CONTENTS

POSTER PRESENTATION


TASK 1
Brainstorm
In groups, make 2 list of positive and negative words related to moral and ethics.
Then make a poster using this tool http://www.wordle.net/
with other words but personalizing it with your name and surname. It will be the front cover for your folder this year.




TASK 2
Pictures and stories. A world of values?

 Integrity   Simplicity 
Generosity   Individuality
Justice   Tranquility
             Love Progress
Diversity  Honour
Peace    Strength
Reliability   Truth
Resourcefulness Tolerance
Confidence   Unity
                      Responsibility Wisdom
      Stability   Patience
Beauty Flexibility 
   Bravery  Happiness  

Patience Trust 
Commitment
Competence   Friendship
   Cooperation   Freedom
Tolerance   Wisdom
Creativity  Gratitude
      Discipline Concern for others
 Loyalty    Honesty
Respect  Endurance
    Equality  Harmony
 Good will      Carefulness 
Solidarity  Empathy


1.  Observe a picture of a global issue in silence and make notes on the details. 
2. Try to describe the details
3. Answers to the following questions. This is a way of finding out how much you already know.
4. GLOBAL ISSUES PICTURES
  • a. Where did this story take place?
  • b. Who is invloved?
  • c. What's happening?
  • d. Why is it happening?
  • e. How could the situation be solved?
  • f . How did this picture make you feel?
  • g. Can you find any similar situation in your life?
  • h. Would you want to experience this? Explain.
5. Share your results with the classmates. Think about the values or the lack of values.

6. For more thinking! Write a comment


TASK 3
 MORAL AND ETHIC DILEMMAS AT SCHOOL AND IN LFE
There is no single "right answer" to the complex situations, but having a set of guidelines for approaching ethical dilemmas could help make these difficult decisions a little easier to solve.
1 – Know your values
There are certain values about which society agrees. For example, we tend to value honesty. Our discussion here isn’t designed to change your values – instead, it’s about applying them. Before you can apply them, you have to know what they are.
2 – Select a model
With consequential theories, actions are judged by outcomes. If an action results in a positive result, it is morally right. If not, it is wrong.
Utilitarianism – An act is moral if it produces the great ratio of good to evil for everyone.

 The Daily Dilemma (pairgroup)
Choose one and foll0w the steps in the discussion questions!
3- Golden Rule – An act is moral if you treat others the way you would wish to be treated

 When you follow a process such as this to solve an ethical dilemma, or any problem for that matter, you feel good about your ultimate decision. You know you’ve considered all of the alternatives and chosen the best alternative under the circumstances.  

http://www.goodcharacter.com/dilemma/archive.html
Choose one moral dilemma and answer the questions below. In groups of 3

 TASK 4
The global citizen
You are going to reflect on your own rights and responsibilities with regard to the different types of communities to which we belong, and then to discuss the meaning of "global community".
1. Make groups of 3-4 students.
2. All of us have a role as a member of of the community we live in. Family-son, daughter, school-student...
3. Those roles are supported by duties and responsibilities and rights.
4. Use a mid-sized circle on the board with the word FAMILY within it. This is the smallest community we all belong to. Then a second circle around the first, and then several others until there is a good number of circles one inside the other.
5. In your groups, discuss what communities are represented by the circles (school, nation, tribe, group of friends, city....)
6. Define your duties, rights and responsibilities as a member of each of those communities and write them next to each circle.
7. Finally, a large circle around  all the circles called "Global community"
8. As  teenagers and in the future as adults make a list of principles you think should govern our global community.

As  homework
a. What does it mean to be a member of the global community?
b. What is the relationship between our GC responsibilities and, for exemple, the pollution of the world's rivers, the greenhouse effect, the destruction of the rainforest, the discrimination?
c. What are the responsibilities towards other members of the GC?




TASK 5
Positive and negative-Between freedom and responsibility.
You are going to reflect on what causes anti-social behaviour and what can be done to improve it. Taking moral decisions.



Word store


Anti-social behaviour   litter   public property  
              vandalism/to vandalize 
to take care     to be rude/polite    
                             to assist   public nuisance


1.Two lists of POSITIVE and NEGATIVE.
2. Positive: good things you can do in our daily environments and which are also good for the people.
3. Do the same with the NEGATIVE. Things that we that and can affect to other people.
4. In  groups of 3 decide why people do the things listed under POSITIVE, and why under NEGATIVE.
5. Finally, give ideas to improve the things or situations listed under negative.


As homework


Write an essay or produce a poster of how we behave towards other people and the places where we live. For the following task: Collect  copies of newspapers and news in general over a week.


