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1 Rising o he Challenge A Resource File for Teaching Conemporary Issues Published by CDVEC Curriculum Developmen Uni and Leaving Cerificae Applied Suppor Service

2 Rising o he Challenge A Resource File for Teaching Conemporary Issues

3 ACKNOWLEDGEMENTS The advice, suppor and experience of he following eachers in he developmen of his resource file is graefully acknowledged Gillian Casey, Denis Leonard, Carol Anne O Sullivan, Brendan Woulfe, Niall Fizgerald, Margare McCormack, Paricia Morrissey, Caherine Murray. Thanks are also due o he Projec Team, Maureen Basse, Sean Farrell, Barbara Gill, Annee Honan, Geraldine Horgan, Caherine Loughman, Marie Rooney and Karen O Shea for criical engagemen during he developmen process. Published by: CDVEC Curriculum Developmen Uni/Leaving Cerificae Applied Suppor Service Wrien by: Conemporary Issues I: Barbara Gill and Caherine Loughman Conemporary Issues II: Barbara Gill and Caherine Loughman Conemporary Issue Task: Karen O Shea Designed and Prined by: Genprin (Ireland) Limied 2002 CDVEC Curriculum Developmen Uni, he Leaving Cerificae Applied Suppor Service, and auhors. The publishers would like o hank The Comba Povery Agency, Ireland Aid hrough he Naional Commiee for Developmen Educaion and Trócaire for funding his resource file. 2

4 Conens pages General Inroducion 5 Approach Advocaed 8 Building a Resource Library 11 Conemporary Issues I Par I Uni I: Geing Sared 18 Uni 2: Behind he Scenes 26 Uni 3: Making Links 37 Uni 4: Conemporary Issues and Human Righs 41 Uni 5: Making Connecions o Human Righs 54 Uni 6: Undersanding Conceps 58 Par II Ou of School Aciviies 65 Visiors 67 Role-play and Debaes 68 Film/video Informaion 69 Universal Declaraion Human Righs Cards 70 Suden Workshees W1.1 W Conemporary Issues II Uni I: Media 95 Uni 2: Ineres Groups 107 Uni 3: Democraic Insiuions 114 Uni 4a: Your Voe Couns 129 Uni 4b: Busing he Budge 142 Uni 5: You and he Law 152 Uni 6: The Wider Picure 158 Suden Workshees: W2.1-W Conemporary Issue Task Inroducion 188 Organisaional Issues 191 Teachers Framework 197 Suden Handous 218

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6 General Inroducion general Inroducion

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8 INTRODUCTION As a resul of an evaluaion and review of he Leaving Cerificae Applied Social Educaion curriculum and a separae evaluaion of he educaion resource Exploring Conemporary Issues, his resource file, which includes wo modules and he ask handbook, has been produced o suppor Leaving Cerificae Applied eachers. I recognises ha every Leaving Cerificae Applied suden has had an experience of Civic, Social and Poliical Educaion. Sudens have already explored key conceps such as human digniy, human righs and responsibiliies and developmen, and have had an experience of aking acion on an issue of ineres o hem and repored on heir learning. As a resul, he overall aim of hese maerials is o resource eachers wih ideas and pracices o suppor sudens as hey furher develop heir undersanding of he world and heir capaciy o shape ha world. inroducion HUMAN RIGHTS PERSPECTIVE A human righs framework underpins hese maerials and eachers are encouraged o advocae his perspecive wihin heir eaching of he modules and he Task. A significan aim of he maerials is o help eachers bring Leaving Cerificae Applied sudens o a deeper undersanding of human righs and responsibiliies hrough exploring, invesigaing and acing on issues of social significance. This perspecive is promoed hrough using he Universal Declaraion of Human Righs as a reference poin and ool of analysis in relaion o exploring conemporary issues. I is furher developed hrough encouraging sudens o reflec on he human righs dimension of conemporary issues by exploring he civil, social, poliical, economic and culural naure of issues. I is imporan ha, alongside he encouragemen of an undersanding and appreciaion of human righs, sudens become familiar wih he idea of social responsibiliy. This ideal is promoed hroughou he maerials, culminaing in an acion ha sudens ake o impac on an issue of social significance during heir Task. SOCIAL JUSTICE AND LOCAL/GLOBAL PERSPECTIVE These maerials are concerned wih promoing a social jusice perspecive among sudens, as inequaliy and injusice exis a all levels in sociey. Teachers are encouraged o help sudens reflec on he range of dimensions ha underpin issues of inequaliy and injusice, from he personal o he poliical, and in so doing help hem recognise ha change a an individual and srucural level is needed o creae a more equal and jus sociey for all. The maerials also aim o suppor sudens in developing a local and global perspecive, wih paricular reference o developing counries. They recognise he suden as a member of a local, naional and global communiy and encourage eachers o broaden sudens perspecive by examining a range of conemporary issues ha are of local, as well naional and global, significance. 7 Inroducion

9 In he conex of Leaving Cerificae Applied, encouraging sudens o appreciae he inerdependen naure of he world and he relaionship beween he local conex and he global conex can be considered on differen levels: i) A a basic level sudens can develop a sense of he world hrough comparisons and similariies; for example, when looking a issues in differen pars of he world he abuse of human righs could be a common hread. ii) A a more advanced level sudens can consider he iner-relaionships or links beween wha is happening a a local/naional level and a a global level and vice versa; sudens can be encouraged o see one or many links/iner-relaionships. APPROACH ADVOCATED THROUGH THESE MATERIALS approach These maerials are underpinned by five key elemens: A commimen o a suden-cenred approach A recogniion of he changing role of he eacher An undersanding ha learning is enhanced hrough inegraion An appreciaion of he value of linking he school wih he communiy A commimen o criical hinking STUDENT CENTRED The approach advocaed hrough hese maerials is one ha views he suden as an independen learner who has he capaciy o: grow in his or her undersanding of he social and poliical realiy wihin which he or she lives; grow in his or her undersanding of he forces and ineress ha are a work wihin his realiy; grow in his or her undersanding of he inerconnecedness of social, economic, culural, civil and poliical issues; examine his or her aiudes in relaion o conemporary issues; formulae aiudes wih new learning; develop he skills o analyse his or her social and poliical realiy; develop he skills o ac on his or her undersanding. Each suden is herefore recognised as a dynamic individual whose undersanding, aiudes and skills are in a consan sae of developmen. The maerials reflec his undersanding by using workshees which address sudens, aciviies which encourage sudens o choose issues of ineres o hem, and reflecive aciviies which allow sudens o reflec on heir learning. Approach Advocaed 8

10 CHANGING ROLE OF THE TEACHER The maerials also recognise ha he eacher s role needs o be flexible and may involve aking differen kinds of faciliaive roles. Moivaor A key role for eachers is o help keep sudens moivaed. Ensuring ha sudens are exploring or considering issues ha ineres hem, noing he ideas hey have, congraulaing heir effor and challenging hem all help mainain high levels of suden moivaion. Suppor Person As individuals or groups engage in exploring, invesigaing and acing on conemporary issues he eacher may need o ac as a suppor person, meeing wih each individual or group, quesioning hem in relaion o wha hey are doing and helping hem reflec on wha hey are learning. Resource Person Conemporary issues can be a complex area o explore. For his reason eachers may need o do some background research, for example surfing websies, gahering a lis of possible conac organisaions, or visiing he local library or resource cenre o see if hey have he kind of lieraure which migh ineres sudens. I is also advised ha eachers should reques educaional resource maerial caalogues from organisaions which regularly provide and produce educaional maerials. See Page 11 for descripion of caalogues. INTEGRATION OF TEACHING AND LEARNING These maerials advocae an approach o eaching and learning which promoes he idea of inegraion. Inegraion happens a many levels and eachers are encouraged o consider hese levels and o promoe hem hroughou boh modules and he ask. Inegraion of Modules, Key Assignmens and Task The fac ha Conemporary Issues is an inegraed programme of sudy will be enhanced hrough eachers enabling of sudens o see he inerconnecion beween all elemens of he course. Throughou hese maerials eachers will be encouraged o see he relaionship beween he modules, key assignmens and ask. These indicaions will help eachers o build successfully from one elemen o he nex. Cross- Module/Curricular Inegraion A he hear of Leaving Cerificae Applied is a commimen o cross-module or cross-curricular inegraion. Sudens are encouraged o see he inerconnecions beween he subjec maer of differen areas of sudy. Furhermore, eachers can highligh he applicabiliy of skills learned in one 9 Approach Advocaed

11 area and he conribuion hese skills can make o anoher area of learning. For example, he skills learned in English and Communicaions may readily be applied o he Invesigaion Sage of he Task. COMMUNITY CENTRED APPROACH The approach advocaed in hese maerials is one ha places a high value on he parnership ha can be developed beween he communiy and he school. Throughou he sudy of Conemporary Issues sudens will be invesigaing issues of significan relevance o he local communiy. The communiy is also a sie of invesigaion and acion and eachers are encouraged o creae susainable links beween communiy-based organisaions and he school. Creaing susainable links beween he communiy and he school requires building a reciprocal relaionship and one ha is respecful of he experience of all paries. CRITICAL THINKING From he ouse eachers are encouraged o engage sudens in he process of criical hinking in relaion o all he conceps ha underpin hese maerials. Core conceps such as human righs, democracy, equaliy need o be viewed as conroversial and debaeable and hroughou he learning process eachers are encouraged o remind sudens ha each concep is open o many and varied inerpreaions. Approach Advocaed 10

12 BUILDING A RESOURCE LIBRARY Teachers are encouraged o develop a resource library for eaching Conemporary Issues. Many organisaions regularly provide informaion and educaional maerials and eachers can send away for copies of resource caalogues lised below. COMBAT POVERTY AGENCY A resource caalogue is available which highlighs repors, informaion and educaion resources in relaion o he issue of povery in Ireland. To receive a copy of he caalogue conac: Comba Povery Agency Tel: Bridegwaer Cenre info@cpa.ie Conyngham Road Websie Address: Islandbridge Dublin 8 NATIONAL COMMITTEE FOR DEVELOPMENT EDUCATION A comprehensive resource caalogue is available giving descripions of educaional resources including where i is available from. To receive a copy of he caalogue conac: building Naional Commiee for Developmen Educaion Tel: Bishop s Square info@ncde.ie Redmond s Hill Websie Address: Dublin 2 TRÓCAIRE Educaional resources available hrough Trócaire are comprehensively deailed in his caalogue. To receive a copy conac: Trócaire Tel: S Parick s College info@rocaire.ie Maynooh Websie Address: Co Kildare CDVEC CURRICULUM DEVELOPMENT UNIT A lis of educaional resources is also available from he CDVEC Curriculum Developmen Uni. To receive a copy conac: CDVEC Curriculum Developmen Uni, Tel: Sundrive Road info@cdu.cdvec.ie Dublin 12 Websie Address: 11 Building a Resource Library

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16 Conens pages Inroducion Srucure of Conemporary Issues I 16 Par One Uni 1 Geing Sared Inroducing Conemporary Issues 18 Uni 2 Behind he Scenes Exploring he Forces and Ineress a 26 work wihin Conemporary Issues Uni 3 Making Links- Exploring he Local and Global Dimension 37 in Conemporary Issues Uni 4 Conemporary Issues and Human Righs 41 Inroducing a Framework Uni 5 Making Connecions o Human Righs 54 Uni 6 Undersanding Conceps 58 Par Two Ou-of-School Aciviies 65 Visiors 67 Role-play and Debaes some ideas 68 Film/Video Resource Informaion 69 Universal Declaraion of Human Righs Cards 70 Suden Workshees W 1.1 W

17 INTRODUCTION The purpose of his secion of he resource file is o suppor he eaching of Conemporary Issues Module 1 by providing eachers wih ideas, aciviies, links o Key Assignmens and he Task, as well as a range of Suden Workshees ha aim o engage sudens and make he conen of he module accessible. Srucure of Conemporary Issues I Par One This par of he resource is divided ino six unis ha correspond closely o hose of Conemporary Issues 1 as oulined in he Social Educaion Descripor. Each Uni idenifies INFO Ç BOX g Learning Oucomes for he sudens as specified in he Social Educaion Descripor Overall Aim for he Uni Overview of Uni which consiss of Seps hrough he Uni and a Mehodology Menu* including reference o Suden Workshees as appropriae Teachers Tips and Procedures for Aciviies wihin each Sep Informaion Boxes for eachers (where relevan) Task Links (where appropriae) Foonoe: Key Assignmen Links (where appropriae) Task Links While he Conemporary Issue Task will no be underaken unil Year II, here are many aciviies and processes in his module ha can be re-visied during he Task process. These aciviies are highlighed in a Task Link box. Key Assignmen Links Many of he aciviies in his module are direcly linked o he compleion of Key Assignmens for he module as a whole. Where appropriae hese links are flagged wih a foonoe. Teachers should noe ha he Key Assignmens are lised inside he back cover of his file. Conemporary Issues 1 16

18 Par Two This par of he resource file describes some addiional opporuniies ha eachers may wish o pursue wih heir sudens in order o explore conemporary issues in a more acive way. I also conains all he Suden Workshees. (Teachers migh noe ha hese workshees would be useful o keep as a record of sudens learning). Ou-of-School Aciviies and Visiors These shor secions conain ideas for ou-of-school aciviies and suggesions for receiving visiors ino he classroom. Film/Video Resource Lis This secion conains a brief lising of a selecion of films and videos ha eachers may find useful in inroducing sudens o a range of conemporary issues. Suden Workshees All he suden workshees are locaed a he end of his secion of he file for ease of access and phoocopying. Workshees are referenced in he overview of each of he six unis in Par One. In mos cases suggesions for heir use are given under he aciviies heading. *I is no expeced or indeed possible ha every aciviy in his resource file would be carried ou; insead, eachers should selec hose aciviies ha bes sui heir own conex. 17 Conemporary Issues 1

19 UNIT 1 GETTING STARTED LEARNING OUTCOMES AS SPECIFIED IN SOCIAL EDUCATION DESCRIPTOR A he end of his uni sudens will be able o: - undersand he erm conemporary issues - sor conemporary issues ino a number of caegories AIM This uni oulines a number of seps o help inroduce sudens o conemporary issues and enable hem o develop an undersanding of he differen dimensions of conemporary issues hrough exploring how o caegorise hem. OVERVIEW OF UNIT STEPS THROUGH UNIT 1 Sep One Inroducing he Module o he Sudens Sep Two Undersanding Terminology Sep Three Idenifying Issues Sep Four Soring Issues METHODOLOGY MENU School Issues Using Images Furher ideas on p 46 of Module Descripor Definiions Exercise wih Suden Workshee W1.1 Wha does Conemporary Issue mean? Word bank Aciviy Lis-Based Aciviy wih Suden Workshee W1.2 Random Lis Of Conemporary Issues Talk and Chalk Shoe Box Soring Suden Workshee W1.3 Soring Issues g TASK LINK A number of hese aciviies can be used o when beginning he Conemporary Issue Task wih sudens. Uni 1 Geing Sared 18

20 Ç Ω 1 Sep One: Inroducing he Module o he Sudens TEACHERS TIPS Capuring he ineres of sudens in a ligh-heared, non-hreaening way a he beginning of his module is imporan, as is bringing up a wide a range of issues from which a selecion can be made for furher sudy. The Conemporary Issues module aims o move sudens ouwards in heir hinking abou social jusice and human righs issues o a broader arena he local, naional and inernaional arenas. Conemporary simply means ha he issues mus be curren alhough in exploring an issue he background or hisory will ofen be very relevan. ACTIVITIES 1. School Issues Purpose: To inroduce he idea of conemporary issues o sudens. Procedure: Ask sudens o idenify wha an issue is by focusing on heir experience during he pas year, or even he pas week, in school Lis wha hey hink were issues Mos, if no all, issues will probably have a social jusice or righs dimension ha can be drawn ou 2. Using Images Purpose: To use a visual way of helping sudens grasp he idea of conemporary issues. Maerials: A wide-ranging selecion of newspapers from which headlines/cuings and accompanying phoographs have been aken (a week s supply would be good), Blue-ac Procedure: Pu up a display of cuings and accompanying phoographs from he newspapers (including foreign news secions) around he classroom Ask sudens o walk around and see wha issues hey hink he cuings and phoographs are abou Compile a lis of conemporary issues on he board which reflecs he cuings and phoographs used 19 Uni 1 Geing Sared

21 Ω 2Sep Two: Undersanding Terminology ACTIVITIES 1. Definiion Exercise Purpose: To help sudens undersand he erms conemporary and issue and reach an agreed working definiion of he erms. Maerials: Copies for each suden of W1.1 Wha Does Conemporary Issue Mean? A selecion of dicionaries Procedure: Disribue copies of W1.1 o each suden Disribue dicionaries around he class Encourage sudens o fill in heir own idea of wha he erms mean Allow ime for sudens o look up dicionary definiions Guide he class o an agreed working definiion of he wo erms 2. Word Bank Aciviy Purpose: To allow sudens become familiar wih he vocabulary involved in he Conemporary Issues Module. Maerials: Copies of Vial Vocab! Conemporary Issues Word Bank (p 25) cu up ino individual words and definiions or ses of cards, wih he words and he definiions wrien on hem (preferably in differen colours) Procedure: Give each suden a word or definiion and ask him/her o find heir parner Allow sudens o roam so ha discussion and possible confusion migh arise Once sudens find parners ask pairs o si ogeher Sop he aciviy afer a reasonable amoun of ime asking all o si down In urn ask each pair o sand up and hold up heir word and definiion If here is general agreemen abou he mach wrie hem on he board Uni 1 Geing Sared 20

22 If here is disagreemen reurn o ha erm laer Once here is an agreed se of erms and definiions allow ime for sudens o ake down he definiions or give hem ou a handou Explain ha he lis can be added o during he year bu ha i is imporan o become familiar wih mos erms on he lis. Ç 3 Sep Three: Idenifying Issues TEACHERS TIP Teachers should noe ha he lis provided for he aciviy oulined below is no comprehensive (nor could i be) bu should serve as a promp for boh eachers and sudens. Oher issues can be added or liss can be compiled from inroducory rigger or brainsorm aciviies. ACTIVITIES 1. Lis-Based Aciviy Purpose: To help sudens become familiar wih some conemporary issues. Maerials: Copies of W1.2 Random Lis of Conemporary Issues for each suden Procedure: Disribue copies of W1.2 o sudens Assis sudens in carrying ou he aciviies suggesed on he workshee Collae suden responses for he differen aciviies (B and C in paricular) in order o have an indicaion of he level of ineres in he various conemporary issues. Ç 4 Sep Four: Soring Issues TEACHERS TIPS Mos conemporary issues are now considered o have boh a local and /or naional as well as a global dimension alhough his may no always be immediaely obvious o sudens. Thinking of examples such as rade or he environmen may help o make i more concree for hem. Some issues will however have more of a focus on he local or naional aspec han on he global and vice versa, and his may be a good saring poin for soring issues ino differen caegories. 21 Uni 1 Geing Sared

23 LOCAL generally refers o he area in which a person lives, goes o school, or works NATIONAL generally refers o he counry ha a person lives in GLOBAL refers o he world ha all human beings inhabi WX Ref. Globalisaion-Wha s If you hink i is helpful you migh like o inroduce he erm glocal here. GLOCAL a word meaning ha all local hings have now go global sides o hem, and all global ones have local sides o hem is all abou? Developmen Educaion Cenre, Birmingham, 2001 X X X X X X X X X X X X X X Issues can also be described as being social, culural, economic or poliical alhough mos issues are a combinaion of more han one of hese caegories and in fac sudens may find ha every issue is poliical! The aciviy described below (Shoe Box Soring) is designed o help sudens sor issues according o hese broad caegories and o familiarise hem wih erminology essenial for sudying conemporary issues. Uni 1 Geing Sared 22

24 SOCIAL refers o he relaionships beween groups in sociey and he srucures ha mainain hem (family, educaional sysem, ec). Issues abou people and heir ineracion wih ohers, gender issues, race issues and issues o do wih disabiliy, class and age are examples of social issues. CULTURAL refers o he values, beliefs and lifesyles which exis in sociey. Issues o do wih cusoms and radiions, religious and non-religious beliefs, wha people value or consider imporan are examples of culural issues. POLITICAL refers o he way decisions, policies and laws are made. Concerns no only formal poliics bu also ineres groups, social parners, ec. Issues abou power (who has i and who doesn ), he choices and decisions people make and how hese affec ohers, who benefis and loses as a resul of hese decisions and a wha cos are examples of poliical issues ECONOMIC refers o he creaion of and disribuion of wealh and resources. Key concerns here are ownership and conrol of wealh and he role of he sae. Issues of money, rade, aid and ownership, buying and selling are examples of economic issues. L 23 Uni 1 Geing Sared

25 Ω ACTIVITIES 1. Shoe Box Soring Purpose: To help sudens sor issues ino caegories. Maerials: Copy of W1.2 Random Lis of Conemporary Issues for each group of sudens cu up ino individual issues (i would be preferable o enlarge he lis before cuing i up); Three or four small cardboard boxes (e.g. shoe boxes) wih differen caegories (choose eiher local, naional, global or social, culural, economic, poliical) wrien on side of box; Opional: Addiional phoocopies of W1.2 or an enlarged version of same displayed Copies for each suden of W1.3 Soring Issues for recording resuls of aciviy Procedure: Divide he class ino small groups and disribue ses of issues Explain ha he se includes a wide range of issues and ha in his exercise hey will ry o sor hem ino differen caegories Sudens hen place individual slips of paper (issues) in he boxes according o where hey hink hey should go Remind hem ha issues may fi ino more han one box and ha for his aciviy hey should ry o make a choice Resuls can be summarised on he board and/or filled in by sudens on W1.3 Soring Issues Ask sudens o share he reasons hey gave for heir choice of caegory, and encourage discussion on why issues migh no have fied nealy ino he differen caegories or which issues hey found difficul o caegorise Uni 1 Geing Sared 24

26 VITAL VOCAB! CONTEMPORARY ISSUES WORD BANK WORDS CONTEMPORARY ISSUE RIGHTS RESPONSIBILITIES LOCAL NATIONAL GLOBAL EVENT ACTION LOBBY GROUPS MEDIA SOCIAL CULTURAL POLITICAL ECONOMIC JUSTICE DEFINITIONS Somehing happening in he world a he presen ime A opic of ineres Wha every human being is eniled o A sense of our duies owards oher human beings Somehing o do wih he area in which a person lives Somehing o do wih he counry in which a person lives Somehing o do wih he world in which all human beings live Somehing ha akes place or is happening Somehing done abou an issue People who ry o exer pressure on poliicians regarding an issue Examples include elevision, radio and newspapers Refers o sociey and he people living in i Refers o people s values, beliefs, radiions Refers o he governing of a counry or region and includes decision-making, passing laws, use of power and influence Refers o maers o do wih money, wealh and resources A sense of fairness 25 Uni 1 Geing Sared

27 UNIT 2 BEHIND THE SCENES - EXPLORING THE FORCES AND INTERESTS AT WORK IN CONTEMPORARY ISSUES LEARNING OUTCOMES AS SPECIFIED IN SOCIAL EDUCATION MODULE DESCRIPTOR A he end of his Uni sudens will be able o: - selec and prioriise issues relevan o hem including some issues from heir local area - idenify forces / ineress a work in relaion o heir seleced issues AIM This uni aims o provide eachers wih some ideas for selecing and prioriising issues ha will be explored in more deph wih heir sudens and some aciviies o explore forces and ineress a work in relaion o hese issues. OVERVIEW OF UNIT STEPS THROUGH UNIT 2 Sep One - Selecing Issues for Furher Sudy Sep Two - Exploring Issues Furher Sep Three - Presening Issues Sep Four - Idenifying Forces and Ineress METHODOLOGY MENU Sraigh Ranking Diamond Ranking Moving Debae Adapaion Using a video/documenary/feaure film Case Sudies Simulaion Exercises Board Games Role-play Visis & Ou-of-School aciviies Visiors Quizzes A lis of aciviies is also given in he Module Descripor on p 47 Issue Char Consrucion Using he five Ws and H discussion wih Suden Workshee W1.4 Forces and Ineress ha affec Conemporary Issues Force Field Analysis Using Images Suden Workshee W1.5 Imagining Forces and Ineress Uni 2 Behind he Scenes 26

28 Ç Ω 1 Sep One Selecing Issues for Furher Sudy 1 TEACHERS TIP Once sudens have become familiar wih some of he erminology and wih he wide range of conemporary issues, some selecion of issues can ake place. This will allow for more in-deph sudy of a small number of issues and should preferably be based on he ineress of he sudens and he relevance o hem of cerain issues. Achieving he learning oucome of idenificaion of forces and ineress will be more easily done on a small number of issues. ACTIVITIES 1. Sraigh Ranking Purpose: To allow sudens o rank a se of issues wih a view o selecing issues for furher sudy. Maerials: Ses of issues on card or paper (enough for groups of sudens o work on) Suggesion - use issues from shoebox soring or lis aciviy Procedure: Divide class ino small groups or pairs. Ask sudens o physically arrange a se of issues in order of prioriy on a line/scale drawn o represen op and boom prioriies. Encourage debae and discussion among sudens. Take feedback and compile a class lis of op prioriies 2. Diamond Ranking Purpose: To allow sudens o rank a se of nine issues wih a view o selecing issues for furher sudy. Maerials: Ses of 9 issues on card or paper (enough for groups of sudens o work on); Large drawing of diamond arrangemen - see nex page 1 Key Assignmen 4 (explain righs and wrongs of an issue o he class) could be underaken during his Sep 27 Uni 2 Behind he Scenes

29 Procedure: Divide class ino small groups or pairs Ask sudens o arrange ses of 9 issues in a diamond formaion i.e. pu he issue hey are mos ineresed in a he op and leas ineresed in a he boom; he ohers in he middle as in diagram Encourage group members o move he issues around in he process of reaching consensus and o debae and discuss heir prioriies 3 Ask sudens o explain heir final arrangemen o ohers in he class Compile a class lis of op prioriies Moving Debae Adapaion Purpose: To involve he whole class in an aciviy which allows sudens o voe wih heir fee abou a number of seleced issues and encourage discussion. Maerials: Large signs (A4 shees) saing Ineresed and No ineresed Procedure: Designae corners or sides of he room as Ineresed and No ineresed wih appropriae signs. (Be careful no designae he side of he room wih he door as No ineresed ) Call ou a number of issues allowing ime beween each issue for he nex sep. (WI.2 Random Lis of Conemporary Issues could be used here) Ask sudens o posiion hemselves in he room according o how hey feel abou a paricular issue Ask sudens o say why hey have aken up a cerain posiion Noe down issues which are of mos and leas ineres o sudens Opional: If sudens are relucan o commi hemselves (also o encourage hem ou of he no ineresed corner) you could designae he middle of he room as migh be ineresed If sudens are persuaded by each oher s reasons hey could be encouraged o move across he room accordingly Uni 2 Behind he Scenes 28

