Lesson 3: Global Citizenship and Fundamental British Values (Money and Inequality)

This extensive resource can easily be stretched out to 2, or even 3 lessons. It is intended to educate, and to some extent agitate, young citizenship students to be aware of the global financial situation they are situated in and how some activists perceive it. It includes case studies (e.g. the Raza Plaza factory collapse in Bangladesh), articles, extension activities, an exhibition of art by Manchester based artist Polyp (who gave his consent for use of his resources), video clips, kinaesthetic group exercises, think pair share. I’ve thrown it all in into this 53 slides. The length of the resource gives you scope to pick and choose, and hopefully should meet the exact requirements of the class you have. It explores the FBV of liberty and democracy, exploring if the way we use money has created a corpocracy rather than a democracy.

There are also extensions about the banking crisis, and possible solutions, for stretch and challenge tasks or KS5.

Learning questions (objectives) include:
What is money?
Am I rich?
What is Exploitation?
Is the global money system give a fair deal to all who are part of it?
Extension: Is financial inequality out of control, and if so how can it be fixed?

This extensive resource aims to meet Citizenship, PHSE, UNESCO Sustainable Development goals (4.7) and is created for a religious studies compulsory group (which combines all of the above curricula in my school) to explore the ethics and develop debating skills. It can also be used in geography lessons effectively.