"Being respectful to the others and  to our environments means sharing the maximum to the people around us and brings coexitence and happiness."


TASK 6

  1. Take a look at your own food waste at home and explain some of the reasons for the problem. 
  2. How can we reduce the amount of food waste in our own homes? List three solutions from the film. 
  3. Are aesthetics important to you when you buy and eat produce? Do you ever eat fruit or vegetables with blemishes or bruises on them? Would it bother you if a banana had a different curvature or if a zucchini had a slight bulge in the middle of its body? 
  4. Should supermarkets have a separate dumpster for wasted food for people to better access? Littering and not recycling is considered taboo. Why is food wasting acceptable? Why have our values changed when you compare them to our parents or grandparents? 
  5. How do cultural norms change? Why is it important to know where your food comes from? Why do we have expiry dates on our food? Have you ever eaten something past its due date? 
  6. Why isn’t more food donated or used in a more constructive way? What needs to change? 
https://vimeo.com/88023628
Task 7
Behind the veil. Dignifying or opressing. Dealing with stereotypes and prejudices.
Research about the situation of women today as regards work, power, domestic violence. How can we cope with all these problems in our society?

http://www.un.org/en/events/endviolenceday/


what do they have in common?





http://www.youtube.com/watch?v=T9na3f6lcC8
Listen to the song and comment on the singer's thoughts.

Task 8
Looking for headlines
We are going to identify Global issues related to daily events while at the same time promote critical thinking in relations to newspapers and news in general.


1. Collect all the newspapers together and put in pairs. Global issues=crossing national boundaries. Problems that have global relevance.
2. Sort out newspapers by date, and find out front pages articles which address Global Issues.
a. What is the global issue addressed?
b. Does the issue have international, national, or local consequences? Who or what will be affected?
3. Find differences and similarities with other pairs with different choice and justify your comments.
4. Final analysis. Answer the questions to help you.
a. Did different newpapers give the same importance to the same issues?
b. Did you agree on what were global issues addressed in the articles?
c. Are there any issues which are featured more than once?
d. Do any of the articles deal with something that has personal implications for you?
Use the informations below




Word store: issue, article, cutting front page, headline, news, relevance.


Draw a chart using this info.
Names of students

Date    Newspaper     Article title   Global Issue      Comments


Task 9

Global bingo using concepts and issues related to students' knowledge about Global issues.

Word Store

processed food   genetically-modified organisms (GMOs) 

illiterate/illiteracy   debt repayment      sanctions 
  
to impose  terrorism  terrorist attack  AIDS   HIV  death penalty

Groups of 3 students to choose a questions. Do some research into the issue and prepare a short class presentations such a news report, poster, oral presentations or dramatization.

Note.the answers may vary according to the time. 


Task 10
Global Issues lyrics. Working with songs to rise awareness and assessing knowledge of global issues.

Global issues are problems or things that affect large number of people or the environment (for exemple, war, hunger, unemployment, social problems)

Read this definition of a protest song from Wikipedia:
A protest song is a song which is associated with a movement for social change. It may be folk, classical, or commercial in genre. Among social movements that have an associated body of protest songs are the abolition movement, women’s suffrage, the labour movement, the human rights movement, civil rights, the anti-war movement and 1960s counterculture, the feminist movement, the sexual revolution, the gay rights movement, animal rights movement, vegetarianism and veganism, and environmentalism.
http://en.wikipedia.org/wiki/Protest_song

When I was nineteen and I was angry about the world there was only one medium available to me to make my voice heard. Basically, music was our social medium. It’s the way we spoke to one another, it’s the way we spoke to our parents’ generation. Now, if you’re angry, there’s a number of things you can do. You can make a film and put it on YouTube, write a blog, start a Facebook page, call up a crowd on Twitter. I think that’s a positive thing because it allows so many more people to engage in the debate. The negative side is, nobody is ever going to invite you to tour America reading out your Facebook posts. BBC Radio 4, Any Questions

1. Play a song using an internet link show the lyrics and a brief explanation of  the song and the singer or band and the connections with a global issue. 

2. Write a report of the songs that will be presented in class.



Task 10
Say no to racism.
You are going to discuss racism and think how to fight it.


Slavery was officially abolished in the US in 1864, but black people in the country continue to be subject to discrimination and abuse: they were denied the right to vote until 1965, could not go to the same schools or universities as whites, were paid less for equal work, and so on. Today, racial discriminations continues to be one of the major causes of conflict and suffering in many parts of the world.

