
will get the last piece of chocolate.
At first it seemed fun to sit around the table and say nothing. They smiled at each other, but nobody said
anything. Five minutes went past, then ten and sll nobody said anything at all. But soon their smiles began
to wear o. They missed the happy chaer of everyone together for this important celebraon.
Who would like a cup of tea and some birthday cake? said Mum. She was red of the silence.
Yes please. said Grandma.
That would be nice. added Grandpa and Dad, both at the same me.
Oh dear. said Mum. Looks like we won't be geng the last piece of chocolate.
I'd rather have a piece of cake anyway. said the Aune.
Me too. said the Uncle.
Soon all the adults were talking together happily again, having broken their silence. Only the three children
sat there saying nothing.
Mum brought in a tray of tea and birthday cake. It was a lovely cake with the number 75 on it and lots of
candles.
Quick, we beer sing Happy Birthday before all the candles go out, said Mum.
The oldest and the youngest children looked at each other and smiled. As the adults began to sing Happy
Birthday, they too joined in singing. Only the 7 year old sat there silently. When they finished singing, the 7
year old reached towards the plate and took the last piece of chocolate.
Yessss. they said. I got the last piece.
Wrien by Jane Yates but based on Sharing the Fish by Robert Fisher

61
Sharing the Chocolate - Fairness cards
same dierent
share good
right equal
need want

62
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68
The Fairest Teacher story
A dialogue based on the smulus called The Fairest Teacher of Them All?, which is the copyright of Jason
Buckley www.thephilosophyman.com
Place a hat on the floor between the actors and the pupils.
Facilitator Id like to introduce you to Sue. Sue used to work in the City of London. She used to earn a lot of
money. It must have been wonderful to earn so much money, Sue ...
Sue Yes, but when I walked from my first class train compartment going to and from work, I noced
that there were people in London who had very lile money at all, because they were sing on
the streets asking for some of mine. Somemes I felt guilty about having so much when they
had so lile. So I somemes gave them a few coins.
Sue throws a couple of coins into the hat.
Facilitator Your job was to invest the money of rich customers to help to make them even richer
Sue Yes, somemes I felt it was unfair that they were incredibly rich when I was just comfortable. So,
I have to admit that somemes I overcharged them, knowing that they had so much money that
they wouldnt noce.
Facilitator Goodness, me, sounds like you werent too happy doing what you were doing.
Sue No, one day I just decided that I was fed up with the whole business of people being so unequal.
I decided to get a job where I could make a dierence.
Facilitator What did you do?
Sue I went back to university and trained to become a teacher. When I started teaching, I decided
that I would treat all my pupils equally.
Facilitator That sounds good. What did it mean in pracce?
Sue Well, I learned the names of everyone in the class at the same me including the brightest,
the naughest and the quietest.
Facilitator I see. Anything else?
Sue I smiled at them all in the same way when I saw them around school and I made an eort to get
to know each of them. I also spent the same me helping each of them with their work.
Facilitator Sounds good. Anything else?
Sue Yes, every me any pupil answered a queson, I said the same thing, Well done, that was
excellent. I set the same work for all of them and gave them all the same me to do it in. Then I
gave them all the same grades and said the same thing about each pupil at parents evening and
in their end of year reports.
Facilitator Oh. What if a pupil was naughty?
Sue I gave everyone the same punishment. Over all, I was pleased that I had treated all my pupils
equally.
Facilitator And what did the pupils say?
Sue Well, I was really shocked and hurt.
Facilitator You can tell us, what did they say?
Sue They said, Its not fair you treat us all the
Facilitator and Sue gesture to the pupils to invite them to complete the sentence. If not see below
Facilitator Can you finish the sentence? Its not fair you treat us all the
to pupils

69
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71
Fairtrade means something to me -
statements 1
Farmers get a fair price for the crops they grow

Farmers get a regular income
Farmers have trading contracts so they can plan for
their future
Farmers can join organisaons that can support them
Farmers can be paid in advance so they wont fall into
debt
Workers on plantaons have decent wages and housing
Workers on plantaons have decent health and safety
standards
Support is given so farmers can stop using harmful
chemicals
Workers are allowed to join trade unions
Support is given to help with educaon and health care
More children can go to school
No child labour or forced labour is allowed
Workers rights are respected lives
Men and women are treated equally
Workers are allowed to have more control over their
lives

72
Fairtrade means something to me -
statements 1
Farmers are treated unfairly

Farmers dont know if they will even get paid at all
Farmers oen have to borrow money so they get into debt
Farmers dont know how much they will get paid
Farmers are worried about whether they can provide for
their families (food, warmth etc)
Workers on plantaons have poor working condions
and poor safety standards
Workers are forced to work long hours with very lile
pay to support themselves
Workers have to find second jobs because they dont get
paid enough
Harmful chemicals can be used to grow more crops
Cheap products are made with sub standard crops
Expensive products are made that no-one can aord
Children have to work to help support their families
Fewer children go to school
The environment is not cared for or looked aer
Producers have no control over the market and who they
are selling to

73
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75
Cocoa Clues Mystery Statements
Afia is 8 years old. She has 3 older brothers and a sister. She lives
with her mum and dad.
Afia is good at cooking. She helps her mum at home.
Afias brothers walk a long way to school. They dont go every day
because their dad cannot aord to pay.
Somemes Afias brothers have to help out on the cocoa farm if it
is busy.
Afia doesnt go to school because it is too expensive for her father
to pay.
Many girls do not have the opportunity to go to school.
Afias mum, Esther, sells the vegetables the family grow at the
market on Friday.
Afias dad, Kwesi, works on a small cocoa farm growing cocoa
beans.
Afias family lives in the countryside in Western Region in Ghana.
The roads are bad for travelling.
The village they live in has one water well that is dirty and busy.
People oen get ill.
It costs money to go to the local Government school.
Parents must help pay for books and towards the
teachers pay.
The school is in the nearest town but it is a long way for Afia to
travel on the bad roads.
Kwesi oen doesnt have enough money to buy enough food or
clothing for his family.

76
Cocoa Clues Mystery Statements
Kwesi cannot aord for Afia and her sister Abena, who is 6, to go to school
so they stay at home to help their mum. They need to sell vegetables in
the local market to try and make some extra money.
Kwesi and his friends at the cocoa farm are fed up of not knowing what
they will get paid and even if they will get paid at all.
The world price of cocoa goes up and down so the price farmers and
workers get paid goes up and down too.
A group of small farmers is approached by Fairtrade, so they can begin

selling the cocoa beans as part of the Fairtrade market.
Aer a year, the first Fairtrade premium arrives. The workers all vote on
how to use this money so that it benefits their community.
The Fairtrade premium is spent on improving the roads and water well.
Kwesi is much happier now that he has more money each week to buy
food and that his family has clean, safer drinking water.
The roads to the nearest town are built with the Fairtrade premium so
that people can travel beer.
Members of the cocoa farm decide to buy a bus with the Fairtrade
premium so that their children can safely get to school and back.
Kwesi is proud that he can now send his daughters to school.
Kwesi likes being part of the Fairtrade market. He now knows he will get
paid in me.
Kwesi and the other cocoa workers have been trained so they now know
more about looking aer their farms and the environment. They also
formed a cocoa producers cooperave.

77
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in England
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78
AlienHeadlines
Alien Headlines- quote
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quote from
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Mars visited Earth,
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79
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Sources:
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islost
lostbefore
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before itreaches
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homes.
size of sub-Saharan Africa and Sources:2009).A broken food system: half of the world's food goes to waste Article by
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Tristram Waste: half of the
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www.worldhunger.org
South Asian. www.worldhunger.org
South Asian. Scandal (Penguin, 2009). www.worldhunger.org
A project funded by thewww.england.lovefoodhatewaste.com
European Union and led in England by CDEC
A project
A project funded
funded by theby the European
European Union
Union and and
led in led in by
England England
CDEC by CDEC
80
Alien Headlines Planning Sheet
Alien Headlines Planning Sheet
Alien Headlines Planning
Planning Sheet
Sheet
ALIEN TIMES
ALIEN TIMES
Headline for your news article
Headline for your news
news article
article
Main facts you want to include in your Picture(s) that highlight your main points and
article
Main facts you want to
to include
include in
in your
your get aliens interested
Picture(s)
Picture(s)that
thathighlight
highlightyour
yourmain
mainpoints
pointsand
and
article get
getaliens
aliensinterested
interested
List of actions the aliens could do to help Style of writing you will use (first person
List of actions the aliens
aliens could
could do
do to
to help
help Style
Styleof
ofwriting
writingyou
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willuse
use(first
(firstperson
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Union
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and in in
led England byby
inEngland
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81
Alien Head lines 2 Currig
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and begin
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questions again
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project
funded by theUnion
by the and led
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Union and ledby
and led inCDEC
in England
England by
by CDEC
CDEC
82
CurriculumCurriculum Links
Links Links
1010Myths
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10 Myths
ToTo
gain
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to scan
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perceptions needs
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Using the 10 Myths about hunger statement cards sheet give one statement out as a smulus to each
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group
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the pupils
the
class into
into
clas of groups
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groups
s.class. the
of
ofm around
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around 5/6
quote
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and explain
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83
10 Myths About Hunger -
statement cards
Hunger is just a
There isnt enough food
queson of not having
to feed the world
enough to eat
Droughts and other

Hunger only exists when
natural disasters are
theres not enough food
to blame for hunger
Too many people go

All of the worlds hungry hungry in my home
live in Africa country for me to worry
about hunger abroad
Hunger and famine are

Hunger is just a
not easy to predict and
health issue
can't be prepared for
People are only hungry There are more

during emergencies or important global
disasters issues than hunger
(Adapted from hp://www.dosomething.org/psandtools/11-myths-about-world-hunger)

84
10 Myths About Hunger debunked
1. There isnt enough food to feed the world
There is enough food in the world today for everyone to have the nourishment they need.
There needs to be more ecient, sustainable ways to grow and distribute food. Around a third
of all food worldwide goes to waste.
2. Hunger is simply a queson of not having enough to eat.

Hunger also involves the type of food you eat. Good nutrion means having the right combinaon
of nutrients and calories needed for healthy development. It's especially important for infants,
pregnant women and young children.
3. Droughts and other natural disasters are to blame for hunger.

Communies that build irrigaon systems, storage facilies, and roads to connect to markets,
improve harvests, and people can survive even during mes of drought. Nature is only one
factor when it comes to hunger. The proporon of food crises that are linked to human causes
has more than doubled since 1992.
4. Hunger only exists when theres not enough food.

People can go hungry when they cant aord food or cant get to local markets.
5. All of the worlds hungry live in Africa.

Of the worlds nearly one billion hungry, over one-half live in Asia and the Pacific. Hunger is also
a relevant issue Europe, where some esmates suggest that 1 in 10 people dont have food security.
6. Too many people go hungry in my home country for me to respond to hunger abroad.
One in seven people in the world are hungry, which means one in seven people cant create,
study, or reach their full potenal because they are hungry. That aects all of us. Hunger slows
progress on other important areas that connect naons.
7. Hunger and famine are not easy to predict and can't be prepared for.
Tools exist to monitor and predict trends in food producon as well as food prices. For
example, the Famine Early Warning System Network (FEWS NET) analyzes meteorological and
economic factors to alert the world to the possibility of hunger hotspots and famine.
8. Hunger is just a health issue.

This issue also aects educaon and the economy. Children lacking nutrients struggle to focus,
learn, or even aend school. In the poorest parts of the world, a school meal can double
primary school enrolment.
9. People are only hungry during emergencies or disasters.

Populaon-wide emergencies only account for eight percent of the worlds hungry. There are
close to one billion hungry people in the world who do not make the headlines.
10. There are more pressing global issues than hunger.

Hunger is at the root of so many global issues. When populaons are hungry, economies suer,
people fight, and farmers cant grow their crops eecvely. Fighng hunger also fights
environmental, economic, and security issues.
(Adapted from hp://www.dosomething.org/psandtools/11-myths-about-world-hunger)

85
86
Part 2
Poverty & Interdependence
Mary and John - Sustainability

Mary and John - Emoons & Empathy
Mary and John - People & Environment
Mary and John - A Happy Ending?
Ghana Fact files
Sorng Out Ghana
What would I see?
Money Talks
What is poverty? Definions
What is poverty? Life Stories

87
Curriculum
Curriculum Links
Links
Curriculum Links
Mary
Mary &&John
Quick John
On - Draw
Sustainability
- Sustainability
The
Curriculum
Literacy
Citizenship
Geography
ToTo
To gain a deeper
deeper
be aable
gain understanding
to discuss of global
global issues.
the term sustainable
understanding of issues.
in terms of development and living. Citizenship
ToTo
To considerthe
consider
consider howinequalities
the sustainablebetween
inequalities living applies
between to us onnorth
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the global a personal
north and global level.
and south.
and south. Geography
P4C
Literacy
To be
To be able
able to
to take
take part
part in
in aa shared
shared discussion
discussion and
and P4C
P4C enquiry
enquiry (speaking
(speaking &
& listening).
listening). P4C
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able to
to
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listen
listen
able to to
to
to scan a
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story inand
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make
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reflections
reflections
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key information.
information.
P4C
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sustainability sustainability
values poverty values poverty
sustainability values
equality poverty
needs & wants
Intro
Using
Introthe classroom
Intro
Using the classroom as
as aa starting
starting point,
point, ask
ask the
the pupils
pupils to
to think
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what would
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if we
we used
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ate
ate
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of What
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it mean forcarrots
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for other classes patch?
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we manage
manage would itresponsibly?
the resources
the resources mean for our(Re-think,
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(Re-think, reduce,for
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rotation of
of pupils?
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etc.) How could we manage the resources responsibly? (Re-think, reduce, re-use,
Big Ideas
recycle,
Big Ideas composng, rotaon of crops etc.)
Ask the
Ask the groups,
groups, what what do do you
you feel
feel aboutabout these
these statistics?
statistics? How How do do they
they affect
affect you?
you? Which
Which factfact stands
stands out out mostmost to to you
you and
and
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Now introduce
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introduce
When or you
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remind hear pupils
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about ofany
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the term
thesesustainable,
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sustainable
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development
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or sustainable
single day). living. Think
living. Think
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about introduce
these terms
terms orin
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to yourself,
yourself, othersustainable,
other people (those
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living now
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and in the
the future) or sustainable
future) and the
and living.
the environment
environment
Think about
around
around thatthese
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supports terms us.in relaon to yourself, other people (those living now and in the future) and the
us.
Activity around us that supports us.
environment
Activity
The teacher
The teacher remains
remains at at the
the front
front of of the
the class
class with
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pile of of questions
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member of of each
each groupgroup then then
Activity
Read
Read The Story
The Story of of Mary
Mary & & John
John
comes to
comes to the
the teacher
teacher for for the first
first question
question and and goes
goes back back to to their
their own
own group
group to to try andand find
find outout the answer
Read The Story of Mary &the John. Ask pupils to make their inial reflecons and trynote down any thebig ideas as quickly as
possible.
they comeOnce
possible.
collaboratively. Once
up with.they
theyGet have the
havepupils answer
the answer they
into groups write it on
givingit each
they write the
on thegroup slip of paper
slip ofa paper
Mary and and
& Johntake it
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it back toSheet teacher.
that they
the teacher. IfIf the
the
can answer isis
answer
collaboratively.
fill
Share
Share inthe
correctcollaboravely.
correct
the the teacher
the teacher
answers
answers and then
andthen hands to
hands
ask pupils
ask pupils them
them
to the second
the
elaborate
elaborate second question,
question,
and reflect
and reflect ifif incorrect
where
where incorrect
possible.
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they
Then
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Share
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isis repeated
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sharegroup
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all
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an emphasis Run
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on being aa
individually
P4C
P4C enquiry.
competition about
so thethe things
pupils are it has
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fact think
sheet about
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in the
enquiry. so the pupils are scanning the fact sheet and taking in the information quickly. Reward the winning group
competition those within
information their
quickly. group
Reward to then
the raise
winning group with
with
quesons.
NB:
NB: We
We
aa prize!
prize! Run
suggest a
that P4C the enquiry.
story can be used over one, two or three P4C
suggest that the story can be used over one, two or three P4C sessions. Please read the whole story and sessions. Please read the whole story and
NB:what
see
see We suggest
what you think,
you think, that the story
adapting
adapting the
thecan be used
group
group overas
activity
activity asone, two orSuggestions
needed.
needed. three P4C sessions.
Suggestions for where
for where Please
to take
to read
take the whole
breaks
breaks story and
are shown.
are shown.
see
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Plenary
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Take away
Take away
Following the fact
the fact sheets
sheets andto
and ask
ask some
some of the
of the questions
questions again
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to see ifif anyone
anyone can
can remember
for remember the
the answers.
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whoOnce again
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could toafind
ask to
ask P4C
find enquiry
the
the refer
answers.
answers. any quesons classed as quesons experts and discuss
reflect
reflect on
on some
some of
of the
the statistics
statistics
we could ask to find the answers. by
by asking
asking groups
groups to
to think
think about
about what
what concepts
concepts it
it makes
makes them
them think
think about.
about. This
This part
part could
could
then be
then be used
used as
as aa stimulus
stimulus for
for aa P4C
P4C enquiry.
enquiry.
Example P4C
P4C Questions What is
What
What isissustainable
sustainable development?
sustainable
development?
Example
Example P4C
Questions
Questions development?
"... development that meets the
"... development that meets the needs
needs
Who
Who are
Who arewe
are weresponsible
we responsible
responsible "...
of development
of the
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present without
present without the needs
compromising
compromising
for?
for? of
the the present
the ability
ability of without
of future compromising
future generations
generations to
to
for?
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we
Did
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when we
meet their own needs."
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should we This
This is
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Story of
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Mary && John
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Questions sheet / Worksheets
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Mary & John Quesons
Stimulus sheet / Worksheets
/ Resources A project
A project funded
funded by
by the
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European Union
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in England
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by CDEC
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Questions on
separate slips
slips of
of paper
paper (questions
(questions should
should be
be in
in order
order from
from 1-10
1-10 with
with one
one set
set of
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questions per
per group).
group).