30 g Ç TASK LINK An aciviy such as his can be useful when he Task is compleed and sudens are preparing for heir inerview. I can help sudens o formulae and defend heir ideas and opinions. TEACHERS TIPS Issues can be explored by individuals, groups or he whole class. I migh be good o sar wih a whole class sudy on an issue o which he sudens gave a high prioriy and hen divide ino groups o look a a number of issues which were prioriised. Issues should reflec as far as possible he ineress of sudens bu keep in mind he need o be able o locae suiable resource maerials o explore he seleced issues. Seleced issues should include a range in erms of local and global focus, i.e. ry o include one or wo ha have a mainly local focus, one or wo wih a mainly global and a developing counry focus or perhaps some issues which incorporae boh. Try o encourage sudens away from social and healh issues (e.g. eenage pregnancy or drug abuse) or help hem o focus on he social jusice or human righs aspec of hese issues e.g. policies in relaion o he issues, economic or social effecs ec. Sudens may find i more difficul o make global links if hey chose social and healh issues. Avoid spending he whole session on one issue; i is probably easier o hold sudens aenion if a number of issues is looked a during he session. g TASK LINK Sudens may go on in Module 2 (Session 3) o do a Task based on some of he issues seleced for sudy in Module 1, so i is imporan o keep any maerial gahered; for example, conac names and informaion shees. 29 Uni 2 Behind he Scenes

31 Ç 2Sep Two Exploring Issues Furher: Ways And Means 2 TEACHERS TIP Depending on he experience of he eacher and her/his familiariy wih he issues seleced by sudens, as well as he availabiliy of resources eiher wihin he school or from ouside agencies, a cerain amoun of planning and preparaion will be required a his sage of he module. Noe ha some maerials and aciviies are more suiable for use wih he whole class (e.g. viewing a video) han for small groups. Oher maerial may need o be supplied for small group or individual work (e.g. case sudies, board games). z 1. Using videos /documenaries/feaure films Show a video/documenary/feaure film ha looks a an issue or a number of issues. Videos hired from agencies or resource cenres (ofen free) may come supplied wih background informaion and workshees. Some suggesions for films are given in Par Two (page 69). 2. Case sudies Sudens can be supplied wih case sudies relevan o heir issue in a number of differen ways. Aricles from a newspaper/magazine or phoocopied examples from appropriae resource packs can be used. Giving differen case sudies o differen sudens can lend iself o ineresing feedback, he drawing of comparisons and class discussion. 3. Simulaion exercises Involving sudens in a simulaion exercise can help hem o empahise wih people affeced by an issue. Debriefing afer such an exercise is imporan as emoions may run high while sudens are involved in he simulaion. i 4. Board games Board games exploring differen issues can be found in cerain resource maerials (e.g. Snakes and Ladders in Deb and Developmen Coaliion pack, Travellers culure in On he Road Again ). These may appeal o young people as a way of learning abou an issue or generaing debae. These may work beer in small groups han as a whole class aciviy. 5. Role-play Role-play can be used o explore siuaions and encourage empahy and undersanding. This mehod may work beer afer sudens have done some work on an issue. More deails on how o develop role-plays are given on page 68 in Par Two. 2 Key Assignmen 5 (conacing organisaion abou conemporary issue and reporing o class) could be conduced during his Sep Uni 2 Behind he Scenes 30

32 6. Visis or ou-of-school aciviies Organise a visi or ou-of-school aciviy for he purpose of gahering informaion/opinions on a paricular issue. Suggesions for ou-of-school aciviies and some workshees are given in Par Two. 7. Visiors Organise, ogeher wih your sudens, for a visior o come o he class. Guidelines on bringing visiors o he class are given in Par Two. 8. Quizzes Devise a quiz or use ready made ones o deermine in a fun way wha sudens already know abou an issue. Muliple Choice and True/False quizzes are less inimidaing for sudens. Crosswords or word searches can be devised for use before or afer an issue has been explored. A useful websie for creaing crosswords easily is 3 Sep Three: Presening Issues 1. Issue Char Consrucion Ç TEACHERS TIPS I is recommended ha he issue char be used hroughou Conemporary Issues 1 and 2 so i is imporan ha whaever maerial hey are made from is of good qualiy and reaed wih care. Card may be beer han paper for his purpose. I is suggesed ha he issues chars be used o summarise informaion from Unis no ye covered e.g. human righs, media and ineres groups so sudens need o leave space o add his informaion ono heir char. The suggesed layou for he issue char is no prescripive; sudens should be encouraged o be creaive and add heir own ideas. Purpose: To provide sudens wih a visual means of summarising he main poins which emerge as hey sudy heir issue(s) and o allow for comparisons/links beween issues o be made. Maerials: Large shees of card (A1 is preferable) or paper for each issue being sudied, Pos-is, markers. Procedure: Supply he groups/individual sudens wih a large shee of paper/card Ask hem o divide i ino secions as suggesed in he diagram 31 Uni 2 Behind he Scenes

33 Ask hem o wrie heir issue and is definiion / meaning in he middle of he shee; hey could include an image o represen heir issue e.g. phoo from newspaper Ask hem o indicae he caegory of issue (social, culural ec) and wheher i is primarily a local or a global issue Ask hem o indicae forces/ineress affecing heir issue and laer during Unis 3-6 Ask sudens o indicae some local or global links (where appropriae) Ge hem o add a pos-i of he shock wave o indicae he relevance of he issue o hem Ask hem o wrie on he char some of he human righs relevan o heir issue Ask hem o indicae which concep(s) is relevan o he issue and laer again during (Conemporary Issues 2) Ask sudens o add informaion abou media and ineres groups g TASK LINK The issue char can provide a visual, dynamic char ha could be very useful for sudens when making heir Presenaions. Sudens in advance of heir Task Presenaion could prepare separae/specific issue chars. Example of an Issue Char: Relevance o sudens Conceps Forces and ineress Media aricle ISSUE: Meaning: Media Images of Issue Relevan UDHR Aricle Caegory and reason Uni 2 Behind he Scenes 32

34 Ç 4 Sep Four: Idenifying Forces and Ineress Affecing Issues TEACHERS TIPS As par of heir sudy of conemporary issues, sudens are expeced o be able o idenify some of he differen forces and ineress ha can affec hese issues. A brief explanaion of he wo erms is given below. Teachers can use hese if hey wish o give inpu on forces/ineress o sudens or o help clarify poins as hey arise during he module. Forces The forces a work in relaion o differen issues can be undersood as he broader conex or he bigger picure in which an issue is locaed, i.e. he dynamic forces in a sociey which impac on individual lives and herefore on issues. Forces could be caegorized ino social, culural, economic and poliical forces (he descripion of hese erms on page 23 migh be useful here). Forces can also be hough of as posiive or negaive, i.e. some forces work o bring abou posiive change, oher forces work agains change. One s perspecive on an issue will deermine wheher a force is considered negaive or posiive. Ineress These can be explained as communiies of ineres or groups of ineres relevan o a paricular issue. The idenificaion of ineress a work in relaion o issues can be kep o a simple level of naming who is affeced by or concerned wih he issues being sudied and some iniial discussion abou he ype of ineres hey migh have in he issue. Noe ha he role and influence of media and ineres groups is deal wih in deail in Conemporary Issues 2 Uni 1 and 2 bu i may be appropriae o inroduce he idea here. g Ω TASK LINK Aciviies such as he ones oulined here can be very useful in helping sudens o anlayse he forces and ineress which are a work in regard o he issue hey chose for heir Task. The aciviies can also begin o help sudens consider he kind of acions needed o address conemporary issues. ACTIVITIES 1. Using he five Ws and H Purpose: To help sudens describe and analyse some of he forces and ineress a work in relaion o issues. 33 Uni 2 Behind he Scenes

35 Maerials: Opional - copies of Suden Workshee 1.4 Forces and Ineress ha affec Conemporary Issues. Procedure: Encourage sudens o describe he forces and ineress a work by posing quesions which begin wih he familiar Who? Wha? When? Where? How? Encourage sudens o analyse he forces and ineress a work by posing quesions which begin wih Why? Use some of he sample quesions given below o promp he discussion or adap hem for he specific issues being sudied Disribue copies of W1.4 which sudens can complee for specific issues SAMPLE QUESTIONS? Forces and ineress could be described by asking quesions such as Who is affeced/concerned by he issue? How are people affeced by he issue? Who should be concerned abou he issue? Wha facors are affecing he issue? Wha are people doing abou he issue? Where is here an ineres in his issue? Wha progress, if any, has been made since he issue arose? How has progress/change been achieved? When did he ineres arise in he issue? Wha aiudes/opinions are posiively or negaively affecing he issue? Wha is going on ha migh make a difference??? Forces and ineress could be analysed by asking quesions such as Why is here an ineres in he issue? Why should people be concerned abou he issue? Why is i difficul/easy o find a soluion o he issue? Uni 2 Behind he Scenes 34

36 2. Force Field Analysis Purpose: To help sudens explore he idea of negaive and posiive forces and ineress acing on an issue. Maerials: Large shee of paper or blackboard. Procedure: Wrie he issue in large leers a he op of he shee/board Divide he shee/board ino wo halves wih one side represening posiive forces/ineress working o improve he issue/solve he problem (+) and he oher he forces/ineress working agains he issue (-) Brainsorm wih sudens any ideas hey migh have ha could be wrien under he + or Opional Discuss wih sudens possible acions which could be aken o help improve he issue/solve he problem 3. Using Images Ç TEACHERS TIPS Using an image o represen an issue and imagining he forces and ineress as everyhing ha is having an effec or impac on ha image (issue) is a mehod ha could help sudens o uilise heir visualspaial inelligence. Purpose: To help sudens idenify forces and ineress affecing issues hrough use of visual images. Maerials: Copies of W1.5 Imagining Forces and Ineress showing a boa ha can represen any issue. Procedure: Disribue copies of W1.5 o individual sudens or pairs of sudens Encourage sudens o imagine heir issue as a sailing boa on he ocean (wrie he issue in) Encourage sudens o imagine he forces and ineress as he wind and waves affecing he boa Explain ha forces and ineress can have a negaive or posiive effec on an issue and hese can be imagined as genle winds moving he boa along (posiive forces and ineress) and sorm waves impeding is progress (negaive forces and ineress) 35 Uni 2 Behind he Scenes

37 Improved economic climae in Ireland EXAMPLE Issue = boa = inegraion of refugees ino Irish sociey Posiive forces/ineress = genle winds = improved economic climae in Ireland; exisence of a social welfare sysem; work of he Refugee Council and refugee organizaions ec Negaive forces/ineress = sorm waves = racis aiudes among Irish people; inadequae housing and faciliies for Irish people; lack of undersanding of each oher s culure ec Inegraion of refugees ino Irish sociey Racis aiudes among Irish people Geing Sared 36

38 UNIT 3 MAKING LINKS - EXPLORING THE LOCAL AND GLOBAL DIMENSION OF CONTEMPORARY ISSUES LEARNING OUTCOMES AS SPECIFIED IN SOCIAL EDUATION MODULE DESCRIPTOR A he end of his Uni sudens will be able o: - make local and global links - relae he imporance of issues and curren affairs o heir daily lives AIM The aim of his uni is o provide eachers wih some aciviies ha can be used o help sudens explore he local and global dimension of conemporary issues and o give a simple idea of how sudens can indicae he relevance of issues o hem. OVERVIEW OF UNIT STEPS THROUGH UNIT 3 Sep One - Undersanding wha is mean by Local-Global Links Sep Two - Making Local and Global Links Sep Three - Relaing he Imporance of Issues o Sudens Lives METHODOLOGY MENU Talk and Chalk Suden Workshee W1.6 The Local-Global Dimension Suden Workshee W1.7 Making Local-Global Links (Venn diagram) Shock wave drawing Suden Workshee W1.8 Shock-Waves Ç 1 Sep One: Undersanding wha is mean by Local-Global Links TEACHERS TIPS Developing an awareness of he fac ha we live in an inerdependen world and ha wha is happening in one locaion is ofen influenced by and/or influences wha happens elsewhere is par of he challenge of his Uni. 37 Uni 3 Making Links

39 Evens and decisions ha happen far from he school walls increasingly have a direc effec on young people s lives. The food hey ea, he clohes hey wear, he music hey lisen o, he companies who may employ hem (or indeed fire hem) are likely o have a global connecion ha may no be immediaely obvious o young people. Helping sudens o recognize ha hey are members of he global communiy and ha hey can posiively affec far-flung issues (for example hrough aking par in a campaign) is imporan. The expression ha we live in a shrinking world or a global village is someimes used o capure his idea of inerconnecedness and sudens may have heard of hese erms. The phenomenon of globalisaion is relevan here bu i is a highly complex one affecing everyhing from world rade paerns, employmen pracices, media and communicaions, o he disribuion of wealh and power, so sudens may need o be inroduced o his idea hrough issues ha hey are already exploring. In he conex of he learning oucome above, local can be aken o mean local or naional. Wha does making local and global links mean in he conex of Conemporary Issues? The relaionship beween he local conex and he global conex can be considered on differen levels: 1) A a basic level sudens can develop a sense of he world hrough comparisons and similariies; for example when looking a issues in differen pars he world he abuse of human righs could be a common hread. 2) A a more advanced level sudens can consider he inerrelaionships or links beween wha is happening a a local/naional level and a a global level and vice versa; sudens can be encouraged o see one or many links/iner-relaionships. g TASK LINK Teachers will need o remind sudens o keep he idea of he local/global perspecive in heir mind as i is an imporan dimension of he Task. Uni 3 Making Links 38

40 Ç 2 Sep Two: Making Local-Global Links TEACHERS TIPS Suden Workshees W1.6 and W1.7 are designed o help sudens make local-global links; he former uses examples of differen issues whereas he laer requires sudens o selec an issue and figure ou some links. The answer shee o Suden Workshee W1.6 which is reproduced below gives some issues and an example of a local and global dimension for each ISSUE Example of Local/Naional Dimension Example of Global Dimension Povery and Drugs Effec of drug addicion on inner-ciy communiies in Ireland Souh American farmers livelihoods dependen on producion of cash crops e.g. coca plan Exploiaion of young people who work Par-ime work and young people in Ireland Child labour in India and oher Third World counries War and conflic resoluion The peace process in Norhern Ireland War in Middle Eas, Afghanisan ec Housing and lack of a home Homelessness in Ireland Sree children in Brazil and oher Third World counries Prejudice/ discriminaion agains ehnic communiies Desrucion of he environmen Nuclear power/ energy Refugees/ asylum seekers Terrorism Discriminaion agains Travellers in Ireland Illegal dumps in Co. Wicklow Effecs of radiaion in Irish Sea from Sellafield Refugees and asylum seekers being accommodaed in Irish owns and ciies Naional Emergency Plan drawn up by Irish governmen Discriminaion agains Aboriginals in Ausralia Desrucion of rain foress in Souh America Nuclear acciden in Chernobyl Worldwide movemen of people o escape persecuion Increased securiy a airpors afer Sep 11h Uni 3 Making Links

41 3Sep Three: Relaing he Imporance of Issues and Curren Affairs o Sudens Lives 3 Ç Ω TEACHERS TIPS Having looked a differen issues sudens can be encouraged o explain why cerain issues have a higher relevance o hem han oher issues. They may need o be encouraged o hink beyond immediae or obvious relevance and refer back o he aciviies on making local-global links. ACTIVITY 1. Shock Wave Drawing Purpose: To give sudens a visual way of represening he relevance of issues o heir lives. Maerials: Pos-is or copies of Shock Wave Drawing (W1.8) for each suden. Procedure: Disribue copies of he workshee W1.8 o sudens or ask sudens o draw on a Pos-i a similar diagram o ha on he workshee Ge sudens o pu an X along he shock-wave wherever hey feel is appropriae Repea he aciviy for any issues ha have been looked a by he class Ask sudens o sick he Pos-i, when compleed, ono heir Issue Char g TASK LINK The sudens' being able o give a clear descripion of how an issue is relevan o him or her personally is an imporan elemen of he ask. 3 Key Assignmen 4 (explain he righs and wrongs of an issue) could be underaken during his Sep Uni 3 Making Links 40

42 UNIT 4 CONTEMPORARY ISSUES AND HUMAN RIGHTS LEARNING OUTCOMES AS SPECIFIED IN SOCIAL EDUCATION MODULE DESCRIPTOR A he end of his Uni sudens will be able o - explain he origins of and background o he Universal Declaraion of Human Righs (UDHR) - recognise he fundamenal principles which inform he Universal Declaraion of Human Righs - disinguish beween he differen kind of righs, civil and poliical/social/economic/culural AIM This uni aims o give eachers background informaion on he origins and conex from which he UDHR emerged and on he Declaraion iself as well as a range of aciviies for re-inroducing sudens o he UDHR and for examining differen caegories of righs. OVERVIEW OF UNIT STEPS THROUGH UNIT 4 Sep One - Leading ino he Uni Sep Two - Re-Inroducing Sudens o he UDHR Sep Three - Becoming Familiar wih he UDHR Sep Four - Idenifying Differen Kinds of Righs METHODOLOGY MENU The Exclusion Game Unfair Noughs and Crosses Peas Power Seing he conex images of he Holocaus Talk and Chalk Imaginaive exercise on human righs: Uopia Eliminaing Righs Game Shoebox Soring (variaion) Suden Workshee W1.9 Human Righs House Suden Workshee W1.10 Human Righs Tree 41 Uni4 Issues and Righs

43 Ç Ω Ç 1Sep One: Leading ino he Uni TEACHERS TIPS While i is possible o move sraigh ino explaining abou he Universal Declaraion of Human Righs afer Uni 3, eachers may feel ha doing one of he aciviies below riggers he idea of denial of righs and so leads ino an exploraion of he conen and origins of he UDHR. The reacion of sudens a an emoional level o he suggesed aciviies is an imporan aspec of his Uni. The aciviies should give he sudens a sense of wha i is like o be reaed unfairly or unjusly and his can hen lead naurally ino a discussion on human righs. Following whichever exercise is chosen a discussion could ake place exploring sudens feelings of exclusion, fairness and power, and how he exercise relaes o real-life issues. This will help lead ino he language and origins of he UDHR. As sudens will have looked a he concep of human righs in CSPE, eachers should check sudens prior awareness of he UDHR o avoid unnecessary overlap. ACTIVITIES TEACHERS TIPS Please noe he physical naure of hese aciviies and he need o keep hem wihin he bounds of safey. I is essenial when faciliaing hese exercises o allow sufficien ime before he end of he class for sudens o emerge from heir roles and discuss he experience. 1. The Exclusion Game Purpose: To simulae feelings of fairness/unfairness or exclusion/inclusion among sudens. Maerials: 1 shee each of red, green and blue A4 paper, cu up ino equal numbers of pieces approx 10 X 5cm. Procedure: On each Green card wrie a differen order referring o he Blues e.g. Order he Blues o... hop on one leg/clean he blackboard/sack he chairs/ empy he bin/open he window/make animal noises/coun backwards/sing a song or some equally mindless aciviy, wihin he bounds of safey Uni4 Issues and Righs 42

44 On every Blue and Red card wrie, You mus do wha he Greens ell you Divide he class ino Green, Red and Blue groups giving each an appropriaely coloured role-card Quiely ell he Greens, You have all he power. You may si down if you wish. Order he Reds o sand ogeher wih heir noses ouching one wall. They may no look around or alk. They mus be oally excluded from he aciviy. Meanwhile, dicae o he Blues he orders ha are wrien on your cards Le he aciviy run for a lile while (abou 10 minues) and hen ask sudens o come ou of heir roles and alk abou wha happened and how hey fel a each sage of he game N.B. I is imporan ha everyone ges a chance o discuss he feelings hey experienced, wheher hey were in he power group (Green), he conrolled group (Blue) or excluded/powerless group (Red). (Adaped from All Differen All Equal - European Year Agains Racism pack) 2. Unfair Noughs and Crosses Purpose: To creae a siuaion in he classroom ha is obviously unfair. Procedure: This can be se up a few days in advance by arbirarily assigning sudens o differen symbol groups (half he class could be Noughs Os and half Crosses Xs) A he sar of he lesson he eacher inroduces some discriminaory or unfair insrucions e.g. noughs may only ener he room afer he crosses, noughs mus pick up all he papers, crosses can choose where o si, crosses will be rewarded wih swees ec In he discussion which follows sudens should be encouraged o alk abou heir feelings of fairness and unfairness which can lead ino he language of human righs 3. Peas Power Purpose: To allow sudens o experience a siuaion of disadvanage and powerlessness. Maerials: Packe of marrowfa peas, blindfolds and maerial o ie hands and fee. 43 Uni4 Issues and Righs

45 Procedure Ask he class o respec each oher s safey Divide he class ino 4 groups Group 1 should have heir hands ied ogeher Group 2 should have heir fee ied ogeher Half of Group 3 should be blindfolded Group 4 should be lef as hey are Empy he peas ono he floor and ell he sudens ha hey may move forward and collec as many peas as possible on he command GO! When all he peas have been colleced, each group couns heirs The group wih he mos peas comes Firs, fewer, Second...and so on Aferwards, discuss how hey fel while playing he game N.B. This may be furher developed if each group is given an ideniy, e.g. people wihou access o educaion in a Third World counry, people wih disabiliy, people wihou own ranspor, people suffering from povery. (Adaped from Off Your Trolley pack, 1997, DEFY) Ç 2 Sep Two: Re-Inroducing Sudens o he UDHR 4 TEACHERS TIPS Since sudens may already have covered similar maerial a junior level CSPE or Hisory i may be necessary o inroduce some new informaion or o approach he opic in a way ha will capure heir ineres and aenion. Some aciviies are suggesed below and background informaion is given for he eacher on which hey could base a shor inpu. To give sudens a conex for he emergence of he Universal Declaraion of Human Righs i is suggesed ha a clip from any film depicing he horrors of World War II or some phoographs ha are associaed wih his ime be shown o he class. Possible sources for his ype of maerial are given on he nex page. The visual simulus could be followed by a brief inpu and discussion based on he informaion in he HOLOCAUST FACT BOX which would give he sudens a sense of wha he world was like for 4 Key Assignmen 3 (creae poser upholding a righ) could be underaken during his Sep Uni4 Issues and Righs 44

46 SOURCES FOR IMAGES OF HOLOCAUST Inerne The websie hp:// has primary sources of all kinds on he Holocaus. Guidelines for Teaching Abou he hp:// is very useful also. Books Mos illusraed hisories of he Twenieh Cenury will have appropriae phoographs, e.g. Hisory of he Twenieh Cenury: WWII Vol. 5 Publisher: BCA, London. The websie hp:// has a Holocaus Picures Exhibiion CD Rom World War II Encyclopedia: The European Theare (Sofkey). Includes phoographs, film and recordings. Of paricular ineres is Dimbleby's on he spo recording of he Allies arrival a Belsen Concenraion Camp and he horrors hey winessed here. Films Schindler's Lis, Saving Privae Ryan, Life is Beauiful (La Via è Bella) - subiled bu amply rewarding Remember ha alhough a picure is worh a housand words sensiiviy will be required in relaion o he choice of images. some people a ha ime and lead ino an inpu on he background and origins of he Declaraion. Teachers can use he UDHR Informaion Box or any oher sources of informaion ha hey have hemselves o prepare heir inpu. They can acquire furher informaion from organisaions such as Amnesy Inernaional and Trócaire. A simplified ex of he Universal Declaraion of Human Righs is provided on page 49 for use by sudens in a number of exercises ha follow. I may be useful o give each suden a copy ha hey can keep for reference. 45 Uni4 Issues and Righs

47 Ω ACTIVITIES 1. UTOPIA - Imagining a new counry Purpose: To inroduce he idea ha a universal se of righs is imporan and necessary. Maerials: Paper and pens, copies of he UDHR. Procedure: Divide class ino groups of 4 5 sudens Ask sudens o imagine ha hey are he ciizens of a new counry or island. Ask hem o draw up a bill of righs (a summary of basic human righs) ha should be guaraneed o all who live in ha counry or on he island Take feedback from groups and compare liss Disribue copies of he UDHR and compare he righs wih hose in he Declaraion Discuss he following - Wha righs did you all agree on? - Wha righs did you omi from your lis ha were in he UDHR? - Did any of he righs in he UDHR surprise you? Uni 4 Issues and Righs 46

48 HOLOCAUST FACT BOX The Holocaus is he erm given o he organised murder of he Jews of Europe by he Nazi German sae. A definiion of he word Holocaus is 'slaugher beyond all preceden' meaning mass murder ha had never before happened on such a scale. As a resul of he Holocaus six million of he Jews of Europe were murdered as well as prisoners of war, housands and housands of Russian civilians, poliical prisoners, common criminals, Jehovah's Winesses, homosexuals, vagrans, 100,000 Gypsies and many ohers. Here are some of he laws ha were passed ha sripped Jews of heir civic righs once he Nazis came o power in Germany in Jews were barred from he civil service and public office 1935 Jews could no longer be ciizens of Germany or marry persons of German blood (as hough hey were no Germans hemselves!) 1936 Jews los he righ o voe 1938 Jews were barred from business, law and medicine; Jews' driving licences were aken away 1939 Jews were banned from public parks and libraries 1941 Jews were forbidden from using he elephone; Jews were forced o wear a yellow badge and o have eiher Israel or Sarah as heir middle name. While he Jews were being sripped of heir livelihoods, propery and legal saus, Nazi mehods of killing were developed ha were o lead o he use of gas chambers o murder hem and ohers in hundreds of housands All who were physical or menally defecive were serilised; All children who had menal or physical disabiliies were murdered by sedaing drugs; All adul paiens who were deemed 'unworhy of life' were gassed; All Jewish paiens in hospials were ruled subjec o deah All Jews in concenraion camps were o be murdered 1942 All Jews in Europe were o be killed. This is known as 'he final soluion' Here are some of he figures ha showed he effec of hese laws and developmens in mehods of killing: A Auschwiz during July ,000 Jews were killed every day. Beween April 1942 and April ,765,000 Jews were murdered by gassing a Auschwiz. In 1941 here were 3,500,000 Jews in Poland. In 1944 here were 100,000. In ,351 Jews were sen o Auschwiz from Hungary. In 1945 when he prisoners were rescued here were 349,820 men's suis in jus a few of he sheds ha were examined. 100,000 menal paiens a leas were pu o deah in Ref: The Jewish Holocaus for Beginners, Suar Jusman, Wriers and Readers Publishing Inc, Uni 4 Issues and Righs