Martin Luther King's speech

http://www.youtube.com/watch?v=1UV1fs8lAbg

Say no to racism

I have a dream that one day on the red hills of Georgia, the sons of the former slaves and the sons of the former slave-owners will be able to sit together at the table of brotherhood ... that one day even the State of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice ... that my four little children will one day live in a nation where they will not be judged by the colour of their skin but by the content of their character.

Martin Luther King

1. Create a quiz (multiple choice, short webquests)of two of the pacifists from the following list.

http://www.ppu.org.uk/learn/peaceed/index_pe.html

Ghandi
http://www.youtube.com/watch?v=Zt_MmVBUv84
http://www.youtube.com/watch?v=DoE2RIAmvB8
http://www.youtube.com/watch?v=27lMS76hGG0

Mandela
http://www.youtube.com/watch?feature=endscreen&NR=1&v=BhEQ4MYCMH8

Mother Teresa
http://www.youtube.com/watch?v=9oXwPcXpILk
Martin Luther king, Jr
http://www.youtube.com/watch?v=3ank52Zi_S0

Aung San Suu Kyi


Malala Yousafzi
STUDENTS' QUIZZES
Mahatma Gandhi





1. Where was he from?



a) Cuba b) India c) Egypt





2. Gandhi had another name in India. Which one?



a) Bāpu b) Hopi c) Anaba





3. Gandhi had some jobs. In which one he didn't work?



a) Political b) Doctor c) Lawyer





4. How old was Gandhi when he died?



a) 82 b) 78 c) 67





5. Why did he went to South Africa?



a) To fight against the discrimination of Hindus.



b) To help to build houses to poor people.



c) To make a speech against poverty and war.

6. What was his father job?

a)Porbandar Gobernator b) Carpenter c) Soldier


7. In what he inspired?
a)Bhagavad Gita b)Blanga Hita c)Cutawa Anga



8. What he starred in 1930?
a) Against Sexism b) Against Racism c) Against violence


9. What Nobel prize did he win?

  1. The best person in the world prize
  2. The peace Nobel prize
  3. The no-weapon life prize


10. In April of 1945 for who was his letter?
  1. Mehet Gralia b) Guliham Reo c) Ghanshyam Das Birla


Martin Luther King

1)When was Martin Luther King, Jr. born?




2)What were the names of Martin Luther King, Jr.'s family members?




3)When was Martin Luther King, Jr. married, and did he have any children?


4)What did Martin Luther King, Jr. study?




5)When did Martin Luther King, Jr. deliver his famous speech "I have a dream..."?




6):What sort of discrimination did he fight against?




7)What were his dreams?




    8)When did martin luther king die?




    9)Whty did he die and how
    10)Why did he become a politition?




Task 11


The classroom for peace.
1. Take two minutes' silent time, thinking on your own, and make notes on the following questions:
a. Why is peace important?
b. Try to remember pictures and images you have seen showing life in countries or areas where there is a war going on. How do you think those people feel? write an opinon essay about 100-150 words with the words fom the word store.