by theUnion and led
European in England
Union and ledbyinCDEC
England by CDEC
88
The Story of Mary & John
Once upon a me, there lived 2 neighbours one was called John and one was called Mary.
Both John and Mary had land at the back of their houses, where they grew fruit and vegetables for their
families to eat.
John was more fortunate than Mary when it came to his land. Firstly, John had a well in his garden and used
the water to irrigate his crops when the weather was dry. Secondly, there was an outcrop of rock at the
edge of Johns piece of land. This formed a natural shelter from the prevailing winds that blew strong and
cold at certain mes of the year. Thirdly, Johns soil was rich and ferle because he spread the manure from
chickens that his father had le to him.
For many years, the neighbours (John and Mary) lived happily alongside each other. If one grew more
carrots and the other more apples, they would swap or even just give away the extra to each others
families. John would pass buckets of water to Mary when the weather was dry and give her a bag or two
of chicken manure. Mary liked to give John figs and beauful flowers for his familys table, which she was
parcularly good at growing.
This way of life went on for a long me and the neighbours and their families enjoyed the rhythms of the
seasons. They got sasfacon from seeing their plants grow from seeds into food to put on to their tables. They
enjoyed living in a friendly community, however small they could always count on each other if things got
tough, for example if the weather meant that the crop yields were down. Occasionally another neighbour would
slaughter an animal and everyone would bring something in return for a share of the meat.
[Possible break if you want to have 3 sessions out of this story]
Gradually, though, things began to change. It may have started with the building of a road and footpath
alongside Johns land. When people passed by, they would look over his fence and admire his crops. John
was proud to show them what he was growing and once or twice he oered them a sample if he had
plenty. In me, people oered to buy Johns fruit and vegetables. So, John set up a stall and increased his
producon, and made some money.
Then, it wasnt just admirers who stopped by. It was also people who wanted to sell John things and John
and his family started to buy new clothes from them, then new gadgets and new games all sorts of things.
Johns family told Marys family how good it felt to have the latest this or the latest that. And Johns family
hungered now, not so much for the food that they grew, but for the things they might buy to make life more
excing and to be admired for being up to date.
John now felt under more pressure than ever before to grow more crops on his land so that he could pay for
all the new things that he and his family wanted. When Johns crop yields fell, Mary told him that he was
exhausng the soil by asking too much of it. Mary told John that he should do what they had always done
rotate the crops and let some patches of ground rest for a season. This not only helped the ground to
recover, but helped to stop pests.
But, John couldnt do this he wanted the land to work harder for him. One day, one of the merchants told
him that he could sell him some chemical ferliser to make the ground more producve. The merchant also
suggested that he would make more money if he concentrated on only one or 2 crops. Then he could use
parcular chemical ferlisers and parcular chemical pescides that were designed for those 2 parcular crops.
So, John stopped growing other things and concentrated on growing grapes and broccoli. One year, the
grapes were hit very badly by pests and he was relieved to be able to buy a parcularly strong pescide to
kill o the pests ignoring Marys complaints about overspill that contaminated her land and destroyed
some of her vegetables.
John killed and ate all his chickens. He didnt need them aer all, he was already buying chemical ferliser
for the land, and if he wanted eggs or meat, he could buy them too.
John found that his grapes and his broccoli needed a lot of water and he thought, Why should I share my
water now when I can sell it for good money in the dry season? So, this is what he decided to do, even to
Mary, his immediate neighbour.

89
The Story of Mary & John (continued)
When Mary could not aord the price, she oered him vegetables and flowers instead of money. John took
some flowers (they were beauful aer all and his wife liked them for the family table) but he didnt need
the vegetables because he could buy cheap vegetables elsewhere.
Eventually, Mary was so much in debt to John for the water that she needed for her crops, that John told
Mary that things could not go on like this. If Mary wanted, John could buy her land and Mary could rent part
of it o him as his tenant. John would supply the water to her as her landlord. Mary had no money, so she
had no choice, and this is what she did.
[Natural break in the story. First place to stop if you want to have 2 sessions. Second place to stop if you
want to have 3 sessions.]
With a smaller piece of land for her crops, it was dicult for Mary to grow enough food for her family, and
somemes they went hungry. Their neighbours looked over and felt sorry for them. Somemes they would
give Mary and her family a bit of food or a bit of money to help. Somemes they would give them cast-os
old clothes, old gadgets and old games. This made Marys children feel a bit as if they were second class,
and made them yearn for the new clothes, the new gadgets and the new games that would make them feel
as proud as their neighbours.
Aer a while, John said to Mary, Why dont you concentrate on growing what will make you money?
Forget about the fruit and vegetables and concentrate on the flowers. Thats what people want to buy. Sell
all the flowers to me and I will sell them for you all over the world. Then you can use the money to buy what
you want, not just food and clothes, but the latest fashions, the latest gadgets and the latest games for your
family.
Mary wasnt happy to do this but she felt that she had no choice. If that is what it would take to feed her
family, that was what she would do - and if it meant that she would also be able to aord new things, that
would make her children happy.
So, Mary cut down her trees and sold them for firewood. She dug up her crops and pulled out the roots. She
spread chemical ferliser that she had bought from John and sprayed chemicals to keep the flowers free of
pests, even though this made her cough. She bought flower seeds o John so that she could grow the types
of flowers that people wanted to buy.
For several years, Mary grew the flowers and John paid her some money, and made a lot more for himself
by selling the flowers on to other people. Mary wasnt as rich as John but she was happy to be able to feed
her family. Her children werent quite as happy because they got a few gadgets and a few games but never
the latest of anything.
The following year, though, there was so lile rain that the water level in the well grew lower and lower.
John used most of the water himself. He told Mary that mes were hard and that she would have to pay
him more money if she wanted water. But Mary couldnt aord it her thirsty flowers were not growing so
big or so healthy, so she couldnt raise the money to buy the water that she needed. What was she to do?
Mary turned to John and she turned to her family and she said, How has it come to this?
John replied, Some people are rich and some people are poor. It is the way of the world.
Mary then told him, John, you might be poor yourself one day, then you will know how it feels. Besides,
you cant go on just making money, something has got to give. One day, youll see, the oil for your ferliser
will run out and before it does, it will become very expensive, youll see.
To which, John replied, Mary, thats sour grapes you cant blame me for the state you find yourself in.
And Mary said, Cant I?

90
Mary & John Story - Questions Sheet
At the start of the story, what do we learn about Johns land that made him fortunate?
What did all the neighbours value about their way of life (before things changed)?
How did things change and what brought about the changes?
Could the money that John earned (from selling his crops) have been used dierently? How?
Why did Mary become poorer?
Why were Marys children unhappy?
Were John and his family happy? Why do you say that?
What could be done to change things?
Who would benefit from the changes?
List your big ideas or quesons here ...

91
Curriculum Links
Mary
Quick
Mary & John
On -
The Emotions
Draw & Empathy Curriculum
Curriculum
Curriculum
Links Links
Curriculum
Links
Links
Mary &
& John
John - Emotions
Emotions && Empathy
Empathy Literacy
Geography
To ToTo
To gain
gain aa deeper
reflectdeeper understanding
on a story showing
understanding of global
empathy
of global issues.
towards the characters
issues. and their situaons. Literacy
Geography
Literacy
Toreflect
reflect on
on aa story
story showing empathy
showing empathy towards
towards the
the characters
characters andtheir
and their situations.
situations.
To haveTo To
Toan have an the
consider
consider
increasedincreased
the understanding
inequalities
inequalities
understanding between
between
of of the
sustainability,
the global
global
sustainability, and and and
north
north
causecause
and
and and eect.
south.
south.
effect. Citizenship
Literacy
To have an increased understanding of sustainability, and cause and effect. Geography
Geography
ToTobebeable
To
becreate
To to able toillustrations
create
betoable
able able
create illustraons
illustrations
to scan for
scan aa document
document
for label
for aa story,
story,
for key
alabel
story, label
them
them
key information.
them appropriately
appropriately
appropriately
information.
andplace
and and
place place
them
them Citizenship P4C
Citizenship
To be
them
ininaasequence. in a
to
sequence.
for
sequence.
sustainability poverty
sustainability change
poverty
equalitypoverty
sustainability change
needs &change
wants
Intro
Intro
Intro
Intro
Remind the pupils about the
the discussions had around
aroundthe theterms
termssustainable,
sustainable,sustainable
sustainable development and
Remind
Remind the
Split
Split the
the the
pupils pupils
class
class intoabout
about
into groups
groups the
of discussions
discussions
of around
around had hadexplain
5/6 and
5/6 and around
explain the are
they
they terms
are sustainable,
going
going to have
to development
sustainable
have aa competition
competition in
in whichand
development
which and
they will
they will need to
need to scan
scan
sustainable living in the previous lesson. Remind the pupils of The Story of Mary & & John,
John, reading
reading it it through
through once
once
sustainable
sustainable
some key
some living living in the
in
key informationthe
information previous
previous
for
for lesson.
the answers
the lesson.
answers andRemind
Remind
and the
try to
try to bethe
pupils
be the
thepupils
of The ofreport
first to
first to The Story
Story of
report Mary of Mary back
the answers
the answers & John,
back reading
to the
to the it through
teacher.
teacher. Hand out
Hand out the
the fact
fact
more but
butasking the pupils
pupils to
to note the different
different partsto tothe
thestory,
story, inwhich
whichthe
the characters experience changes to to
moreonce more
askingbut theasking the pupils
note theto note theparts
dierent parts tointhe story, incharacters characters changes
which theexperience experience
their lives.
lives.(You
theirchanges may
may need to stop after each
each sectionto to discussand andnote
notedown
down whatchanges
changes have
have happened
happened to to
(Youto their lives.to
need (You
stopmay need tosection
after stop aerdiscuss
each secon to discusswhat
and note down what changes
the characters).
have
Bighappened
Ideas to the characters).
the characters).
Big
BigIdeas
Ideas
Big
AskIdeas
Ask the groups,
the groups, what
what do
do you
you feel
feel about
about these
these statistics?
statistics? How
How do
do they
they affect
affect you?
you? Which
Which fact
fact stands
stands out
out most
most to
to you
you and
and
Explain that for
foreach section of the story pupils
pupilsare aregoing
goingto tomake
makeaadrawingdrawingtotorepresent
represent what
what is happening
happening
iswhat andand
Explain
Explainwhy? that
thatWhen
why? When for
doeach
each
do section
you
you secon
hear
hear theofstory
ofabout
about the
any of
any story
of thesepupils
these facts?
facts?are(as going
(as theyto
they are
are make a drawing
happening
happening to represent
EVERY
EVERY single
single day).
day). is happening
and that expresses the characters feelings and emoons at that me. Using the emoons graph sheet plot
each characters emoon during each dierent stage of the story. Use a dierent coloured dot or line for
Activity
character to
tocreate
create the graph together.
each character
character to create
the graph the graph together.
together.
Activity The teacher
The teacher remains
remains at at the
the front
front of of the
the class
class with
with aa pile
pile ofof questions
each group.
member of of each
each group
group then
then
Activity
Activity
InIngroupscomes
ask to
thethe teacher
pupils to for the
the first question
question and goes
goes back to their
their own group togive
trythem
and find outofthe answer as quickly
quickly as as
comes
In groups
groups askto the teacher
askpupils
the to draw
the pupils
for pictures
first
pictures
to draw
draw to illustrate
to
pictures
illustrate
and parts
parts
to illustrate ofofthe
back
parts
the
to
of
story.
story. ownYou
You
the story.
could
group
could to
give
You could
try them
and finda copy
out
copy
give athem
of
the
a copy
part
answer
part of
of the
theas
ofpart
story possible.
text Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is
storyof the(either
possible.
text story
(either the
Once
text beginning,
thethey havethe
(either
beginning, themiddle
answer
beginning,
middle orthey
or end)
middle
end) andor
write
and ask
it end)
ask on them
the
them and
totosplit
slip split
of paper
ask themthatinto
that into
and
to smaller
take
split it back
that
smaller sections,
intoto the
smaller
sections, drawing
teacher. anIfanthe answer is
secons,
drawing
correct
correct the
the teacher
teacher then
then hands
hands them
them the
the second
second question,
question, if
if incorrect
incorrect they
they
drawing an illustraon for each part, paying close aenon to the characters feelings (facial expressions, must
must return
return to
to their
their group
group to find
to find out
out thethe
correct
body answer.
language) This strategy isenvironment
repeated untilaround
each group has received alllabel
10 questions.
questions. Place an emphasis on itit being
being aa
well
wellas correct
as what
what they
they areas
answer.
are wellstrategy
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doing
doing as what
and
and the they are doing
theisenvironment
repeated until and the
each
around group environment
them.
them. hasAsk
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themto
them around
toall 10
label them. Ask Place
thepictures
the them
pictures with
with to
an label the on
emphasis
descriptive
descriptive
words
wordspictures
aroundwith
competition
competition
around theso
the descripve
so the
theto
edge
edge
pupils
pupils
to focuswords
focus
are
are around
scanning
scanning
their
their thinking.
thinking. thefact
the
the edge
fact sheetto focus
sheet and their thinking.
taking
and taking in the information quickly. Reward the
in the information quickly. Reward the winning group winning group with
with
Plenary aa prize!
Plenary prize!
Plenary
UsingUsing a large space on the floor or wall,
on a wall, ask pupilsputto put their illustraons in sequence showing thestory
Usingaalarge
largespace
spaceon on the
the floor
floor or
or on
on aa wall, ask pupils
ask pupils toput
to their
their illustrations
illustrations ininsequence
sequence showing
showing thethe
fullfull
story
from full story
Plenary
beginning from
to beginning
end, so that to
a end, so
timeline that
is a meline
created. Ask is created.
each group Askto each
explain group
theirto explain
drawings their
and drawings
encourage
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is the Ask each group to explain their drawings and encourage
deeperTake encourage
thinking the deeper
awayabout fact
the
thinking
sheets
logic and
of the
about
ask some
changes of logic
the of the
questions
(causes and
changes
again
effects).
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to see
Also if
refer
and
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back can
tothe
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remember
the emotions
back to the
answers.
graph, Once again
linking again
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deeper away
thinking the fact
about sheets
the logicand
of ask
the some
changes of the questions
(causes and again
effects). to see
Also if
refer anyone
back tocan remember
emotions the answers.
graph, linking Once
emoons
reflect
graph,
ontosome
some
linking
of the
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the highlighting
statistics by
by asking
to emoons,
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highlighng
to think
think about
the link
what concepts
between
concepts
physical
it makes
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changes
them think
and
think about. This
events closely
reflect on emotions,
of statistics the link between
groups to physical
about changes
what and emotional
it them part could
emoonal
events closely tochanges.
emotions, highlighting the link between physical changes and emotional changes.
then be
then be used
used as
as aa stimulus
stimulus for
for aa P4C
P4C enquiry.
enquiry.
Extension
Extensionideas ideas
ideas
Extension
In small groups, pupils will act
act out,
out, as
as aa role
role play,
play, the
the same
same
InInsmall
smallgroups,
groups,pupils
pupilswill
will
act out,each role play,
as a choose the same
short secon
shortsection of the
sectionofofthe story.
thestory. They
story.They
Theyeach
each choose a character
a character
short
(if there arent enough characters choose
they character
canamake (if (if
one up
Did you know? ... to add
add to
thethe
tothe scene).
scene). Before
Before they
they carry
carry out
out
out
their
their
their
role
role
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play,
play,
play,
theytoshould
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discuss eachcarry
againthey characters feelings, what
happens during the scene
scene toto change
changetheir
theirfeelings,
feelings,andandthen
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happens
then think
duringthe
about
thescene
how to change
they will convey feelings,
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thinkabout
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conveythose
those feelings
feelings to to
anan audi-
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ence,eg eg
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n tth
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Stimulus
Stimulus// Resources
Worksheets
Story Stimulus / Resources
of Mary & John
Story of Mary & John
/ Worksheets
Storygraph
Emotions of Mary & John
Emotions graph(enlarge
(enlargethe
thesheet
sheet provided or draw
provided or draw your
your own
ownon
onthe
theboard)
board)
Stimulus
Emoons graph
(enlarge the sheet
provided or draw your own on the board)
/ Worksheets
A project funded
A project fundedby
bythe
theEuropean
EuropeanUnion
Unionand
andled
ledininEngland
Englandbyby CDEC
CDEC
Questions on
separate slips
slips of
of paper
paper (questions
(questions should
should be
be in
in order
order from
from 1-10
1-10 with
with one
one set
set of
of questions
questions per
per group).
group).

