Cambridge Global Perspectives Key Stage 4 Resource Starter task invites discussion of the importance of the internet in our daily life. Identification of consequences in a source. (exam Q1c) Analysis of elements that make good and bad research- sorting activity. Application to sample exam question and article (exam Q2a). Extension task to improve the answer.

Cambridge Global Perspectives Key Stage 4 Resource Starter task invites analysis of graph showing school shootings in the USA. Discussion through video of schools in the USA with extreme safety measures. Research task with weblinks for pupils to create an argument for or against gun control as a way to stop school shootings. (exam Q2a and Q3).

Cambridge Global Perspectives Key Stage 4 Resource Starter task invites discussion on taking the knee in various sporting events. Discussion of the 1968 Olympic protest by Tommie Smith and John Carlos using a short documentary. Background to Colin Kaepernick’s protest. Analysis of perspectives surrounding protest in sport- pupils categorise information into global, national, local, and personal perspectives and identify which information could be used to support opposing arguments. Discussion regarding the key question of whether professional athletes should use sporting events as a platform for protest.

Cambridge Global Perspectives Key Stage 4 Resource Starter task invites discussion on countries that have hosted the Olympics. Analysis of a global perspective that is positive about the Olympics. Interpretation of images of protests against the Olympics. Analysis of an argument for hosting the Olympics including identifying fact, opinion, generalisation and vested interest. Also discussion of the strengths and limitations of the argument. Comparison of 2 arguments- identifying the evidence used. Discussion to evaluated whether the pros of hosting the Olympics outweigh the cons.

Cambridge Global Perspectives Key Stage 4 Resource Starter task invites discussion on trophy hunting. Analysis of graph related to the issue. Card sort analysing arguments for and against trophy hunting. Research group task to investigate different websites and articles related to the topic. Analysis using summary note table. Pupils discuss different perspectives related to the issue and formulate their own perspective based on the research from the lesson.

Starter task to generate questions based upon visual data. Identification of causes of deforestation in rainforests. Consideration of relative significance of causes. Analysis of a perspective, including causes, consequences, and solutions. Consideration of various perspectives related to deforestation. Pupils organise these into for and against ending deforestation in Brazil and reach a conclusion

Starter task to consider questions related to zoos. Analysis of an online source related to the issue of zoos. Evaluation of the effectiveness and reliability of the perspective presented. Pupils work in groups to explore four different online sources connected to the issue. They consider the perspective, points made, language and evidence used, and the reliability of the source. Pupils sum up different perspectives and reach a personal conclusion.

Starter task to analyse the message of a cartoon. Pupils identify knowledge claims in an argument and formulate methods and types of evidence to test a knowledge claim. Pupils analyse a global perspective connected to the issue for strengths and weaknesses. Pupils investigate an online source connected to the issue and identify potential strengths and weaknesses. Pupils locate their own online sources connected to the issue and annotate strengths and weaknesses of the source to share with the class.

Starter task to consider what defines a sport. Pupils complete a guided analysis of a perspective for facts, opinions, vested interests, etc. Pupils independently analyse an online source for the opposite perspective. Pupils write an answer to the big question.

Starter task to consider examples of wildlife products that may be traded internationally. Card sort of causes and consequences of the illegal trade in wildlife. Pupils consider which causes and consequences may be most significant. Pupils analyse two arguments about solutions to ending the trade in illegal wildlife- including points, language and evidence used. Pupils discuss and evaluate the solutions proposed.