Word Store


vulnerable  freedom    freedom of expression    manifesto


commitment   non-violence   democaracy      democratic principles   solidarity


discrimianaton   prejudice  exclusion    generosity   injustice   oppression





10 Ways to Promote Peace in Your Classroom

While you’re setting up your classroom for the new school year, you’ll be planning lessons for language, math, history, and geography.
But one thing we sometimes forget to plan for is peace education.
Promoting peace was a large part of Dr. Montessori’s career – one of her most famous quotes is “Averting war is the work of politicians; establishing peace is the work of education.” She thought it was extremely important in her day; today it may be more important than ever.
Here are 10 ways to include peace in your curriculum:
1. Start by defining the word “peace” with your students. You can ask children what they think it means; their answers will probably be very enlightening. They are often surprised to realize that peace can be found many places. It doesn’t just refer to “world peace”. They can have a hand in creating a peaceful environment wherever they are.
Peace may look a little different to everyone. To me, it doesn’t mean the absence of conflict. That would be an idealized world in which none of us live. Rather, it’s learning how to deal with conflict in a way that doesn’t put the rights, wants, or needs of one person over the other. It’s learning conflict resolution skills that stress respect for the individual and the group.
2. Declare your classroom a “peace zone”. Do not tolerate any kind of bullying. Lay down ground rules at the beginning of the year that are posted for everyone to see. Have all the children agree to the ground rules (even signing the list of rules) and hold them accountable.
3. Teach conflict resolution skills. One way (that children enjoy very much) is through role-playing. Choose a time when everyone is together and there are no unresolved conflicts. Role-play different situations that you notice amongst the children. Talk about peaceful ways to resolve the conflict. You can define and discuss compromise, taking turns, andlistening skills.
One conflict resolution technique that children love is to have one object in the classroom or home that is always used when children are resolving conflict. Children face each other (or sit in a circle) and whoever is holding the object gets to talk. No one can interrupt, and once the object is passed on, the next person gets to talk exclusively. I have seen this work wonders in tension-filled situations.
4. If you have an annual event, like a poetry recitation, a musical, or other performance, choose “Peace” as the theme every so often. Challenge the children to find stories, poems, and songs about peace. They may also want to draw or paint pictures of “peace” and what it means to them. Again, much insight can be gained by looking into their responses.
5. Peace education can vary by age; older children will naturally be able to get into the history of peace and conflict by studying different countries and cultures. They can participate at a higher level by researching and writing about peace and peace education.
6. Have children participate in the care of their environment, showing respect for the materials, pets, plants, and other children.
7. When studying geography, history, and other cultures, emphasize respect for the diversity of traditions and customs found around the world.
8. Consider having your school named an international peace site. The World Citizenorganization heads up that project, and they have information about peace education as well.
9. Be a good example. Don’t argue with parents, your spouse, or other teachers in front of the children. Speak respectfully about other people. Don’t gossip. Show kindness. It can be easy to forget that children are watching your every move, and learn more from what you do than what you say.
10. Establish special holidays and rituals for your school or home. These can include joyful celebrations as well as sad occasions (like the loss of a pet). Everyone can share in the planning, decorating, and celebrating.
Some helpful resources:
Montessori Services has an entire section about peace and community. It includes games, books, puzzles, and pictures that promote peace and unity.




 Manifesto for Peace
Manifesto Principles
I pledge to:

1 Respect the life and dignity of every person without discrimination or prejudice.

2 Practise active non-violence, rejecting violence in all its forms—physical, sexual, psychological, economic, and social—in particular towards the most deprived and vulnerable such as children and adolescents.

3 Share my time and material in a spirit of generosity to put an end to discrimination, injustice, and political and economic oppression.

4 Defend freedom of expression and cultural diversity, giving preference always to dialogue and listening rather than fanaticism, stereotypes, and the rejection of others.

5 Promote consumer behaviour that is responsible and development practices that respect all forms of life.

6 Contribute to the development of my community, with the full participation of women and respect for democratic principles, in order to create together new forms of solidarity.

UNESCO International Decade for a Culture of Peace: Manifesto 2000



Task 12


Child labour in focus



Background information: There are 350 million working children in the world and approximately half of them are involved in some form of hazardous work. They are usually exploited and are denied an education. However, for many families the work of their children is their only way to survive.

Article 22 of the Convention on the Rights of the Child

1 States Parties recognize the right of the child to be protected from economic exploitation and from performing any work that is likely to be hazardous or to interfere with the child’s education, or to be harmful to the child’s health or physical, mental, spiritual, moral or social development.

2 States Parties shall take legislative, administrative, social and educational measures to ensure the implementation of the present article. To this end and having regard to the relevant provisions of other international instruments. States Parties shall in particular: (a) Provide for a minimum age or minimum ages for admission to employment; (b) Provide for appropriate regulation of the hours and conditions of employment; (c) Provide for appropriate penalties or other sanctions to ensure the effective enforcement of the present article.

From: United Nations High Commission for Human Rights

Questions

a Have you heard of ‘child labour’? If so, where and what have you heard about it?


b Do you think child workers want to work? Why? Why not?


c Do you think a child should have to work?

https://teachunicef.org/sites/default/files/documents/activities/Child_Labor_Activity_Sheet_final.pdf



Kailash Satyarthi's fight against child labour- 2014 NOBEL PEACE PRIZE

http://ibnlive.in.com/videos/505436/watch-kailash-satyarthis-fight-against-child-labour.html

WHAT DOES THE PHOTOGRAPH TELL YOU?

https://www.teachunicef.org/teaching-materials/photo-of-the-month/2016-01


 Task 12
We are water aid

Background
Over 500,000 children die every year from diarrhoea caused by unsafe water and poor sanitation. That's over 1,4000 children a day. Where there is nowhere safe and clean to go to the toilet, people are exposed to disease, lack of privacy and indignity.. When communities defecate in the open, disease spreads fast and water sources are polluted. It's hard to believe in the 21st century.

WaterAid is a charity that is working to find solutiuons to improve the lives of people who do not have access to both safe water and sanitation.