by theUnion and led
European in England
England by CDEC
92
Mary
Mary & John
& John - emotionsgraph
- emotions graph
Mischievous
Surprised
Shocked
Sick / ill
relaxed
Excited
Calm /
happy
Angry
Very
Sad
Beginning
Middle
End

93
Curriculum Links
Mary
Quick & JohnOn The - People
Draw & Environment
Curriculum
Geography Curriculum Links
Mary
ToTo
To be&
gain
gain John
a deeper
deeper
amore -dierent
People
understanding
aware about
understanding ofmodels
of & Environment
globalofissues.
global issues.
development.
Geography
Citizenship
ToTo understand
the links betweenbetween
people and the environment
To consider the inequalities between the global north and south.
consider inequalities the global north andin relaon
south. to development. Geography Literacy
To be more aware about different models of development.
To understand
To be ablelinks between
to reflect people and
on specific the environment
aspects in recognise
of a story and relation toaspects of change.CitizenshipP4C
development.
To be able to scan a document for key information.
To be able to scan a document for key information.
To beToable
make a presentaon
to reflect which
on specific presents
aspects an argument.
of a story and recognise aspects of change.
To make a presentation which presents an argument.
development change
development change
Intro
Intro
Intro
Introduce
Split the
Split the compass
the class
class into rose
into groups
groups of method
of around ofand
around 5/6
5/6 exploring
and explainthe
explain Story
they
they are of
are Mary
going
going and
haveJohn.
to have
to Draw thein
aa competition
competition compass
in rosewill
which they
which they onneed
will need to
to scan
scan
the board
some
some keyand
key describefor
information
information what
for theeach
the point
answers
answers and
andrefers
try tobe
try to
to (see
be thecompass
the first to
first rose sheet
to report
report for more
the answers
the answers informaon).
back
back to the
to the teacher.
teacher. Hand
Hand out
out the
the fact
fact
North = nature, the environment; South = social relaons , people; East = economic relaons , money;
board and describe what each point refers to (see compass rose sheet for more information).
West==nature,
North who? Polical power South = social relations , people; East = economic relations , money; West =
the environment;
who? Political power
BigIdeas
Big Ideas
Big Ideas
In groups or pairs, as pupils to think of 2/3 reflecons on the changes that have occurred for each point of
Ask the
Ask the groups,
groups, what what do do you
you feel
feel about
about these
these statistics?
statistics? HowHow do do they
they affect
affect you?
you? Which
Which fact
fact stands
stands out
out most
most to to youyou and
and
Inthe
groups
compassor pairs,
rose as(i.e.
pupils
2/3 to think ofthat
changes 2/3occurred
reflections in on the changes
nature (N), 2/3 that
for have occurred
changes that for eachin
occurred point of the
social
why? When do you hear about any of these facts? (as they
why? When do you hear about any of these facts? (as they are happening EVERY single day).are happening EVERY single day).
relaonsrose
compass (S) and so on
(i.e. 2/3 for Eastthat
changes andoccurred
West). They should
in nature (N),consider what impact
2/3 for changes these changes
that occurred in socialhad on these
relations (S)
areas.
and so on(If for
pupils
Eastare andunclear
West). of Theycertain
should aspects of the
consider whatstory
impacttheythesemay changes
also use had this on
method
these to structure
areas. their
(If pupils are
Activity
quesoning).
unclear of certain aspects of the story they may also use this method to structure their questioning).
The teacher
The teacher remains
remains at at the
the front
front of of the
the class
class with
with aa pile
pile of
of questions
each group.
member of of each
each group
group thenthen
Activity
Activity
comes to
comes to the
the teacher
teacher for for the
the first
first question
question andand goes
goes back
back toto their
their own
own group
group to to try
try and
and find
find out
out the
the answer
Explain that the story theme of development (or change) is a complex one and communies, sociees, as quickly as
possible.
possible. and
countries Once
Oncethe they
they have
haveare
world the answer
thedeveloping they
answer they write write it on the
it on the slip
slip of paper
of paper and and take
and take can it back
it back to
to ofthe teacher. IfIf the
teacher.
thedevelopment the answer isis
inanswer
and the world are developing and changingand changing
all of the time alland
of the youmecan thinkyou think
of development in many different
correct
many the teacher
dierent teacher then then hands them the second
second question,
incorrect they must return
return to their group
group toto find out
out thethe
thatways. Explain that in groups
going topupils are going to lookof at a descripon ofthink
development and
correct the hands them the they must to their find
ways. Explain in groups pupils are look at a description development and about how it
think
correctabout
correct how it
answer.
answer. relates
This
This strategyto the
strategy story. until
isis repeated
repeated until each
each group
group hashas received
received all all 10
10 questions.
questions. Place
Place anan emphasis
emphasis on on itit being
being aa
relates to the story.
Give each
competition group so one
the of
pupils the 4
are descripons
scanning the of a
fact model
sheet of
and development.
taking in the As a group
information
competition so the pupils are scanning the fact sheet and taking in the information quickly. Reward the winning group they
quickly.must think
Reward of
theways
winning group with
with
Give each group one of the 4 descriptions of a model of development. As a group they must think of ways this
this viewpoint most accurately reflects the story of Mary and John and construct an argument that will
aa prize!
prize!
viewpoint
explain theirmostreasoning
accuratelytoreflects
the restthe of story of Mary
the class. Askand John
pupils toand construct
present their an argument
argument and that
trywill explain their
to persuade /
reasoning to the rest of the class.
encourage others to agree with their view point. Ask pupils to present their argument and try to persuade / encourage others to
Plenary
agree with their view point.
Plenary
Take away
Plenary
Take away the the fact
fact sheets
sheets and and ask ask some
some of of the
the questions
questions againagain to to see
see ifif anyone
anyone can remember
remember the the answers.
Once the class has listened to all four arguments, pupils must decide as a classcan which is the most accurate or again
reflect
reflect on
on some
some of
of the
the statistics
statistics
relevant descripon of the Mary and John story. by
by asking
asking groups
groups to
to think
think about
about what
what concepts
concepts
Once the class has listened to all four arguments, pupils must decide as a class which is the most accurate or it
it makes
makes them
them think
think about.
about. This
This part could
part could
then be
then
relevantbe used as
used as aaofstimulus
description stimulus for
andaaJohn
the Maryfor P4C story.
P4C enquiry.
enquiry.
Models
Models of of Development
Development
Nature
Notes for teachers
Notes for teachers ... ...
Did you know? ...Economic

Who? sustainabledevelopment
ModelA:A:sustainable
Model
Political development
Model B: de-growth
relations
power
There are 2.2 billion Model de-growth
ModelC:B:Gaia vision
Model C: Gaia vision focussed on
Model D: development
Social relations Model
new D: development focussed
technologies
1 billion of them are on new technologies
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Stimulus
Compass rose/sheet
Resources / Worksheets
Models of development
Compass rose sheet sheet
Stimulus
Models / Resources
of development sheet
Questions on
separate slips
slips of
of paper
paper (questions
(questions should
should be
be in
in order
order from
from 1-10
1-10 with
with one
one set
set of
of questions
questions per
per group).
group).

by theUnion and led
European in England
England by CDEC
94
Mary & John -
People & Environment - compass rose
Natural
This is about the environment - the
land, the sea, living things, and
their relaonship to each other. It
is about the built as well as the
Natural environment
Who (political)
This is about power, Economic
who makes choices and This is about money,
decides what is to trading and ownership,
happen; who benefits buying and selling
or loses as a result of
these decisions;
and at what cost
Social
This is about people, their
relaonships, their tradions,
culture and the way they live.
About how, for example, gender,
race, disability, class and age aect
social relaons
Explore the issues of the story by encouraging pupils to start making

reflecons about the influences of environmental, social, polical and economic
dimensions (you can also use this method to structure quesoning).
Compass Rose method originally by Birmingham Development Educaon Centre

95
B.
A.
The Earth's resources may end one day therefore our
People have the right to exploit the Earth's resources
economy cannot develop with the present speed
for their well-being.

and people cannot consume as much as they do now
for a longer me.
However, the Earth's resources will end one day,
Mary & John - People & Environment
therefore people must manage them carefully and

It is dicult to change this because the Earth's
properly. When using the Earth's resources people
resources are commodies and are sold and bought
must first examine what is possibly dangerous for
so that people can make the most profits out of
the Earth and themselves.
them.
When people think about further human development,
If people want to save the Earth's resources, they
they must take it into account that the Earth's
must slow down their consumpon, use renewable
resources will end one day if not used reasonably.
sources of energy and locally produced goods.
96
C. D.
The Earth is a system with many dierent parts. The The Earth is robust and can survive people's acons.
body of the Earth is called Gaia and all people are
part of her. Gaia and her parts (animals, plants, When the Earth's resources end one day, people will
rocks, soil) have rights that need to be protected. start looking for other, new resources and technologies
so that our civilisaon keeps developing. In order to
People need to live in small self-sucient communies, do so, people who are rich will invest their money in
in the rythym of nature. reserach and development of new technologies.
Curriculum Links
Mary
Quick & JohnOn The - ADraw Happy Ending? Curriculum Links Links
Curriculum
Literacy
Curriculum Links
Mary
To gain a&
To gain John
a deeper
deeper -A
understanding
understanding Happy
of global
of issues.Ending?
global issues. Geography
To understand links between people and the environment in relaon to development.
To consider the inequalities between the global north and south.
Literacy
To understand links between people and the environment in relation to development.
To be
To be able to
to write
able to scan aaalternave
documentstory endings.
for key
key information.
P4C
To scan document for information.
To be able to write alternative story endings.
sustainability development
equality change
needs & wants
sustainability development change
Intro
Intro
Intro
Split the
Split the class
class into
into groups
groups of
of around
around 5/6
5/6 and
and explain
explain they
they are
are going
going to
to have
have aa competition
competition in
in which
which they
they will
will need
need to
to scan
scan
Refer
someback
some key to the Maryfor
key information
information & the
for John
the - - Emoons
answers
answers and & Empathy
and try
try to be
to be the lesson
the first
first to by looking
to report
report at the large
the answers
the answers backstory
back board
to the
to the created
teacher.
teacher. Handtoout
Hand out the
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fact
illustrate the story, reminding thepupils
illustrate the story, reminding the pupilsofofthe
thekey
keypoints
pointsof of
thethe
story. Point
story. to the
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to the in the
place in story where
the story John
where
decides
John to selltohis
decides produce
sell and say
his produce that
and from
say thatthis point
from thiswepoint
are going
we are to going
re-think
to what happens
re-think what next and create
happens next an
alternative
and ending.
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Ask the groups,
the groups, what
what do
do you
you feel
feel about
about these
these statistics?
statistics? How
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do they
they affect
affect you?
you? Which
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fact stands
stands out
out most
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to you
you and
and
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why?theWhen
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about anynow
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of these ending
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they or happening
are sad? For who?
happening EVERY
EVERYAsk them
single
single to think quietly for
day).
day).
Ask the pupils, as the story stands now is the ending happy or sad? For who? Ask them to think quietly for 30
30 seconds about other scenarios, for example an ending where everyone was happy, everyone was sad, etc
seconds about other scenarios, for example an ending where everyone was happy, everyone was sad, etc and
and think about what factors make them feel that way. Then take some ideas and list possibilies on the
Activity
think about what factors make them feel that way. Then take some ideas and list possibilities on the board,
board, elaborang on ideas to encourage creave thinking.
elaborating
The teacher
teacher on ideas to
remains at encourage
thethefront creative
of the thinking.
class with
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that front of
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of
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their alternavefor each
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own group
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to try
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and find any
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out the these
the answer
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quickly as as
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comes
concepts.
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possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is to the teacher. If the answer is
Activity
correct
correct
Ask pupilsthe
the teacher
toteacher athen
create then hands
hands
story board them
them the second
the
or story second question,
question,
map using ifif incorrect
the same incorrect they must
story they must return
beginning return to their
to
and story their groupbut
group
middle to find
to find out the
thenout the
Activity
correct their
creang
correct answer.
answer. This
ownThis strategy
story ending.
strategy isis repeated
repeated
It is up to until
them
until each
each group
what
group has
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received all follow
all 10 questions.
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on fromPlace an emphasis
the an emphasis on
previously on itit being
being aa
discussed
competition
competition themes
so theinpupils
so the the story.
pupils are Pupils use
scanning
are scanning thetheir
the fact story
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sheet and taking intothe
and taking in help
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information alternave
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the winning
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with
aa prize!
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themes in the story. Pupils use their story board/map to help write their alternative story ending.
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explored,
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Plenary
Take away
Take away the
the fact
fact sheets
sheets and
and ask
ask some
some of
of the
the questions
questions again
again to
to see
see ifif anyone
anyone can
can remember
remember the
the answers.
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Once again
again
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reflect on
reflect on some
some ofof the
the statistics
statistics by
by asking
asking groups
groups to
to think
think about
about what
what concepts
concepts itit makes
makes them
them think
think about. This part
could
whether pupils have decided to focus on different models of development etc.
then be
then be used
used as
as aa stimulus
stimulus for
for aa P4C
P4C enquiry.
enquiry.
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Extension ideas
ideas
Pupils can write a diary
from the characters
perspecves
focussing focussing
on the changes onin the
Did you know? ... the changes
characters in theas the story
feelings
characters feelings as
progresses.
There are 2.2 billion the story progresses.
OR pupils could write letters,
children in the world ... OR pupils could write leers,
from Mary to John and vice
1 billion of them are from
versa.
Mary to John and vice
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Large story board
Stimulus created in Emoons
/ Resources & Empathy lesson to refer back to
/ Worksheets
Questions on
separate slips
slips of
of paper
paper (questions
(questions should
should be
be in
in order
order from
from 1-10
1-10 with
with one
one set
set of
of questions
questions per
per group).
group).