49 UNIVERSAL DECLARATION of HUMAN RIGHTS INFO BOX Inernaional Bill of Human Righs Universal Declaraionof Human Righs 2x U.N. Covenans: Civil & Poliical Righs & Economic, Social & Culural Righs Universal Declaraion of Human Righs (UDHR) The Universal Declaraion of Human Righs is a declaraion compleed by he Unied Naions Commission on Human Righs in June 1948 and adoped, afer a few changes, by he General Assembly a is Paris session on Dec. 10, 1948, by unanimous voe (wih he six members of he Sovie bloc, Saudi Arabia, and he Union of Souh Africa absaining). The declaraion conained general definiions no only of hose principal civil and poliical righs recognized in democraic consiuions bu also of several so-called economic, social, and culural righs. To he firs group belong such righs as life, libery and securiy of person; freedom from arbirary arres, deenion, or exile; righ o a fair and public hearing by an independen and imparial ribunal; freedom of hough, conscience and religion; and freedom of peaceful assembly and associaion. Among he new iems in he declaraion were he righ o social securiy; righ o work; righ o educaion; righ o paricipae in he culural life of he communiy; and righ o enjoy he ars and o share in scienific advancemen and is benefis. Briannica CD98 Mulimedia Ediion l Background I was no unil he rise and fall of Nazi Germany ha he idea of righs-- human righs--came ruly ino is own. The laws auhorizing he dispossession and exerminaion of Jews and oher minoriies, he laws permiing arbirary police search and seizure, he laws condoning imprisonmen, orure, and execuion wihou public rial -hese and similar obsceniies brough home he realizaion ha... cerain acions are wrong, no maer wha; human beings are eniled o simple respec a leas. The UDHR was passed as a response o he horrors of World War 11 ( ); i was mean o proclaim a common sandard of achievemen for all peoples and all naions (Preamble UDHR) Briannica CD98 Mulimedia Ediion MAKE-UP of UDHR PREAMBLE: PRINCIPLES of DIGNITY and EQUALITY of ALL are he foundaions of FREEDOM, JUSTICE and PEACE in he world. ARTICLES: 30 Vasak s THREE GENERATIONS of HUMAN RIGHTS: based on he French Revoluion s Libery, Equaliy & Fraerniy (1789) 1s Generaion: civil & poliical righs (liberé) Aricles 2-21 (defined by he 17h & 18h cenuries bourgeois revoluion) 2nd Generaion: economic, social & culural righs (egalié). Aricles (defined by socialis and Marxis revoluions of he early 20h cen.) 3rd Generaion: newly called solidariy righs (fraernié). Aricle 28 (defined by he anicolonialis revoluions pos -WW II) Briannica CD98 Mulimedia Ediion KEY DATES 1941: Presiden Roosevel said he necessary condiions for peace were freedom of speech, freedom of worship, freedom from wan and freedom from fear 1944: World leaders se up an organisaion of world saes called he Unied Naions 1948: UDHR passed parly due o he ousanding effors of Eleanor Roosevel, chairman of he UN Commission on Human Righs from 1946 o : Two inernaional covenans (see above) were drafed, 1966: approved; 1976: came ino force. 1989: Ireland raified boh covenans Uni 4 Issues and Righs 48

50 Universal Declaraion of Human Righs Brief Summary of Aricles Everyone.. 1. Is born free and should be reaed in he same way wih equaliy and digniy. 2. Has he righ no o be discriminaed agains on any basis, for example, colour, gender or language. 3. Has he righ o life and o live in freedom and safey. 4. Has he righ o libery / freedom and should be free from slavery. 5. Has he righ o securiy of person. No one should be orured or should suffer from cruel and inhuman reamen. 6. Has he righ o be recognised as a person before he law. 7. Has he righ o be reaed equally before he law. 8. Has he righ o ask for legal help when heir righs are no respeced. 9. Has he righ no o be imprisoned unjusly. 10. Has he righ o a fair rial. 11. Has he righ o be presumed innocen unil proven guily. 12. Has he righ o privacy. 13. Has he righ o ravel wihin and o and from heir own counry. 14. Has he righ o asylum. 15. Has he righ o a naionaliy. 16. Has he righ o marry. 17. Has he righ o own propery and hings. 18. Has he righ o freedom of hough, conscience and religion. 19. Has he righ o freedom of opinion and expression. 20. Has he righ o mee wih ohers. 21. Has he righ o ake par in governmen and o voe. 22. Has he righ o social securiy. 23. Has he righ o work and join a rade union. 24. Has he righ o res and leisure. 25. Has he righ o an adequae sandard of living and medical help. 26. Has he righ o go o school. 27. Has he righ o ake par in heir communiy s culural life. 28. Is eniled o he opporuniy o enjoy he righs of his declaraion. 29. Mus respec he righs of ohers. 30. No-one can ake away any of he righs in his Declaraion. 49 Uni 4 Issues and Righs

51 Ç Ω 3Sep Three: Becoming Familiar wih he UDHR TEACHERS TIPS Following an inroducion or a brief inpu on he UDHR i would be imporan o give sudens he opporuniy o become familiar wih he conen of he UDHR. Below are suggesed aciviies/exercises from which one or wo could be chosen. The Eliminaing Righs Game requires some preparaion bu is good for familiarizing sudens wih he 30 Aricles, whereas he Human Righs House and he Human Righs Tree are good for disinguishing beween differen kinds of righs. Some eachers may prefer o use he simplified ex of he Declaraion and allow sudens o become familiar wih i hrough discussion. ACTIVITIES 1. Eliminaing Righs Game Purpose: To enable sudens o become familiar wih he UDHR and o accep he concep of he indivisibiliy of righs. Maerial: Thiry cards wih one Aricle from he UDHR prined on each (Noe his can be done by phoocopying he Aricles, as hey are given in Par Two, pages 70-72, ono card; laminae if possible, cuing hem up ino individual cards ). Procedure: Divide he class ino six small groups of hree or four wih a reporer in each Hand ou five Human Righs Cards o each group and ell hem hey will have o decide o eliminae one of hese righs from he Declaraion Give hem minues o make heir decision. You can give even longer if i is going well and he discussion is healhy and producive Ask he reporers o describe - wha happened? - wha was discussed? - where were he difficulies? - wha was heir decision? Wrie he decision from each group on he board or char Uni 4 Issues and Righs 50

52 When hey have eliminaed six righs invie any commens Now give each group anoher group s decision and ask hem o consider how eliminaing ha righ from he UDHR impacs on he people of he world N.B. There is a need for concree examples here, eiher conemporary or hisorical. Opional Variaion Purpose: To enable sudens o become familiar wih he UDHR, o accep he concep of he indivisibiliy of righs and o show how all righs are here for a very good reason. Maerials: Paper and pen; a se of eigh righs on individual cards for each group in he class (each group o have he same se of righs). Procedure: Divide he class ino six small groups of hree or four and give hem a se of cards bu don ell hem hey have he same se of cards! Ask hem o eliminae one righ and also o choose one ha hey would keep a all coss. This can be really ineresing and lead o a healhy and producive debae. The eacher / faciliaor needs o be very acive Finally, ask if here is any righ hey feel is missing from he Declaraion and discuss his. Someimes a suden will come up wih somehing and anoher suden will declare i is covered under anoher Aricle Ç 4 Sep Four: Idenifying Differen Kinds of Righs TEACHERS TIPS Once sudens are familiar wih he overall conen of he Declaraion i should be explained ha differen kinds or caegories of righs migh be idenified. One common way of caegorising he righs is o use a 4-way framework as oulined below. The advanage of his framework is ha i is similar o ha used for he caegorisaion of issues in Uni 1. The workshees have been designed o help familiarise sudens wih he various righs included in he UDHR and o sor hem ino differen ypes. The use of images (a house and a ree) has been used as a way of helping sudens visualise he differen righs. The firs workshee also involves sudens in consrucing a model of a house and hen filling i in as a workshee. 51 Uni 4 Issues and Righs

53 A creaive exension o he above would be o make large models or wall chars of he house or ree in he classroom or school corridor ono which he sudens could sick or wrie he various Aricles or righs. g TASK LINK Familiariy wih he Universal Declaraion of Human Righs will be a valuable asse o sudens as hey underake heir Task. Making he link beween heir issue and relevan Aricles from he Declaraion will help hem anlayse heir issue from a human righs perspecive. Four-way framework for caegorizing human righs: civil and poliical social culural economic righs Ω ACTIVITIES 1. Shoe Box Soring (variaion) Purpose: To help sudens disinguish beween he differen caegories of righs. Maerials: Se of four small boxes wih a caegory of righs wrien on he side of each (similar o he Shoe Box Soring, page 24), ses of 30 Aricles (or a selecion) of he UDHR for each group of sudens (use cards from earlier aciviies or a copy of he UDHR cu up ino individual Aricles). Procedure: Divide class ino small groups and disribue ses of Aricles Ask sudens o read he Aricles and o ry and decide o which caegory of righs each Aricle (righ) belongs Remind hem ha some righs may fi ino more han one caegory Sudens can hen place he Aricle ino he appropriae box When hey have compleed he exercise compare resuls and discuss any difficulies ha arose Uni 4 Issues and Righs 52

54 2. The Human Righs House Purpose: To help sudens disinguish and visualise differen kinds of righs. Maerials: Suden Workshee WI.9 The Human Righs House phoocopied ono plain card for each suden or square pieces of card/paper for each suden Pairs of scissors Glue or saplers Fine markers Procedure: Disribue maerials o he sudens Ask sudens o follow insrucions for making Human Righs House Using a copy of he UDHR for reference, CIVIL AND encourage sudens o POLITICAL RIGHTS choose examples of righs from he differen caegories and fill hem in on he appropriae walls 3. The Human Righs Tree Purpose: To help sudens imagine he UDHR as a ree wih he four main branches represening he caegories of righs. Maerials: Copies of Suden Workshee W 1.10 Human Righs Tree. Procedure: Disribue a copy of W1.10 o each suden Using a copy of he UDHR for reference, encourage sudens o choose examples of righs from he differen caegories and fill hem in on he appropriae branches Using informaion from earlier in he uni, sudens could fill in he origins of he UDHR ono he roos of he ree ECONOMIC RIGHTS 53 Uni 4 Issues and Righs

55 UNIT 5 MAKING CONNECTIONS TO HUMAN RIGHTS LEARNING OUTCOMES AS SPECIFIED IN SOCIAL EDUACTON MODULE DESCRIPTOR A he end of his Uni sudens will be able o - make connecions beween human righs and conemporary issues - give examples of conemporary issues, boh local and global, where human righs are under hrea. AIM This uni provides some aciviies ha will help sudens make connecions beween human righs and conemporary issues and help hem look a examples of where righs are under hrea. OVERVIEW OF UNIT STEPS THROUGH UNIT 5 Sep One - Linking Conemporary Issues wih Human Righs Sep Two - Looking a Righs Under Threa METHODOLOGY MENU Issue Char revisied Issues and Righs Linking Aciviy Issues, Righs and Relevance wih Suden Workshee W1.11 Issues and Righs Table Suden Workshee W1.12 Threaened Righs 1 Sep One: Linking Conemporary Issues wih Human Righs 5 Ç TEACHERS TIPS To help sudens make connecions beween human righs and conemporary issues i would be a good idea o reurn o he issues ha hey had been working on earlier in he session. If Issue Chars have been prepared i would be useful o reurn o hese a his poin. 5 Key Assignmen 2 (inform class abou human righs issue/campaign) could be underaken during his Sep Uni 5 Making Connecions 54

56 The idea of looking a issues from a human righs perspecive could be explained wih he analogy of a microscope whereby issues will be looked a or examined hrough a paricular ype of lens. Ω ACTIVITIES 1. Issues and Righs Linking Aciviy Purpose: To allow sudens o make a connecion beween he issues ha hey looked a previously and he human righs o which hey have been inroduced. Maerials: Ses of he UDHR ha have been cu up ino he 30 separae Aricles (he se of 30 Aricles or a selecion from he card game could be used) - one se for each group. Procedure: Divide he class ino small groups or pairs and supply each wih a se of Aricles Ask sudens o look a heir Issue Chars from Uni 1 or o wrie down a lis of issues hey can remember sudying earlier in he module Ask sudens o pick ou which human righs from he se of 30 hey consider o be relevan o he seleced issues Have sudens wrie ou he appropriae righ(s)/aricles on a Pos- I and sick hem ono heir Issue Char or wrie he righs beside he issues lised Discuss wheher hey hink he righ is being upheld or denied Have sudens explain o he class he reasons for heir choice of righs 2. Issues, Righs and Relevance Purpose: To help sudens idenify where righs are relevan o seleced issues a differen levels (local, naional, global). Maerials: Copies of Suden Workshee W1.11 Issues, Righs and Relevance for pairs or individual sudens. Procedure: Disribue copies of Suden Workshee W1.11 o individual sudens or o pairs of sudens Using he example given, help sudens o undersand he purpose of he workshee 55 Uni 5 Making Connecions

57 Ask sudens o choose one or wo issues ha hey have been exploring and fill hem in on shee Sudens hen decide which righ(s) are relevan o each issue Guide sudens o complee he res of he workshee Discuss wih sudens he degree o which each of hese righs is relevan a he differen levels, e.g. he righ o leisure for children in bonded labour is very relevan in some Third World counries g TASK LINK This aciviy migh be useful in preparaion for he sudens' Conemporary Issue Task as an aide memoire for heir Presenaion. Ç Ω 2 Sep Two: Looking a Righs Under Threa 6 TEACHERS TIPS Idenifying where human righs are under hrea could be done quie simply hrough examining a selecion of local and naional newspapers, a video recording of he previous nigh s news or a ape recording of he local radio s main news programme. Sudens should be encouraged o examine boh local/naional and global issues from a human righs perspecive and o recognize where righs are under hrea. Suden Workshee W 1.12 Threaened Righs gives some examples of righs and how hey are under hrea and suggess oher righs ha may be under hrea. Sudens could consider hese and complee he hreaened by column. ACTIVITIES 1. Threaened Righs Purpose: To help sudens undersand he idea of righs being under hrea. Maerials: Amnesy Inernaional s end of year Repor (hp://web.amnesy.org/web/ar2002.nsf) World wall map, a do sicker for each counry chosen. 6 Key Assignmen 1 ( role play abou denial of human righs) could be underaken during his Sep Uni 5 Making Connecions 56

58 Procedure: Before class: Read he Repor and selec siuaions from a few counries where righs are being denied Designae specific areas of he classroom o represen he chosen counries Ouline he siuaion in each of he chosen counries If convenien provide sudens wih phoocopied secions of above Repor or encourage sudens o look up he websie iself Ask sudens o idenify which righs are being denied or are under hrea in each of he siuaions oulined Ask hem o idenify, wih a do sicker, he counries concerned on a wall map Discuss he disribuion of he sickers, e.g. are here more in some pars of he world han in ohers? why migh his be? 57 Uni 5 Making Connecions

59 UNIT 6 UNDERSTANDING CONCEPTS LEARNING OUTCOMES AS SPECIFIED IN THE SOCIAL EDUCATION MODULE DESCRIPTOR A he end of his Uni sudens will be able o - undersand some of he key conceps relevan o he sudy of human righs, in paricular he concep of righs and responsibiliies, and relae hese o conemporary issues - undersand he idea of conflics of righs in relaion o conemporary issues AIM This uni aims o provide eachers wih ideas for re-visiing conceps cenral o he Module wih a paricular focus on he concep of righs and responsibiliies as well as giving suggesions for inroducing he idea ha righs can conflic. OVERVIEW OF UNIT STEPS THROUGH UNIT 6 Sep One - Re-Visiing Key Conceps Sep Two - Defining Conceps Sep Three - Thinking Abou Righs and Responsibiliies Sep Four - Conflic of Righs METHODOLOGY MENU Conceps Word Bank Conceps Crossword Suden Workshee W1.13 Defining Conceps Suden Workshee W1.14 Righs and Responsibiliies Simulaion Exercise/Class Discussion 1 Sep One: Re-Visiing Key Conceps Ç TEACHERS TIPS There are many conceps associaed wih he sudy of human righs and conemporary issues from a social jusice perspecive. These include democracy, paricipaion, sewardship, equaliy, jusice and Uni 6 Undersanding Conceps 58

60 peace. Some of hese have already been menioned when looking a he principles ha informed he UDHR (i.e. human digniy, respec, freedom from fear and wan ec); some have been included in he descripor for he Module. Geing sudens used o hese words (which hey find difficul o ge heir head around) is half he bale! The idea of having he words prominenly on display in he classroom can enable sudens o become more adep in heir use. Making use of he Conceps Word Bank below and geing sudens, for example, o make enlarged chars of he individual words is suggesed as a mehod. Consan reference o hese conceps hroughou he Module can help sudens o make associaions beween issues and conceps. Conceps Word Bank DEMOCRACY FREEDOM STEWARDSHIP PARTICIPATION EQUALITY JUSTICE DIGNITY RESPECT ACTIVE CITIZENSHIP IDENTITY AGEISM LAW DEVELOPMENT RELATIONSHIPS GENDER CONFLICT COMMUNITY HUMAN RESPONSIBILITY PEACE FEMINISM SEXISM RIGHTS INTERDEPENDENCE RACISM Ω 2 Sep Two: Defining Conceps ACTIVITIES 1. Conceps Crossword Purpose: To help sudens become familiar wih he meaning of some key conceps. Maerials: Copy of blank crossword ogeher wih clues, page 86, for pairs of sudens; copy of compleed crossword for eacher is on page 60. Procedure: Disribue copies of crossword and clues 59 Uni 6 Undersanding Conceps

61 Remind sudens ha he answers are all conceps wih which hey should already be acquained (see Word Bank above). If necessary provide word bank for sudens on an overhead Allow sufficien ime for sudens o complee as much of he crossword as possible Encourage hem o exchange answers wih oher pairs before supplying hem wih he soluions Conceps Crossword Soluion Creaed by EclipseCrossword by Green Eclipse Sofware g TASK LINK Sudens migh prefer o explore conceps ha have arisen while invesigaing a conemporary issue for heir Task. Suden Workshee 1.13 migh be useful for defining hese conceps. Uni 6 Undersanding Conceps 60

62 Ç 3 Sep Three: Thinking abou Righs and Responsibiliies. TEACHERS TIPS In mos siuaions differen people or groups of people are responsible for upholding human righs and also here may be a degree of personal responsibiliy in relaion o paricular issues being explored. Suden Workshee W1.14 Righs and Responsibiliies conains some leading quesions ha sudens could answer as a way of learning abou righs and responsibiliies in relaion o specific issues hey may be sudying. A worked example is also given where he issue is Traveller Accommodaion. Righs and Responsibiliies - WORKED EXAMPLE In mos siuaions, differen people or groups of people are responsible for making sure ha human righs are upheld. If you are ineresed in an issue you may have a cerain amoun of personal responsibiliy in relaion o ha issue. ISSUE: Traveller Accommodaion 1. Some of he righs in his issue are o be reaed in he same way, o live in freedom and safey, o voe and o social securiy 2. The Couny Council is responsible for providing his righ because hey are in charge of providing housing and haling sies; if he Travellers have no permanen address hey can voe and hey have o have an address o ge social securiy 3. The Gardai are also responsible because i s heir job o keep law and order and o see ha Travellers are safe 4. I have he responsibiliy o rea any Travelling People ha I come across in my life as well as I would rea anyone else 5. I could ake he following ACTION o ry o influence he issue: I could find ou all abou how he Travellers in my area live by conacing he Housing Officer. I could organize a peiion and send i or go o a meeing of he Couny Council o hand i in. 61 Uni 6 Undersanding Conceps

63 Ç Ω 4Sep Four: Conflicing Righs. TEACHERS TIPS Sudens should be helped o undersand ha very few righs are absolue and ha in mos siuaions he righs of more han one person or group of people have o be aken ino accoun. Conflics of ineress (or righs) may have already emerged in he iniial work on forces and ineress in relaion o heir conemporary issues (Uni 1) and hese could be developed furher here. The poenial for conflics of righs o be boh negaive, such as when peoples righs are denied, and posiive, such as when people work ogeher creaively o find a soluion, could be discussed wih sudens a his sage. ACTIVITIES 1. Conflic Of Righs Simulaion Exercise Purpose: To provide sudens wih a general inroducion o he idea of conflics of righs. Maerials: Copies of he leer on page 63 for sudens. Procedure: Disribue copies of he leer o sudens Ask hem o simulae a meeing ha would ake place in heir school o solve such a problem Suggesions for personnel who could be involved in he meeing can be found in Par Two on page 68 Sudens should be encouraged o come up wih as many soluions as possible and o look a he consequences of hese soluions (Adaped from Yes, You Do Coun ) 2. Conflic of Righs and Class Discussion Purpose: To relae he idea of conflics of righs o conemporary issues. Procedure: Use some of he examples on page 64 o iniiae a class debae or srucured group discussion Uni 6 Undersanding Conceps 62

64 Our daugher Irene, has been diagnosed as HIV posiive. She is only nine years old. She had a blood ransfusion ha was infeced when she was seven. She has been going o he local school since she was five. When he parens of his school discovered my child s condiion, abou which here is grea ignorance, hey peiioned he school o have her removed. Naurally she was very disressed when his happened and i was very difficul o explain o her he reason why. If she were removed from he school because of her condiion, her righ o educaion and her righ no o be discriminaed agains would appear o be denied. We canno accep he claims of he parens of he oher children ha heir children s righ o be proeced in his way is more imporan han Irene s righ o educaion and freedom from discriminaion. Is here a soluion o our problem? Ç Sudens should be helped o come up wih conradicory saemens/viewpoins (a leas wo) in relaion o he specific issue and debae hem The conradicory saemens should relae o human righs or should be saemens ha indicae a conflic of righs (or ineress) Emphasise ha for he purpose of he debae sudens may have o argue a poin of view which is no heir own TEACHERS TIPS Oher conroversial saemens based on he issues ha sudens have been exploring could be prepared and debaed or discussed in a similar way o help sudens relae he idea of conflics of righs o conemporary issues. 63 Uni 6 Undersanding Conceps

65 EXAMPLES OF CONFLICT OF RIGHTS Smoking Aduls have he righ o choose o smoke wherever hey wish bu oher people have he righ o enjoy a smoke-free environmen. War and censorship Governmens have a righ o resric informaion in he ineress of naional securiy bu journaliss have a righ o repor independenly and he public has a righ o be informed. Example: Afghanisan War. o A Muslim/Traveller suden has he righ o express his or her ideniy (e.g. by wearing many earrings) bu he school has he righ o insis on a cerain dress code (e.g. wearing of uniform). Culural ideniy Indusrial developmen People living in an area near large indusrial developmens have he righ o a healhy environmen bu unemployed people in he area have a righ o employmen as a resul of hese developmens. A quie life Young people who have few faciliies have he righ o play music loudly and play fooball on he sree bu ohers living in he area have he righ o a quie life. Righ of way Farmers have he righ o own land in scenic areas (e.g. mounains) bu he public have he righ o walk in he mounains (i.e. righ of way). Economic migrans People in poorer counries have he righ o seek a beer qualiy of life bu naional governmens have he righ o proec he economic ineress of heir ciizens by resricing he overall numbers of migran workers. (Adaped from 'Yes, You Do Coun ) Uni 6 Undersanding Conceps 64

66 Par Two OUT-OF-SCHOOL ACTIVITIES 7 Ç TEACHERS TIPS An ou-of-school aciviy is paricularly suiable for looking a a local conemporary issue; he choice of ou-of-school aciviy will depend on he issues ha have arisen during he module bu a lis of suggesions for places o visi is included below. A Record of Visi shee (W 1.15) and an Evidence of Aendance Cerificae (W1.16) are included; he former could be used by sudens eiher during or afer a visi and he laer could be phoocopied for each member of he class and samped or signed by someone conneced wih he place hey visi. Some suggesions for surveys ha could be conduced ou of school are also oulined on page 65. Suggesions for places o visi Credi Union Local Radio Saion Ciizen s Informaion Cenre Garda Saion Governmen Buildings Environmenal organisaion One World Cenre or similar NGO Communiy Developmen Projec Ani Povery Projec Aras an Uacharain Drug Treamen Cenre Women s Refuge Youh Informaion Office Local governmen office (see below) Dáil Own ideas Ç TEACHERS TIPS Visis o local governmen offices Visis o local governmen offices can prove ineresing and alhough i is no easy for sudens o aend a meeing hey can be shown around he Council Chamber. In addiion, he key person dealing wih an issue (e.g. 7 Key Assignmen 5 (conacing an organisaion abou a conemporary issue and reporing o class) here 65 Ou-of-School Aciviies

67 engineer, housing officer ec.) migh agree o mee hem here. I is ofen he personnel deparmen ha arranges hese visis. They usually agree o bring he sudens on a our of he building and explain he various deparmens. I is vial o arrange such visis in advance in order o ge he opimum benefi from conac wih officialdom. Before he visi remind sudens of he work hey have done in he My Communiy module i.e. how local governmen works, he difference beween a member of he Corporaion/Couny Council and an employee. Suggesions for oher ou-of-school aciviies 1. Survey conduced in local shops/supermarkes The following are examples of iems or pracices ha could be surveyed by sudens - fairly raded producs - producs no esed on animals - producs which have no counry of origin on label - recycling policy/wase managemen - equal opporuniy employmen pracice 2. Phoographic Survey Sudens could phoograph differen areas as par of an invesigaion ino any of he following issues: crime/vandalism (e.g. prevenaive/securiy measures, evidence of crime ec) inadequae faciliies for young people, people wih disabiliies ec e.g. wheelchair access recycling (exising faciliies, bad pracice in wase managemen ec) urban decay/renewal lier 3. Survey of Aiudes 8 Sudens could conduc a survey amongs members of he public on some of he following: reacions o conroversial proposals by local auhoriies, e.g women s sheler, landfill sie, haling sie, refugee hosel, shelered housing public opinion on an issue of global significance e.g. cancellaion of Third World deb, response o inernaional hrea of errorism ec g TASK LINK Surveys are a useful form of primary research for he Task. 8 Key Assignmen 6 (organising a survey on aiudes) could be underaken as an ou-of-school aciviy Ou-of-School Aciviies 66

