Co mm on we al th SC HO OL RE SO UR CE S » Lesson 3 » Ideas of Common Wealth? Global Inequalities and Development Note - This lesson could be split into two for students to have more time to prepare and discuss: activities 1 and 2 in the first lesson, and activities 3 and 4 in the second lesson.
Lesson aims/key questions
Learning outcomes and key processes
Students will be able to: a » Identify different positions people might take on the global economy and global society (‘Common Wealth’) around the Commonwealth. b » Analyse some of the causes and effects of global inequalities. c » Recall at least three of the UN Millennium Development Goals. d » Evaluate some projects the Commonwealth and other global institutions might be able to implement in reducing global inequalities, including reference to funding constraints. e » Formulate, express and justify an opinion on global inequalities and/or development. Key processes: Critical thinking; empathising with others; discussion and debate; arguing a viewpoint other than your own; communicating ideas; listening to others; critically assessing your own view and others’ viewpoints; working with others to solve problems; an interest in global issues and current affairs.
Key words/
Global Inequalities | Commonwealth | Development | UN Millennium Development Goals | Global Institutions
Summary of
Activity 1 (starter): ‘Ideas of Common Wealth?’ Puzzle (Diagram to cut up and put back together)
a»
Activity 2: Global Inequalities: Causes and Effects (Match-up task)
b»
Activity 3: Millennium Development Goals Funding Board (Presentations in groups)
c» d»
Activity 4 (plenary): Values Continuum (Justifying opinions on a values scale)
e»
concepts / terms
activities and links to learning outcomes
Assessment
opportunities
Differentiation
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1 » What do we mean by Common Wealth? 2 » What are some of the causes and effects of global inequalities? 3 » What can the Commonwealth and other global institutions do to reduce global inequalities and promote global justice and development?
» Activity 2 could be assessed by marking the completed cause and effect sheets (3r2). This might be a good opportunity for peer assessment (students marking each others’ work). » Activity 3 could be a group assessment, graded when each group presents to the ‘funding board’. » Activity 1: The ‘Ideas of Common Wealth?’ diagram (3r1) has two forms: Puzzle X is more accessible as it focuses on the general principles, and Puzzle Y is more challenging as it identifies ideological descriptors such as ‘authoritarian’ and ‘libertarian’. Questions in the activity are ordered from the more accessible to the more challenging. » Activity 2: Sheet X contains more accessible ideas and Sheet Y contains more challenging ideas (3r2). » Activity 3: Students can support and challenge each other in their groups. » Activity 4: Thorough questioning (level and challenge of questions pitched to needs of individual students). Statements increase in their complexity from 1 to 10.
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