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Global Issues

Global Issues. Aim: To enhance students’ awareness of the world in which they live and promote the notion of global citizenship. Two teachers: one history-geography (fr), one science (eng). Three projects: spread over 3 terms:. a presentation. a report. a debate.

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Global Issues

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  1. Global Issues Aim: To enhance students’ awareness of the world in which they live and promote the notion of global citizenship

  2. Two teachers: one history-geography (fr), one science (eng) Three projects: spread over 3 terms: a presentation a report a debate Pair-work with individual assessment according to contribution (no group grades)

  3. Each student must possess a USB key and an exercise book in which they must note the work done during each session and any difficulties they encounter during their research

  4. First term: Part I Students learn basic vocabulary and principles of population dynamics (I.N.E.D. site)

  5. They then work actively inpairs to establish a presentation that compares the factors affecting the population growth of a developed country with those affecting a developing one. Country A Country B A detailed analysis of ‘age pyramids’ including the relevant history of the two countries in question is expected and…

  6. A prediction 20 years into the future and the implications of any changes for the states in question

  7. Assessment Teachers are particularly looking for: • Students who know their subject • Students who do not read text aloud • Presentations with images and graphs but limited text or special effects • Graphs and charts that are explained in detail

  8. Part II A rapid study of the natural resources of an emerging economy (other than China)and their effect on the current and futuredevelopment of the country concerned. How can the country escape poverty? What are the economic, social and environmental consequences of exploiting one of the countries natural resources?

  9. Assessment Students come up with some other method of presenting the methods chosen by the state to overcome poverty: • Live Interview • Newspaper • Cartoon • Video … Again students should: • Know their subject • Not read text aloud (notes are permitted) • Explain graphs and charts in detail

  10. Part III A contradictory debate on a theme of global significance • Should fish quotas be implemented ? • Biofuels : should agriculture be used to produce fuels on an industrial scale ? •     Are GMO’s a credible solution to the world’s food neeeds ? •     Is water a commodity or a natural resource ? •     Are renewable energy resources a solution in the post-oil world ? •     Is deforestation a precondition for economic development in equatorial countries?

  11. Assessment • Clarity or arguments • precision and explanation of the terms used • Choice of examples • Organisation of talking time during the debate • Ease of oral expression • Dynamism and enthusiasm during the debate • Ability to answer questions from the floor

  12. Tools available: • INED population simulations • Other Institutional web sites (World Resources Institute…) • global-issues-network.org, • Teacher resource sheets (vocabulary) • School library history and magazine section • Students’ own resources • Image banks (Flikr, Picasa, Google images…) • Teachers! (recommend sources and how to avoid plagiarism) A.Thompson 2011

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