68 Ç VISITORS TEACHERS TIPS Inviing a visior o speak o he class or o ac as a resource person on a paricular issue can be very helpful during he Conemporary Issues module. Visiors who have worked overseas or who work for developmen educaion or oher non-governmen organizaions can be paricularly useful when exploring he global dimension of issues. A brief checklis is given below o assis eachers in planning for visiors. Adequae preparaion is essenial and may include emphasising wih sudens he need for couresy. I is preferable ha ime be allocaed for feedback boh wih he visior and wih he class as soon as possible (if no immediaely) afer he visi. CHECKLIST Discuss wih sudens heir suggesions for possible visiors Deermine how much ime is available for he visior Decide on he bes way o make conac wih he agreed visior Decide if he classroom is suiable or if anoher venue is required Work ou a forma for he visi which bes suis he class Spend ime preparing quesions for he visior (How many quesions will ime allow? Who will ask hem? Are hey appropriae?) Work ou an agreed sraegy o avoid he visi being dominaed by a few sudens Selec sudens o carry ou differen asks (wriing leers before and afer visi, welcoming visior, saying hanks, ec) Remember ha sudens may have previous experience of inviing a visior o speak o heir class, e.g. as par of heir CSPE Acion Projec Suggesions of organisaions/agencies ha could provide visiors Fás Amnesy Inernaional (local/school branch) Narcoics Anonymous/Alcoholics Anonymous One World Cenre/Developmen Educaion Cenre Rape Crisis Cenre Vicim Suppor S Vincen de Paul/The Samarians/AWARE Bank/Credi Union Office/Money Advice and Budgeing Service 67 Visiors

69 Oher suggesions for visiors Someone from an ehnic or oher minoriy group Someone who works wih minoriy groups Poliician (local or oherwise) Person wih disabiliy Employee in shelered placemen/member of Camphill or L Arche communiy Someone who has worked in a Third World or developing counry Single paren Member of a solidariy or counry-focus group e.g. Wes Papuan Acion Nurse /local GP Gardaí - Juvenile Liaison Officer ROLE PLAY and DEBATES - some ideas Role play as a mehodology was suggesed in Uni 2 bu i ofen works bes once sudens have carried ou some analysis or undersand some of he dynamics involved in an issue. I can be effecive in easing ou various views on an issue and can also demonsrae he dispariy of he power of differen groups o affec or influence an issue. Role-plays can be se up involving sudens boh in he role-play and as observers. Observers could noe down wha hey hink is operaing in he role-play. Furher suggesions as o how role-plays can be devised o explore issues are given below: A. Courroom Drama Possible roles: judge, counsel for he prosecuion, counsel for he defence, 12 jury members, winesses, (exper winesses, characer winesses), accused, cour clerk, gardai. Assign each player a name - could be sereoypical, ironic or compleely far-feched. Examples: senencing of a drug addic for burglary; cour-acion agains a large company, an asylum-seeker conesing refusal o gran him/her refugee saus B. Public Meeing Possible roles: convenor, chairperson, represenaives of various opinions or vesed ineress, guess. Examples of issues: local environmenal issue, e.g. locaion of a dump, mobile phone mass; boyco of a sore found o be carrying iems produced hrough child labour; housing of Travellers/refugees. C. Formal Debae Roles: chairperson, imekeeper (wih bell), members of he proposiion (2/3/4), members of he opposiion (2/3/4), audience, informed hecklers, adjudicaor (eacher + 2 ohers). Role Play and Debaes 68

70 Examples of moions: women in he world oday have equal power wih men; young people should have a voice in local governmen; Ireland is no longer a welcoming place. Award marks for research, conen, delivery, iming. Ç FILM - VIDEO - some informaion TEACHERS TIPS Since many of he issues explored in hese Modules are of a serious naure many of he films/videos ha have hese issues as heir hemes are for maure audiences i.e. in hose raed R here is occasional srong language and violen scenes. I is assumed ha eachers will preview hem and choose ones ha sui heir audience. Two relevan websies are which has professional and amaeur reviews, raings ec and where he definiive Halliwell's Guide may be perused. Tile Themes Raing Based In Year Lengh Erin Brokovich Billy Ellio Eas is Eas Abou a Boy Philadelphia Thin Red Line Roommaes The Shawshank Redempion Midnigh Express The Accused Baskeball Diaries When a Man Loves a Woman A Beauiful Mind Relaionships, indusrial polluion. Based on fac Srike, family relaionships, sexual sereoyping Family relaionships; clash of Chrisian/Muslim culures in Briain Family relaionships, single parenhood Unfair dismissal, AIDS Reflecion on war Learning he hard lessons of life Tough prison drama abou male bonding, revenge and injusice Injusice, imprisonmen Social concern, feminism, exploiaion Heroin addicion. Based on fac. Alcoholism, relaionships, social issues Brilliance and menal illness. Based on fac. R-language R-language R-language & Sexual conen PG-13 PG-13 R-Realisic War Violence and Language PG R-Srong Language and Violen Scenes R R R R PG-13 U.S. Briain Briain Briain U.S. The Pacific U.S. U.S. Turkey U.S. U.S. U.S. U.S min 111min 96min 125min 125min 108min 142min 121min 110min 102min 124min 136min 69 Films-Videos

71 UNIVERSAL DECLARATION OF HUMAN RIGHTS CARDS 1. Everyone is born free and should be reaed in he same way wih equaliy and digniy. 2. Everyone has he righ no o be discriminaed agains on any basis, for example, colour, gender or language. 3. Everyone has he righ o life and o live in freedom and safey. 4. Everyone has he righ o libery / freedom and should be free from slavery. 5. Everyone has he righ o securiy of person. No one should be orured or should suffer from cruel and inhuman reamen. 6. Everyone has he righ o be recognised as a person before he law. 7. Everyone has he righ o be reaed equally before he law. 8. Everyone has he righ o ask for legal help when heir righs are no respeced. 9. Everyone has he righ no o be imprisoned unjusly. 10. Everyone has he righ o a fair rial. Human Righs Cards 70

72 11. Everyone has he righ o be presumed innocen unil proven guily. 12. Everyone has he righ o privacy. 13. Everyone has he righ o ravel wihin and o and from heir own counry. 14. Everyone has he righ o asylum. 15. Everyone has he righ o a naionaliy. 16. Everyone has he righ o marry. 17. Everyone has he righ o own propery and hings. 18. Everyone has he righ o freedom of hough, conscience and religion. 19. Everyone has he righ o freedom of opinion and expression. 20. Everyone has he righ o mee wih ohers. 71 Human Righs Cards

73 21. Everyone has he righ o ake par in governmen and o voe. 22. Everyone has he righ o social securiy. 23. Everyone has he righ o work and join a rade union. 24. Everyone has he righ o res and leisure. 25. Everyone has he righ o an adequae sandard of living and medical help. 26. Everyone has he righ o go o school. 27. Everyone has he righ o ake par in heir communiy s culural life. 28. Everyone is eniled o he opporuniy o enjoy he righs of his declaraion. 29. Everyone mus respec he righs of ohers 30. No-one can ake away any of he righs in his Declaraion Human Righs Cards 72

74 STUDENT WORKSHEET 1.1 WHAT DOES CONTEMPORARY ISSUE MEAN? During he Leaving Cerificae Applied course you will ake wo modules under Social Educaion called Conemporary Issues 1 and 2. This workshee will help you undersand wha exacly hese words mean. Complee he following saemens: I hink he word conemporary means The dicionary says ha conemporary means Our class has decided ha conemporary means I hink he word issue means The dicionary says ha he word issue means Our class has decided ha he word issue means 73 Wha does 'Conemporary Issues Mean'

75 STUDENT WORKSHEET 1.2 RANDOM LIST OF CONTEMPORARY ISSUES Carry ou he following aciviies on he lis provided: A. Circle/highligh all hose issues abou which you have heard somehing B. Pu a beside any issues in which you have an ineres C. Pu a? beside any issue which you would like o know more abou D. Pu??? beside any issues abou which you haven go a clue! VIOLENCE THIRD WORLD DEBT CRIME & PUNISHMENT EMIGRATION / IMMIGRATION JOY RIDING TRAVELLERS ACCOMMODATION HOUSING & HOMELESSNESS TRADE / FAIR TRADE SERVICES FOR PEOPLE WITH DISABILITIES ENVIRONMENT EMPLOYMENT / UNEMPLOYMENT CLEAN WATER POVERTY POLLUTION PART-TIME WORK / MINIMUM WAGE REFUGEES / ASYLUM SEEKERS WHEELCHAIR ACCESS DRUG ABUSE GENDER ROLES / SEXISM DRUGS AND SPORTS SEX ABUSE / CHILD ABUSE FAMINE CONFLICT - WAR/PEACE LACK 0F FACILITIES FOR YOUNG PEOPLE ALCOHOL ABUSE RACISM, PREJUDICE, DISCRIMINATION VANDALISM CORRUPTION URBAN / RURAL DEVELOPMENT INFLATION MINORITY GROUPS / MINORITY RIGHTS SEXUAL HARRASSMENT TERRORISM DIVORCE LONE PARENTING TEENAGE PARENTING RECYCLING CHILD LABOUR / SLAVERY HIV / AIDS BULLYING PRISONERS RIGHTS STREET CHILDREN EMPLOYMENT DURING SCHOOL TERM Random Lis of Conemporary Issues 74

76 STUDENT WORKSHEET 1.3 SORTING ISSUES In he able below record he resuls of he soring aciviy. Remember ha some issues will fi ino more han one caegory and for ohers i will be difficul o say o which caegory hey belong. SOCIAL CULTURAL POLITICAL ECONOMIC L For wo of he issues explain your reason for puing i ino he chosen caegory: Issue 1 Reason Issue 2 Reason 75 Soring Issues

77 STUDENT WORKSHEET 1.4 FORCES AND INTERESTS THAT AFFECT CONTEMPORARY ISSUES FIVE WS AND H WHO is affeced by he issue? WHAT is? (he issue) WHERE is his an issue? WHEN did he issue arise? HOW can posiive change come abou in relaion o his issue? WHY.? Make up your own quesion here Examples of why quesions - Why did he issue develop hey way i did? - Why was/was no a soluion found? - Why has he issue caugh/no caugh public aenion? - Why are some people affeced by he issue and no ohers? Forces & Ineress ha Affec Conemporary Issues 76

78 STUDENT WORKSHEET 1.5 IMAGINING FORCES AND INTERESTS In he Workshee he sailing boa represens a conemporary issue. The winds ha are moving i along could be posiive forces/ineress. The big waves could be negaive forces/ineress affecing he issue. Using an example of an issue ha you are exploring hink of some posiive and negaive forces/ineress and wrie hem in on he differen pars of he workshee 77 Imagining Forces/Ineress

79 STUDENT WORKSHEET 1.6 THE LOCAL-GLOBAL DIMENSION In Table A you will find a lis of issues and an example of a local/naional dimension of ha issue. In Box B you will find examples of a global dimension for each of hese local/naional examples. Try o find he mach for each issue and wrie i in o he appropriae space on Table A. TABLE A ISSUE Example Local/Naional Dimension Povery and Drugs Effec of drug addicion on inner-ciy communiies in Ireland Exploiaion of young people who work Par-ime work and young people in Ireland War and conflic resoluion The peace process in Norhern Ireland Housing and lack of a home Homelessness in Ireland Prejudice/discriminaion agains ehnic communiies Discriminaion agains Travellers in Ireland Desrucion of he environmen Illegal dumps in Co. Wicklow Nuclear power/energy Effecs of radiaion in Irish Sea from Sellafield Refugees/asylum seekers Refugees and asylum seekers being accommodaed in Irish owns and ciies Terrorism Naional Emergency Plan drawn up by Irish governmen Example of Global Dimension PTO The Local-Global Dimension 78

80 STUDENT WORKSHEET 1.6 BOX B Example of Global Dimension Nuclear acciden in Chernobyl Child labour in India and oher Third World counries War in Middle Eas, Afghanisan ec Discriminaion agains Aboriginals in Ausralia Increased securiy a airpors Desrucion of rain foress in Souh America Souh American farmers livelihoods dependen on producion of cash crops, e.g. coca plan Worldwide movemen of people o escape persecuion Sree children in Brazil and oher Third World counries 79 The Local-Global Dimension

81 STUDENT WORKSHEET 1.7 MAKING LOCAL-GLOBAL LINKS Selec an issue ha you are exploring in his module and ry o hink of some aspec(s) ha are local/naional and some ha are global. Wrie hem in and see if here are any links or connecions. ISSUE LOCAL / NATIONAL ASPECTS GLOBAL ASPECTS Making Local-Global Links 80

82 STUDENT WORKSHEET 1.8 SHOCK-WAVES How relevan is his issue o me? Issue: Very relevan No relevan Reason for my choice 81 Shock-Waves

83 STUDENT WORKSHEET 1.9 THE HUMAN RIGHTS HOUSE Insrucions 1. Cu he shee of cardboard as in he diagram (i.e. cu ou he shaded areas) 2. Fold inwards along doed lines: x (o form roof) and y (o form walls) 3. Glue he back of B o he fron of A and glue he back of D o he fron of C 4. Fill in some of he relevan aricles on each wall. Cu Ou Cu Ou A B y y y C x y D CIVIL AND POLITICAL RIGHTS ECONOMIC RIGHTS The Human Righ House 82

84 CULTURAL RIGHTS STUDENT WORKSHEET 1.10 HUMAN RIGHTS TREE Using a copy of he Universal Declaraion of Human Righs find examples of he differen caegories of Righs (Aricles) and wrie hem in on he appropriae branches CIVIC & POLITICAL RIGHTS SOCIAL RIGHTS ECONOMIC RIGHTS 83 Human Righs Tree

85 STUDENT WORKSHEET 1.11 ISSUES, RIGHTS AND RELEVANCE Read hrough he example given and hen fill in he workshee for oher issues ha you have examined during he module. Lis of Issues Wha aricles/righs are relevan? Where hese righs are relevan in my local area: Where hese righs are relevan in Ireland: Where hey are relevan in he res of he world: Example: Child labour Righ o work Righ o leisure ec Wherever here are unemployed people Wherever here are unemployed people In counries where here is child labour and children s righ o leisure is denied Issues, Righs & Relevance 84

86 STUDENT WORKSHEET 1.12 THREATENED RIGHTS The following workshee liss some examples of human righs and gives an example for each of how i is under hrea. Oher righs ha may be hreaened are also given. Consider hese and see if you can complee he hreaened by column. Some blank spaces are lef for you o fill in your own examples. Human Righ Threaened by 1. My righ o safey - is hreaened by hose who ac violenly and irresponsibly - is hreaened if here is a lack of gardai on he srees a nigh 2. My righ o own hings - is hreaened by hose who seal 3. My righ o res and leisure - is hreaened by he (e.g. walking in parks) inimidaing behaviour of some groups of young people 4. My righ o life is hreaened by erroriss 5. My righ o a fair rial is hreaened by 6. My righ o join a rade union is hreaened by 7. My righ o educaion is hreaened by 8. My righ o privacy is hreaened by 9. My righ o. is hreaened by 10. My righ o is hreaened by 85 Threaened Righs

87 STUDENT WORKSHEET CONCEPTS CROSSWORD Creaed by EclipseCrossword by Green Eclipse Sofware Clues Across 1. being dependen on each oher (15) 3. having a high regard for someone (7) 4. geing fair reamen (7) 5. governing of he people by he people (9) 6. acing in a fair way on behalf of yourself and ohers (14) 11. wha makes each of us differen (8) 12. righs regarded as belonging fundamenally o all persons (5, 6) 13. aking care of he world s naural resources (11) 16. he heory ha women should be given he same righs as men (8) 18. a belief ha a paricular ehnic group is beer han anoher (6) 20. aking par in and conribuing o somehing (13) 21. people wih common ineress living in a paricular area (9) Clues Down 2. sruggle resuling from opposing demands or needs (8) 3. how people ge on and inerac wih each oher (13) 5. bringing abou change or improvemen (11) 7. discriminaing agains women because of heir sex (6) 8. rule drawn up by he sae (3) 9. being free and independen (7) 10. prejudice or discriminaion agains a paricular age group, especially he elderly (6) 14. equal righs for all (8) 15. a person s sex (6) 17. value or worh (7) 19. an absence of war or violence (5) Concep Crossword 86

88 STUDENT WORKSHEET 1.13 DEFINING CONCEPTS 1. The conceps I wan o examine are: a b c 2. The dicionary says ha (a) means 3. I hink (a) means when i has o do wih he conemporary issue I am working on. 4. The dicionary says ha (b) means 5. I hink (b) means when i has o do wih he conemporary issue I am working on. 6 The dicionary says ha (c) means 7. I hink (c) means when i has o do wih he conemporary issue I am working on. 87 Defining Conceps

89 STUDENT WORKSHEET 1.14 RIGHTS AND RESPONSIBILITIES In mos siuaions, differen people or groups of people are responsible for making sure ha human righs are upheld. If you are ineresed in an issue you may have a cerain amoun of personal responsibiliy in relaion o ha issue. ISSUE 1. Some of he righs in his issue are 2. is/are responsible for providing/proecing his righ because 3. is/are also responsible because 4. I have he responsibiliy o 5. I could ake he following ACTION o ry and influence he issue: Righs & Responsibiliies 88

90 STUDENT WORKSHEET 1.15 RECORD OF VISIT 1. The issue being invesigaed during he visi is 2. The Deparmen or secion in he corporaion/council/organisaion wih responsibiliy for his issue is 3. The person I inerviewed/me was 4. Her/his poin of view on he issue was 5. I hough heir poin of view was because 6. Oher people or places/objecs of ineres were 7. I was pleased/displeased wih his visi because 89 Record of Visi

91 STUDENT WORKSHEET 1.16 EVIDENCE OF ATTENDANCE Evidence of Aendance was presen a he visi of he Leaving Cerificae Applied class o On / / Signaure Evidence of Aendance 90

92

93

94 Conens Inroducion & srucure pages Uni 1 Media: Exploring he Influence of he Media on 95 Conemporary Issues Uni 2 Ineres Groups: Exploring he Influence of Ineres Groups 107 on Conemporary Issues Uni 3 The Sae and is People-Democraic Insiuions 114 *Uni 4 a Your Voe Couns: Developing Sudens Undersanding 129 of he Voing Sysem *Uni 4b Busing he Budge: Helping Sudens o Undersand 142 and Analyse he Naional Budge Uni 5 You and he Law: Exploring Civil Righs and Responsibiliies 152 Uni 6 The Wider Picure: Exploring he European Union and he 158 Wider World Suden Workshees: W2.1 W *Teachers should noe ha sudens need only examine one of he wo opions in Uni 4

95 INTRODUCTION The overall purpose of his secion is o provide eachers wih a number of aciviies and ideas for eaching Conemporary Issues Module II. Srucure of Conemporary Issues II The main body of his secion is divided ino six unis ha correspond closely o he six unis of he Conemporary Issues Module 2 as oulined in he Social Educaion Descripor. Each Uni idenifies INFO Ç BOX g Learning Oucomes for he sudens as specified in he Social Educaion Descripor Overall Aim for he Uni Overview of Uni which consiss of Seps hrough he Uni and a Mehodology Menu* including reference o Suden Workshees as appropriae Teachers Tips and Procedures for Aciviies wihin each Sep Informaion Boxes for eachers and Suden Facshees (where relevan) Task Links Links (where appropriae) Foonoe: Key Assignmen Links (where appropriae) Task Links Since he Conemporary Issue Task will be underaken during Year II, here are many aciviies and processes in his module ha will be relevan during he Task Process. These aciviies are highlighed in a Task Link Box. Key Assignmen Links Many of he aciviies in his module can be linked o he compleion of Key Assignmens for he module as a whole. Some suggesions are flagged wih a foonoe. Teachers should noe ha a lis of Key Assignmens is given inside he back cover of his file. Suden Workshees All he suden workshees are locaed a he end of his secion of he file and are referenced in he overview of each of he six unis. *I is no expeced or indeed possible ha every aciviy in his resource bookle would be carried ou bu insead eachers should selec hose aciviies ha bes sui heir own conex. 94

96 UNIT 1 MEDIA: EXPLORING THE INFLUENCE OF THE MEDIA ON CONTEMPORARY ISSUES LEARNING OUTCOMES AS SPECIFIED IN SOCIAL EDUCATION MODULE DESCRIPTOR A he end of his Uni sudens will be able o: - idenify differen ypes of media - examine newspaper coverage given o issues ha eiher concern or are of ineres o young people - examine how evens can become significan issues - idenify bias and sensaionalism in he presenaion of issues - recognize he difference beween fac and opinion/commen in he reporing of issues AIM This uni offers eachers informaion on media as well as aciviies ha will help sudens analyse he influence of he media on conemporary issues. OVERVIEW OF UNIT STEPS THROUGH UNIT 1 Sep One -Idenifying Differen Types Of Media Sep Two - Exploring Media Coverage of Issues (including newspapers) Sep Three - Evens Becoming Significan Issues Sep Four - Idenifying Bias and Sensaionalism Sep Five - Idenifying Fac, Opinion/Commen and Objeciviy METHODOLOGY MENU Brainsorm Survey Aciviy wih Suden Workshee W2.1 Media Survey Talk and Chalk Suden Workshee W2.2 Topics of Ineres in Newspapers Suden Workshee W2.3 Analysing a Curren Affairs/Documenary Programme Class Discussion Suden Workshee W2.4 Monioring he News Issue Tracking Aciviy and Daily Recording Shee W2.5 Talk and Chalk Class Discussion Suden Workshee W2.6 Fac or Opinion how can you ell? 95 Uni 1 Exploring he Media Influence

97 Ç 1 Sep One: Idenifying Differen Types Of Media 9 TEACHERS TIPS In his session sudens will be making a deailed sudy of he media in English and Communicaions (The Communicaions Media Module) so saring wih a brainsorm of he differen ypes of media ha sudens know is a good way of inroducing his work. The Uni on Newspapers is of paricular relevance. Teachers could collaborae wih heir colleagues on his. Anoher suggesed aciviy for inroducing his Uni is o ask sudens o conduc a media survey which would re-visi he differen ypes of media and help find ou abou he forms of media o which hey mos relae. A Suden Workshee (W2.1) is included ha could be used for recording resuls. The quesion of he ownership of newspapers and he possible influence his migh have on issues (see Informaion Box) should be kep in mind The growing globalisaion of he media e.g. CNN, Euronews and Sky News could be addressed wih sudens. Sudens could be challenged o be more aler o wha is happening in he news wha issues are given/no given prominence how he issues are covered. 9 Some ideas for Key Assignmen 8 (examining issues and presening in differen formas) migh be found in his Sep Uni 1 Exploring he Media Influence 96

98 INFORMATION BOX FOR TEACHERS TYPES OF MEDIA INFO BOX Mass media (sing. medium=go-beween) are echnical devices ha make possible he spread of informaion/messages/ideas o a large number of people. They are generally divided ino he prin media and he elecronic media bu heir boundaries are becoming blurred. Phoographers now shoo on digial cameras and edi he phoograph on compuer before sending i anywhere in he world via he world wide web.(www) Prin media - rely on paper o convey informaion Elecronic media - rely on elecrical and elecronic mehods o convey informaion Differen ypes of prin media (All rely heavily on visual appeal) 1. Newspapers are divided ino broadshees (A2) and abloids (A3, also known as red-ops). Differences in syle, one and use of visual maerial can be idenified. 2. Magazines 3. Journals 4. Billboards 5. Posers N.B. I is useful o noe ha newsagens will give ou bundles of day old newspapers from which he masheads have been removed. Differen ypes of elecronic media 1. Television: combines sound &visuals 2. Radio: sound 3. Music/music video 4. Cinema 5. Compuers/inerne N.B. Language, wheher wrien or spoken, remains indispensable o all media and herefore any analysis should ake his ino accoun. 97 Uni 1 Exploring he Media Influence

99 INFORMATION BOX FOR TEACHERS OWNERSHIP, AGENCIES & WATERSHED POLICY INFO BOX Ownership of newspapers Tony O Reilly owns or parly owns more han 75% of Irish newspapers Ruper Murdoch is he single mos powerful media figure in he world; he owns newspapers, publishing companies and elevision saions (including Sky and Fox, makers of he Simpsons); i has been claimed ha he uses his differen media ineress o promoe himself and o curry influence wih public officials worldwide (McChesney The Global Media Gians 1997) Media organisaions The four larges media organizaions below conrol approximaely 80% of he world s media ineress: America-on-line (AOL) and Time Warner (who merged in 1999) Vivendi (of Ialy) and Universal Picures (who merged in 2000) Ruper Murdoch s News Corporaion Disney Corporaion (Source: DEFY) News agencies Up o 80% of he news prined and broadcas hroughou he world comes, in he main, from he four major news agencies below. They can disribue informaion almos insananeously. Unied Press Inernaional Associaed Press in he Unied Saes Reuers in Briain Agence-Presse in France Waershed policy Television companies have agreed ha no programme conaining unsuiable maerial for children should be broadcas before 9.00 pm. RTE use a code o indicae he conen level a he beginning of each programme. Uni 1 Exploring he Media Influence 98

100 Ω ACTIVITY 1. Media Survey Purpose: To idenify which media forms young people relae o or wih which hey are mos familiar. Maerials: Copies of Suden Workshee W2.1 Media Survey for each suden. Procedure: Disribue copies of he workshee Sudens could carry ou he survey in pairs or complee i individually Resuls can be collaed on he board or OHP Draw conclusions abou he exen o which he mass media are par of heir lives 2 Sep Two: Examining Media Coverage of Issues (including newspapers) g Ω TASK LINK This sep is paricularly relevan because sudens will be making decisions abou he issue hey will be invesigaing for he Conemporary Issue Task. They may read somehing abou an issue ha arouses heir ineres and simulaes hem o invesigae i furher for a Task ACTIVITY 1. Topics of Ineres o Young People (in newspapers) Purpose: To idenify issues of concern/ineres o young people in newspapers. Maerials: Wide selecion of newspapers; copies of Suden Workshee W2.2 Topics of Ineres o Young People for each group of sudens. Procedure: Divide he class ino groups of 4 5 Give each group a selecion of newspapers (preferably including broadshees and abloids) 99 Uni 1 Exploring he Media Influence