by theUnion and led
European in England
England by CDEC
97
Curriculum Links
Ghana
Quick Fact filesDraw
On The
Curriculum
Literacy
ToTo
To gain aa deeper
gather
gain deeper understanding
geographical of global
and historical
understanding of global issues.about Ghana from a development
informaon
issues. Geography
Geography
Curriculum
Geog Links
Lit
Ghana Toperspecve.
To consider
consider
Ghana Fact files Fact
the files
the inequalities
inequalities between the
between the global
global north
north and
and south.
south.
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Ge
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Citizenship
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gather
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be able
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ngather
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to extract
t le s
historicalfacts
important information
from about Ghana
printed texts andfrom a development
film.
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to scan
geographical
a document
a document for key
for key information.
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Ghana Fact files - grouping cards
H G P I
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99
Ghana Fact
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In the
northern Ghana.13th The
century when thesettlers
first European Ghana to Empire
arrive fell apart,were
in Ghana its inhabitants moved
the Portuguese. to arrived
They the fertile areasand
in 1470, of what is today
today northern Ghana. The first European selers to arrive in Ghana were the Portuguese. th Theytharrived in
begannorthern
a settlement Ghana. The first European settlers to arrive in Ghana were the Portuguese.
on the coast, and constructed the first of many fortresses. Between the 17 and late 19 in 1470, and They arrived
In the1470,
13 th and began a selement on the coast, and constructed the first of many fortresses. Between
century when the Ghana th the 17th
began
centuries, theaAshanti
settlement Empireon the coast,Empire fell apart, its
and constructed theinhabitants
first of many moved to the Between
fortresses. fertile areas theof17what andislate
today
19th
and
northern late
Ghana.19th centuries, the Ashan Empire was one of the most powerful black peoples states which
and northern
centuries, parttheofThe
the first European
country.
Ashanti In 1695settlers
Empire Osai Tutu to arrive
of the in Ghana
Ashanti were
tribe the Portuguese.
became the ruler of They
a newlyarrived in 1470, and
established
began existed in
a northern
settlementthe central
on of and
thethe northern
coast, part
and constructedof the country.
the first In 1695 Osai Tutu of the Ashan tribeth became theth
empire.and Thanks to hispart
leadership and military
country. skills,Osai
In 1695 he conquered
Tutu of of many
the
the fortresses.
neighbouring
Ashanti Between
tribe
tribe became the the
of Denkyira.
ruler17At and
of that late established
a newly 19
time, ruler
centuries,
the ofthe
coast awas
newly
Ashanti established
Empire
controlled by empire.settlers.
European Thanks The to his leadership
Ashanti people and
had military
gold, skills,along
which he conquered
with ivory, the
they
empire. Thanks to his leadership and military skills, he conquered the neighbouring tribe of Denkyira. At that
traded neighbouring
with the
and time,
northern parttribe
the Europeans. theof
ofwas Denkyira.
For most of
country. At
the
Inby that
169519th me,
Osai thethe
century,
Tutu coast
of the was
Ashanti
Ashanti controlled
Empire was
tribe by European
able
became tothehold selers.
off
ruler the The Ashan
British
of aalong
newly (who
established
people had coast
gold, controlled
which along with European
ivory, theysettlers.
traded The
with Ashanti
the
th
people
Europeans. had
For gold,
most which
of the 19th with
century,ivory,
thethey
atempire.
thattraded
time were
Thanks
with occupying
to his
the was the
leadership
Europeans. Gold Coast).
and
For most There
military was
skills,
of Brish th
the 19 (whoa
hewar (the
conquered
century, 7 Anglo-Ashanti
theme the War)
neighbouring
Ashanti Empire and the
tribe
wasthe of
ableGoldBritish
Denkyira.
to hold Army At
off There that
the British
held Ashan
the biggest Empire
resources ablethe
and toby
hold
most o the
soldiers. After this at that
war, the Ashanti were occupying
Empire eventually Coast). was (who
time,at the
that coast
time was
were controlled
occupying European
the Gold settlers.
Coast). ThereThe Ashanti
was a war people
(the 7 had
th gold, whichcame
Anglo-Ashanti along
War)
to belong
with
and ivory,
the theyArmy
British
the aBritish
totraded war (the
withinthe
7th Anglo-Ashan War) and the thBrish Army held the biggest resources and the most soldiers.
1896.
Europeans. For most of the 19 century, the Ashanti Empire was able to hold off the British (who
held
Aerthethisbiggest resources
war, the and theeventually
Ashan Empire most soldiers.
cameAfter this war,
to belong to thethe Ashanti Empire eventually came to belong
th Brish in 1896.
at that time were occupying
to the British in 1896. the Gold Coast). There was a war (the 7 Anglo-Ashanti War) and the British Army
held the biggest resources and the most soldiers.Until 1957 when they became independent, Ghana was part
After this war, the Ashanti Empire eventually came to belong
of Great Britain, and1957
was called the Gold Coast.independent,
It was the
to the British in 1896. UntilUnl
first sub-Saharan 1957 when
colony
when
to theythey
become
became
became independent,
independent, andwasGhana was part
Ghana
of Greatbecamewas part
Britain,the of
andfirstGreat
was Britain,
called the and called
Kwame Nkrumah President. HeGold
was aCoast.
very It was the
Untilfirstthe
1957 Gold they
when
sub-SaharanCoast. It wastothe
became
colony first sub-Saharan
independent,
become Ghana colony
independent, was part
and
of Great to become independent, and Kwame Nkrumah
the founders ofBritain,
Kwame and Unity
theNkrumah
African was called
became thethefirst
Organisation Gold Coast.
wasIt He
President.
which waswas
thea very
first became the
sub-Saharan first to
colony President.
become He was a very and
independent,
succeeded by the African Union in 2002.
Kwame importantbecameperson in Africas recent history, and
the Nkrumah
founders of the
the African first
UnityPresident. He was
Organisation a very
which was
was one of the founders of the African Unity
Organisaon
the founders which Unity
of the African was succeeded
Organisationby the
whichAfrican
was
The new government that was elected in 1969 was not able Union in 2002.
to bring the country out of the economic problem that was
growing and after several years of this hundreds of
The new government that was elected in 1969 was not able
thousands of people migrated to neighbouring countries
The
to newthe
bring government
country outthat
ofwas
the elected
economic in 1969 wasthat was
problem
looking for jobs. Since thethat
1990s the political system has not able
not able
The growing
new to bring
government
and the country
was out
electedof the
in economic
1969 was
after several years of this hundreds of
been muchthemore stable.out of the economic problem
problem that
to bring
thousandscountrywas growing
of people and to
migrated aer several years
neighbouring that was
countries
of this
growing and
looking hundreds
after
for jobs. of thousands
several
Since years of of
the 1990s people
this
the migrated
hundreds
political of
system has
to neighbouring
thousands of people countries
migrated
been much more stable. looking
to for jobs.
neighbouring Since
countries
the for
looking 1990s the
jobs. polical
Since systemthe
the 1990s haspolitical
been much
system has
beenmore
muchstable.
more stable.
Source: Wikipedia (http://cs.wikipedia.org/wiki/Ghana, http://cs.wikipedia.org/wiki/A%C5%A1antsk%C3%A1_%C5%99%C3%AD%C5%
A1e)

Source: Wikipedia (hp://cs.wikipedia.org/wiki/Ghana,
A1e)
hp://cs.wikipedia.org/wiki/A%C5%A1antsk%C3%A1_%C5%99%C3%AD%C5%A1e)
A1e)
A Aproject
projectfunded byby
funded the European
the Union
European and
Union ledled
and in England by by
in England CDEC
CDEC
100
Ghana Fact files
Ghana Fact files--Expert
ExpertInformation
Information
Ghanas Geography
Ghana is a tropical country in West African, on the Gulf
ofGhana Fact files - Expert Information
Guinea.
Ghana
Ghana is aisItacovers
tropical
tropical ancountry
country areainofin nearly
WestWest 240,000
African,
African, square
ononthe theGulfGulf
kilometres,
of Guinea.
of Guinea. Itwhich
covers a an
It covers similar
anareaarea size
ofof to
nearly Great
nearly 240,000Britain
240,000 and
square
square
more than three
kilometres,
kilometres, whichwhichtimes
a similarlarger
a similar sizesizetoto
than Great
the
Great Britain
Czech
Britain and
Republic.
and
more
Most morethan
of the
thanthree
country
three mes larger
is lowland,
times larger than with
than the
the Czech
the Volta
Czech Republic.
River
Republic.
MostMost
flowing ofthrough
the
of the country the is
country lowland,
is lowland,
country. Inwith withthe
total, theVolta
Volta
Volta River
River
is 1819
Ghanathrough
flowing is a tropicalthe country in
country. In West
total, African, onisthe Gulf
flowing
km long
of through
and its Itbasin
Guinea. the country.
covers
covers
an area
aInhuge
total,
of
area
nearly
the
the240,000
Volta
Volta issquare
of 388,000 1819
1819sq.
kmkm
km. long
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kilometres, its its
begins basin
basin
which where covers
covers
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similarBlack
a huge
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size to
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andof388,000
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and
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km.km.
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more riverriver
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upper
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stream
times Black
largerflows than
Volta
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mostly
the
and
and thetheWhite
through
Czech
White a
Republic.
Volta
Volta meet.meet. Its Its
upperupper stream
stream flows
flows mostlythrough
mostly througha a
wide valley,
Most of and
the its lower
country is stream
lowland, flows
with through
the Volta the
River
wide valley, and its lower stream flows through the
wide
Akwapim valley,
flowing and
Mountains,
throughits lowerwhere
the stream
country. you flows
Incan through
find
total, rapids.
the Voltatheis
In
Akwapim Mountains, where you can find rapids. In1819
Akwapim
these Mountains,
mountains,
km long and near
its where
basin the coversyou
village acanof
huge find rapids.
Akosombo,
area of In
a
388,000 dam sq.
these mountains, near the village of Akosombo, a dam
these
was mountains,
km.
built, The
and river
the near
begins
Volta thewhere
Lake village
wasBlackof Akosombo,
Volta
created. and
It the
is a White
the damlargest reservoirininthe
theworld,
world, measured by water
was built, and the Volta Lake was created. It is the largest reservoir measured by water area,area,
was
andand built,
Volta
stretches and
meet. the Its
520520 Volta
upper
kmkm fromLakestream
fromthe
was created.
flows
theAkosombo mostly
AkosomboDam
It is the
through largest
a reservoir in the world, measured by water area,
stretches Dam in the the south
southtotoYapei
Yapeiininthe
the north.
north. The
The VoltaVolta River
River flowsflows
into into
and
the thestretches
wide
GulfGulf valley,
of Guinea, 520
of Guinea,andkmnearfrom
its
nearlower
the the Akosombo
stream
thecity flows
cityofofAda.
Ada.The Dam
through in
The highest the
the south to
point,883
highest point, Yapei in
883mmabove the
abovethe north.
the sea
sea The
level,
level, Volta
is inistheRiver
in the
TogoTogo into
flows
theMountains
Gulf
Mountains of at
Akwapim Guinea,
at
the the near
Mountains,border
border thewhere
of city
ofTogo.
Togo.of Ada.
you can findThe rapids.
highestInpoint, 883 m above the sea level, is in the Togo
Mountains at the border of Togo.
these mountains, near the village of Akosombo, a dam
was built, and the Volta Lake was created. It is In
thethelargest
northreservoir
of Ghana inthere
the world,
is is measured
a tropical by water
climate, area,
andand
in the
and stretches 520 km from the Akosombo DamIn inthe
souththe north
south
there is
of
to
a
Ghana
Yapei
more inthere
the
humid
a tropical
north.
equatorialThe Voltaclimate,
River
climate. flows
You will
in the
into
find find
south
the Gulf of Guinea, near the city of Ada. The highest there
point, is a
883ofmmore
above humid
the seaequatorial climate. You will
In the
mostly north
savannas Ghana
and there
rainforests. is level,
In theissouth
in the
a tropical ofTogo
climate,
Ghanaandthere
in
Mountains at the border of Togo. mostly savannas and rainforests. In the south of Ghana there
arethe
twosouth
rainythere is aeach
seasons moreyear
humid (May equatorial
June andclimate.
August You
are two
will findrainy seasons
mostly eachand
savannas year (May
rainforests.Juneseason,
and
the August
September); but the north only has one rainy In south
in theof
September);
In the north
the but
of the
Ghana
calendar north
there
year. only
is
Hota has
tropical
winds one rainy
climate,
Ghana there are two rainy seasons each year (MayJune
middle of from the season,
and in
Sahara thein the
called
south
middle there is a more
of the calendar humid equatorial
year.butHot winds climate. You will find
and
the August
Harmattan September);
come in January the
and northfrom
February.only the
Thehas Sahara
one called
average
mostly
the savannas
Harmattan and
come rainforests.
in January In
andthe south
February. of Ghana
The there
average
rainy rainfall
annual season,ininthe thecoastal
middleareaof the
is 83calendar
cm. year. Hot
are two
annual rainy seasons each year (May June and August
windsrainfall
from the in the
Saharacoastal
calledarea
theisHarmaan
83 cm. come in
September); but the north only has one rainy season, in the
January
middle of and February.year.
the calendar TheHotaverage
windsannual
from therainfall
Sahara in called
the
coastal area is 83 cm.
the Harmattan come in January and February. The average
Area: 238,539 sq. km annual rainfall in the coastal area is 83 cm.
Total population: 24.79 million (July 2011)
Area: 238,539 sq. km
Population density: 103.9 inhabitants per sq. km
Area:
Total 238,539 sq. km
population: 24.79 million (July 2011)
Working population: approx. 11.2 million
Total populaon:
Population
Population age 24.79
density: million
103.9
structure: (July 2011)
inhabitants per sq. km
Populaon
WorkingArea: density:
238,539
population:
0 14 years: 36.4% 103.9
sq. km inhabitants
approx. 11.2 per
million sq. km
Working
Total
Population populaon:
population:
15 64 years:age structure:
60.0% approx.
24.79 11.2
million million
(July 2011)
0Populaon
14
65+years:
years:age
Population
36.4% structure:
density: 103.9
3.6% 014inhabitants
years: 36.4%per sq. km
1564
15 years:
Working
64 years:
Official 60.0% 65+
population:
60.0%
language: years: 3.6%
approx.
English 11.2 million
OcialPopulation
language: age structure:
English
65+Other
years:large
3.6%cities: Kumasi, Tamale, Takoradi, Tema,
Other 0 large
14 years:
Teshie, cies:
Sekondi, 36.4%
Kumasi,
Cape Coast.Tamale, Takoradi,
Official
15
language:
64 years:
English
60.0%
Tema,
Other large cities: Kumasi, Tamale, Takoradi, Tema,
Source:
65+ Wikipedia
years: 3.6%(http://cs.wikipedia.org/wiki/Ghana)
Teshie,
Teshie, Sekondi,
Sekondi, Cape
Cape Coast.
Coast.
Official
Czech Radiolanguage: English
(http://www.rozhlas.cz/leonardo/svet/_zprava/fair-
trade-2-dil-ghana-a-kakao--459361)
Other large(http://cs.wikipedia.org/wiki/Ghana)
cities: Kumasi, Tamale, Takoradi, Tema,
Source:Wikipedia
Source: Wikipedia (hp://cs.wikipedia.org/wiki/Ghana)
Czech Teshie,
Czech Sekondi, Cape
Ministry of Foreign
Radio Coast.
Affairs (http://www.mzv.cz/jnp/cz/
Czech Radio (http://www.rozhlas.cz/leonardo/svet/_zprava/fair-
encyklopedie_statu/afrika/ghana/index.html)
(hp://www.rozhlas.cz/leonardo/svet/_zprava/fair-
Source: Wikipedia (http://cs.wikipedia.org/wiki/Ghana)
Czech Radio (http://www.rozhlas.cz/leonardo/svet/_zprava/fair-
Czech
CzechMinistry
MinistryofofForeign Affairs
Foreign Aairs(http://www.mzv.cz/jnp/cz/
(hp://www.mzv.cz/jnp/cz/ A project funded by the European Union and led in England by CDEC
Czech Ministry of Foreign Affairs (http://www.mzv.cz/jnp/cz/

