|Development activity for outcome:
Income and history
|Room requirements||Possibility of moving chairs and tables around the room according to the stage of the activity|
|Description of activity (step by step)|
|0.00||Put learners into pairs or ask them to select a partner to work with. Divide the class in half, so that you have equal numbers of pairs in each half. If you have an odd number of pairs, two learners can either work individually or each of them can join another pair to make two groups of three.
There are two types of cards, “country profile cards” and “country description cards”. Each of the country profile cards describes the key characteristics of a country, for example, population, literacy rates, etc.
On the country description cards, there is a description of the main historical, geographical and political processes which have influenced the development of those countries, leading them to the situation in which they find themselves today. These cards will not give the name of the country concerned.
|5.00||Give half the pairs a country profile card and the other half the corresponding country description card.
Ask the pairs/groups to move around the room talking to the other pairs in order to find the card that corresponds to their own.
|15.00||At the end of the activity ask each pair to read out their cards: first the country profile card, and then by its corresponding country description card.|
|30.00||Once all the cards have been double-checked, try to debrief this activity by exploring the current state of the world’s countries, demonstrating that their current contexts depend on many different historical/geographical/economic factors. It is often these factors which cause some countries to be poorer than others and not to have peace.|
|Materials||Country profile cards, country description cards|
|Training aids & equipment||
|Comments||More references are available at http://hdr.undp.org/en/2013-report and http://www.visionofhumanity.org/#/page/indexes/global-peace-index.|
|Evaluation activity for outcome: Different proposals|
|Assessment criteria (these statements are written in the first person but could be used for teacher assessment of learners as well as for self-assessment by learners)|
|I believe individuals can make a difference locally, nationally and globally.
I have some awareness of how to do this.
|I understand the different ways I can participate as a citizen both at home and overseas.
I can explain how my actions might impact on others across the world, both positively or negatively.
I believe that individuals and groups can make a difference locally, nationally and globally.
I am willing to take a stand on a global issue.
|I understand the different ways I can participate as a citizen, including those that contribute to the improvement of communities at home or overseas.
I understand why participation is important.
I know the world is interconnected and can evaluate how my actions can impact positively or negatively on others across the world.
I believe that people can make a difference in the world.
I am willing to work towards a more equitable future and get involved in activities supporting social justice or democratic engagement.
|DURATION||Each will take between 20-30 minutes.|
|Room requirements||Space needed for five large sheets of paper to be stuck up and for learners to gather around them.|
|Evaluation activity description (step by step)|
|Description||The idea of these activities is to see how learners initially respond to a stimulus about a global issue with a focus on whether they see the potential for change, how they think change can happen (with the involvement of different actors, namely politicians, businesses, the public, and themselves) and what they see their role as being in this process (as a “global citizen”).
There are three possible activities which can be used to evaluate their responses. The stimulus can be anything related to a global issue they have been learning about (for example, a news report, web page or something from a textbook). One source of such stimulus are the short video clips about a number of important global issues located in the Explore Global Issues are of the SFYouth website.
Activity 1: Bees and flowers
Activity 2: Dartboards*
*A dartboard activity is a way of assessing quickly how “close” learners are to achieving a learning outcome. If a learner feels they totally agree with the statement, they put a cross/mark in the middle. If they feel very far away from agreement they put their cross/mark near the edge, or somewhere in between, depending on how strong their confidence is.
Activity 3: Personal response
Understanding change scoring grid
|Scoring criterion for understanding change||Score (points per criterion)|
|The learner shows they understand that global issues are interconnected, and what happens locally can affect what happens globally and vice versa.||1 point|
|The learner shows they understand that businesses have power to change their policies/behaviour, which can make a big difference to global issues.||1 point|
|The learner shows they understand that politicians have power to change laws/policies/funding, which can make a big difference to global issues.||1 point|
|The learner shows they understand that the view of the public has a lot of influence on what politicians and businesses do about global issues.||1 point|
|The learner shows that they think they can make a difference (through behaviour change and/or influencing others).||1 point|
|The learner shows a positive view towards change – that is, change is possible.||1 point|
|The learner shows that they see themselves as being connected to global issues.||1 point|
|The learner shows they think taking action on global issues is important.||1 point|