101 Ask each group o appoin a recorder o record he answers o he quesions in he Suden Workshee W2.2 Disribue addiional copies of workshee if groups wish o work on more han one issue Ç TEACHERS TIPS The aciviy below is included here o help sudens explore he coverage given o issues hrough a medium oher han newspapers. This aciviy requires advance preparaion by he eacher since s/he migh need o record a suiable programme relevan o he issues being explored by heir sudens. The Suden Workshee W2.3 accompanying he aciviy conains reference o bias and sensaionalism which may no ye have been covered. 2. Analysing Curren Affairs/Documenary Programme Purpose: To help sudens examine media coverage of curren affairs/documenary programmes. Maerials: Pre-recorded copy of a relevan curren affairs/documenary programme; Copies of W2.3 Analysing A Curren Affairs/Documenary Programme for each suden. Procedure: Before showing he programme disribue copies of he workshee o he sudens Show he programme sopping i a inervals o allow sudens o fill in he workshee Afer showing he programme allow sudens ime o discuss heir conclusions 3 Sep Three: Evens Becoming Significan Issues g TASK LINK A number of hese aciviies, which focus on examining he media and monioring he news, could be valuable exercises as par of a Task if heir issue happened o be covered in any of he news bulleins. Uni 1 Exploring he Media Influence 100

102 Ω ACTIVITIES 1. Evens becoming issues class discussion Purpose: To lead he class hrough a discussion abou how seemingly insignifican evens can become issues of naional or even inernaional imporance. Procedure: Use he promps below o ease ou how an even becomes an issue Promps - I caches he imaginaion because of a human-ineres angle - Someone is ineresed in promoing i - A poliician or ineres group sees somehing o be gained - I suis someone s agenda - I s he silly season - A crusading newspaper/radio programme akes i up Then use he promps below o ease ou how an issue migh grow o naional or inernaional significance. Promps - Similar reasons o above bu on a bigger scale - I s a rend/fashion - There are oher similar or relaed evens happening in oher pars of he world - The sraw ha broke he camel s back - Someone wans o disrac he public from anoher issue - Someone influenial has an axe o grind - I s par of a global issue An Opional aciviy Wrie he following saemen on he board: Anyhing can become a public issue if a significan number of people wan o make i one Discuss 101 Uni 1 Exploring he Media Influence

103 2. Monioring he News (on radio) 10 Purpose: To provide sudens wih a ool o monior news bulleins in order o see how local evens migh become naional issues. Maerials: Copies of Suden Workshee W2.4 Monioring he News for each suden One enlarged copy of W2.4 for each group ( maser workshee) A radio (for use in class) or recordings of hree news bulleins from local and naional radio from he same day. Procedure Divide class ino groups of 5 and disribue copies of W2.4 o each suden Explain ha he aciviy involves lisening o he firs five iems of he various news bulleins Number he sudens from 1 o 5 and explain ha each suden mus lisen ou for he 1 s, 2 nd, 3 rd ec news iem respecively Ask sudens o fill in on he appropriae space heir news iem (a few words are all ha is needed) once hey have heard i Afer he news bullein is over ask sudens o decide wheher he iem was an local/naional/inernaional sory and wha was he news value of each iem (refer hem o he checklis provided on he workshee and below) Allow ime for each group of sudens o collae all he informaion on maser workshee The following quesions could be discussed wih he class Wha news iems were on boh saions? began on naional and wen o local? began on local and wen o naional? were on every bullein? had inerviews/repors from journaliss? (i.e. were of imporance o he broadcaser) 10 Sudens migh find some inspiraion for fulfilling Key Assignmen 12 during his aciviy Uni 1 Exploring he Media Influence 102

104 CHECKLIST WHY ITEMS MIGHT HAVE NEWS VALUE Timely, i.e. mus be wha we didn know yeserday: old news is no news Naional/local evens: he closer o home, he greaer he new value Prominen people: elie-cenered (i.e. social and poliical saus of people deermines heir news value) Conflic Evens wih imporan consequences for Ireland Scale: e.g. disasers Progress e.g. scienific research Human ineres: elevision news ofen ends wih a human ineres sory o hold he viewers aenion Winners ( also-rans seldom feaure) Availabiliy of picures (for elevision and newspapers) Powerful naions or hose perceived o be powerful Money, poliics, crime, sex, spor, scandal/gossip are very popular! Ç TEACHERS TIPS For he Issue Tracking aciviy below i would be useful o check elevision guides or Aerel in advance in order o plan viewing. I will be necessary o make sure ha he issues which sudens decide o rack are in fac in he news for a leas some of ime during which he racking ake place. The aciviy could be done as a homework exercise if sudens would agree o waching news bulleins for a few days. 3. Issue Tracking (on elevision) 11 Purpose: To help sudens undersand he kind of elevision coverage given o issues over a shor period of ime and see how evens may become issues. Maerials: Access o elevision Copies of Daily Record Shee W This aciviy could be useful for Key Assignmen Uni 1 Exploring he Media Influence

105 Procedure: Decide ogeher wih your sudens which issue(s) hey wish o rack over he agreed period (e.g. hree days) Divide he class ino groups, allocaing differen elevision saions (and differen issues) o each group. Ask sudens o fill ou a Daily Recording Shee for heir chosen issue and TV saion. Afer he agreed number of days collae all he informaion possibly compiling a poser for each issue (use similar headings o he Daily Record Shee W2.5) Ç g Ω 4 Sep Four: Idenifying Bias and Sensaionalism TEACHERS TIPS Sudens will be looking a bias and sensaionalism as well as learning how o disinguish beween fac and opinion in he English and Communicaions/Media Module, and eachers may also be familiar wih he erms. An Informaion Box is provided for hose eachers who may no be so familiar wih his secion of he programme. TASK LINK In he following aciviies, i is imporan o make links wih conemporary issues by encouraging sudens o selec maerial for analysis ha has o do wih he issues currenly being invesigaed as par of heir Task. ACTIVITIES 1. Class Discussion Purpose: To help sudens idenify bias, sensaionalism and objeciviy. Maerials: Pre-recorded elevision programme(s) or phoocopies of seleced aricle(s) from newspapers (selec appropriae examples o include some wih bias). Procedure: Wach pre-recorded elevision programme(s) or read phoocopied aricle(s) wih your sudens Use he following key quesions o conduc a classroom discussion Uni 1 Exploring he Media Influence 104

106 Types of bias Can you idenify any differen ypes of bias gender bias, age bias, class bias ec? Poins of view Wha poins of view were presened? Were all given equal space? Language Wha kind of language was used? Did his make i easier or more difficul o undersand wha i was abou? Images Wha images were used? How did hese affec your undersanding of he issue? Overall Do you hink ha he piece was biased/sensaionalis? Do you hink i was objecive in is approach? 5 Sep Five: Idenifying Fac, Opinion/Commen and Objeciviy Ç Ω TEACHERS TIPS Suiable aricles from broadshee and abloid newspapers or magazines will be needed in advance of his exercise. Sudens could be involved in he selecion. Encourage hem o choose aricles ha are shor, ineresing and do no conain language ha will cause hem oo much difficuly. More han one aricle could be supplied so ha comparisons can be drawn and aricles should preferably be relaed o issues which sudens have explored or are exploring. ACTIVITIES 1. Disinguishing beween Fac and Opinion Purpose: To help sudens o disinguish beween fac and opinion and o discern objeciviy in seleced aricles. Maerials: Copies of Suden Workshee W2.6 FACT or OPINION How can you ell? for each pair of sudens Two differen coloured highligher markers Newspaper/magazine aricles seleced in advance 105 Uni 1 Exploring he Media Influence

107 Procedure: Ask sudens o work in pairs and disribue copies of W2.6 Guide sudens hrough he exercise helping hem disinguish beween fac and opinion and geing hem o highligh each appropriaely Encourage sudens o back up heir answers o he workshee wih quoes from he aricles g TASK LINK The skills developed hrough his aciviy will be very useful during he Invesigaion sage of he Task. Uni 1 Exploring he Media Influence 106

108 UNIT 2 INTEREST GROUPS: EXPLORING THE INFLUENCE OF INTEREST GROUPS ON CONTEMPORARY ISSUES LEARNING OUTCOMES AS SPECIFIED IN SOCIAL EDUCATION MODULE DESCRIPTOR A he end of his Uni sudens will be able o: - recognise and idenify ineres groups ha influence paricular conemporary issues - analyse he role of ineres groups in highlighing and affecing issues - undersand lobbying and campaigning in relaion o cerain conemporary issues - access he news media using he inerne AIM This uni aims o provide eachers wih informaion and ideas for suden aciviies ha will help develop sudens undersanding of he role and influence of ineres groups on conemporary issues OVERVIEW OF UNIT STEPS THROUGH UNIT 2 Sep One - Re-Inroducing Your Sudens o Ineres Groups and Organisaions Sep Two - Looking a he Role of Ineres Groups In Relaion o Issues Sep Three - Exploring Conflics of Ineres Sep Four - Undersanding Lobbying and Campaigning Sep Five - Accessing he News Media on he Inerne METHODOLOGY MENU Talk and Chalk Research wih Suden Workshee W2.7 Campaign Organisaions - Issues and Mehods Maching Aciviy Suden Workshee W2.8 Campaign Organisaions - Maching he Names Summarising Aciviy Suden Workshee W2.9 Ineres Group Checklis Discussion Role Play - Cour Room Drama - Public Meeing - Formal Debae 12 Looking a campaigns Compuer research 12 Key Assignmen 7 (debaing on a conemporary issue) could be compleed during his Sep 107 Uni 2 Ineres Groups

109 Ç g Ç TEACHERS TIPS 1 The previous uni looked a he influence of media on conemporary issues; his uni looks a anoher se of influences, hose of ineres groups and social movemens. The idea of differen ineres groups may already have been inroduced in Conemporary Issues 1 Uni 2 (Forces/Ineress) bu in his uni he idea is o develop i furher wih concree examples of groups and organisaions ha work o bring abou change and hus influence issues. A deailed informaion box is given below for eachers since i may be useful o inroduce sudens o he differen ypes and roles of ineres groups. The idea of conflics of ineres could be also picked up again in his Uni and he unequal power of differen ineres groups could be brough ou. TASK LINK The role of ineres groups and social movemens may arise again during he ask as par of he invesigaion, acion or analysis of issues. Sep One: Re-Inroducing Your Sudens o Ineres Groups and Organisaions TEACHERS TIPS To re-inroduce your sudens o he differen ypes of ineres groups (eiher of workshees W2.7 or W2.8 could be used). Suden Workshee W2.7 Campaign Organisaions - Issues and Mehods requires some research by he sudens ino he issues on which differen organisaions campaign and he mehods hey use. Alernaively, organisaions could be conaced beforehand by he eacher and maerials supplied o he sudens. This workshee could be adaped o focus on issues ha sudens have already looked a in Conemporary Issues 1 or issues hey are sudying for heir Task. Suden Workshee W2.8 Campaign Organisaions - Maching he Names liss he names of a number of organisaions and gives a se of quoes from members of he organisaions. Sudens mus ry o link or mach he names o he explanaions. I would be useful o check if sudens had ever done a similar exercise in CSPE a Junior Cerificae level. Uni 2 Ineres Groups 108

110 INFORMATION BOX FOR TEACHERS INFO BOX INTEREST GROUPS differen ypes/differen roles Differen erms are used o describe he various ypes of ineres groups. These include member organisaions, pressure groups, solidariy groups, volunary organisaions, awareness-raising groups ec. and i can be someimes difficul o disinguish/define wha each means. If ineres groups are defined according o purpose, hen one disincion ha may be helpful is o separae hem ino: (i) (ii) groups ha proec and promoe he ineress of heir members, e.g. Irish Farmers Associaion (IFA), Irish Congress of Trade Unions (ICTU), Irish Business and Employers Confederaion (IBEC), Irish Naional Organisaion of he Unemployed (INOU). groups ha exis o promoe a cause, e.g. Greenpeace, Irish Commission for Jusice and Peace, Campaign for Nuclear Disarmamen, Irish Refugee Council, Irish Sociey for he Prevenion of Cruely o Children, Conference of Religious of Ireland (CORI). An alernaive caegorisaion of ineres groups would be ino (i) formal e.g. rade unions (ii) new social movemens e.g. women s/communiy/environmen groups and (iii) groups which form o deal wih an immediae issue e.g. concerned residens groups. If or when an ineres group ries o influence he governmen in he pursui of is aims, i can be described as a pressure group. Among he possible aims of an ineres group are o: 1. improve a service 2. change governmen policy 3. change behaviour/aiude Disincions beween he various forms of ineres groups may no need o be made wih sudens and i is probably more useful o ry o find ou, ogeher wih he sudens, which groups have an ineres in or concern wih he paricular issues ha sudens are working on and hen o deermine wha kind of aciviies hose groups engage in. 109 Uni 2 Ineres Groups

111 INFORMATION BOX FOR TEACHERS The Power of Influence INFO BOX In Ireland, successive governmens have involved he major ineres groups, e.g. farmers, employers, rade unions, as social parners in discussions abou fuure economic developmen. Organisaions represening people affeced by povery and oher forms of disadvanage radiionally had no been included. As a resul of lobbying from hese groups for he firs ime represenaives were included in he discussions for Parnership Generally, people from lower socio-economic groups do no feel ha hey have he same influence as people from upper income/professional classes. Governmen may consider some groups o be more imporan han ohers. This migh be because hey represen a large group of people in he counry or in a paricular area hey are well organised hey are well funded hey are major employers hey own sufficien wealh he governmen needs o boos is suppor among he public or a secion of he populaion However, small numbers can effec change if well organised and sraegic. (Adaped from A Guide o Irish Poliics ) Uni 2 Ineres Groups 110

112 2 Sep Two: Looking a he Role of Ineres Groups in Relaion o Conemporary Issues Ç g Ç TEACHERS TIPS Sudens will have worked on specific issues in Conemporary Issues 1 and hey could eiher compile informaion ha hey already have on he groups ha promoe or campaign abou hose issues or gaher new informaion by conacing differen groups/organisaions ha have an ineres in or are concerned wih he issues hey are now exploring. 3 Sudens could fill ou Suden Workshee W 2.9 Ineres Group Check Lis for differen groups/organisaions. Discussion abou he approaches which differen organisaions use should be encouraged, for example, is he approach paernalisic or based on a chariy model or are here examples of people who are affeced by an issue mobilising hemselves o speak and ac, e.g. Travellers, gay communiy? Examples of approaches used by differen ineres groups are given on Page 80 of he Social Educaion Module Descripor. TASK LINK Again, eachers should noe ha he role of ineres groups and social movemens may arise again during he Task as par of he invesigaion, analysis or acion. Sep Three: Exploring Conflics of Ineress TEACHERS TIPS In relaion o ineres groups in general, he idea ha here may be a conflic of ineress is likely o have arisen earlier in he module, bu his may be a poin a which he idea could be developed furher. Role-plays, simulaions or drama ype exercises and debaes are good mehods for exploring conflics of ineress. Some ideas for seing up hese aciviies have been oulined in Par Two of he Secion Conemporary Issues 1. I will be necessary o adap hem for whaever issues are being explored in Conemporary Issues 2 or issues being invesigaed for Task. 111 Uni 2 Ineres Groups

113 Ç g 4Sep Four: Undersanding Lobbying and Campaigning TEACHERS TIPS Giving sudens some idea abou how change can be brough abou hrough lobbying and campaigning is an imporan aspec of his Module. Sudens can be helped o see how people influence issues once hey become organised and join wih ohers o highligh and affec issues and hey hemselves may be encouraged o ake acion on paricular issues which ineres hem. A definiion of lobbying is given below he language of which could be adaped o give sudens an undersanding of he erm. An ineresing way of inroducing he idea of campaigning and lobbying o sudens would be o give hem an example of a success sory. Below is a sory of how sudens successfully campaigned agains PepsiCo, who were operaing in Burma, a counry where human righs abuses were widespread. The sory could be read ou o or copied for sudens and discussed. Some background informaion on he siuaion in Burma would need o be given in order o se he conex for he sory (available from Trócaire s Campaigns Office or Burma Acion Ireland c/o Comhlámh, 10 Upper Camden S., Dublin 2). An example of a campaign which may ineres sudens is he Show he Red Card o Exploiaion campaign (child labour). Conac ICTU or Trocaire s Campaigns Officer for oher campaigns. TASK LINK Taking acion o impac on an issue is an imporan requiremen of he Conemporary Issue Task. Lobbying a definiion Lobbying is a process of persuading, even pressurising, legislaors o inroduce, amend, or voe for measures favourable o a special ineres group. Knowledgeable, fac-based advocacy by ineres groups can bring welcome and useful informaion as well as suble pressure. They also wield influence in simulaing popular opinion for or agains causes and programmes. (from Yes, You Do Coun ) Uni 2 Ineres Groups 112

114 THE PEPSI-COLA STORY How sudens made a difference School and universiy sudens in he Unied Saes ran a campaign ha successfully persuaded PepsiCo o pull ou of Burma. Suden associaions organised boycos of all PepsiCo producs and resaurans, including Pepsi-Cola, Pizza Hu and Kenucky Fried Chicken. Sudens conaced poliicians, local and naional newspapers and oher organisaions such as churches and businesses. They explained he siuaion in Burma and urged people o boyco PepsiCo. The awareness generaed conribued o furher boycos of oher Wesern companies, some of whom have also pulled ou of Burma. The campaign was 100% successful, hanks o he energy and drive of he sudens. (Adaped from 'Burma Land of Hope bookle, Trócaire, Sep Five: Accessing News Media on Inerne In he conex of his uni he Inerne can be an invaluable source of up-o-dae informaion on a range of campaigns. Since boh Unis 1 and 2 focus on influences on conemporary issues, sudens should be shown how o access some of his informaion and come o some appreciaion of he influence which elecronic communicaion has had on he conemporary world. 113 Uni 2 Ineres Groups

115 UNIT 3 THE STATE AND ITS PEOPLE-DEMOCRATIC INSTITUTIONS LEARNING OUTCOMES AS SPECIFIED IN THE SOCIAL EDUCATION DESCRIPTOR A he end of his Uni sudens will be able o: - undersand he main funcion of he following insiuions: he relevan local auhoriy, Dáil, Seanad, Cabine, European Parliamen, European Union - undersand he principal role and funcions of: he Presiden, he Taoiseach, he Tánaise, Governmen Minisers, TDs, MEPs - undersand he differen kinds of elecions: Local, Bye-elecion, General, Presidenial, European AIM This uni aims o provide eachers wih ideas and aciviies ha will help hem re-visi he roles and funcions of democraic insiuions and eleced represenaives wih heir sudens. The Uni also recaps on ypes of elecions. OVERVIEW OF THIS UNIT STEPS THROUGH UNIT 3 Sep One - Re-Inroducing he Concep of Democracy Sep Two Mapping he curren Landscape: Undersanding he Main Funcions of Some Democraic Insiuions, he Role and Funcion of Some Eleced Represenaives and Types of Elecions Sep Three - Reflecing on he Role of any one Sae or oher Democraic Insiuion METHODOLOGY MENU Talk and Chalk Class Discussion Table Quiz Suden Workshee 2.10 Newspaper Headlines Suden Workshee 2.11 Types of Elecions Visior o he Classroom Uni 3 The Sae and is People 114

116 INFORMATION BOX FOR TEACHERS Democracy INFO BOX In erms of Irish conemporary issues here is much ha eachers could address in relaion o he concep of democracy. While his uni focuses in he main on he concep of democracy as undersood in erms of governmen, democracy is a much broader concep. I is core o an undersanding of our own sociey, and of who paricipaes in Irish life and who is excluded. Recen developmens in Irish sociey such as he developmen of social parnerships highligh ha here is a move away, in hinking a leas, from he idea ha democracy is only concerned wih he insiuions of he sae. In pracice, however, his move is ofen less obvious as individuals and groups coninue o experience hemselves as marginalised. Teachers are advised o ensure ha, while examining he poliical srucures of governmen, hey keep sudens aler o ohers forms of democraic life, such as involvemen in communiy developmen srucures, paricipaion in rade unions and in oher social movemens. Ç Ω 1 Sep One : Re-Inroducing he Concep of Democracy TEACHERS TIPS Democracy is a form of governmen bu i is also an ideal, an aspiraion and a sandard. Helping young people o undersand a few essenial poins abou democracy is an imporan par of he purpose and aims of Conemporary Issues 2. ACTIVITY 1. Re-Inroducing he Concep of Democracy Purpose: To help sudens consider heir own undersanding of democracy and o inroduce he idea ha democracy is abou more han jus governmens. Procedure: Teachers can begin his uni by drawing a line across he blackboard and wriing very democraic a one end and very undemocraic a he oher. Very Democraic Very Undemocraic Teachers could hen ask sudens o place an X on he line where hey believe: Ireland lies in erms of being a democraic counry 115 Uni 3 The Sae and I s People

117 Where his school lies in erms of being a democraic insiuion Where his classroom lies in erms of being a democraic classroom Where heir communiy lies in erms of being a democraic communiy Teachers could also add he names of oher counries, such as England, USA, China ec. o give he aciviy a more global scope Teachers could follow his by asking sudens o consider wha hey mean by he idea of democracy. Teachers could promp he discussion in relaion o ideas abou paricipaion, represenaion, involvemen, equaliy and inclusion 2. Differen Forms of Governmen Class Discussion A possible saring poin for a discussion migh be he classificaion of saes and he conras beween democraic and auhoriarian governmens, since sudens may be ineresed in or have heard of differen forms of auhoriarian governmen such as ruling monarchs, rule by religious leaders, miliary rule and he wo main forms of oaliarian governmen - fascism and communism A comparison of he wo forms of governmen is given in he Informaion Box below. This could be adaped o give sudens a general undersanding of each. Oher possible lead ins include he following: a) Explain briefly he sysem of governmen ha we have in Ireland and he main difference beween a democracy and an auhoriarian sysem (such as miliary rule, rule by religious leaders, communism, dicaorship) and encourage sudens o make links beween elecions and democracy b) Ascerain how much sudens already know abou elecions, voing, democracy ec., and wha hey hink in relaion o poliics and he fac ha hey will soon have he opporuniy o voe for poliicians o represen hem c) Discuss wih sudens he idea ha poliics akes place in our everyday lives, e.g. communiy groups, youh groups and spors organisaions, and make he connecion wih school and sudens council if relevan Uni 3 The Sae and I s People 116

118 INFORMATION BOX FOR TEACHERS INFO BOX Auhoriarian and democraic governmens a comparison Essenially auhoriarian governmens deny he mass of he populaion any effecive conrol over heir rulers. Auhoriarianism does no pay any aenion o individual righs and so is considered illiberal as well as undemocraic. In conras o auhoriarianism he form of governmen exising now in mos modern democracies, including Ireland, is known as liberal democracy. In such a democracy decisions are made by eleced poliicians who sand for he people (called represenaive governmen) and hese leaders operae wihin formal limis designed o proec minoriy and individual righs. Democracy some ineresing facs Democracy means rule by he people and i comes from a Greek word. Democracy is he mos common form of governmen in he world oday. Beween 1975 and 1995 he number of democracies increased from 36 o 78. A leas half of he counries of he world are now democracies and a leas half he world s people live in democracies. To wha exen he above definiion applies o Ireland could be usefully discussed wih sudens. (Adaped from Comparaive Governmen and Poliics (1998), Hague, Harrop & Brelin, McMillan Press Ld.) 117 Uni 3 The Sae and I s People

119 2Sep Two: Undersanding he Main Funcions of Some Democraic Insiuions, he Role of Eleced Represenaives and Types of Elecions Ç Ω TEACHERS TIPS Since sudens will have covered he iems lised in he learning oucomes for his uni in he Junior Cerificae Civic, Social and Poliical Educaion, he aciviies included here are primarily aimed a revision and a checking ou sudens level of knowledge in an ineracive, fun way. A Table Quiz has herefore been devised ogeher wih some aciviies for recapping roles and funcions of poliicians and a maching aciviy for revising knowledge of elecions. The Table Quiz could be used in a variey of ways - a he beginning of Uni 3 o ge an idea of wha sudens remember, a he end of he Module as revision (various rounds conain quesions ha relae, broadly, o Unis 3-6) or i could be used a he end of each Uni. Informaion on all of he iems in his uni can be found in any of he curren CSPE exbooks. ACTIVITIES 1. Democraic Insiuions Table Quiz Purpose: To revise in an ineracive and fun way opics covered in he Junior Cerificae Civic, Social and Poliical Educaion course. Maerials: Se of quesions and answers, e.g. 10 quesions x 10 rounds Large shees of paper or flipchar page and marker o keep rack of he scores (Blackboard/whieboard less suiable as i could be inerfered wih!) Ten answer shees for each eam of 3 or 4 Pen for each eam Noe: for Round 10 a quesion shee will need o be prepared by phoocopying and removing he answers (page ); also phoographs will need o be supplied for quesions 7,8 and 9 Personnel needed: One person o call ou quesions One person o give ou and collec answer shees Two or more o correc answers and wrie up scores Uni 3 The Sae and I s People 118

120 Procedure: Divide he class ino eams of 3 or 4 Ask sudens o give heir eam a name For every round hey mus wrie heir name and round number on he answer shee Call ou he Round 1 quesions giving hem enough ime beween quesions Have he answer shees colleced and hen correced while he nex round is being called ou Cumulaive scores are marked up afer every round Give a break afer Round 5 if you are doing a full quiz Coninue as above unil all he rounds have been called ou Announce he winners Presen prizes (e.g. Corporae bodies/financial insiuions are ofen willing o conribue logo inscribed biros, key rings, money boxes ec which could be used for prizes) 119 Uni 3 The Sae and I s People