101
GhanaFact
Ghana Factfiles
files- -Expert
Experts Information
Information
Ghana Fact files - Experts Information
Ghanas Population
Ghana has a population of over 23 million people and around
58% of Ghanaian people are able to read and write. Over half
Ghana
Ghana
58%important
in Fact
has a populaon
the people
of Ghanaian people are
files
of over
Ghana work -
23 million
in agriculture
able to read
and
and
Experts
people and
cocoa
write.
is the
Over
product exported by Ghana. However, cocoa growing
most Information
around
half
Ghana has a population of over 23 million people and around
thedoes
people notin Ghana
pay very wellworkand in agriculture
many farmers andlive cocoa is the most
in poverty and
58% of Ghanaian people are able to read and write. Over half
important
tend to product exportedlabour.
hire the cheapest by Ghana. However,
Sometimes cocoaare
children growing
used
the people in Ghana work in agriculture and cocoa is the most
does as not pay very
workers and are wellforced
and manyto work farmers live in be
long hours, poverty
in contact and with
important product exported by Ghana. However, cocoa growing
tend
Ghana
does tohas
not hire
pesticides, the cheapest
handle
a population labour.
machetes
of over and
23 Somemes heavychildren
carry people
million
pay very well and many farmers live in poverty and
loads.
and around are used
Campaigns
tend to hire the cheapest labour. Sometimes children are usedwith
as workers and are forced to work long hours, be in contact
58% in Europe
of Ghanaian and the
people USA are
are putting
able to readmore and andwrite.more Over pressure
half on
the large
people
pescides, cocoa processing
inhandle
Ghanamachetes companies
work in agriculture
and carry to avoid
and
heavy cocoa using
loads. cocoa
is the most
Campaignsproduced with child labour in their products, and they are
as workers and are forced to work long hours, be in contact with
demanding
important
in Europe product
and Fairtrade
the exported
USA are products
by Ghana.
pung instead.
more Ghana
However,
and more alsopressure
cocoa exports
growinggold and petroleum. Many inhabitants of this
pesticides, handle machetes and carry heavy loads. Campaignson
does
largedeveloping
not
cocoa country
payprocessing
very well and are also employed
many
companies farmersto avoid in sales
live ofcocoa
in poverty
using goodsand producedwith
produced in China.
child labour in their products, and
in Europe and the USA are putting more and more pressure on
tend to hire the cheapest labour. Sometimes children are used
large cocoa processing companies to avoid using cocoa produced with child and
they are demanding Fairtrade products instead. Ghana also exports gold labourpetroleum. Many inhabitants
in their products, and they are
as workers and are forced to work Based
long on whatbepeople
hours, in contact with to buy, Ghana ranks as the 150th richest country in
can afford
of this developing country are also employed in sales of goods
demanding Fairtrade products instead. Ghana also exports gold and petroleum. Many inhabitants of this produced in China.
pesticides, handle machetes and the carry world,
heavywhich loads.means Campaigns they are among the poorest quarter of countries. In spite of
developing country are also employed in sales of goods produced in China.
in Europe and the USA are putting more and more pressure on
large cocoa processing companies good,
to avoid communication
using cocoa by telephone
produced withis child
reliable and in
labour there
theirare good opportunities
products, and they arefor
Based
Based onon what
what peoplepeople cancan aord
afford to buy,
to buy, Ghana
Ghana ranks
ranks as the as the
150th150th
richest richest
country in
demanding Fairtrade products instead. work inGhana urbanalso areas. exports gold and petroleum. Many inhabitants of this
thecountry
world, in the world,
which means which they are means
among they
theare among
poorest the poorest
quarter quarter
of countries. In of
spite of
developing country are also employed in sales of goods produced in China.
countries. In spite of that, Ghanas situaon is beer than in most other
There are approximately 79 languages spoken in Ghana. English
African
good,
Based official
on what
states.
communication
language, The roads
peoplewhich isare
by telephone
can afford usedgood,
tobybuy,
communicaon
is reliable
the
and therebyare
government
Ghana ranks as and telephone
good
thein150
business isaffairs.
reliable
th opportunities for
It is in
also
richest country
and
work
the the
inthere
world,
urban
standard are good
areas.
which language
means theyopportunies
used areinamong for
schools. work
theNativein
poorest urban
Ghanaian areas.
quarterlanguages
of countries. belong to the
In spite of
Niger Congo languages. The Kwa family, which is spoken by about 70% of the
good, communication by telephoneAkan and Gaand
is reliable Dangmeare language groups. Twi, the for most
Therelanguage,
official are approximatelywhich is used 79 languages spoken inthere
by the government Ghana.
and
good opportunities
English
in business is the countrys
affairs. It is also
work widespread
in urban areas. language, is used by the Ashanti people in the central part of the
theocial
standard language,
language whichusedisin used by the
schools. government
Native Ghanaianand in business
languages belong aairs.
to the It is
country and Fante is spoken on the coast.
also the standard language used in schools.
Niger Congo languages. The Kwa family, which is spoken by about 70% of the Nave Ghanaian languages belong
There are 52 ethnic groups to
Ghanathelanguage,
NigerCongo
. The native andlanguages.
is largest
Akan
used byethnic
Theand Kwa
Ga family
group Dangme of languages
is Akan. language which
groups. is spoken
Twi, the most
official which the government and45% of the
in business population
affairs. It isare alsoAkan
(which includes the Fante,the by
Akyem, about
widespread
standard 70%
language,
Ashanti,
languageof the
Kwahu, iscountrys
used
used by
Akuapem, populaon,
the
in schools.
Ashanti
Nzema, includes
people
NativeBono,
Ghanaian
in Akan
the
Akwamu, and
central
Ahanta
languages GaDangme
part of the
and others).
belong to the An
important position is occupied language
country
Niger by the groups.
and
Congo
Fante isTwi,
Moshi-Dagomba
languages. The
spoken the Kwamost
on thewidespread
tribes coast.
in
family,thewhich
northis language,
(16% of the
spoken is about
by used by
population),
70% theofthe
Ashan
theEwe (13%
of the population) in the southeast people in andthethe central
Ga (8%part of theofAkan
the country
population). and
White Fante
peopleis spoken
make
and Ga Dangme language groups. Twi,0.2% on
up the
about coast. of the
the most
There are 52 ethnic groups Ghana . The native and largest ethnic group is Akan. 45% of the population are Akan
population. widespread language, is used by the Ashanti people in the central part of the
(which includes the Fante, Akyem, Ashanti, Kwahu, Akuapem, Nzema, Bono, Akwamu, Ahanta and others). An
country and Fante is spoken on the coast.
There are position
important 52 ethnicis groups occupied Ghana
by the . The nave and largest
Moshi-Dagomba tribesethnic group(16%
in the north is Akan. 45%
of the of the populaon
population), the Ewe (13%
arethe
of
There Akan
people (which
population)
are 52 practising
ethnic includes
in it
the the
southeast
mainly
groups Ghana Fante,
in the and
. The Akyem,
native Ashan,
the Gaareas
Southern (8% ofofthe
and largest Kwahu, Akuapem,
population).
Ghana.
ethnic Islam Nzema,
White
group is Akan. 45%Bono,
people
of theAkwamu,
make up aboutAhanta 0.2% of the
population are Akan
and others).
population.
(whichis more An important
widespread
includes the Fante, posion
in parts
Akyem, of the is
Ashanti, occupied
northernKwahu, by
regions the
Akuapem,Moshi-Dagomba tribes in the
with aNzema, Bono, Akwamu, Ahanta and others). north (16% of the An
populaon),
following
important the Ewe
of around
position (13% of
17% of by
is occupied the
people. populaon)
Christian Muslim
the Moshi-Dagomba in the southeast
relations
tribes and the Ga (8% of the populaon).
in theinnorth (16% of the population), the Ewe (13%
White
of Ghana
the people
population) make
are peaceful. up about
in the Fewer
southeast 0.2%
andand of the
fewer thepeople
populaon.
Ga (8%inofGhana practice White people make up about 0.2% of the
the population).
people practising it mainly in the Southern areas of Ghana. Islam
traditional African religions which are now practised by 8.5% of
population.
is more widespread in parts of the northern regions with a
people. Ghana also has a unique faith called Zetahil, which
Chrisanity
combinesiselements
following the countrys
of around largestChristian
17% of people.
of Christianity religion
and Islam. with
Muslim around relations in
69% ofpractising
Ghana
people people pracsing
are peaceful.
it mainly it
Fewer
inmainly
and fewer
the Southern in the Southern
people in Ghana
areas of Ghana. areas of
practice
Islam
Ghana.
traditional Islam
sources: is
African more widespread
religions which are
http://en.wikipedia.org/wiki/Ghana in parts of
now practised the northern
by 8.5% of
is more widespread in parts of the northern regions with a
people.
regions Ghana
with a also has a unique
following faith17% called Zetahil, which
17% ofofpeople.
around of people.
http://cs.wikipedia.org/wiki/Ghana
following of around
Czech Radio Christian Muslim relations in
(http://www.rozhlas.cz/leonardo/svet/_zprava/fair-trade-2-dil-ghana-a-kakao--459361)
combines
ChrisanMuslimelements of Christianity
relaons in Ghana and Islam.
are peaceful. Fewer and
Ghana are peaceful. Fewer and fewer people in Ghana practice
Nazemi.cz (http://www.nazemi.cz/fair-trade/203-detska-prace-na-kakaovych-plantazich-je-stale-smutnou-realitou.html)
fewer
traditionalpeople in
African Ghana
religions pracce
which
sources: http://en.wikipedia.org/wiki/Ghana tradional
are now African
practised religions
by 8.5% of
which
people. are now pracsed by 8.5% of people.
Ghana also has a unique faith called Zetahil, which
http://cs.wikipedia.org/wiki/Ghana Ghana also has a
unique faith
combines
Czech Radio called of
elements Zetahil, whichand
Christianity combines
Islam. elements of
Chrisanity
Nazemi.cz and Islam.
(http://www.nazemi.cz/fair-trade/203-detska-prace-na-kakaovych-plantazich-je-stale-smutnou-realitou.html)
sources: http://en.wikipedia.org/wiki/Ghana
http://cs.wikipedia.org/wiki/Ghana
Sources:
Czech Radiohp://en.wikipedia.org/wiki/Ghana hp://cs.wikipedia.org/wiki/Ghana
Czech Radio (hp://www.rozhlas.cz/leonardo/svet/_zprava/fair-trade-2-dil-ghana-a-kakao--459361)
Nazemi.cz (http://www.nazemi.cz/fair-trade/203-detska-prace-na-kakaovych-plantazich-je-stale-smutnou-realitou.html)
Nazemi.cz (hp://www.nazemi.cz/fair-trade/203-detska-prace-na-kakaovych-plantazich-je-stale-smutnou-realitou.html)
A project funded
A project by the
funded European
by the Union
European and
Union ledled
and in in
England bybyCDEC
England CDEC
102
Ghana FactFact
Ghana files - Experts
files - Expert Information
Information
In the WestGhanas Industry
African context, Ghana & Agriculture
has alot of different resources but most workers are
Ghana
InInagriculture.
employed in theWest
the Fact
WestAfrican
African
Cocoa files
context,
is the
context, Ghana
mainhas
Ghana -
has
crop,
alot Experts
alot
of of dierent
together with
different cocoaInformation
resources
resources but most
products
but most workers
and semi-
workers are
products, and arebrings
employed
employed in agriculture.
ininagriculture.
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is the main maintogether
crop, together withproducts
with cocoa cocoa products
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andthebrings
products, Westand African
in context,
two-thirds
brings in two-of Ghana
the has alotexport
countrys of different
income. resources
Other but most
exports workers are
include
wood, coconuts and other palm products, shea nuts for butter, and coffee. Ghana also
employed in agriculture. Cocoa is the mainshea crop, together with and
cocoa products andalso
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wood,
successfullywood,
exports coconuts
coconuts
less andother
and
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for
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cashews
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bananas,
resources but as pineapples,
maize, rice,are
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pepper. Basic and
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include shea nutspotatoes,
sweet for butter, andmost
bananas,coffee.workers
Ghana
maize, rice,also
cashews
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employed and in and
sorghum.pepper.
agriculture. Basic
Ghana
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is the crops
extracts
main include
crop,(and manioc,
exports)
together sweet
with gold,
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diamonds,
products bananas,
and
successfully
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peanuts,
less
and sorghum. traditional
millet Ghana
and
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also extracts
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products
(and
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such
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as
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and and ore,
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recently
food
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include
andmanganese
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bananas, maize, rice,
is vulnerable to
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wood, coconuts
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production)
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and energy
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and energyshea nuts
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exports)
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production
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successfully
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vulnerable
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also producon)
products
petroleum. such
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as pineapples,
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extraction ofextraction
mineral ofresources).
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is also is also important,
important, although thisto
this has
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(agricultural crops andinclude
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production) manioc,
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energy sweet resources).
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shortages Timber
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(industrial extracon
maize,
production an is
rice,
slowed down slowed down
in important,
recent in recent
years, years,
mainly mainly
due to due
poor to poor protection
protection of forests
of forests against
against illegal
also
peanuts, millet
extraction ofand
mineralalthough
sorghum. this
Ghana
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slowed
also down
extracts in isrecent
(and
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gold,efforts
alsomaking
important, diamonds, dueillegal
although to poor
felling and felling
continued and continued
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governmentgovernment are are
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economy
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exports. is vulnerableThe to
and especiallygovernment
weather illegal
felling is making
and exports.
(agricultural
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production)
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energy and especially
shortages
government illegal
(industrial
are making exports.
production
efforts to an
stop felling
extraction of mineral
and especially resources).
illegal exports. Timber extraction is also important, although this has
slowed down in recent years, mainly due to poor protection of forests against
The was built illegal
by British colonial administration
felling and continued deforestation. The government are making The countrys
efforts to stop rail network is underdeveloped.
felling
Themostly
was builtjust tobyconnect
Britishmines colonial administration
at those times with
and especially illegal exports. Thewas
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Brishcolonial
colonialadministration
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the
mostly port of
justjust Takoradi
to connect for easier
mines transport
at those of gold,with
times
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mostly just to toconnect
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mines atthose
thosetimes
mes with
timber,
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port the ivory
of Takoradiand other products
for easier out
transportof Ghana.
of gold,
the port
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of of
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for for
easier
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easier
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today connects
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of gold,
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timber,ofwas ivory
gold, and
mber, other
ivory and other out ofGhana.
products Ghana.
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with the built
ivory
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and
of other
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products
Tema administration
is out
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Ghana.
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today
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today
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with
Kumasi
with connects
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port
is with
ofofTakoradi.
for
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well-developed, theTema
easier port isof
transport
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especially Takoradi.
isthe
the of
in most
gold,
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timber,
important
while another is
ivory theand
harbour most
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in the
in products
the
Accra harbour
out
country.
country.
to Kumasi of
The
The in
Ghana.the
road
road
is under
construction. The Kotoka International Airport in Accra is an important Only
network operational
country.
network is
hub The
is railway
road network
well-developed,
well-developed,
connecting today connects
especially
especially
the country Kumasi
is well-developed,
in
with in the
thein
cities
especially
south.
Africa, The in
only
Europe, the south.
existing
America The only
motorway
and the exisng
connects
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Accra and
Nationallyconnects
Tema,
you with
canwhile
flythe
Accra port
and
another
between of Takoradi.
Tema,
one
Kumasi while
from and Tema
another
Accra to
Tamale. isKumasi
the
one most
from
is Accra
under
south. The only existing motorway connects Accra and Tema, while another one from Accra to Kumasi is under
to Kumasi is
construction. under construcon.
The Kotoka The
International Kotoka
Airport Internaonal important
Airport
in Accra is an important in harbour
Accra
hub is in the
an
connecting country.
important
the countryhubTheconnecng
roadcities in
with
construction. The Kotoka International Airport in Accra is an important network hub connecting the
is well-developed, countryinwith
especially the cities in
Africa,
the
About Europe,
country
90% America
of with
energycies and
in
is still the Middle
Africa,
obtained fromEast.
Europe, Nationally
America
wood, and you
the
especially incan
thefly
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East.
countryside Kumasi
Naonally and
you
so electricity Tamale.
can fly
representsbetween Kumasi
as little as
Africa, Europe, America
south. The and the
only existing Middle connects
motorway East. Nationally
Accra andyouTema,canwhile
fly between
another
-controlled Volta Kumasi
one and Tamale.
fromAuthority
River Accra to Kumasi
(VRA) is underall
provides
and Tamale.
About 90%The
construction. of energy
KotokaisInternational
still obtainedAirport
from wood, especially
in Accra in the countryside
is an important hub connecting so electricity
the countryrepresents
with citiesas little
in as
About 90% of
Africa,energy
plansEurope, is still
cannot America obtained
keep up withand the from
theMiddle wood,
demandsEast.
and especially
Nationally
are tryingyouin the
can
to build countryside
-controlled
fly
newbetween Volta
capacities. so
Kumasi electricity
River
Most Authority
and Tamale.
electricityrepresents
(VRA) provides
is produced asby little
allthe as
About 90% of energy is sll obtained from wood, especially in the countryside so electricity represents as
Akosombo hydroelectricity plant, followed by the Kpong-controlled Volta
hydroelectricity River
plant, Authority
a thermal plant(VRA) provides
in Tema and a all
lile90%
About
plans as 10%
of
cannot of Ghanas
energy
keep is
up still
with total
the energy
obtained from
demands consumpon.
wood,
and are The
especially
trying to government-controlled
in the
build countryside
new so
capacities. Volta
electricity
Most River Authority
represents
electricity is as (VRA)
little
produced as the
by
thermal plant in Takoradi.
provides all
Akosombo electricity andplant,
hydroelectricity the demand
followed for
by itthe
is growing
Kpong steeply, on
-controlled average
Volta
hydroelectricity River by
plant, a 8% every
Authority
thermal year.
(VRA)
plant The and
provides
in Tema all a
plans cannotgovernments
keep up with the demands andcannot
are trying to build new capacities. Most electricity
to build is produced by the
thermal plant indevelopment
Takoradi. plans keep up with the demands and are trying new capacies.
Akosombo hydroelectricity
Most
plans electricity
cannot keep upisplant,
produced
with followed
the by theby
demands theareKpong
Akosombo
and hydroelectricity
hydroelectricity
trying plant,plant, a thermal
followed
to build new capacities. Most by plant
the Kpong
electricity in Temaby andthea
hydroelectricity
is produced
thermal plant in
Akosombo Takoradi.
plant, a hydroelectricity
thermal plant inplant,Temafollowed
and a thermal plant in
by the Kpong Takoradi.
hydroelectricity plant, a thermal plant in Tema and a
thermal plant in Takoradi.
Source: businessinfo.cz (http://www.businessinfo.cz/cs/clanky/ghana-ekonomicka-charakteristika-zeme-19151.html)