1. Watch the WaterAid film, "We are WaterAid"

2. After viewing the film, name or describe some solutions to water problems you saw in the film.

3. Visit www.wateraid.org/technologies and use the info on the website to come up with your own solutions or fundrise to provide a community in one of the 26 countries in which they work with the chosen technology.



Task 13
Behind the veil. Dignifying or opressing. Dealing with stereotypes and prejudices.
Research aboput the situation of women today as regards work, power, domestic violence. How can we cope with all these problems in our society?




what do tthey have in common?




http://www.youtube.com/watch?v=T9na3f6lcC8




Listen to the song and comment on the singer's thoughts.


Task 14
GLOBALIZATION: North and South
The global Quiz
It is a quiz based on Global Issues to help you to assess your own knowledge of the world and compare results.


Recommended resources
OneWorldwebsite and Global Issues website.


Task 15


What's poverty to you?
Investigating the true meaning of poverty in depth.


1. Do you consider yourself to be rich or poor?
2. How much do you spend on yourself per day?
3. What do you buy?
4. Do you know anyone who is really poor?
5. What do they not have?




Background information
World poverty is onincrease again after 50years of poverty reduction. People are regarded as poor when they have no access to the basic rights most people have in the Western world tahe for granted: food, shelter, clothes, proper healthe care, clean water and education.


Many people and oraganizations define "poor" as one of the over 1.2 billion people (out of the world total 6.3 billion)who live today on less than two dollars a day. But poverty is not about money. It is about access to the basic rights of food, education, shelter, celan water and proper health care.

a. According to this definition, what is used to define "poverty"?
b. Could you and your family live on less than 2 € a day? Is this a little or a lot of money in your country?
c. How could the world guarantee thet everyone has access to the basic rights in the statment?

d. Write a new definition of "poverty".
e. What could be done to fight poverty at global and local levels.
f. the role governments, non-governmental organizations (NGO's), and commercial companies should play in this. Write ideas to take action on.

Task 16
Drama on homelessness
Another Day in Paradise by Phil Collins

She calls out to the man on the street, "Sir, can you help me?
It's cold and I've nowhere to sleep. Is there somewhere you can tell me?"
He walks on, doesn't look back, he pretends he can't hear her
He starts to whistle as he crosses the street, seems embarassed to be there

Oh, think twice, it's just another day for you and me in paradise
Oh, think twice, it's just another day for you, you and me in paradise
Just think about it

She calls out to the man on the street, he can see she's been crying
She's got blisters on the soles of her feet, she can't walk, but she's trying

Oh, just think twice, it's just another day for you and me in paradise
Oh yes, think twice, it's just another day for you, you and me in paradise
Just think about it, uh - huh, just think about it

Oh Lord, is there nothing more anybody can do
Oh oh Lord, there must be something you can say

You can tell by the lines on her face, you can see that she's been there
Probably been moved on from everyplace, cause she didn't fit in there

Oh yes, think twice, it's just another day for you and me in paradise
Oh yes, think twice, it's just another day for you, you and me in paradise
Just think about it, uh - huh, just think about it

It's just another day for you and me in paradise
It's just another day for you and me in paradise
It's just another day for you and me in paradise
It's just another day for you and me in paradise
It's just another day for you and me, it's another day for you and me
It's another day for you and me in paradise
In paradise, oh, oh, oh, oh yeah


*Is the song about a man or a woman?
*Where is the begging person?
*How would you describe the feelings of the man crossing the street?
*What was the begging person's physical condition?
*What worries the woman most?

Task 17
Ideas to change the world

Millenium development goals according to the UN. A gobal world needs a global solutions and a global organization.
Though they are utopies, if the rich countries helped in the develpoment of the poorest countries, the goals might be accomplished. Search for these goals, make a list of them in your worksheet. What is the deadline for these goals?

 Have students calculate their ecological footprint online using Earth Day Network (http://www.earthday.org/footprint-calculator). Have students print screen their results into a document and type a short response to reduce their footprint. Make sure to have them analyze the food section separately and discuss some of the problems and solutions for that category. Take it up as a class.

Task 18
Personal experiences to change the world. Learning by doing is an important part of the learning process for all ages.
Find 50 simple things you can do to save the Earth.

Task 19
 Choose one topic or two you may think are connected to make up a presentation. Wordle, ppt, glogster, prezi, or any other technique of presentation such as cards, posters, pictures. Let you imagination flow.
1. Biking for clean air.
2. My personal diary.
3. Made of what and by whom?
4. Crossing out violent toys.
5. The colour of your coffee.
6. Many cultures one world. 
7. Supermarket detectives.
8. Out and about in the shopping mall.
Subscriure's a: Missatges (Atom)