121 TABLE QUIZ QUESTIONS & ANSWERS Round 1: Local Auhoriies 1. Name he local auhoriy in your area. 2. A wha age can a person be a member of a local auhoriy? A member of a local auhoriy may be disqualified for failure o aend meeings True/False 4. Which of he following is no a chairperson of a local auhoriy? Chairman Lord Mayor Miniser Mayor 5. Local auhoriies generally mee once a week. True /False 6. Name hree of he main funcions of a local auhoriy. Wase managemen/roads/housing parks ec. 7. Non-EU ciizens can voe in local elecions. True /False 8. How many Couny Councils are here in Ireland? The local auhoriy ges all he money for is budge from he governmen True/False 10. Name an EU own/ciy wih which your own/ciy is winned. (The Insiue of Public Adminisraion, Lansdowne Road, Dublin 4 will be able o give you he answer.) Round 2: Dáil/ Seanad/Cabine 1. Name he wo Houses of he Oireachas. The Dáil and Seanad 2. Name a poliical pary who forms he curren governmen. e.g. Fianna Fail, Progressive Democras 3. How many members are in he Dáil? How many members are in he Seanad? The Seanad can delay legislaion passed by he Dáil for as long as i likes. True /False 6. The Seanad can iniiae/inroduce is own legislaion True /False 7. Who chairs he debaes in he Dáil? Ceann Chomhairle 8. Wha is Quesion Time in he Dáil? TDs can quesion members of he governmen on policy and adminisraion 9. Wha is a proposal for a new law called? A Bill 10. Wha does he phrase independen T.D imply? No belonging o a Pary Table Quiz 120

122 Round 3: European Parliamen/EU 1. In wha year was he EEC founded? Under which reay was i se up? Rome Madrid Paris Vienna 3. When did Ireland join? An Irish naional canno pu himself/herself forward for elecion o he naional parliamen of anoher EU counry. 5. How ofen do elecions o he European Parliamen ake place? 6. Wha do he iniials C.A.P. sand for in relaion o he EU? True/False Every 7 years Common Agriculural Policy 7. How many member saes are here in 2002? Which of hese is no a member: Swizerland Ausria Finland Greece 9. Briain did no join he Eurozone a he same ime as Ireland. True /False 10. The EU has no plans for aking in new members True /False Round 4: Presiden/Taoiseach/Tánaise/Gov Minisers/T.D.s/M.E.P.s 1. Wha musical insrumen is on he Presidenial flag? Harp 2. Name he curren Irish Presiden (To be insered by eacher) 3. How is he Presiden chosen? In an elecion/every 7 years 4. Wha is he Presiden s residence called? Áras an Uacharáin 5. Who decides who should be Taoiseach? The Dáil decides 6. How many minisers mus here be in he Cabine? Any number beween 7 and Who nominaes he minisers o he Cabine? The Taoiseach 8. Wha is he role of he Tánaise? E.g. Represens he Taoiseach when s/he is absen 9. Who is he curren Miniser for Finance? (To be insered by eacher) 10. Wha do he leers M.E.P. sand for? Member of he European Parliamen Round 5: Elecions 1. Wha kind of elecion mus he governmen call a leas every five years? General Elecion 2. When a sea in he Dáil becomes vacan due o he deah or resignaion of a member, wha kind of elecion is held? Bye-elecion 3. Local elecions are held o elec a local T.D. True /False 4. Name one opposiion pary in Ireland. Fine Gael/Labour/Socialis Pary/Sinn Fein, Green Pary ec. 121 Table Quiz

123 5. The Secre Ballo Ac gives everyone he righ o voe in privae True/False 6. Wha is he minimum age for an Irish Presiden? Why are European elecions held? To elec members o he European Parliamen 8. Wha does going o he poll mean? Voing 9. Where does his happen? A a polling saion 10. Apar from a polling card wha oher iem do you have o presen o he presiding officer? Some form of idenificaion Round 6: How PR works 1. In relaion o elecions wha is a candidae? Someone who goes up for elecion 2. Wha is he Irish sysem of voing called? Proporional Represenaion/Single Transferable Voe 3. Wha is he English sysem called? Firs pas he pos 4. Wha is he area for which a T.D. is eleced called? A consiuency 5. Wha is he word for his phrase he minimum number of voes needed o guaranee he elecion of a candidae? 6. The Reurning Officer calls ou he final number of voes polled a ha cenre. The quoa True /False 7. Can a spoiled voe be couned? No 8. Wha is he piece of paper where a person wries down heir voe called? 9. In order o voe wha lis mus have he voer s name on i? A ballo paper Regiser of Elecors 10. Where can his lis be checked? P.O./Local Auhoriy Offices/Library Round 7: Elecions and Conemporary Issues/Poliician s clinic/ Regisering o voe/purpose of Referendum/Bill ino Law 1. In an elecion year how migh he Miniser for Finance use his Budge o win voes for he governmen pary? E.g. By having an overly generous Budge 2. Wha does canvassing mean? Going around a consiuency looking for people s voe 3. Wha is a spin docor? Someone who presens a version of evens for he media 4. Why do we have a referendum in Ireland? To change he Consiuion 5. Was he Belfas Agreemen/Good Friday Agreemen (1998) decided by a referendum or by he governmen? Referendum Table Quiz 122

124 6. How does a person regiser o voe? Pu heir name on he Regiser of Elecors a he Local Auhoriy office 7. Which of hese groups ry o persuade he governmen o bring in changes: Play groups pressure groups group homes? 8. Wha is a poliician s clinic? An advice cenre where consiuens can mee heir T.D. 9. A bill has o go hrough several readings in he Dail and Seanad before i can be passed ino law True /False 10. A bill becomes law once i is regisered in he Supreme Cour. True /False Round 8: Budge submissions/ Naional Budge and Conemporary Issues 1. Wha is a personal budge? A person s plans for spending and saving 2. Wha is he Naional Budge? The Governmen s plans for raising, saving and spending money 3. Which Miniser publishes i? The Miniser for Finance 4. Ineres paid on morgages is now axed a source. Wha is he rae of ax relief? 20% (in 2002) 5. Wha monh does he ax year begin? January (from 2002) 6. Wha is a budge submission? A se of proposals submied o he governmen by an ineres group 7. Name one deparmen of he governmen ha usually gains in he Budge. Deparmen of Healh 8. The Miniser increases axes o ge money in o run he Governmen. Name one iem, apar from income, ha is ofen axed in he Budge. Cigarees/Perol/Alcohol ec. 9. Wha is he lowes rae of income ax in Ireland? 20% in In wha monh is Budge Day? December (as of 2001) Round 9: Civil Righs and Responsibiliies/Legal Sysem/Conras wih oher counries/righs and Responsibiliies (TRUE OR FALSE ROUND) 1. The Gardai can only ener and search your home wih a search warran. True/False 2. Only in cerain circumsances may a person refuse o si on a jury. True /False 3. I is illegal o play loud music in your home afer 10 pm True /False 4. A publican can refuse o serve you even if you are sober and over 21 True /False (for he following reasons: inappropriae dress, bad hygiene, hreaening behaviour, abusive in manner or behaviour, drug pusher, previous rouble maker) 5. I is your responsibiliy o make sure you are on he regiser of elecors. True /False 123 Table Quiz

125 6. In Ireland i is illegal o sell alcohol o someone who is drunk True/False 7. A woman canno be handcuffed if she is arresed. True /False 8. I is illegal for someone wih a Provisional Licence o drive a car wihou a licensed driver in he car. 9. I is he owner s responsibiliy o display ax and insurance disks on heir car. 10. I is legal for he Gardai o body search anyone under he Misuse of Drugs Ac Round 10 (PICTURE ROUND) a b c d 1. Which of hese men is he Taoiseach? d 2. Wha organisaion is represened by his symbol? Amnesy Inernaional True /False True /False True /False 3. Which of hese harps is he symbol for Irish governmen deparmens? b a 4. How many sars are here on he EU flag? To which organisaion does his logo belong? The Unied Naions b Table Quiz 124

126 6. Which Irish Poliical pary has his as is emblem? The Labour Pary 7. Who is his public represenaive? 8. Wha is he name of his building? Pu in a phoo of your local T.D. from he newspaper ec. 9. Name his M.E.P. 10. Wih which worldwide issue is his logo and a famous rock sar Inser a phoo of an M.E.P from your par of he counry Inser a drawing of a local governmen building/deparmen building associaed? Cancellaion of World Deb. 125 Table Quiz

127 2Sep Two: (Cond) Undersanding he Roles and Funcions of Eleced Represenaives Ç TEACHERS TIPS Some Suden Workshees have been devised ha can be used o recap on informaion ha sudens will already have covered a Junior Cycle. Suden Workshee W2.10 Newspaper Headlines uses headlines wih key words removed o ge sudens hinking abou funcions and buildings associaed wih differen eleced represenaives. In order o ensure ha sudens are aware of he differen governmen deparmens and he names of he differen minisries eachers could develop heir own workshee on maching minisers and minisries, or a fill-in-he-gaps ype workshee. The names of he various governmen minisries and he relevan miniser are available on he governmen websie 2 Sep Two: (Cond) Undersanding he Differen Kinds Of Elecions Ç Ç TEACHERS TIPS As a way of revising he ypes of elecions lised in he Module Descripor a maching exercise has been devised. Suden Workshee W2.11 Types of Elecions liss ypes of elecions wih definiions ha have been mixed up. An answer shee is given below ogeher wih some addiional informaion ha could be he basis for class discussion. 3 Sep Three: Reflecing on Democraic Bodies TEACHERS TIPS Teachers are encouraged o bring in a visior from any sae or oher democraic insiuion, for example, he Dáil, Local Governmen, he Local Parnership, he School Board or he Local Healh Board, o answer a series of quesions devised by he eacher and he sudens in order o examine how a represenaive body funcions and operaes in Irish Sociey. Uni 3 The Sae and I s People 126

128 ?? Sample quesions migh include: Wha is he role or funcion of your body? How are your members appoined/eleced? Wha members are on your board (men, women, age, ec)? Who do you hink you represen? How do you lisen o he people you represen?? How do you consul wih groups? Wha do you hope o achieve by he end of your erm of office? 127 Uni 3 The Sae and I s People

129 Answer Shee for Suden Workshee W 2.11 Types of Elecions TYPE OF DEFINITION ADDITIONAL ELECTION INFORMATION LOCAL ELECTION An elecion held o elec members o local governmen or Local Auhoriies. Eleced local auhoriies are he couny councils, couny borough corporaions, borough corporaions, urban disric councils and boards of own commissions. BYE-ELECTION An elecion which akes place when a vacan sea arises due o he deah or resignaion of a TD Check if here has been a recen bye-elecion in he local consiuency as sudens may be familiar wih names of candidaes. GENERAL ELECTION PRESIDENTIAL ELECTION EUROPEAN ELECTION An elecion held o elec members o Dáil Eireann. Takes place a leas every five years. Followed by elecions o Seanad. An elecion held o elec he presiden of a counry. In Ireland i akes place every seven years. An elecion held o elec members o he European Parliamen (MEPs). Held every five years in June. Dáil Eireann could be referred o as he lower or firs House of Oireachas (Parliamen). 166 TDs are eleced o 42 consiuencies. Seanad Eireann or Senae is he upper House of he Oireachas and is made up of 60 senaors eleced by NUI and TCD graduaes, cerain eleced represenaives and hrough nominaion by he Taoiseach. The elecion mus ake place 60 days before he ougoing Presiden s erm ends. Ireland is divided ino four consiuencies for European elecions (Dublin, Leinser, Munser, Connach) Uni 3 The Sae and I s People 128

130 UNIT 4a YOUR VOTE COUNTS: DEVELOPING STUDENTS' UNDERSTANDING OF THE VOTING SYSTEM REMEMBER! Under Acive Ciizenship sudens need only cover Uni 4a (Voing) or 4b (The Budge) LEARNING OUTCOMES AS SPECIFIED IN SOCIAL EDUCATION MODULE DESCRIPTOR A he end of his Uni sudens will be able o: - undersand how he Proporional Represenaion (PR) sysem of voing works - undersand how an elecion is used o address a variey of conemporary issues - undersand he funcion of a poliician s clinic - regiser o voe - undersand he purpose of a referendum - undersand how a bill becomes law AIM This uni conains a range of aciviies aimed a familiarising sudens wih he erminology associaed wih voing and wih he acual pracice of voing. Ideas for helping sudens make connecions beween poliics and conemporary issues are also included. OVERVIEW OF THIS UNIT STEPS THROUGH UNIT 4a Sep One - Undersanding Terminology METHODOLOGY MENU Word Search Aciviy Suden Workshee W2.12 The Language of Poliics Suden Workshee W2.13 Voing Terminology Suden Workshee W2.14 Maching Terminology Sep Two - Undersanding P.R and how o Cas a Voe Sep Three - Paries, Poliics and Policies - Undersanding How Elecions Address Conemporary Issues Analysing resuls aciviy Running a class elecion Brainsorming Suden Workshee W2.15 Poliical Paries in Ireland 129 Uni 4a Your Voe Couns

131 STEPS THROUGH UNIT 4a Sep Four - Regisering o Voe Sep Five - Undersanding a Referendum Sep Six - Undersanding How a Bill Becomes Law METHODOLOGY MENU Follow Module Descripor page Talk and Chalk Talk and Chalk Ç Ç TEACHERS TIPS 1 Voing is an imporan aspec of democracy and coming o some undersanding of is imporance and of he sysem of voing used in elecions is a key elemen in he preparaion of sudens for acive paricipaory ciizenship. Paricularly imporan for Leaving Cerificae Applied sudens in he conex of his Module is he making of links beween voing, elecions and conemporary issues. If hey can make his connecion hen perhaps he disaffecion or disillusion which young people feel in relaion o poliics may be addressed in some small way, bu more imporanly hey may begin o use heir voe in a more reflecive and criical manner. Social Educaion eachers should noe ha in Mahemaical Applicaions Modules 2 and 3 sudens look a aspecs of elecions including PR; eachers could collaborae wih heir colleague on his. Sep One: Undersanding Terminology TEACHERS TIPS There is a considerable number of erms associaed wih voing and elecions. Sudens may already know some of he more common erms from CSPE or general knowledge, bu a quick recap could be a useful way o sar his uni. Three aciviies have been devised o familiarise sudens wih he erminology i is suggesed ha he firs aciviy/workshee is used ogeher wih eiher of he oher wo. Suden Workshee W2.12 The Language of Poliics is a word search aciviy covering all he key erms needed for his uni. Suden Workshee W2.13 Voing Terminology 13 Key Assignmen 9 (regisering o voe) could be underaken during his Sep Uni 4a Your Voe Couns 130

132 consiss of a number of senences o be compleed; sudens are supplied wih a word bank of erms needed; an answer shee is supplied below for easy reference. Suden Workshee W2.14 Maching Terminology conains he same informaion as W2.13 bu involves sudens in maching erms wih explanaions; an answer shee is supplied below for easy reference by he eacher Answer Shee for Suden Workshee W2.13 Voing Terminology The number of voes or voers recorded during an elecion is known as he poll The minimum number of voes needed o guaranee elecion of a candidae is called a quoa Someone who is seeking/rying o be eleced or who is nominaed for elecion is a candidae Anoher word or erm used for voing (as in secre voe) is a ballo A group of people unied in a cause or opinion and aking sides on public quesions is a poliical pary A group of voers who elec represenaives and he area ha is hen represened is called a consiuency Ballo papers where no preference has been given o candidaes on he ballo paper (e.g. X used insead of 1, 2, 3 ec) or where he ballo paper has been wrien on is called a spoiled voe The mehod of using compuers o cas your voe is called elecronic voing 131 Uni 4a Your Voe Couns

133 Answer shee for Suden Workshee W2.14 Maching Terminology Term o do wih voing Ballo Explanaion Anoher word or erm for voing, e.g. ballo paper, ballo box, secre ballo ec. Poll Pary (i.e. Poliical Pary) The number of voes or voers recorded during an elecion e.g. polling card, polling booh. A group of people unied in a cause or opinion and aking sides on public quesions. Candidae Elecronic Voing Consiuency Quoa Spoiled voe Someone who is seeking/rying o be eleced or who is nominaed for elecion. A group of voers who elec represenaives and he area ha is hen represened. The minimum number of voes needed o guaranee elecion of a candidae Ballo papers where no preference has been given o candidaes on he ballo paper (e.g. X used insead of 1, 2, 3 ec) or where he ballo paper has been wrien on. The use of compuers, insead of paper, o cas a voe. Uni 4a Your Voe Couns 132

134 Ç 2 Sep Two: Undersanding PR and How o Cas Voes TEACHERS TIPS If a class elecion is decided upon as a way of addressing voing and he PR sysem, cerain facors need o be aken ino accoun; wo of hese are considered below: i) Number of sudens involved If he numbers in he Leaving Cerificae Applied Class are very small (and unpredicable from day o day) hen a class elecion migh no allow hem o see in pracice he sysem of voing which we have in Ireland. One resource suggess ha a group of 60 sudens (and 4 faciliaors) are needed and in his model groups are creaed which simulae a muli-pary sysem. ii) Complexiy of couning sysem Some familiariy wih he processes involved (i.e. calculaion of quoas, eliminaion of candidaes wih lowes number of voes, disribuion of hese voes according o second preferences and disribuion of surplus voes of candidaes who exceed he quoa, boh of which are done according o specific formula) is needed if he sysem of PR (and STV) is ruly o be illusraed. Collaboraion wih colleagues eaching Mahemaical Applicaions could be valuable here because here are references made o he quoa and in heir course. I is imporan o realise ha he ype of class elecion where sudens voe for one candidae from a lis will no illusrae PR. However producing a ballo paper wih he names in alphabeical order and geing sudens o voe in order of preference could a leas give hem an ouline of how o cas a voe in an elecion. An alernaive way of showing sudens how o cas a voe would be o reproduce a mock ballo paper from one of he resources suggesed below, or o obain a copy of an acual ballo paper and have sudens complee i. Ω ACTIVITIES 1. Analysing acual resuls from an elecion Purpose: To ge across some of he main poins abou he PR (and STV) sysem of voing using acual elecion resuls. 133 Uni 4a Your Voe Couns

135 Maerials: Resuls from an elecion, copied from newspapers or some oher prined source; suden workshee or quesions based on hese resuls (sample quesions are given below). Procedure: Disribue copies of acual elecion resuls and relaed quesions o sudens Guide sudens hrough he quesions encouraging hem o ge he general idea of quoas, ransfer of voes, eliminaion of candidaes ec. Sample Quesions for analysing elecion resuls Wha is he minimum number of voes ha a candidae in his consiuency had o ge before s/he could be eleced (i.e. wha is he quoa)? Can you name he poliicians who were eleced afer he firs, second, hird, ec. coun and he poliical paries o which hey belonged? Who was he firs candidae o be eliminaed and o which pary did s/he belong? Wha happened o he voes of he candidae who was eliminaed? How many rounds of couning were needed before x, y or z were eleced? Ç TEACHERS TIPS The aciviy above will be more ineresing if sudens are using recen informaion abou poliicians from heir own localiy or consiuency. I may be possible o obain hese from local poliicians and from head offices of he poliical paries. A Teacher s Noe on Proporional Represenaion is included below which summarises some of he main poins, including a brief reference o oher sysems, and could be used o give sudens a brief explanaion or for a class discussion on he advanages and disadvanages of he Irish sysem of voing. Uni 4a Your Voe Couns 134

136 INFORMATION BOX FOR TEACHERS INFO BOX UNDERSTANDING THE PROPORTIONAL REPRESENTATION (PR) SYSTEM OF VOTING (Adaped from Comparaive Governmen and Poliics (1998), Hague, Harrop & Brelin, McMillan Press Ld.) Elecoral sysems represen he inner workings of democracy and here is much conroversy abou he rules for convering voes ino seas. Essenially here are wo sysems non-proporional and proporional. Non-proporional sysems are based on he old idea of elecing a person or people o represen a specific erriory e.g. a Canadian MP or wo American senaors per sae. Proporional sysems are based on he idea of represening paries raher han erriory. Seas should be gained in proporion o voes cas. In a perfecly proporional sysem every pary would receive he same share of seas as of voes e.g. 40% of voes would mean 40% of seas. Mos sysems (including he Irish sysem) are no perfecly proporional. PR sysems include he lis sysem used in mos of coninenal Europe and he single ransferable voe (STV) sysem used in Ireland. Proporional elecoral sysems such as we have in Ireland require ha here be a muli-pary sysem i.e. a range of paries can secure seas in he assembly/parliamen. A majoriy pary is unusual so coaliion governmens form. In comparison, in Briain a single pary governmen exiss alongside he firs pas he pos sysem (an example of a non-proporional sysem). I is ineresing o noe ha in counries wih inense social divisions such as Norhern Ireland and Souh Africa, PR sysems are used in order o provide a leas some represenaion for paries based on minoriy groups so reducing he risk of majoriy yranny. This represenaion of minoriy groups or smaller paries is considered o be one he advanages of he PR sysem. The PR sysem is also considered o give voers a feeling of having more say or more choice in who ends up being eleced. Advanages of PR sysem: provides a leas some represenaion for paries based on minoriy groups considered o give voers a feeling of having more say or more choice in who ends up being eleced Key words: proporional, non-proporional, single ransferable voe, firs pas he pos sysem of voing. 135 Uni 4a Your Voe Couns

137 Ω Ç ACTIVITY TEACHERS TIPS Since some eachers may already be very familiar wih he seps involved in running a class elecion, he following is a simple quick reminder of he main seps. More deails can be found in he following resources produced specifically for use wih young people and addressing a range of issues relaed o poliical educaion. Useful Resources for Unis 3 and 4 Democracy Available from Schools Liaison Officer Fine Gael Headquarers 51 Upper Moun Sree Dublin 2 Tel Poliics in Progress Available from Youh Officer Fianna Fail Headquarers 13 Upper Moun Sree Dublin 2 Tel info@ogra.ie 2. Running a class elecion for suden council or class represenaive Noe: Seps 1 7 would adequaely address he learning oucome for Uni 4a. Seps 8 12 are for hose ineresed in furher exploraion of PR & voing. Seing up he elecion and casing voes 1. Reques nominaions (preferably more han wo). 2. Give each candidae ime o prepare a shor speech on wha hey would do if hey go eleced (his could be abou a class or school issues, or communiy or global issues). 3. Produce a ballo paper ha liss in alphabeical order he nominaed candidaes. 4. Disribue ballo paper o all sudens. 5. Explain ha sudens should voe for he candidaes in order of preference, i.e. puing numbers 1, 2, 3, ec. afer candidae s name, no an X or a ick. Allow for he possibiliy ha some sudens will spoil heir voe or prime one or wo sudens. Uni 4a Your Voe Couns 136

138 6. Ensure ha a secre ballo akes place. 7. Collec ballo papers (or have voers place ballo papers in a designaed box). 8. Check voes for spoiled/invalid voes and deermine he oal valid poll, i.e. subrac spoiled voes from oal number of voes cas. Couning he voes 9. Calculae he quoa (see below). 10. Sor voes according o firs preferences and coun hem. Record on a ally shee = 1 s coun. 11. If no candidae has reached he quoa, eliminae he person wih he leas number of 1 s preference voes and disribue ha candidae s 2 nd preferences o he ohers = 2 nd coun. 12. Repea Sep 10 if necessary unil a candidae reaches he quoa. Declare her/him eleced. 13. If a candidae(s) exceeds he quoa hen heir surplus mus be ransferred. To do his all he voes for hem are examined and divided up according o he second preferences. Ballo papers wih no second preference are non-ransferrable voes. + = Calculaing quoa: ( ) +1 Toal valid poll Number of seas Uni 4a Your Voe Couns

139 Ç 3Sep Three: Paries, Poliics and Policies How Elecions Address Conemporary Issues TEACHERS TIPS A his sage in he course sudens will have explored and/or named various conemporary issues. Brainsorming wha sudens consider o be poliical issues and comparing hese o he lis of conemporary issues could help sudens o see ha many, if no all, issues have a poliical dimension. If i is a poliical issue hen i will mos likely be addressed in an elecion. Teachers could usefully discuss wih heir sudens: Wha makes an issue poliical? (This would reurn o he idea of forces and ineress) Do elecions address in sudens opinions conemporary issues in relaion o young people, older people, people wih disabiliies, developing counries ec.? If so how, if no, why no? Very good use can be made of pary websies (see Suden Workshee W2.15 Poliical Paries in Ireland) for accessing up-o-dae informaion on many conemporary issues and he relaed policies of differen poliical paries. Fliers, leafles, posers and acual manifesos from differen paries can be a valuable source of informaion for his Uni; i may also be possible o gaher maerial from previous elecions by conacing local pary offices or pary headquarers. g Ç TASK LINK An ineresing analysis for sudens underaking a Task would be o examine if heir issue is being addressed by any of poliical paries. 4 Sep Four: Undersanding he Funcion of a Poliician s Clinic 14 TEACHERS TIPS To bes undersand he funcion of a poliician s clinic i would be helpful for sudens o have he opporuniy o visi one. As a means for preparaion and o make i more meaningful, Suden Workshee W The same informaion ha is needed for he visi o he poliician s clinic could be used o form he basis of a leer o a local poliician (Key Assignmen 9b). If crime was a opic of local concern, sudens could discuss his wih he poliician during he visi and hen repor back o he class (Key Assignmen 11). Uni 4a Your Voe Couns 138

140 Ç Ç Ω 5 6 The Poliician s Clinic has been devised, which sudens could complee before and afer he visi. Sudens could visi clinics in pairs or small groups and differen groups could visi differen clinics and subsequenly share heir experiences wih he res of he class. On reurning from such a visi eachers could hen hold a discussion on he following issues wih heir sudens in order o explore a lile deeper he idea of Irish poliical life. Wha do you see as he purpose of poliicians clinics? Should poliicians spend more or less ime in heir clinic? Would you agree ha Irish poliics is all abou who you know? If so, is his is a good hing? Sep Five: Regisering o Voe TEACHERS TIPS The Module Descripor on Page 85 has suggesions for achieving his Sep Sep Six: Undersanding he Purpose of a Referendum TEACHERS TIPS Organising a referendum in class or in he school is suggesed in he Module Descripor on Page 85 as a mehod for exploring he purpose of a referendum; linking up wih a CSPE class ha is looking a elecions and voing migh be a possibiliy here. Undersanding he purpose of referenda is probably bes done by examining an acual referendum ha has aken place recenly or is abou o ake place; he Nice Treay, for example, could be researched by sudens. ACTIVITY 1. Exracing informaion from a fac shee Purpose: To help sudens undersand he purpose of a referendum. Maerials: Copies of Suden Facshee on Referenda (enlarged and displayed on OHP or phoocopied for sudens); Copies of Suden Workshee W2.16 Consiuional Referendum for sudens. 139 Uni 4a Your Voe Couns