Source: businessinfo.cz (hp://www.businessinfo.cz/cs/clanky/ghana-ekonomicka-charakteriska-zeme-19151.html)

Wikipedia
Source: businessinfo.cz (hp://cs.wikipedia.org/wiki/Ghana)
(http://www.businessinfo.cz/cs/clanky/ghana-ekonomicka-charakteristika-zeme-19151.html)
Source: Wikipedia (http://cs.wikipedia.org/wiki/Ghana)A project funded by the European Union and led in England by CDEC

103
Ghana Fact files - Expert Questions
Ghanas History
Who and when found the capital of Ghana?
Which Europeans first colonized Ghanas coast? When it was?
Which naon (empire) managed to resist Brish expansion and when were they
defeated?
When did Ghana become independent?
Which part of Ghanaian history would you call as least posive for original
people and why?
Which other informaon did you find interesng?

104
Ghanas Geography
Draw a map of Africa and mark where Ghana is situated
(on the back of this sheet).
What is the capital of Ghana? Do you know any other important cies in
Ghana or geographic features? (rivers, lakes, dams, seas)?
Which countries border Ghana?
Describe typical weather in Ghana in June and in February.
In which Ghanaian city (except the capital) you could study at university?

105
Ghanas People
How does the majority of the populaon of Ghana make their living?
How does cocoa farming in Ghana cause problems and how can these problems
be solved?
What are the educaon levels and literacy in Ghana? Which language do
Ghanaians speak?
Where do people sll have a tradional way of life?
How and where could people in Ghana buy basic food?

106
Ghanas Industry & agriculture
What are the main things exported out of Ghana?
How does Ghana produce most of its electricity?
Why do you think Ghana has a good road network?
Try to explain what deforestaon is. How do they try to prevent it in Ghana?
Comparing other countries in Africa, do you think Ghana is poor or rich?

107
Ghana Fact files - Five Fingers sheet
3 adjectives
e
sentenc
s
2 verb
nly
do
or
1w
A
sy
m
bo
l
Ghana

108

109
Curriculum
Curriculum Links
Links Links
Quick On
Sorting OutThe Draw
Ghana Curriculum
Literacy
Geography
To gain
ToTo
gain aa deeper
understanding of global
ofGhana issues.
global(and
issues.
challenge preconcepons about Africa). Geography
To consider the inequalities between the global north and
and south.
south. Literacy
P4C
ToTobe
To write
be ablecapons
able to scan for
to scan photographs
aa document
document forfor
for keyainformation.
key specific purpose.
information.
Curriculum Links
Geog Lit
perceptions
Sorting Outsimilarities
Ghana
equality & differences preconceptions
needs & wants equality needs & wants
Literacy
Intro Num Cit
Intro
To challenge preconceptions about Ghana (and Africa).
Put the photos in the middle of a circle (or hand out 1 each). Say that your photos are in aGeography
muddle and you
Split
need the
the class
Split help sorng
class into groups
intothem
groups of
out. around
of Ask
around the 5/6pupils
5/6 and
andtoexplain
sort them
explain they
theyintoare
are going
groups
going to
tohave
havefirstaaofcompetition
all sort them
competition in
in which
into
which 2 they
they will
groups willneed
need to to scan
scan
some
happy
some key
Tokey
writeinformation
or sad (use 2for
information
captions for
hoopsthe answers
thewith
forphotographs
answers labels).
forand
and try
a Ask to
try to be
pupils
specific be the first
to first
the
purpose. explainto report
why they
to report the answers
have chosen
the answers back to
back that PSHE
the
to the teacher.
group P4C
Hand
facialout the fact
(is itHand
teacher. out the fact
expression, a feeling of the photo, colours?). Then mix all the photos together again and say you would like
them re-sorng into dierent groups work or play. Queson the pupils reasons as above.
Repeat
perceptions
Big Ideas
for things we understand and things we dont understand. Queson the pupils reasons as above.
preconceptions
Ask the
the groups,
AskIdeas
Big groups, what what do do you
you feel
feel about
about thesethese statistics?
they affect
affect you? you? Which Which factfact stands
stands outout most
most toto you
you and
and
Intro
why?
Focus When do you hear about any of these facts? (as they are happening EVERY single day).
Put the on
why? Whenthings
photos do
in the wemiddle
you understand
hear of a circleand
about any of things
(or handthese out we
facts? dontSayunderstand
1 each). (as they are and are
happening
that your photos write
in adown
EVERY muddleany
single andquesons
day).you need help the sorting
pupils
may have
them out. Askabout the photos
the pupils (explain
to sort them we might
into groups not
first of find
all sortoutthemall of
intothe answers today but should do over the
2 groups
course
Activity of our work). Ask the pupils, do you think these photos are all taken of the same place? What makes
you
Then
The think
mix allthat?
the photosExplain thatfront
together they
againare and allsaytaken
you would in Ghana,
like them Africa.
re-sorting into different groups
The teacher
teacher remains
remains at at the
the front of of the
the class
class with
with aa pilepile ofof questions
questions for for eacheach group.
member of of each
each group
group thenthen
Activity
comes
to the teacher for the first question and goes back to their own group to try and find out the answer as quickly as
Split
Big the pupils
Ideas
possible. Once into
they groups.
have the Give
answer them 3 photos
they write itper
on group
the slipand
of explain
paper and that
taketheirit job to
back is tothe write capons
teacher. If the for
answer is
the photos (words
correct that give some sortthe of explanaon about the photo). Hand each grouptheira dierentto capon
correct thethe teacher
teacher then then hands
hands them them the second second question,
incorrect they they mustmust return return to to their group
group to findfind out
out the
the
instrucons
the sheetwe might
photos (explain the groups
not findare outthenall of wring
the answers capons
today for but dierent
should do over purposes;
the course 1. Travel
of our markeng
work). make
correct
people
Ask goanswer.
the pupils,ondo holiday
youThis
thinkstrategy
to Ghana!,
these is repeated
photos2. Charity until
appeal
are all taken each
of the group
make has
people
same place? received
givemakes
What all 10you
money questions.
tothink
Ghana,
that? Place
3. an that
Trader
Explain emphasis
makeareon it being a
they
competition
people
taken buy
competition
all so
so the
products
in Ghana, the pupils
madeare
pupils
Africa. in scanning
are Ghana.
scanning(Repeat the
the fact sheet
sheet and
factgroups where
and taking in
in the
necessary
taking the information
but dont tell
them Reward
quickly. others have
Reward the
the winning
the
winning group
group with
with
aa prize!
same
Activity instrucons). There is also a blank opon if you would like to add you own. Pupils leave their photos
prize!
withthe
Split capons on groups.
pupils into their tables and 3the
Give them all groups
photos per group rotate round that
and explain to readtheireach
job is others
write captionscapons. They
for the should
photos (words
decide
that give
Plenary which purpose the capon is wrien for. They can then vote by placing a scker on the capon, for
some sort of explanation about the photo). Hand each group a different caption instructions sheet the groups are
then writing captions for different purposes; 1. Travel marketing make people go on holiday to Ghana!, 2. Charity appeal
example they could place a GREEN scker for travel markeng, RED scker for charity appeal, BLUE scker
make people give money to Ghana, 3. Trader make
Take
for away
trader
Take away the
the fact
campaign. fact sheets
sheets and
and askask some
some of of thepeople
the questions
questions buy products
again
again to tomade
see ififinanyone
see Ghana. can
anyone (Repeat groups where
can remember
remember the necessaryOnce again
the answers.
answers. Once again
reflect
reflect on
on some
some of
of the
the statistics
statistics by
by asking
asking groups
groups to
to think
think about
about what
what concepts
concepts itit makes
makes them
them think
think about.
about. This
This part
part could
could
Pupils
Plenary leave their photos with captions on their tables and the all groups rotate round to read each others captions. They
then be
thendecide
should used
be used which as a stimulus
aspurpose
a stimulus for a P4C
for a isP4C
the caption enquiry.
enquiry.
written for. They can then vote by placing a sticker on the caption, for example
Reflect on the sckers, nong many colours the same but also asking why someone thought it was
they could place a GREEN sticker for travel marketing, RED sticker for charity appeal, BLUE sticker for trader campaign.
something else. Reveal what the actual capons were for. Think about how our opinions change depending
Plenary
on what informaon we are given, for example compare how a charity appeal makes us feel compared to
Reflect on the stickers, noting many colours the same but also asking why someone thought it was something else. Reveal
how the
what a holiday advert were
actual captions makes for.usThink
feel.about
Did this
howmake anyone
our opinions thinkdepending
change of any big onideas/concepts/quesons?
what information we are given,(for for
examplecompare
example did thehow pupils thinkappeal
a charity that people
makes us would go on holiday
feel compared to how to Ghana?
a holiday Did makes
advert the pupils realise
us feel. that
Did this make things
that wethink
anyone eat ofmight
any big come from Ghana?)
ideas/concepts/questions? (for example did the pupils think that people would go on holiday to
Did you know? ...
Ghana? Did the pupils realise that things that we eat might come from Ghana?)
There are
Extension
Extension 2.2 billion
ideas
ideas
Ask pupils
children
Ask to carry outworld
in the
pupils to carry out research...
research into
into
holidays in Ghana by geng travel
holidays in Ghana by getting travel
1 billion
brochures,
brochures, of them
searching
searching on areInternet
on the
the Internet Q
Quuic
ick
koon
n tth
and finding out more about where hee d
dr
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project
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European in England
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and led inCDEC
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by CDEC
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110
Sorting out Ghana - hoop sorting labels
happy sad
work play
Things we
Things we
dont
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understand

111
Sorting out Ghana - caption instructions
Write a capon for .... Write a capon for ....

Travel markeng make people A Charity appeal make people
go on holiday to Ghana. give money to Ghana.

Traders make people buy
products made in Ghana.





112
Sorting out Ghana - caption instructions
1. Children working in a rice field
2. Children returning from a farm
3. An electrician at work
4. Tomato farmers preparing their harvest for the market
5. Children fetching water
6. Fish vendors
7. Visitors from Europe
8. Fishing boats in the bay
9. Environmental Educaon Centre in Sui
10. Children and their teacher hearing more about Global Literacy
11. Children enjoying their play me
12. Introducing the Global Literacy project to pupils & teachers
13. Caterers in the kitchens
14. The Global Literacy Project teachers Ghana
15. Driving on a motorway in Accra, the capital of Ghana
16. An indoor shopping centre
17. A lorry transporng mber from the forest
18. The Akosombo Dam

113
Sorting
Sortingout
outGhana
Ghana- Photographs
- Photographs
Sorting out Ghana - Photographs
1
1
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A project fundedfunded
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led in England by CDEC
114
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Sortingout
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Sorting
Sorting out
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Ghana - Photographs
- Photographs
5
5
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116
Sorting out
Sorting out Ghana
Ghana--Photographs
Photographs
7
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117
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Sortingout Ghana
Ghana-- -Photographs
outGhana Photographs
Sorting Photographs
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118
Sorting
Sortingout
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Ghana- Photographs
- Photographs
Sorting
11 out Ghana - Photographs
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12
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119
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out out
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Sorting Ghana
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-Ghana
Photographs
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13
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120
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Ghana -- Photographs
Sorting out GhanaPhotographs
out - Photographs
15 15
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Sorting out Ghana
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Ghana -- Photographs
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A project funded122
Curriculum
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d Acaerocra plan
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What Would I See? Windows sheet (enlarge to A3)

