Globalisation
|
A Dialogue with Your Lettuce
Local and global economy: Participants trace their food through the local and global economy 2+ hours Source: Human Rights Resource Center: Human Rights Education Series, Editor: Nancy Flowers |
|
AMANDLA!
Struggle for justice in South Africa: Students sing along with a South African song and fill in blank words. Then students form groups and draw the images that the song evokes. Lastly the groups present their art projects to the class. Recommended age: Elementary level One class period |
|
Beware, we are watching!
In this activity, participants design a public awareness campaign about the consequences of relocation by transnational companies Complexity level 4 (1 - 4) Source: Manual on Human Rights Education with Young People – Council of Europe |
|
Business Ethics in a Globalised Economy
Simulation for Use in Youth and Adult Education. Complete Manual with Role Cards and Guidelines for Facilitators Source: Humanity in Action Deutschland |
|
Exploring Our Roles As Global Citizens
Exploring Our Roles as Global Citizens is a four-lesson unit with extension activities and a studentled inquiry project Recommended age: Grades 3–5 Source: TeachUNICEF |
|
Exploring Our Roles As Global Citizens
Recommended age: Grades 9–12 Source: TeachUNICEF |
|
Extreme Global Makeover
Through this lesson, student will identify and evaluate the challenges and transformations brought on by modernization Recommended age: Grades 9-10 Three 55-minute class periods Author: Yolanda Betances |
|
Geography, Development and Human Rights
A Multimedia Teachers' Manual for the Senior Cycle Recommended age: Senior Cycle Lesson plan of 4 classes Source: Amnesty International Ireland |
|
Labour and Labels
We live in a global economy and much of the clothing and footwear we buy is made in less economically developed countries. Workers in factories making products for our markets can be denied their basic human rights through low wages, removal of union rights, and poor health and safety conditions. This activity explores our global interdependence, the impact of globalisation on the rights of people in poor countries and what action we can take to address the imbalance Recommended age: KS 3-4 Subjects: Geography, Citizenship and related subjects Source: Amnesty International |
|
Makah whaling
This activity involves small group work, role-play, discussion and consensus building about the issues of the sustainable use of marine resources and the rights of indigenous peoples to their culture and development Complexity level 4 (1 - 4) 115 minutes Source: Manual on Human Rights Education with Young People – Council of Europe |
|
Pieces of the culture of some developing countries in this One World of ours AND Pieces of the educational situation in some developing countries in this One World of ours
To raise solidarity with people living in developing countries through knowledge of and respect for their basic culture AND To inspire students to appreciate their own possibilities, and stand for those of others, through presenting connections between education, human rights, economical and political system etc. Recommended age: Grades 1 - 10 (p. 1 - 6 ) AND grades 5 - 12 (p. 7 - 12) |
|
The impact of the Internet
This activity involves both small-group and plenary discussions to analyse issues of the future of the Internet and the digital divide and the use of the Internet for the promotion of human rights Complexity level 4 (1 - 4) 180 minutes Source: Manual on Human Rights Education with Young People – Council of Europe |
|
The scramble for wealth and power
This activity simulates the fight for wealth and power and inequality in the world Complexity level 3 (1 - 4) 90 minutes Source: Manual on Human Rights Education with Young People – Council of Europe |
|
The Web of Life
In this activity, people brainstorm links in a global food web. They explore the interdependency of living and non-living things and the inevitable impact of all human activity on the environment, and the consequences Complexity level 2 (1 - 4) 30 minutes Source: Manual on Human Rights Education with Young People – Council of Europe |
|
When disaster strikes: Understanding humanitarian emergencies
Humanitarian emergencies frequently capture significant international media coverage and as a result can have emotional impacts on people around the world. Often children have questions and concerns about these crises that can be difficult for adults to address. This guide helps teachers initiate a conversation about current humanitarian emergencies with their students Recommended age: Grades 9 - 12 Three lessons and more resources Source: UNICEF Canada |
|
When disaster strikes: Understanding humanitarian emergencies
Humanitarian emergencies frequently capture significant international media coverage and as a result can have emotional impacts on people around the world. Often children have questions and concerns about these crises that can be difficult for adults to address. This guide helps teachers initiate a conversation about current humanitarian emergencies with their students Recommended age: Grades K - 8 One lesson and more resources Source: UNICEF Canada |