141 Ç Procedure: Display Facshee for he class or disribue copies Disribue copies of Workshee W2.16 Allow ime for compleion of workshee Follow wih a discussion on how relevan or imporan sudens consider referenda o be Opional: Encourage sudens o use he Inerne o research a paricular referendum 7 Sep Seven: Undersanding How a Bill Becomes Law TEACHERS TIP Teachers should noe ha his opic will have been covered in deph in Junior Cycle CSPE. Deailed informaion on he sages hrough which any bill has gone can be accessed using he Inerne. For example, he sages of he Minimum Wage Ac passed in 2000, which migh be of ineres o Leaving Cerificae Applied sudens, can be raced by accessing he governmen websie a he Deparmen of Enerprise, Trade and Employmen ( INFORMATION BOX HOW BILLS BECOME LAW Each law sars as a bill. INFO BOX Sages: 1. Bill inroduced o he Dáil where i is debaed. 2. Suggesions are made abou addiions or changes. 3. Commiee Sage each secion is examined and changes (called amendmens) are suggesed. 4. Repor Sage amendmens are made. 5. Bill is discussed again bu no more changes are made. 6. Bill hen goes o eiher Dáil or Seanad (depending on where he bill originaed). 7. I goes hrough sages 2 7 again. 8. The Presiden signs bills ino law. 9. The bill becomes an Ac. Ref Make a Difference! Civic, Social and Poliical Educaion, Harrison and Wilson, Folens, 2001 Uni 4a Your Voe Couns 140

142 STUDENT FACTSHEET on REFERENDA FACT SHEET A referendum is a special ype of elecion held when he people are approving changes o he Consiuion. The Consiuion describes he way our democracy works by oulining our sysem of governmen and wha consiuional righs we have as ciizens. The Consiuion may be amended (changed) only wih he approval of he people. Who can voe in a referendum? Every ciizen of Ireland who is a leas 18 years of age and whose name is enered in he Regiser of Elecors is eniled o voe a a referendum. The ballo paper a a referendum is differen o ha a a general or presidenial elecion. The ballo paper will have he ile of he Bill (i.e. he proposal for changes in he Consiuion) wrien on i and a YES and NO box. Voers mark an X in eiher of he boxes depending on wheher hey agree or disagree wih he proposed change. Voing is by secre ballo. Some referenda ha have aken place 1983 Righ o life of he unborn 1992 Righ o ravel 1992 Righ of Informaion 1995 Divorce 1998 The Amserdam Treay 1998 Norhern Ireland Peace Treay (someimes called he Good Friday or Belfas Agreemen) 1999 Local Governmen Reform 2001 Aborion Referendum 2001 Deah Penaly 141 Uni 4a Your Voe Couns

143 UNIT 4b BUSTING THE BUDGET: HELPING STUDENTS UNDERSTAND AND ANALYSE THE NATIONAL BUDGET REMEMBER! Under Acive Ciizenship sudens need only cover Uni 4a (Voing) or 4b (The Budge) LEARNING OUTCOMES AS SPECIFIED IN THE SOCIAL EDUCATION MODULE DESCRIPTOR A he end of his Uni sudens will be able o: - examine and analyse he submission presened by one ineres/lobby group o he Miniser of Finance before he Book of Esimaes is published - examine he Naional Budge in December - analyse how his is used o address conemporary issues AIM This uni provides eachers and sudens wih seleced maerial from a number of budge submissions and a number of relaed aciviies which will help sudens examine and analyse submissions and he Naional Budge. OVERVIEW OF THIS UNIT STEPS THROUGH UNIT 4b Sep One Inroducing The Naional Budge and Examining Budge Submissions Sep Two - Analysing How a Budge is used o Address Conemporary Issues METHODOLOGY MENU Talk and Chalk Budge Facshee 1 The Timescale Budge Facshee 2 Who Waned Wha Budge Facshee 3 Budge 2001-Personal Taxaion Suden Workshee 2.18 Budge Treasure Hun Suden Workshee 2.19 Budge Roundup Uni 4b Busing he Budge 142

144 1 Sep One: Inroducing he Naional Budge and Examining Budge Submissions Ç Ç TEACHERS TIPS A brief descripion of he imeframe for evens leading up o he publicaion of he Book of Esimaes is given below; his can be used as he basis for inroducing sudens o he uni The Governmen Budge is addressed in Modules 3 and 4 of Mahemaical Applicaions, so eachers could collaborae wih heir colleague on his opic. Three Suden Facshees have been compiled from pre-budge submissions received by he Governmen before he 2001 budge; in order o answer quesions on Suden Workshees W2.17 and 2.18 sudens need o have access o he informaion conained in hese facshees. Figures in he Suden Facshees have been convered o Euro o avoid confusion. 1. The Naional Budge Timescale and Submissions TEACHERS TIP In order ha he governmen carry ou is obligaions i has o collec money, mainly in axes, o pay for he running of he counry and o suppor he welfare of he people. Therefore he Miniser for Finance draws up a Naional Budge every year o regulae he monies coming ino he governmen and going ou o he people. Purpose: To inroduce sudens o he imescale for he Naional Budge. Maerials: Copy of he Fac-Shee 1 Timescale on page 145 for each suden A copy of Fac Shee 2 Who Waned Wha on page 146 for each suden Procedure: Read he imescale wih he sudens and clarify wih hem he erminology or any issues hey migh have Teachers can use a series of comprehension quesions o check ha sudens have grasped he differen ideas; e.g. pre-budge submissions, Abridged Esimaes, Whie Paper on Receips and Expendiure, Finances Resoluion Bill Give each suden a copy of he Fac Shee 2: Who Waned Wha and work hrough he various secions wih sudens, discussing he quesions ha are given under each block of informaion 143 Uni 4b Busing he Budge

145 2. Examining he Figures Purpose: To help sudens gain some insigh ino he implicaions of budge decisions on he lives of ordinary people. Maerials: A copy of Fac shee 3: Personal Taxaion for each sudens A copy of Workshee 2.18 for each suden Procedure Give each suden a copy of he Facshee and go hrough wih hem any erminology hey migh find difficul Give each suden a copy of Workshee 2.18 and ask hem o complee i Discuss wih he sudens heir opinions abou wha hey have learned Alernaively Teachers could use figures from he newspapers following he budge o discuss wih he sudens he implicaions of he budge for individuals and families. Ç 2 Sep Two: Analysing How a Budge is Used o Address Conemporary Issues TEACHERS TIP To conclude his secion on he budge eachers can use Workshee W2.19 Budge Round-up wih individual or groups of sudens. Uni 4b Busing he Budge 144

146 THE NATIONAL BUDGET SHEET 1 A brief descripion In order ha he governmen carry ou is obligaions i has o collec money, mainly in axes, o pay for he running of he counry and o suppor he welfare of he people. Therefore he Miniser for Finance draws up a Naional Budge every year o regulae he monies coming ino he governmen and going ou o he people. TIMESCALE FOR NATIONAL BUDGET (in 2001) FACT Wha happened? Various pressure/ineres groups approached he Deparmen of Finance and presened Pre-Budge Submissions The Abridged Esimaes were published. These showed where he governmen planned o spend money in he following year. Dáil voed on Whie Paper on Receips and Expendiure. This showed how much he governmen had colleced in axes and oher receips in he previous year and wha he nex year s income was expeced o be. The Miniser for Finance inroduced he Budge on Budge Day. Tha nigh a voe was aken o pass he Finances Resoluions Bill. This pu he proposed changes ino law. The Miniser had 90 days o amend he Budge The Revised Esimaes were published When did i happen? Sepember and Ocober November December - Weekend before Budge Day December - Budge Day (Wednesday) End of March he following year (Adaped from A Guide o Irish Poliics: Hazelkorn & Murray: 1995 Educaion Company of Ireland) 145 Uni 4b Busing he Budge

147 WHO WANTED WHAT FACT SHEET 2 Before you begin o look a wha differen lobby and ineres groups waned he governmen o do in he budge..le s look a en facs in relaion o Ireland: 1. There are more people living in relaive income povery (i.e. wih less han 138 per week per adul) han here were 10 years ago. 2. Ireland has he wors rich/poor gap of any EU counry. 3. Ireland spends a lower proporion of is oal earnings on social welfare han any oher EU counry: 17.5% v. 28.2% 4. On average we give he governmen less ax han people in any oher EU couny 5. Almos 50,000 households are on housing waiing liss. 6. More han 5,000 people are homeless. 7. Nearly 24,000 people are on public hospial waiing liss. 8. House prices are so dear now ha a couple wih wo average indusrial wages canno afford o buy one. 9. Ten years ago abou 35,000 Irish emigrans lef every year; now abou 13,500 refugees and asylum seekers arrive here. 10. Povery in he counryside and he worsening environmenal siuaion are generally ignored. Is here any one of hese facs ha you are no sure you undersand? Does anyhing surprise you abou hese facs? So who waned wha.. Here are some he hings ha he Conference of Religious in Ireland waned: 1. Changes in ax sysem o benefi hose on low o middle income as much as hey benefi he beer off. 2. Increase all social welfare paymens by 18 Euro per week. 3. Give a good increase in child benefi. 4. Pu affordable childcare high on he lis. 5. Help creae par-ime employmen for small farmers. 6. Give more money for local auhoriy housing. 7. Increase Ireland s conribuion o overseas developmen. 8. Suppor he cancellaion of Third World Deb. Wha order would you pu hese in erms of imporance? Wha would you add ha is no here? Uni 4b Busing he Budge 146

148 WHO WANTED WHAT CONTD FACT SHEET 2 The Irish Congress of Trade Unions waned some of he same hings... bu some differen. They waned he governmen o: 1. Inves in childcare faciliies. 2. Give ax relief for parens paying childcare. 3. Pu invesmen ino housing, public ranspor, childcare, healh and educaion. 4. Cu down duy on perol, oil and diesel. 5. Increase social welfare if inflaion goes up. 6. Give asylum seekers social welfare paymens equal o everyone else 7. Give more Overseas Developmen Aid. 8. Spend money on Developmen Educaion o help achieve greaer awareness of our increasing muli-culural sociey. Wha similariies do you see beween he wo submissions? Wha differences do you see? So wha did he Governmen do? Here are en hings hey did or promised o do: 1. They decreased duy on unleaded perol by 3c per lire. 2. They increased he duy on cigarees by 4c per packe. 3. They gave up o 132 million euro o improve childcare faciliies. 4. They gave money for Disadvanaged Fund a Primary School. 5. They expanded he early school leavers iniiaive. 6. They gave more funding o Local Auhoriy Housing. 7. More funding over he nex five years o provide housing for homeless million euro o be spen on ravellers healh. 9. All hose aged over 70 years are o ge a free medical card. 10. Increase Overseas Developmen Aid o 238 million euro. Wha is your opinion of he changes he governmen made in he budge? Do you hink he groups go all hey asked for? 147 Uni 4b Busing he Budge

149 BUDGET 2001: Personal Taxaion SOCIAL WELFARE PAYMENTS = example of money ou (all figures in Euro) FACT SHEET 3 Social Welfare Rae in Increase in New Rae Paymens 2000 Budge Unemploymen assisance Adul dependen One paren family Child allowance Child benefi Invalidiy pension Old age conribuory pension (2 aduls over 66) TAXATION = example of money in Personal Saus Bands of Taxable Bands of Taxable Income 2000 Income 2001 Single/Widowed 1 s 21, % 1 s 25, % wihou dependen Balance 44% Balance 42% children Single/Widowed 1 s 25, % 1 s 29, % qualifying for One Balance 42% Balance 42% Paren Family Tax Credi Married couple 1s 35, % 1s 20% (one spouse wih Balance 44% Balance 42% income) Married couple 1 s 43, % 1 s 36, % (boh spouses Balance 44% {wih increase of 13, max} wih income) Balance 42% Personal Allowances Personal Credis Budge 2000 Budge 2001 Single 5, ,500 Married 11, ,000 PAYE Allowance 1, ,000 Addiional Personal Allowances Addiional Personal Credis One- Paren Family 5, , Widowed 5, , Uni 4b Busing he Budge 148

150 Answer shee for Suden Workshee W 2.18 Budge Treasure Hun (1) Sandra is a lone paren wih one child. She canno afford childcare and herefore canno work ouside he home in paid employmen. Budge 00 Budge 01 One paren family Paymen Child Allowance Child Benefi Toal Sandra and her child will gain p.w. from he 2001 Budge (3) Jim is long erm unemployed. In spie of his bes effors he has no succeeded in geing a job ha suis his limied skill. His wife, Ann is no in paid employmen. They have one child. Ann is reaed as an adul dependen. Budge 00 Budge 01 Unemploymen Ass Adul Dependan Child Allowance Child Benefi Toal Jim, Ann and heir child will gain p.w. from he 2001 Budge (2) Pa and Rose are married and are boh employed earning p.a. 63, (i.e. 31, each) beween hem. They have no children. Budge 00 Budge 01 Gross income 63, , Tax- calculaed: 22% = 50,789.02@ 20% = as follows 9, , % = 42% = 8, , gross ax = 8, gross ax = 17, Personal allowance: Personal credi: 22% = = 2, , PAYE Allowance: PAYE credi: 22% = 5,078.95@ 20% = = 3, , = 3, Tax due is 15, Tax due is 13, {i.e. gross ax - Personal {i.e. gross ax - Personal Allowance + PAYE Allowance} credi + PAYE credi} PRSI & Levy Ne income 45, { 63, ,399.5 { 67, ( 15, ,627.09)} ( 13, ,017.61)} Pa and Rose will gain ( 52, , = 6, p.a.) = p.w. from he 2001 Budge 149 Uni 4b Busing he Budge

151 Sample Answers o Suden Workshee W 2.19 Sudens will have o look hrough he informaion conained in he Facshees in order o answer he quesions conained in he Workshee 1. When is Budge Day? December 2. From which pressure/ineres groups were he pre-budge submissions? CORI ICTU 3. Does Ireland spend more or less han he oher EU members on Social Welfare? 4. Do we pay a greaer percenage of axes or a lower percenage of axes o he governmen han any oher EU counry? 5. Give one area ha boh he ineres/pressure groups waned o see addressed in he Budge: Increase Overseas Aid 6. Going hrough he selecions from he pre-budge submissions choose one issue and show how i was addressed in he 2001 Budge. Issue in he pre-budge submission from Improving childcare faciliies ICTU by giving 132 Million Euro I was addressed in he Budge 7. This budge widened he gap beween rich and poor. Say wheher you agree or disagree and give a reason. Those who earned more go more e.g. In one family Sandra go and Pa and Rose in anoher go Lis six conemporary issues which are addressed in he Budge: Early school leavers Smoking Travellers Healh Developmen Housing for he homeless Childcare faciliies 9. Was he issue which you are invesigaing for your Conemporary Issue Task addressed in he Budge? Uni 4b Busing he Budge 150

152 10. Show why you agree or disagree wih he Miniser s saemen The measures I have announced oday: will improve he qualiy of life of all our people, will lead o a fairer sociey, wih opporuniy for all, will raise living sandards for all, and encourage and reward effor and enerprise.. Miniser of Finance, Budge Read he piece below and say wheher you hink his is fair/unfair and explain your reason. There are wo friends, sixeen years old, named Louise and Ciara. They boh require denal reamen cosing , which heir parens pay for. In 2000 Louise s parens pay ax a 22%. A he end of he ax year Louise s parens receive a refund from he Revenue Commissioners of Ciara s parens are beer off han Louise s; hey have some income axed a 44%. A he end of he ax year Ciara s parens receive a refund from he Revenue Commissioners of in respec of denal expendiure. 12. Wha do you hink he Miniser could do abou i? Give ax relief a he same basic rae 13. If you had been he Miniser, wha would you have done in he Budge so ha more people would have benefied? 151 Uni 4b Busing he Budge

153 UNIT 5 CIVIL RIGHTS AND RESPONSIBILITIES LEARNING OUTCOMES AS SPECIFIED IN SOCIAL EDUCATION DESCRIPTOR A he end of his Uni sudens will be able o: - demonsrae an undersanding of heir civil righs and responsibiliies - have a general undersanding of how he Irish legal sysem works - compare he workings of our legal sysem wih hose of oher counries AIM This uni aims o provide eachers wih some informaion and ideas for helping sudens gain a general undersanding of heir civil righs and responsibiliies as well as of he legal sysem in Ireland and oher counries OVERVIEW OF THIS UNIT STEPS THROUGH UNIT 5 Sep One - Undersanding One s Civil Righs and Responsibiliies Sep Two - Undersanding How he Irish Legal Sysem Works Sep Three - Comparing he Irish Legal Sysem wih Oher Counries METHODOLOGY MENU Role-play aciviy wih suggesed scenarios 15 Discussion Discussion/research Visior (Junior Liaison Officer/probaion officer/exprisoner/solicior) Ou-of-school Aciviy (visi o Disric Cour or Circui Cour) Research using differen resource maerial Ç 1 Sep One: Undersanding One s Civil Righs and Responsibiliies TEACHERS TIPS Generally he erm civil righs refers o he righs of ciizens e.g. he righ o freedom, equaliy ec., bu i can be somewha problemaic o isolae civil righs from all oher righs because of he inerdependen relaionship beween he differen caegories of righs, 15 Key Assignmen 12 (role-play abou civil righs) could be compleed by carrying ou one of hese scenarios Uni 5 Civil Righs and Responsibiliies 152

154 namely, civil, poliical, social, culural and economic. For example, voing (a civil righ) can only be exercised if one has an address (a social/economic righ) so people ou of home may no be able o exercise ha righ. Since sudens were encouraged o disinguish beween differen kinds of righs in Conemporary Issues 1 Uni 4, one possible saring poin when looking a civil righs and responsibiliies migh be he caegorizaion of righs; in he UDHR Aricles 1 o 11 are someimes considered o be civil righs. The Irish Council of Civil Liberies can be a useful conac for eachers, should issues arise during his secion ha require clarificaion. Ω ACTIVITY 1. Civil righs role-play Purpose: To help sudens come o some undersanding abou civil righs and responsibiliies. Procedure: The following sequence is suggesed 1. Presen scenario 2. Do role-play 3. Discussion 4. Reveal facs 5. Role-play again/more discussion Possible role plays/discussion opics 1. Righs and responsibiliies when dealing wih he law jury service Scenario An official leer arrives in he pos calling you o aend for jury service on a specified dae. You are nervous abou wha his means and don know if you really wan o do i. Laer on you decide o alk abou i o your moher/faher/friend who ry o persuade you o go. Role-play Involve wo people (he person who received he leer and he paren or friend) and have hem carry ou a conversaion ha migh ake place abou being called o jury service. Afer some discussion and exposiion of he informaion conained in he fac box, he role-play could be repeaed. Discussion quesions Why migh people be nervous abou doing jury service? Why is doing jury service considered o be a righ of every ciizen over 18 years? 153 Uni 5 Civil Righs and Responsibiliies

155 Wha responsibiliy does he person who is called o do jury service have? Wha reasons migh be valid for people no waning o si on a jury? Wha does he law say? BOX From he age of 18 you may be called o serve on a jury in he cour of law. Members of a jury are ciizens who are on he elecoral regiser. If you are called upon o aend for jury service and fail o do so you are commiing a crime and are liable o be fined. If you have a valid reason for no waning o/no being able o serve on he jury (e.g. knowing someone on rial?) i is possible o ge an exempion. You would have o pu your reason in wriing and reques an exempion. FACT 2. Righs and responsibiliies in he workplace Scenario You are 17 years of age and have been working during he summer holidays in a local pub. The owner offers you work during he school erm and alhough you really need he money you hink ha he hours ha he is offering you migh be more han wha is allowed by law. Role-play Two sudens (one playing he suden, he oher he owner of he pub) could role-play he conversaion ha akes place when he owner offers he suden work during he erm. Discussion quesions Wha are he righs of young people in his siuaion? Is he siuaion differen depending on he age of he young person? Wha responsibiliies does he young person have in his siuaion? Wha responsibiliies does he owner of he pub have in his siuaion? Wha does he law say? Wha does he law say? FACT BOX In 1996 he Proecion of Young Persons (Employmen) Ac was passed. I saes he rules by which young people under 18 years of age can work. In 2001 a Code of Pracice concerning he employmen of young persons in licensed premises was produced by a number of organisaions. This code covers 16 and 17 year olds and all second level sudens. Available from Employmen Righs Informaion Uni Dep of Enerprise, Trade and Employmen or ICTU Uni 5 Civil Righs and Responsibiliies 154

156 3. Righs and responsibiliies when dealing wih he gardaí (arres & body search) Scenario You are ou wih some friends and have jus lef a nighclub. One of your friends is behaving srangely and is making a good bi of noise on he sree. The gardaí are called by some people who live on he sree and when hey arrive hey suspec ha your friend has aken drugs. They warn her/him ha hey are going o arres her/him and a body search akes place. Your friend ries o sop he gardaí and she/he pus up a good figh. They handcuff her/him and ake her away o he saion. Role play insrucions Discuss briefly he roles ha are needed for his scenario and ask for voluneers o ake on he pars. Sudens hen role-play he scene ha led o he arres of he friend. Some sudens will have o ake on he role of he gardaí if eaching in a co-educaional school hen having a male and female garda is preferable. Allow he role-play o unfold wihou inerrupion iniially (a few minues of dialogue is pleny). Follow he role-play wih a shor discussion on he righs and responsibiliies of hose involved, using he suggesed quesions given below. The scene is likely o evoke some srong feelings, and some misinformaion regarding arres procedures, power of gardaí ec. may be eviden during he discussion. Don correc he sudens iniially. Afer he shor discussion, reveal he facs given in he fac box and see if hey are surprised by anyhing. Have he sudens repea he role-play if hey hink ha he scenario could have ended in a differen way (e.g. no arres, less resisance/conflic, no calling of gardaí ec.) Discussion quesions Was he scenario real or no, and if no why no? Have any of you ever been in such a siuaion? Wha was i like? Wha righs does he young person who is arresed have in his siuaion? Would you hink ha s/he has any responsibiliies in his siuaion? Wha responsibiliy, if any, do he oher friends have? Wha righs did he people living on he sree have? 155 Uni 5 Civil Righs and Responsibiliies

157 Wha does he law say? Body searches can ake place anywhere a any ime if he gardaí have reasonable suspicion ha here is a need o carry ou one. FACT BOX Women and men can be handcuffed if i is fel ha hey are a danger o hemselves or o ohers. There may be local by-laws prohibiing cerain ypes of behaviour, e.g. drunkenness in public places such as on he srees. Arres procedures: When a person is arresed he officer in charge of he saion mus inform he person wihou delay - in ordinary language why s/he has been arresed - ha s/he is eniled o consul a solicior - ha if over 17 years s/he is eniled o have someone reasonable named by him/her o be informed of her/his being in cusody. If he young person is 17 years or under hey mus have a paren or guardian presen before quesioning (or, if his is no possible, hen a responsible adul wih good sanding can ake heir place) GUIDELINES Drama/Role-Play Do s and Don s DO s Do remember o bring sudens ou of role and allow sufficien ime for de-briefing/discussion Do explore he issue as far as possible in an amosphere of muual rus bu keep conrol of he direcion Do remember ha he sudens will already know somehing/have an opinion abou he issue. Use his o lead hem o furher challenges DON Ts Don use value judgemens ha are inappropriae. Good and bad performances are no a issue, neiher are good or bad moral decisions when hey occur in role. Challenge don judge Ref World Play Exploring: Developmen Educaion Through Drama p5 Uni 5 Civil Righs and Responsibiliies 156

158 2 Sep Two: Undersanding of How he Irish Legal Sysem Works Ç TEACHERS TIPS Maerial which sudens covered in Junior Cycle CSPE could be revisied in order o achieve his learning oucome; CSPE exbooks will provide an accessible source of informaion and aciviies which could be used wih Leaving Cerificae Applied sudens. Topics which could be looked a include he cours sysem, he defence forces and he Garda Síochana, all of which are considered o be means whereby a counry proecs is ciizens. Specific opics which may ineres and be relevan o sudens are Young People and he Law (informaion may be available from he Deparmen of Enerprise, Trade and Employmen and he Naional Youh Federaion nyf@iol.ie) Consumer law (informaion may be obained from he European Consumer Cenre he Environmen (Informaion may be obained from ENFO, An Taisce, he Deparmen of he Environmen and Local Auhoriies), Refugees and Asylum Seekers (informaion may be obained from he Irish Refugee Council, he Deparmen of Jusice, Equaliy and Law Reform), and Equaliy (informaion may be obained from he Equaliy Auhoriy). Discussion quesions on his opic migh include he following: Why do we have laws? Where do he laws come from? Wha sor of laws do we have? Who is who in he legal sysem? How does a counry proec is ciizens? Why do we have prisons? Coming o some undersanding of he Irish legal sysem in an ineracive way migh be achieved by bringing a visior ino he class or organizing a visi o he Disric Cour or Circui Cour. Suggesions for visiors include Juvenile Liaison Officer, probaion officer, ex-prisoner, solicior (checklis for visiors conained in Par Two of he Conemporary Issues I). 157 Uni 5 Civil Righs and Responsibiliies

159 UNIT 6 THE WIDER PICTURE LEARNING OUTCOMES AS SPECIFIED IN SOCIAL EDUCATION MODULE DESCRIPTOR A he end of his Uni sudens will be able o: - describe in general erms he righs and responsibiliies of Irish Ciizens wihin he European Union - examine and conduc an invesigaion ino an issue of imporance o hem in he conex of he European Union and/or he wider world AIM This uni aims o give eachers some informaion and an aciviy o help sudens gain some undersanding of heir righs and responsibiliies wihin he EU. OVERVIEW OF THIS UNIT STEPS THROUGH UNIT 6 Sep One - Describing he Righs and Responsibiliies of Irish Ciizens wihin he EU. Sep Two - Examining and Conducing an Invesigaion ino an Issue wihin he Conex of he EU and/or Wider World. METHODOLOGY MENU Maching Exercise Suden Workshee W2.2 European Union Membership W2.21 EU Ciizenship Addressed by he Conemporary Issue Task Ç 1 Sep One: Describing he Righs and Responsibiliies of Irish Ciizens wihin he European Union TEACHERS TIPS Any naional of a member sae of he European Union is auomaically a ciizen of he European Union. When a naional of one EU counry ravels ino anoher EU counry, he local laws apply. These may be differen from he laws a home. The concep of European ciizenship, which is o complemen, no o replace naionaliy, was creaed by he Treay of Maasrich and furher developed by he Treay of Amserdam. The laer reay developed procedures - o secure he proecion of fundamenal social righs - o comba discriminaion on he basis of sex, race, ehnic origin, Uni 6 The Wider Picure 158