124
Money Talks Curriculum
Curriculum Links
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Quick
Money On The Draw
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project
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by the and led
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European in England
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in England
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by CDEC
CDEC
A project funded
by the European
125 Union and led in
England by CDEC
Money Talks
Money Talks -- jobs
jobs and
and pay
pay
Money Talks - jobs and pay
Money TalksTalks
Money - jobs
- andand
jobs pay
pay
Money
Money Talks
Talks -- jobs
jobs and
and pay
pay
Prime Minister
Prime Minister
PrimeCameron
David Minister
Prime
David Minister
Cameron
Prime
David
Prime Minister
Prime Minister
Cameron
Minister
David Cameron
DavidDavid
David Cameron
Cameron
Cameron
Lionel Messi
Lionel Messi
Lionel footballer
Barcelona Messi
Lionel
Barcelona Messi
footballer
Lionel Messi
Lionel
Barcelona
Lionel Messi
footballer
Messi
Barcelona footballer
Ant &
Ant & Dec
Dec
TVAnt & Dec
presenters
Ant & Dec
Ant
TVAnt & Dec
presenters
TVAnt TV&
& Dec
presenters
presenters
Dec
TV presenters
TV
TV presenters
presenters
Alex Ferguson,
Alex Ferguson,
Alex Alex
Manchester Ferguson,
Ferguson,
United Manager
AlexFootball
ManchesterFerguson,
UnitedManager
Manager
Alex
Alex Ferguson,
Manchester United Manager
Ferguson,
Manchester United Manager
Manchester
Manchester United
United Manager
Manager
CookCook
Cook
Cook
Cook
Cook
Cook
PilotPilot
Pilot
Pilot
Pilot
Pilot
Pilot A project funded by the European Union and led in England by CDEC
A project funded
A project by the
funded byEuropean Union
the European andand
Union ledled
in in
England
Englandby
byCDEC
CDEC
126
Money
Money Talks
Money
Talks - jobs
- jobs
Talks and
- jobs
and pay
and pay
pay
Money
Money Talks
Talks -
- jobs
jobs and
and pay
pay
Waiter/Waitress
Waiter/Waitress
Waiter/Waitress
Waiter/Waitress
Waiter/Waitress
Farmer
Farmer
Farmer
Farmer
Farmer
Farmer
Police
Police officer
officer
Police
Police
Police ocer
officer
officer
Police officer
Bank
Bank clerk
BankBank clerk
clerk
clerk
Bank
Bank clerk
clerk
Van
Van driver
Van Van driver
driver
driver
Van
Van driver
driver
Teacher
Teacher
Teacher
Teacher
Teacher
TeacherA project funded by the European Union and led in England by CDEC
127
Money Talks - jobs and pay - actual
10.22 million 6.5 million
5 million 142, 500
78, 000 40, 000
35, 000 34, 000
24, 000 20, 000
19, 000 16, 000
14, 000 12, 000

128
Money Talks
Money Talks -- jobs
jobs and
and pay
pay
Hairdresser
Hairdresser
Hairdresser
Vet
Vet
Vet
AVERAGE JOBS
AVERAGE JOBS && PAY
PAY IN
IN ORDER
ORDER (annual
(annual salary)
salary)
Lionel Messi,
Lionel Messi, Barcelona footballer
footballer 10.22 million
million
AVERAGE Barcelona 10.22
JOBS & PAY IN ORDER (annual salary)
Lionel
Alex Messi, Football
Alex Ferguson,
Ferguson, Player
Manchester
Manchester 10.22 million
United Manager6.5
United Manager6.5 million
million
Approximately
Ant &
Ant Dec, thats
& Dec, TV 850,000/month, 210,000/week,
TV Presenters
Presenters 5 million
5 million each
each30,000/day
(approx)
(approx)
Alex Ferguson,
Prime
Prime MinisterFootball
Minister Manager142,
David Cameron
David Cameron 500 6.5 million
142, 500
Ant & Dec, TV Presenters
Pilot
Pilot 000 5 million each
78, 000
78,
Police officer
officer 40, 000
000 (approx)
Police 40,
Prime
Vet Minister David Cameron
Vet 35, 000
35, 000 142, 500
Pilot
Teacher
Teacher 34, 000
34, 000 78, 000
Police ocer
Farmer
Farmer 24, 000
24, 000 40, 000
Vet
Bank clerk
Bank clerk 20, 000
20, 000 35, 000
Teacher
Van driver
Van driver 19, 000
19, 000 34, 000
Farmer
Cook
Cook 16, 000
16, 000 24, 000
Bank clerk
Hairdresser
Hairdresser 14, 000
14, 000 20, 000
Waitress
Van driver
Waitress 12, 000
12, 000 19, 000
Cook 16, 000
Hairdresser 14, 000
Waitress 12, 000

Informaon taken from Annual Survey of Hours and Earnings, 2012 by Oce for Naonal Stascs

129
Money Talks - label for hoop
Working
hard

130
Curriculum
Curriculum
Geog Curriculum
Geog
Geog Links
Lit Links
Links
Lit
Lit
What
WhatWhat isispoverty?
is
poverty?
poverty? Definitions
Definitions
Definitions Curriculum
Curriculum Links
Links Links
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and
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Citizenship
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Geography
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be able understanding
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equality
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131
Needs & Wants
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132
Needs & Wants
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133
Needs & Wants
Needs & Wants
I need I want

134
Needs & Wants definitions of poverty
Needs & Wants definitions of poverty
Poverty
Relative poverty Absolute poverty or Extreme poverty

destitution
is defined contextually as refers to the deprivation of the World Bank defines

economic inequality in the basic human needs, which extreme poverty as living on
location or society in which commonly includes food, less than US$1.25
people live water, sanitation, clothing,
shelter, health care and
education
Source: http://en.wikipedia.org/wiki/Poverty
Source: http://en.wikipedia.org/wiki/Poverty
broadest sense, it means survival but also contribution and

... the lack of what one needs to live within a society. In the
broadest
Philosopher sense,
anditEconomist
means survival but also contribuon and
parcipaon to social daily acvies. Amartya Sen, Indian
Philosopher and Economist
Fundamentally, poverty is a denial of choices and opportunies,

a violaon of human dignity. United Naons

135
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should be
be in
in order
order from
from 1-10
1-10 with
with one
one setset of
of questions
questions per
per group).
(previou lesson).
Questions
s on
les separate
).
EC
group).
A project funded by the European Union an d led in En gland by CD
A project n Unand
EuropeaUnion andled
ion ledininEngland
EnglandbybyCDEC
A projecfunded
t fundeby thethe
d by European CDEC
project
funded by theUnion
by the and led
European
European in England
Union
Union and ledby
and led inCDEC
in England
England by
by CDEC
CDEC
136
13 year old Kalpana is a slim, delicate girl with beautiful brown eyes. When she is relaxed, she pu
What is poverty? Stories
one or both arms over her head and rests her hands on the doorframe or on the wooden joist
which supports
Kalpanas thestory
roof of the shack. But when you find out what job she has to do, you realize
that she13isyear old Kalpana
trying is a slim,
to get rid out delicate girl with
of the pain in beauful
her spine, brown eyes. comes
which When she is relaxed,
from she puts
carrying heavy loads.
one or both arms over her head and rests her hands on the doorframe or on the wooden joist
She lives in an outlying village on the hillside of beautiful valley of the river Sun Kosi. The neares
which supports the roof of the shack. But when you find out what job she has to do, you realize
village isthat
about
she istwo
tryinghours
to get walk
rid outup thepain
of the steep hillspine,
in her above the
which valley;
comes fromthe nearest
carrying heavytown
loads.is Gaigat, a
She lives in an outlying village on the hillside of a beauful valley of the river Sun Kosi, in Nepal.
she hadThe
to nearest
take over village
theis about twoher
role of hours walk upfood
family's the steep hill above the valley; the nearest town is
provider.
Gaigat, a whole days walk away. Kalpanas life changed dramacally a year ago, when her father
died and she had to take over the role of her family's food provider.
Unl then she lived happily with her father and her six younger siblings - she helped her father
with household chores, but also went to primary school. When her father died, she no longer had
the she
Until then me lived
or the happily
money to with
go to school. Severaland
her father mes
hera month Kalpana gets
six younger work -asshe
siblings a porter for a her father
helped
local merchant. On those days, she will be away from home for several days. The load that she
with household
carries in achores, butheavy
basket is too also for
went to primary
her ny figure andschool. When
age, so there is noher father
wonder thatdied, she no longer ha
her back,
the timewhich
or the
she money to go
also recently to school.
injured by fallingSeveral times
on the way, hurtsa amonth Kalpana
lots. Falling gets
is not the onlywork as a porter for
danger
that threatens
local merchant. On the porter
those there
days, sheiswill
also the
be danger of snake
away from bites or
home foraacks
severalby wild
days.animal.
The load that she
carries in a basket is too heavy for her tiny figure and age, so there is no wonder that her back,
hp://www.krasnapani.cz/casopis-krasna/clanky-online/krasna/180
which she also recently injured by falling on the way, hurts a lots. Falling is not the only danger
that threatens the porter there is also the danger of snake bites or attacks by wild animal.
http://www.krasnapani.cz/casopis-krasna/clanky-online/krasna/180
A project funded
137by the European Union and led in England by CDEC
Laxmis story
Laxmis
house. Laxmi life has
went to recently
a nearby changed
school dramacally.
with other Herchildren,
father died where
before she
shewas born, andinduring
excelled last
her classes. She
year's extensive floods she lost also her mother. Unl then, they lived
would help her mother in the home, but she always found the time to play and have fun. together in a small village
house. Laxmi went to a nearby school with other children, where she excelled in her classes. She
After the tragic death of her mother, Laxmi lives with her very loving but old and very poor
would help her mother in the home, but she always found the me to play and have fun.
Grandparents. They
Aer the live
tragic in aofsmall
death village
her mother, in the
Laxmi liveslowland area
with her very close
loving butto
oldthe
andtown of Nepalganj, near
very poor
Grandparents. They live in a small village in the lowland area close to the town of Nepalganj, in
Nepal near the border with India. Laxmis day starts early in the morning, helping her grandparents
household work, and also in the fields with the cattle. There is no time nor money for school.
with household work, and also in the fields with the cale. There is no me nor money for school.
Laxmi is a small twelve year old girl, with a serious face and sad eyes. She's always happy when
she can pay a visit her aunt's family. Like all children, Laxmi likes to spend me with others, and
her aunt has two young daughters and a son with whom she can play. But she cannot live here
permanently
and her aunt has twobecause
youngher aunts family
daughters is very
and a sonpoorwith
and their
whom house
sheis too
cansmall.
play. But she cannot live here
Laxmi's grandfather, a very wise and kind man, feels a strong connecon with nature, and firmly
believes in the goodness of humankind. Everyday he starts the day early in the morning, before
dawn. He culvates a small vegetable garden and takes care of his cale to feed his family. He sells
believes inthethe
surplus in the market
goodness and saves theEveryday
of humankind. money so that one daythe
he starts he can
dayfulfil
earlyLaxmi's dream
in the going before
morning,
back to school.
dawn. He cultivates a small vegetable garden and takes care of his cattle to feed his family. He sell
hp://www.krasnapani.cz/casopis-krasna/clanky-online/krasna/180
back to school.
http://www.krasnapani.cz/casopis-krasna/clanky-online/krasna/180
138
hnom Penh, the capital of Cambodia, several small boys are sitting on the ground. A pile of
stic bottles is towering in front of them, and they are quickly and skillfully removing the tops.
Poj Pats
ne of the boys story
is more than 14 years old. "Children are cheaper. I pay them about half a dollar a
In Phnom Penh, the capital of Cambodia, several small boys are sing on the ground. A pile of
."says the plasc
businessman. None of the boys go to school. "I was going there for a year, but I had
boles is towering in front of them, and they are quickly and skillfully removing the tops.
None of the boys is more than 14 years old. "Children are cheaper. I pay them about half a dollar a
day."says the businessman. None of the boys go to school. "I was going there for a year, but I had
e" he says,towithout
get back to work. My dad is very ill and can't work. My mom works at the landfill, and I have to
stopping to unscrew the cap from the bottles. The pile in front of him,
help her, because I have four siblings" says ten year old Poj Pat. "We're a group, there's lots of fun
wever, does nothediminish.
here" Once
says, without the pile
stopping decrease
to unscrew a bit,
the cap fromanother pile
the boles. Theof bottles
pile in frontin
of all
him,shapes and
s appearshowever,
in frontdoes
of him.
not diminish. Once the pile decrease a bit, another pile of boles in all shapes
and sizes appears in front of him.
"We start work at half past six in the morning and finish at five" said the oldest of the bunch,
fourteen years old Sung. Poj Pat has never seen the city centre, and he doesn't even know that
e start work at are
there halfbeauful
past six in palaces
royal the morning
in Phnom and finish
Penh. at five"
"We came heresaid
fromthe oldest
a village ofnorth,
in the the bunch,
for a
beer life, our parents told us. They told us that by sorng through the waste in a rubbish site they
can get royal
re are beautiful a lot ofpalaces
money. Inially it was Penh.
in Phnom good, when
"Wemycame
dad was working.
here fromBut he fell illinsoon
a village the- henorth, for a
can't breathe well enough. Mum earns just a lile - up to two dollars a day, so I have to help her.
ter life, our parents told us. They told us that by sorting through the waste in a rubbish site they
My brother works with her in a dump site. They look for glass, paper and cans and then they sell all
get a lot of money.
of it. We haveInitially it wasbut
a small house, good, when
it is not my dadwe
our property, was
haveworking. But
to pay rent. It'she fell
right ill there"
over soon - he
He points to a colony of workers' houses constructed- up toouttwo
of every possible
dollars material.
a day, so I have to help her.
brother works with her in a dump site. They look for glass, paper and cans and then they sell
hp://www.stopdetskepraci.cz/index.php?id=174&idp=183
//www.stopdetskepraci.cz/index.php?id=174&idp=183
139
Jack is eleven. His father has been unemployed for a year. His mother is a housewife. Jack has
Jacks story
decide what
Jack iswill happen.
eleven, Jack
and lives is really
in eastern goodHis
Europe. atfather
sports,
hashe is average
been in mathematics,
unemployed but is not very
for a year. His mother
good at isreading
a housewife. Jack has three
and writing. siblings.
He loves The family
nature haven'toutdoors,
and being been able to payistheir
and veryrent for last and lively.
inquisitive
year, so now a Court will decide what will happen. Jack is really good at sports, he is average in
mathemacs, but is not very good at reading and wring. He loves nature and being outdoors,
away, he has to join another class, where he sometimes gets into arguments with the other
and is very inquisive and lively. He never gets to go on school trips, because his parents cant aord
children.it. While the rest of his class is away, he has to join another class, where he somemes gets into
arguments with the other children.
Jack is oen not well prepared for classes and his homework isnt very good quality. Hes
somemes late for school, and when he does arrive he doesnt have the equipment he needs.
is often He is oen in is
in trouble, trouble, is restless
restless and distracts
and distracts otherother children
children ininclass.
class. He
He lives
livesinina asmall
smallflatflat
withwith his
his family of six people. They all live crowded into a single room, which is also
family of six people. They all live crowded into a single room, which is also a kitchen, laundry a kitchen, laundry
room, drying room, living room and children's room. It's very dicult to find a suitable place for
storing his school kit. Lots of people visit regularly, it is noisy, and so it is praccally impossible for
storing his
Jackschool kit. Lotsonoflearning
to concentrate peopleorvisit
to doregularly, it is noisy, and so it is practically impossible for
his homework.
Jack to concentrate on learning or to do his homework.
hp://www.clovekvsni.cz/index2.php?parent=&sid=&id=253&idArt=1659
http://www.clovekvtisni.cz/index2.php?parent=&sid=&id=253&idArt=1659

140

Farhad is eleven years old and goes a school in Mazar-e-Sharif, in Afghanistan. Every morning he
Farhads story
Farhad
depending on ishow
eleven yearsorders
many old andhegoes a school
has. in Mazar-e-Sharif,
Usually he helps to cut in Afghanistan. Everyfor
out the fabrics morning he
traditional
goes to school, where he studies unl one o'clock in the aernoon. In the aernoon he helps out in his
clothes.father's tailor shop. He works from two o'clock unl evening, somemes late at night, depending on
how many orders he has. Usually he helps to cut out the fabrics for tradional clothes.
He does a lot of other things too. He goes round the fellow tailors who embroider elegant
He does a lot of other things too. He goes round the fellow tailors who embroider elegant paerns
onto fabric to make tradional pirhan-tumban- (a tradional tunic and wide trousers worn in the
worn in Middle
the Middle East usually
East usually by Muslims).
by Muslims). He goes
He goes to buy to buy
yarn and yarn
needles forand needles
sewing, for sewing,
and carries water and
for drinking
carries water and cleaning
for drinking andincleaning
the shop.in
Hethe
likesshop.
going He
to school, because
likes going to he knowsbecause
school, it is important
he knows it is
importantthatthat
he learns to readtoand
he learns write.
read and"Farhad
write.will be a good
"Farhad willtailor,
be ahe is very
good handy.
tailor, heBut he must
is very learn But he
handy.
to count well too, so that he will not be robbed on rates nor prices," his father says. There are
must learn to count well too, so that he will not be robbed on rates nor prices," his father says.
thousands of children working like Farhad, but many of them are not as fortunate as he is - they
There are thousands
cannot of children working like Farhad, but many of them are not as fortunate as he
go to school.
is - they cannot go to school.
hp://www.stopdetskepraci.cz/download/pdf/pdfs_114.pdf
http://www.stopdetskepraci.cz/download/pdf/pdfs_114.pdf

