Teaching tips: the G8

10th June 2005 at 01:00
CitizenshipPSERE For secondary classes involving ethical issues - citizenship, personal and social education, some GCSE religious studies options, general studies post-16 and so on - many issues can be considered.

Discuss:

What are the dangers of clubs and groups that exclude people, (a) for members of the club, and (b) for those outside?

Can organisations as well as individuals be bullies?

What are the benefits of strong nations grouping together, (a) for themselves, and (b) for the wider world?

How much are we really prepared to give to help poorer nations? (Consider fair trade policies and other types of aid.)

What does rich mean? (Not many people in the UK think they are rich.) What responsibilities, if any, do rich people have concerning (a) how they get their money, (b) how they spend their money and (c) how they share their money?

How far can protestors go, morally, to support their cause? Can protest ever be a form of bullying?

Why did the tsunami disaster appear to attract more sympathy than the plight of seven million children who die each year through poor health care or malnutrition?

Am I my brother's keeper? (Genesis 4, v1-16) What are the implications of this test, especially for the 40 million people a year who die from hunger and hunger-related diseases?

For investigation:

Compare how the G8 summit and any protests are reported in a range of popular and quality newspapers. What can be learned about the beliefs and values of these papers from the reporting?

Find out in detail what one relief organisation (such as Cafod) says about the G8 and the world's poor.

For writing:

If you could write a letter for the G8 leaders to find in their conference briefing pack, what would you say to them?

Terence Copley

Geography KS12

Create a wall map of Zambia. Show as many different aspects of the country as possible, such as towns and villages, factories, farms, game reserves, copper mines. Develop a key.

Write the story of a copper bracelet, from the copper mine to a jewellery stall at the school fete. (An internet search for copper mining and copper jewellery will provide background information and pictures.) Geography KS34

Use Zambia as a case study for trade, aid and debt. The BBC's country profile is a good place to start your research:

http:news.bbc.co.uk1hiworldafricacountry_profiles1069294.stm.

Research examples of intermediate technology in Zambia. What are the advantages and disadvantages of this type of development?

To start you off, see www.pumpaid.org

Geography KS45

Which factors seem to be the most important to Zambia's environmental, social, economic and political development, and why?

Draw a diagram to show how decisions taken by the G8 nations can affect the global environment.

Compare the official G8 summit website with others (see http:en.wikipedia.orgwikiG8). How are they presented? What are the main points of view expressed?

Keith Grimwade

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