141
Thirteen year old Jonas lives in "The heart of Africa". He is still a child, but he has been working
already for seven years. "I used to help in the field, but then my dad died and mum had to start
working inJonas
the fields,
story so I sell instead of her" explains a boy in a green shirt. He sells peanuts now
at the localThirteen
market yearinold Jonas lives in
Kisangani, in "The heart of Africa".Republic
the Democratic He is sll aof
child, but heHe
Congo. hashas
beenaworking
small stall, made
already for seven years. "I used to help in the field, but then my dad
out of a couple of planks, and a large basket made out of palm leaves. If a customer died and mum had to start
comes, Jonas
working in the fields, so I sell instead of her". He sells peanuts now at the local market in Kisangani,
in the Democrac Republic of Congo. He has a small stall, made out of a couple of planks, and a
cans, mostly
largeempty tomato
basket made out tins.
of palm Heleaves.
calculates pricecomes,
If a customer depending on the
Jonas doesn't sizepeanuts
weigh of thefor
can.
him,"Almost no
one has a but
setmeasures
of scales,them out.are
they In his
toobasket he has a variety
expensive of cups says
and heavy" and cans, mostly
Jonas. emptyno
"I have tomato ns. to buy
money
He calculates price depending on the size of the can. "Almost no one has a set of scales, they are
bags or paper, so I sometimes use an old exercise book and wrap peanuts in paper cones, or I pack
too expensive and heavy" says Jonas. "I have no money to buy bags or paper, so I somemes use
them in the
an leaves from
old exercise a palm
book and wraptrees," heinlaughs.
peanuts paper cones, or I pack them in the leaves from a palm
trees," he laughs.
At the market Jonas does not have simple life. "I used to sell on the street, but now they said it's
illegal, so we had to move onto the market. But they want us to pay fees over here. And we do not
llegal, so we
havehad
money to for
move
that,onto thethemarket.
so when But they
market ocer comes, want
I haveustoto pay
pack upfees over and
my baskets here.runAnd we do not
have money away,"
forJonas
that,says. His normal
so when thework day starts
market at seven
officer comes, o'clock in theto
I have morning
pack up and my
endsbaskets
at six in the
and run
evening. "I have a day o on Sundays when I go to church with my mother," says Jonas, who earns
around one dollar a day, to give to his mother. He has never been to school, but is proud that he
evening. "Ican have
count,a day off on
and even Sundays
read. "I had to when I go tobychurch
learn counng myself, with
and my my mother,"
older says Jonas,
brother taught me to who earns
around one dollar
read. a day,
He now workstoasgive to hisguard
a security mother.
and is He
like has never
my dad," saysbeen
Jonas.to school,
" I'd but
like to go is proud that he
to school,
I want to become a doctor, but I can't, my mother is sick," says Jonas.
can count, and even read. "I had to learn counting by myself, and my older brother taught me to
hp://www.stopdetskepraci.cz/index.php?id=174&idp=183
http://www.stopdetskepraci.cz/index.php?id=174&idp=183
142
Part 3
Education & Development
My school in a box 1
Ghanaian School in a Box
A Day In the Life
Super School
I Want to Be

143
My School
oo l in a
in B
aox
Box A Activity 1 Citizenship
My Sch es. eracy
LitCitizenship
e, values and pand rioriti
To reflect
ect o n on
self self
im ag image, values priorities. nce.
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te si similarityd and difference. HE Links Links
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celebrate Curriculum
s in o rd er of importance. Citizenship
PSHE
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a
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gain a deeper understanding global issues.
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Literacy
celebratebetween the global
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north and
and south.
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consider theand
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and
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Big Id Ideas sActivity
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Talk about the items you selected and the reasons why, for example, I chose to put an apron ingmy
n e havwe in oftheachbox
ei r own opinions
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The teacher I loveremains
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opinions imthe ortanwhat
pabout ttotothem is em
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teacher then then handshands them them the the second question, question, ifif incorrect
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correct answer.
y answer. This This strategy
repeated gs
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yo u each
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ld
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has received
received all 10
10 questions.
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should website
then make and
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wh ich Email your School in a Box to oce@cdec.org.uk
presentation arguing to encourage 5 thi ngs others to vote stayfor thethisame items
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be used as a stimulus for a P4C enquiry. for
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to the project website. r school website and uploade
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Extension
Present
Extension ideasto to
Present the
the findings
findings thethe
restrest of school
of the the school in an
in an assembly.
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showing
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(and/or Powerpoint presentation) showing
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the
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t parents and
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1 billion of themn aare gumen
t
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u and then a country in a box (see the Yola website for
t ing a r nt Q uic
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146 an Union and led in England by
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Ghanaian School In a Box Liter
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ideas/guesses/ideas
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about what might be inside the box on the Whats in the box? sheet. Remind the pupils to think carefully
same process as you).
about what might be important to the Ghanaian children as a way of represenng their school (they have
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anyoneleermakeneeds explain theirhas expectaons
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those, a reflection of their school in a box. The letter needs to explain their initial expectations
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quesons
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to thinkwould
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expla in children
their and
they would like to ask the Ghanaian school incorporate these into their leer
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of the information.
of the to
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their the
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to seeschool
if children
anyone can incorporate
remember the into
answers.
refle
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away on sheets and ask some questions again toscho
aian
see ol if anyone
childrencan andremember
incorporate thethese into Once
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of any of as a
ques
the way of
tions
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information.
like to the
think Ghanabout what concepts itit makes them think about. This part could
s to think
Plenary
the pupilreflect on some of the statistics by asking groups to think about what concepts makes them think about. This part could
Plenary a way of findin g out more infor matio n.
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then
their lette
then r as bePlenary
pupils
be to read
used
used as out
as a their leer
stimulus
a stimulus for to
for a a person
P4C
a P4C enquiry.
enquiry. sing next to them as a way of sharing their ideas. Then as a
Plenaryclass discuss the dierent ways of communicang with a Ghanaian school - post/Skype/email etc.
Extension ideas
Did you know? ... Look at the map to remind the class how
far their leers would have to travel.
Work out how many miles away Ghana
There are 2.2 billion is from your school and which other
children in the world ... countries it would pass over in an
all from one thefrom one the aeroplane, or pass by in a ship.
A footb
1 billion
A football fromof one
A football themtheare Q
Quuic r let
ters
ick
koon
n tth w ill ou
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aww How rta
eutrolett
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hil
ar w vel?
How f to tra ar wil
have How f to
have
Stimulus
Whats in the /box
Resources
sheets / Worksheets
Ghanaian school in a box lists (NB: you may want to recreate the Ghanaian school in a box by sourcing the items
the schools suggested toslips
makeof nd byofCDEC
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Questions on
on separate
separate slips ofthe experience
paper
paper (questionsmore
ct funde
(questions
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with one
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Union
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in England
and ledby
and led
and led inby
inCDEC
in England England
England by CDEC
CDEC
by CDEC
147
Ghanaian School - Whats in the box?

148
Ghanaian School in a Box Lists
Ghanaian School In a Box Lists
Ghanaian
Ghanaian
Ghanaian School
Ghanaian School
School In
School In
In a
In aa
a Box
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Box Lists
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Presbyterian Boys Secondary School, Ghana
Presbyterian Boys Secondary School, Ghana
Presbyterian
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Boys Secondary
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School, Ghana
Ghana
Presbyterian
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School, Ghana
Ghana
A New Testament Bible, pens &
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cloth
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byCDEC
CDEC

149
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To consider the On
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key information for the answers and try to be the first to report the answers back to theteacher.
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Activity
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reflect on some of the statistics by asking groups to think about what concepts it makes them think -
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worksheet. - - been challenged.
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Curriculum
Links
Curriculum Links
Quick On
Daniels The Draw
Classical School----lesson
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lesson 333
lesson
Curriculum
Curriculum
CurriculumLinks
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the entry
answer from
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the answer is
Activity
some
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the teacher
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thenhave
handslearned.
hands them
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second question,
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return toto their
their group
group to to find
find out
out the
the
correct
correct
Plenary
the facts theyanswer.
thehave This
facts This
answer. strategy
they strategy is
have learned.
learned. is repeated until each group has received all 10 questions. Place an emphasis on it being aa
repeated until each group has received all 10 questions. Place an emphasis on it being
the competition
facts they have learned.
Ask the pupilsso
competition a the
so the pupils
final queson
pupils are
are scanning
- Can wethe
scanning fact
fact sheet
personally
the sheet and
and taking
support in
in the
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taking the information
of poor children
information quickly. Reward
in Africa
quickly. Rewardandthe winning
winning group
other
the group with
with
regions
prize!around
aa prize!
Plenary Plenary the World?
Plenary Ask the pupils a final question - Can we personally support education of poor children in Africa and other regions
Ask the pupils a final question - Can we personally support education of poor children in Africa and other regions
Ask the pupils a final question - Can we personally support education of poor children in Africa and other regions
around
Plenarythe around
World?the World?
around the World?
Take
Take away
away thethe fact
fact sheets
sheets andand askask some
some of of the
the questions
questions againagain toto see
see ifif anyone
again
reflect
reflect on
on some
some of of the
the statistics
asking groups
groups to to think
think about
about what
what concepts
concepts itit makes
makes them
them think about. This
part could
could
then
then be
be used
used as
as aa stimulus
stimulus for
for aa P4C
P4C enquiry.
enquiry.
Example ofExample
Example of P4C questions
P4C questions Extensionideas
Extension ideas
Example of P4C questions Extension ideas
raised
raised ...... raised ... Follow up theideas
Extension Plenary
raised ... the same dreams
Do we have Follow up
Follow upby the
the Plenary
Plenary
Do we haveDo wesame
the have the same dreams
dreams queson
Follow up creang
the an
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as Ghanaian
Do we haveaschildren
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acon
question by
list.
by creating
creatinganan
Ghanaian
as Ghanaian children do? children do? question by creating an
as Ghanaian children do? action
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action could research the
list.
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ideas they
Pupils
Pupils couldare
could parcularly
research the
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define whodefine
is who is Pupils
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who is ... ideas they are particularly
ideas they are particularly
poor? ideas they
interested in. are particularly
poor? interested in.
interested in.
children
Stimulus in /the world .../ Worksheets
Resources
Stimulus
1 billion of them/ are Worksheets -literacy.yolasite.com
Q
Qu
uic
ick
(approx
(approx 13 13 minuteslong).
minutes long).
ko
-literacy.yolasite.comonn tth(approx
e 13 minutes long).
Map of Africa, Ghana and location of Daniels Classical School.he d r
living
Map of Africa,
Map of Africa, in poverty
Ghana
Ghana
and location
and location... of Daniels Classical School.
of Daniels Classical School.
d a
raww
- -
Film
- Daniels Classical School www.global-literacy.yolasite.com (approx 13 minutes long).
Map of Africa, Ghana and locaon of Daniels Classical School.
4Stimulus
photos of characters from the film
/ Resources Daniels Classical
/ Worksheets A project School.
funded by European
the European Unionand
andled
led in
in England
England bybyCDEC
A project funded by the Union CDEC
Aer-watching quesons worksheet. A project funded by the European Union and led in England by CDEC
Questions
Questions on
on separate
separate slips
slips of
of paper
paper (questions
(questions should
should be
be in
in order
order from
from 1-10
1-10 with
with one
one setset of
of questions
questions per
per group).
group).
project
funded by theUnion
by the and led
European
European in England
Union
Union and ledby
and led inCDEC
in England
England by
by CDEC
CDEC
160
- Map
Daniels Classical School of of
- Map Africa
Africa

161
Daniels Classical School--Map
MapofofGhana
Ghana

162
Daniels Classical School -- Map
Map

163
Causes of hunger group cards
there are too many people

in the world
lack of educaon and skills

in poorer countries
food is not shared out fairly
bad climate and many natural

disasters in poorer countries
164
Causes of hunger statement group cards
lack of educaon and skills in poorer

there are too many people in the world
countries
bad climate and many natural disasters

in poorer countries

countries
bad climate and many natural disasters in

poorer countries

countries

poorer countries

countries

poorer countries

countries

poorer countries

countries

poorer countries

165
Daniels Classical School - photos
- photos
- photos

166
- photos
Daniels Classical School - photos
- photos

167
Daniels Classical School
Pre-watching questions worksheet
CHARACTER US
1. What does he/she usually do in the morning of a 1. What do we usually do in the morning of a
normal day? normal day?
2. What does he/she usually do in the aernoon? 2. What do we usually do in the aernoon?
3. How does he/she help his/her parents? What does 3. How do we help our parents? What do we have
he/she have to do? to do?
4. Can he/she or does he/she have to aend the 4. Can we or do we have to aend the school?
school? Why? Why?
5. What do the parents of Ghanaian children have to 5. What do our parents have to pay for us to aend
pay if they want send their children to school? school?
6. How many mes a day does our character eat? 6. How many mes a day do we eat?
7. What does he/she like to play with and do? 7. What do we like to play with and do?
8. How would you describe his/her standard of living? 8. How would you describe your standard of living?

168
DCS: After-watching questions worksheet
Q1. How do school fees work in Daniels Classical school ?
Q2. Does everyone pay the same amount to aend Daniels Classical School?
Q3. Have you seen any pets in the film? If so, which ones? Does anyone own any pets in the film?
Q4. How do people help and support each other in the film?
Q5. What surprised you about the film?
Q6. How are poor people described in the film?
Q7. What do you think the biggest desire of Ghanaian children is?
Q8. How (and where) do poorer people in Ghana live?
Q9. How (and where) do richer people in Ghana can live?
Q10. Where does the money come from to run Daniels Classical school?

169
Published by Cumbria Development Educaon Centre
Low Nook, Rydal Road, Ambleside, Cumbria United Kingdom, LA22 9BB
www.cdec.org.uk
015394 31602
Printed on recycled paper by Badger Press - www.badgerpress.co.uk

CDEC 2013 ISBN 978-0-9576426-1-4


Global Literacy Challenge &amp; Enquiry Pack

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Challenge and Enquiry Pack

Edited by Rebecca Cosh, Cumbria Development Educaon Centre

A project funded by the European

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

Global theme lesson objective

Literacy lesson objective Concepts explored in this

Introduction to the lesson

The main activity

Photos showing pupils at work,

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

How to Take Acon Pupils

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

Part 1 Food & Trade 51

Part 2 Poverty & Interdependence 87

Part 3 Education & Development 143

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

undaaeworking ononthis thisisproject casharing chers tIn this project

similarities & differences

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

We CanPupils takea action:

Part 3: Education & Development

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

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

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

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

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

he dialogue for example mething that couraged to give

How to Take Acon Pupils

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

r aphy Curriculum Links

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

Q2. What does the Global South mean?

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

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

Q5. How many children live in the world?

Q6. How many children are living in poverty?

Q8. How many children die every minute of a water-related

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

Q10. How many people live in the Global North?

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

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

Oscar is eleven. He lives in a village in the Andes mountains in Bolivia. He is a Red

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

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

any people do not have enough food

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

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

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

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

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

parents job ........................................................ parents job ........................................................

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

free me ............................................................ free me ............................................................

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

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

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

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

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

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

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

free me ............................................................ free me ............................................................

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

Banana plantaon owner I am in charge of lots of workers and lots of banana

Distributor I decide which bananas are going to which shops.

Global Literacy Challenge & Enquiry Pack

Global Literacy Challenge & Enquiry Pack