160 religion, belief, disabiliy and sexual orienaion - o provide equal opporuniies for women and men. The creaion of Europol, he European Police Office, has led o closer cooperaion beween he police forces, cusoms services and judicial auhoriies of he member saes. Ω EU ciizens have four specific righs: 1. o move freely and o say in member saes 2. o voe and sand in local and European Parliamen elecions 3. o seek diplomaic proecion from he represenaives of anoher EU diplomaic corps if heir own counry has no represenaives in a counry in which hey are saying. 4. o peiion he European Parliamen and he European Ombudsman on a quesion of maladminisraion by one of he EU s insiuions (e.g. he Commission). ACTIVITY 1. EU membership revised Purpose: To revise sudens knowledge of EU membership Maerials: Copies of Suden Workshee W2.20 European Union Membership for each suden Procedure: Disribue copies of he workshee o sudens Ask hem o fill in he names and he naionaliy ideniy plaes of he EU member saes 2. Maching Righs and Responsibiliies in Europe Purpose: To highligh some of he righs and responsibiliies Irish people have as EU ciizens Maerials: Copies of Suden Workshee W2.21 EU Ciizenship for each suden Procedure: Disribue copies of he workshee o sudens Ask hem o mach he righs (wha you can do when visiing an EU counry) wih a responsibiliy 2 Sep Two: Examining and Conducing an Invesigaion ino an Issue wihin he Conex of he EU and/or Wider World Ideally sudens will carry ou his sep wihin he Task. 159 Uni 6 The Wider Picure

161 STUDENT WORKSHEET W2.1 MEDIA SURVEY SHEET 1. Tick off he forms of media found in your house Newspapers Radio Music Television Inerne Journals Film/video Magazines 2. Name any prin media ha you have read, even briefly, in he pas week (if none leave blank) 3. Tick off from he lis below he differen ype(s) of T.V. programme ha you viewed in he pas week Soaps Curren affairs/documenary Spor Oher Feaure film News bulleins Music programme 4. How many hours of radio (approx) did you lisen o in he pas week (. hours per day x 7 = ) Local radio Naional radio 5. How many hours of music would you lisen o on a school day? 1-2 hours 2-4 hours more han 4 hours 6. When was he las ime you hired a video? wen o he cinema? wached a feaure film? 7. Have you ever surfed he ne? If yes where? (school, home, ne café, friend s house ec.) Wha ype of sies did you visi? 8. Name an issue ha was deal wih recenly on elevision he radio in a newspaper Media Survey Shee 160

162 STUDENT WORKSHEET W2.2 TOPICS OF INTEREST TO YOUNG PEOPLE IN NEWSPAPERS Par 1 Newspaper coverage of conemporary issues In your group ake a brief look a he newspapers you have been given and wrie down 4 5 issues ha are covered and ha migh be of ineres or relevan o young people. Selec one issue ha is covered and answer he following quesions: 1. How much coverage was given o he issue? A lile Pleny 2. Were here phoos abou he issue? Yes No 3. Were he phoos in colour black/whie? 4. Where was he aricle abou he issue locaed in he paper? On he fron page in he firs few pages in he second half of he paper 5. Wha is he one of he aricle/aiude of he reporer in relaion o he issue? negaive posiive sympaheic criical 6. Were he people abou whom he aricle was wrien quoed direcly? Yes No 7. Wha sources of informaion, if any, did he journalis give in he aricle? 161 Topics of Ineres

163 STUDENT WORKSHEET W2.2 TOPICS OF INTEREST TO YOUNG PEOPLE IN NEWSPAPERS Par 2 Newspaper coverage of young people In your group ake a brief look a he newspapers you have been given and find an aricle(s) conaining references o young people. 1. Wha is he one of he aricle/aiude of he reporer owards young people? Negaive Posiive Sympaheic Criical Oher 2. Were young people negaively sereoyped in he aricle? Give an example 3. Young people s issues do no receive much aenion from he media. Do you hink i is because They have no power They are no considered imporan They haven enough money People hink hey never read he paper 4. From your knowledge now of conemporary issues, can you lis oher issues ha are under-repored 5. Why do you hink his happens? 6. Young people are only in he news when hey are roublesome. Find evidence ha suppors or conradics his saemen. Topics of Ineres 162

164 STUDENT WORKSHEET W2.3 ANALYSIS OF A CURRENT AFFAIRS/DOCUMENTARY PROGRAMME Having looked a a curren affairs/documenary programme answer he following quesions: 1. Mos of he acion ook place in 2. These are he issues ha were deal wih 3. Some of he forces a work here were 4. Name a person/group in he programme wih an ineres in he issue 5. I reminded me of in Ireland and abroad 6. Generally he programme was balanced and objecive or biased and sensaionalis 7. I liked 8. I couldn care less abou i because I agreed wih when s/he said because I disagreed wih when s/he said because The informaion here would be useful o me doing my Task YES NO 163 Analysis of Curren Affairs

165 STUDENT WORKSHEET W2.4 MONITORING THE NEWS: LOCAL/NATIONAL RADIO Recorded from: (name of local/naional radio saion) FIRST SECOND THIRD RECORDING RECORDING RECORDING a.m./p.m 1 s iem: a.m./p.m 1 s iem: a.m./p.m 1 s iem: Local/naional/ inernaional News value Local/naional/ inernaional News value Local/naional/ inernaional News value 2 nd iem: 2 nd iem: 2 nd iem: Local/naional/ inernaional News value Local/naional/ inernaional News value Local/naional/ inernaional News value 3 rd iem: 3 rd iem: 3 rd iem: Local/naional/ inernaional News value Local/naional/ inernaional News value Local/naional/ inernaional News value 4 h iem: 4 h iem: 4 h iem: Local/naional/ inernaional News value Local/naional/ inernaional News value Local/naional/ inernaional News value PTO Monioring he News 164

166 STUDENT WORKSHEET W2.4 con. MONITORING THE NEWS: LOCAL/NATIONAL RADIO Carry ou he following aciviies on he group workshee 1. Draw lines from any iems in he firs recording ha are repeaed in he second and/or he hird recording. 2. Highligh he news iems which were broadcas more han once. 3. Coun he number of iems ha were local/naional/inernaional. CHECKLIST WHY ITEMS MIGHT HAVE NEWS VALUE Timely i.e. mus be wha we didn know yeserday: old news is no news Naional/local evens: he closer o home, he greaer news value Prominen people: elie-cenered (i.e. social and poliical saus of people deermines heir news value) Conflic Evens wih imporan consequences for Ireland Scale: e.g. disasers Progress e.g. scienific research Human ineres: elevision news ofen ends wih a human ineres sory o hold he viewers aenion Winners ( also-rans seldom feaure) Availabiliy of picures (for elevision and newspapers) Powerful naions or hose perceived o be powerful Money, poliics, crime, sex, spor, scandal/gossip are very popular! 165 Monioring he News

167 STUDENT WORKSHEET W2.5 ISSUE TRACKING DAILY RECORDING SHEET Issue being racked TV saion on which racking is aking place Tracking period: Dae begun Dae finished Informaion o be noed down during he news bulleins on each day: DAY 1 How was he issue covered? Posiively/negaively/in deph/on he surface/wih images or no? How much coverage did he issue receive? Give deails: e.g. which iem was i on he news/how much airime did i ge? Whose voice was heard? Did he people affeced by he issue speak/did someone speak on heir behalf? DAY 2 How was he issue covered? How much coverage did he issue receive? Whose voice was heard? DAY 3 How was he issue covered? How much coverage did he issue receive? Whose voice was heard? Issue Tracking 166

168 STUDENT WORKSHEET W2.6 FACT or OPINION How can you ell? Useful definiions ha migh help wih his workshee: Fac = somehing ha is definiely rue Opinion = wha he wrier hinks of somehing or someone Commen = o explain somehing Balanced = an equal number of poins for and agains (Edco School Dicionary) 1. Read hough he aricles ha you have seleced and using differen coloured pens or highlighers, mark wha you consider o be 'facs' wih one colour and 'opinions' wih anoher. 2. Selec hree opinions/commens and wrie hem in here A B C 3. If you can find facs o back up hese opinions/commens wrie hem in. A B C 4. Could all he facs be checked? 5. Who or wha are you relying on o provide he informaion? 6. Was i difficul o ell he difference beween fac and opinion/commen? Yes No Explain 7. Fill in he gaps: I hough he aricle eniled' was objecive (balanced) or biased and sensaionalis because (Adaped from 'Media World') 167 Fac or Opinion

169 STUDENT WORKSHEET W2.7 CAMPAIGN ORGANISATIONS Issues and Mehods Below are he names of some well-known organisaions. Do you know (or can you find ou) wha issues hese organisaions campaign on and can you give examples of any mehod(s) ha he organisaions use or have used in heir campaigns? Organisaion Issue(s) hey Mehod Campaign on Used Irish Farmers Associaion (IFA) Irish Naional Organisaion for he Unemployed (INOU) Irish Sociey for he Prevenion of Cruely o Children (ISPCC) Amnesy Inernaional Greenpeace Oher Campaign Organisaions 168

170 STUDENT WORKSHEET W2.8 CAMPAIGN ORGANISATIONS - maching names wih explanaions Below you are given a lis of names of organisaions and a se of quoes from members of he organisaions. Read he quoes and ry o link or mach he names o he explanaions. Name of Organisaion A. Poliical Pary B. Trade Union C. Irish Business and Employers Federaion (IBEC) D. Local Chamber of Commerce E. Irish Counry Women s Associaion (ICA) F. Naional Youh Council of Ireland (NYCI) G. Irish Farmers Associaion H. Irish Naional Organisaion for he Unemployed (INOU) I. Irish Wheelchair Associaion 8. Our organisaion is made up of business people and people from educaion in he local area. We work a developing business locally and we ry o arac new business. 9. We have women members from all pars of Ireland. We are involved in helping women se up businesses and in providing women wih services and courses hey find useful. 1. We look afer he righs of our members o good working condiions. We mee employers and discuss wages and healh and safey in he workplace. We are very concerned abou issues like employmen. 3. We represen unemployed people in Ireland. We wan more people o know he ruh abou he lives of unemployed people and we wan o do somehing o reduce he number of people ou of work. We ry o proec he righs of people ou of work and someimes mee wih he governmen o discuss he issue of unemploymen. 6. We re a large organisaion made up of a number of smaller organisaions all working wih young people. These organisaions come ogeher for raining and o discuss issues common o hem all. We also mee wih governmen deparmens o discuss policies ha migh affec young people. 7. Our members are from farming communiies all over Ireland. We look afer heir ineress on maers like farm income, agriculural? and EU policy on agriculure. We ofen mee wih he governmen o discuss hese maers. 2. We have divided our organisaion ino local branches. We mee regularly o discuss imporan local and naional issues like axaion, unemploymen and changes in our local area. Our ideas are passed on o our naional organisaion. This means ha if we re in governmen our views will influence imporan decisions ha will affec us all. 4. We are an organisaion for business people and employers. We wan o see Ireland s economy grow so we offer our views on he bes way forward and ry o influence he governmen. We wan o see businesses growing and new ones saring. This will bring greaer wealh o us all. 5. We are a volunary organisaion for people wih physical disabiliies. We are divided ino branches which ac as pressure groups locally o see ha services for our members exis in heir areas. We also provide service like spors, herapy and educaional courses for our members. 169 Campaign Organisaions

171 STUDENT WORKSHEET W2.9 INTEREST GROUP CHECKLIST 1. Name of ineres group 2. Issue(s) he group is concerned wih/campaigns on 3. Main aim(s) of he organisaion (may be more han one aim) To improve a service To change governmen policy To change people s behaviour/aiude Oher (explain) 4. Type of aciviy(ies) which he group engages in Lobbying (rying o influence poliicians) Campaigning (organising differen aciviies o arac public ineres) Awareness raising (making people more aware, e.g. educaion programmes, using media ec) Direc non-violen acion (proess, boycos, srikes) Oher 5. Would you join he organisaion? Yes No If yes how would you go abou i? If no, why no? Ineres Group Checklis 170

172 STUDENT WORKSHEET W2.10 NEWSPAPER HEADLINES Roles & funcions of eleced represenaives The following headlines migh be seen in our daily newspapers; can you find he missing poliician(s)/building associaed wih each of hese funcions? Each do represens a leer. Supreme Cour gives judgemen a he Four... Governmen appoins new European Commission. o The Presiden, reviews army in parade. of he army, Miniser for... presens his Budge o Dáil.... chairs cabine meeing while Taoiseach aends alks in London.... mees her Deparmen officials o discuss conroversial legislaion. American ambassador presens his credenials a The... nominaes 11 new members o he Senae signs new Bill ino law oday. Local.. mees consiuens in Advice..... Newly eleced s ake heir seas in Srasbourg. Uproar in a Quesion Time. LEINSTER HOUSE M.E.Ps COMMISSIONER TD CLINIC FINANCE THE PRESIDENT TD TAOISEACH TANAISTE MINISTER COMMANDER-IN-CHIEF ARAS AN UACHTARAIN COURTS 171 Newspaper Headlines

173 STUDENT WORKSHEET W2.11 TYPES OF ELECTIONS Insrucions: Decide which definiion or descripion (A o E) fis wih each ype of elecion (1 o 5) and join hem up. TYPE OF ELECTION DEFINITION 1. LOCAL ELECTION A. An elecion held o elec members o he European Parliamen (MEPs). Held every five years in June. 2. BYE-ELECTION B. An elecion held o elec he presiden of a counry. In Ireland i akes place every seven years. 3. GENERAL ELECTION C. An elecion held o elec members o local governmen or Local Auhoriies 4. PRESIDENTIAL ELECTION D. An elecion held o replace a TD when a sea has become vacan due o deah or resignaion. 5. EUROPEAN E. An elecion held o elec members o Dáil Eireann. I akes place a leas every five years. Followed by elecions o Seanad. Types of Elecions 172

174 STUDENT WORKSHEET W2.12 THE LANGUAGE OF POLITICS - WORDSEARCH ACTIVITY The words below are all conneced in some way wih voing. Can you find each of hese words hidden in he wordsearch box? Ac Ballo Candidae Consiuency Democracy Elecion Pary Poll Quoa Sea Spin Docor Spoiled voe Tally Poliics S P O I L E D V O T E A N O I T C E L E Q V Q U S P I N D O C T O R U O Y C N E U T I T S N O C O L A T E N Q D E F T C N I A N V U T O L L A B C N O N D E M O C R A C N I I B A I P O Q R Y U A C T F I C D N R T S T P A R T Y L M A E A B O L E R L L O P B T A U A P O L I T I C S S E A T S P O I L E D V O T E A N O I T C E L E Q V Q U S P I N D O C T O R U O Y C N E U T I T S N O C O L A T E N Q D E F T C N I A N V U T O L L A B C N O N D E M O C R A C N I I B A I P O Q R Y U A C T F I C D N R T S T P A R T Y L M A E A B O L E R L L O P B T A U A P O L I T I C S S E A T 173 The Language of Poliics

175 STUDENT WORKSHEET W2.13 VOTING TERMINOLGY Complee he senences in he workshee by choosing one word from he word bank below. The number of voes or voers recorded during an elecion is known as he.... The minimum number of voes needed o guaranee he elecion of a candidae is called a.... Someone who is seeking/rying o be eleced or who is nominaed for elecion is a.... A group of people unied in a cause or opinion and aking sides on public quesions is a.... Anoher word or erm used for voing (as in secre voe) is a... A group of voers who elec represenaives and he area ha is hen represened is called a... Ballo papers where no preference has been given o candidaes on he ballo paper (e.g. X used insead of 1, 2, 3 ec) or where he ballo paper has been wrien on is called a The use of compuers insead of paper o cas a voe is called... WORD BANK Ballo, poll, pary (i.e. poliical pary), candidae, spoiled voe, consiuency, quoa, elecronic voing Voing Terminology 174

176 STUDENT WORKSHEET W2.14 MATCHING TERMINOLOGY Mach he erm wih he appropriae explanaion given Term o do wih voing Ballo Poll Pary (i.e. Poliical Pary) Candidae Consiuency Quoa Spoiled voe Elecronic Voing Explanaion The number of voes or voers recorded during an elecion e.g. polling card, polling booh. A group of people unied in a cause or opinion and aking sides on public quesions. Anoher word or erm for voing, e.g. ballo paper, ballo box, secre ballo ec Ballo papers where no preference has been given o candidaes on he ballo paper (e.g. X used insead of 1, 2, 3 ec) or where he ballo paper has been wrien on. The use of compuers insead of paper o cas a voe. A group of voers who elec represenaives and he area ha is hen represened. Someone who is seeking/rying o be eleced or who is nominaed for elecion. The minimum number of voes needed o guaranee elecion of a candidae 175 Maching Terminology

177 STUDENT WORKSHEET W2.15 POLITICAL PARTIES IN IRELAND The able below gives he names of he main poliical paries in Ireland a he momen. Using he websies given find ou he informaion needed o complee he able. Work on your own or in small groups o download he informaion from he compuer. POLITICAL SYMBOL/ICON Pary Curren issue/policy PARTY e.g. colour, shape ec leader of imporance (Draw i if possible) o he pary FIANNA FAIL FINE GAEL THE LABOUR PARTY PROGRESSIVE DEMOCRATES democras.ie THE GREEN PARTY SINN FEIN THE SOCIALIST WORKERS PARTY Poliical Paries in Ireland 176

178 STUDENT WORKSHEET W2.16 CONSTITUTIONAL REFERENDUM Use he informaion in he Suden Facshee on Referenda (plural of referendum!) o answer he following quesions 1. Wha is he purpose of a referendum? 2. Who can voe in a referendum? 3. In wha way is he ballo paper used in a referendum differen o ha used in a general elecion? 4. In wha way is he sysem of voing he same as in oher elecions? 5. From he lis of referenda can you pick ou one ha has, or could have, affeced your life in some way? Explain/give a reason for your answer. 177 Consiuional Referendum

179 STUDENT WORKSHEET W2.17 VISIT TO A POLITICIAN S CLINIC Noe quesions 1 6 should be filled in before your visi and he res afer your visi o a polician s clinic. Before he visi 1. I found ou abou he days and imes of he local poliician s clinic by (by looking in he local newspaper, by phoning ec) 2. The name of he poliician is and she/he belongs o (name he poliical pary). 3. The purpose of he clinic is 4. One issue which I will bring up wih he poliician is (hink abou a local burning issue) 5. Some of he poins which I will make will be 6. Oher issues which I migh bring up are (hink abou an issue ha has a wider focus, maybe European or global) Afer he visi 1. I visied he clinic on 2. I found he visi (ineresing, boring, saisfacory, unsaisfacory ec.; pu in your own word) because 3. I found ou ha his/her view on he issue of was Visi o a Poliicans Clinic 178

180 STUDENT WORKSHEET W2.18 BUDG T TR ASUR HUNT Using he informaion in STUDENT FACTSHEET 3 BUDGET 2001 PERSONAL TAXATION, fill in he missing figures. Budge 00 Budge 01 One paren family paymen Child allowance Child benefi Toal (1) Sandra is a lone paren wih one child. She canno afford childcare and herefore canno work ouside he home in paid employmen. Budge 00 Budge 01 Gross Income 63, , (rise incremens & aggreemens) Tax PRSI & Levy Toal (2) Pa and Rose are married and are boh employed earning 63, p.a. beween hem. They have no children. Unemploymen Assisance Adul Dependan Child Allowance Child Benefi Budge 00 Budge 01 Toal (3) Jim is long erm unemployed. In spie of his bes effors he has no succeeded in geing a job ha suis his limied skills. His wife is no in paid employmen so she is considered o be adul dependen. They have one child. Jim, Ann and heir child will gain... p.w. from he 2001 Budge 179 Budge Treasure Hun

181 STUDENT WORKSHEET W2.19 BUDGET ROUNDUP Search hrough he STUDENT FACTSHEETS 1, 2 and 3 o find ou he answers o hese quesions 1. When is Budge Day? 2. From which wo pressure/ineres groups were he pre-budge submissions? 3. Does Ireland spend more or less han he oher EU members on Social Welfare? 4. Do we pay a greaer percenage of axes or a lower percenage of axes o he governmen han any oher EU counry? 5. Give one area ha boh he ineres/pressure groups would like o see addressed in he Budge 6. Going hrough he selecions from he pre-budge submissions choose one issue and show ha i was addressed in he 2001 Budge: Name he issue and from which pre-budge submission i came. Say how i was addressed in he Budge 7. Find an issue in he pre-budge submissions ha was no deal wih in he Budge and say why you hink ha i should have been addressed 8. This budge widened he gap beween rich and poor. Say wheher you agree or disagree and give a reason. PTO Budge Round-Up 180

182 STUDENT WORKSHEET W2.19 BUDGET ROUNDUP con. 9. Lis six conemporary issues which are addressed in he Budge: 10. Was he issue which you are invesigaing for your Conemporary Issue Task addressed in he Budge? 11. Show why you agree or disagree wih he Miniser s saemen The measures I have announced oday will improve he qualiy of life of all our people, will lead o a fairer sociey, wih opporuniy for all, will raise living sandards for all, and encourage and reward effor and enerprise.. Miniser of Finance, Budge Read he piece below and say wheher you hink his is fair/unfair and explain your reason. There are wo friends, sixeen years old, named Louise and Ciara. They boh require denal reamen cosing which heir parens pay for. In 2000 Louise s parens pay ax a 22%. A he end of he ax year Louise s parens receive a refund from he Revenue Commissioners of Ciara s parens are beer off han Louise s; hey have some income axed a 44%. A he end of he ax year Ciara s parens receive a refund from he Revenue Commissioners of in respec of denal expendiure. 13. Wha do you hink he Miniser could do abou i? 14. If you had been he Miniser, wha would you have done in he Budge so ha more people would have benefied? 181 Budge Round-Up

183 STUDENT WORKSHEET W2.20 EUROPEAN UNION MEMBERSHIP (in 2002) On his map of Europe inser he names of he member saes of he EU along wih heir naionaliy ideniy plae. MEMBER STATES Ausria Finland Greece Germany Spain Denmark Belgium Porugal Ireland Sweden Ialy France Luxembourg Neherlands Unied Kingdom L A FIN I PL B NL GR DK D IRL F GB S E European Union Membership 182

184 STUDENT WORKSHEET W2.21 EU CITIZENSHIP Insrucions: Below are some hings ha you are eniled o do when you visi an EU counry (i.e. your righs) along wih some responsibiliies ha you have relaed o hese righs. Can you find he responsibiliy (1 o 9) ha corresponds o or maches each righ (a o i)? Visiing anoher EU counry, you can I is your responsibiliy o a ge free legal aid 1 have sufficien means o suppor yourself b purchase safe oys for 2 have a valid passpor under 14s c consume pre-packed 3 check ha hey have he foods wih confidence CE mark which indicaes hey have reached he required safey sandard d voe in local elecions 4 see you have he educaional requiremens necessary e access free, immediae 5 check he sell-by dae medical help f have a holiday 6 regiser on he elecoral lis g sudy/undergo raining 7 bring an E111 form h say longer han hree 8 obain a residence permi monhs i reire 9 check if you are eniled o i a home 183 EU Ciizenhship

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188 Conens Inroducion pages Conemporary Issue Task 188 How o use his Handbook 189 Organisaional Issues Working in Small Groups 192 Inegraion of Teaching and Learning 193 Presenaion Skills 194 A Range of Conexs 195 Poenial Resources 196 Teachers Framework Sage One: Inroducing he Task 197 Sage Two: Choosing an Issue 199 Sage Three: Invesigaing an Issue 203 Sage Four: Acing on an Issue 211 Sage Five: Bringing i all Togeher 214 Suden Handous Suden Shee 1: The Task Journey 218 Suden Shee 2: Task Proposal Form 219 Suden Shee 3: Invesigaing Issues 221 Suden Shee 4: Primary and Secondary Research 222 Group Aciviy Shee 1: Our Planning Experience 223 Suden Shee 5: Seps on My Journey 224 Suden Shee 6: I am Responsible For 225 Group Aciviy Shee 2: Inerviewing 226 Suden Shee 7: Planning Shee for Conacing a 227 Person or Organisaion Suden Shee 8: Carrying ou a Survey Using A Quesionnaire 228 Suden Shee 9: Weekly Planning Shee 230 Suden Shee 10: Wha Does all This Tell Me? 231 Suden Shee 11: My Analysis 233 Group Aciviy Shee 3: If We Were We Would 234 Group Aciviy Shee 4: Acion Speak Louder Than Words 235 Suden Shee 12: Acion Box 237 Suden Shee 13: My Issue 238 Suden Shee 14: Review Shee 239 Suden Shee 15: Some Quesions o Ge You Sared 240

189 CONTEMPORARY ISSUE TASK The Conemporary Issue Task is an opporuniy for sudens o selec an issue of social significance, and carry ou an invesigaion and an acion in relaion o i. The issue may be of local or global significance - if he former, i mus be placed in a naional and/or global conex; if he laer, local links mus be made. For example, if a group of sudens are invesigaing child slavery in India hey could begin by making a comparison beween children s work in Ireland and in India. If appropriae, hey could hen move o making he link beween child slavery and he demand for cheap goods in he wesern world. Teachers are advised o familiarise hemselves wih he Deparmen of Educaion & Science guidelines in relaion o examinaion modes and crieria. Currenly assessmen akes he form of wrien repors and an oral inerview which includes a presenaion. The inroducion of his new Task poses many challenges for eachers. As a resul he Leaving Cerificae Applied Suppor Service, Comba Povery Agency, he Naional Commiee for Developmen Educaion and Trócaire came ogeher wih a focus group of Leaving Cerificae Applied eachers o develop his resource. This secion should be used in conjuncion wih Conemporary Issues I and II as here are significan inerconnecions beween all elemens of he programme. AIM This handbook aims o suppor eachers of Leaving Cerificae Applied as hey faciliae heir sudens in developing an undersanding of and capaciy o ac on conemporary issues. OBJECTIVES To inroduce eachers o a process-based learning approach o he Conemporary Issue Task To give eachers a number of aciviies ha may faciliae sudens learning To share good pracice among Leaving Cerificae Applied eachers in relaion o he Conemporary Issue Task To offer eachers a number of workshees and handous which may be of benefi o heir sudens To develop among eachers an awareness of oher resources ha are available o hem and heir sudens. WARNING! This handbook should be viewed as a suppor raher han a course o be followed and herefore he suggesed aciviies and workshees may need o be adaped o sui your paricular conex and ha of your sudens. Conemporary Issue Task 188

190 HOW TO USE THIS HANDBOOK This handbook is divided ino hree secions. 1. Organisaional Issues The Conemporary Issue Task is a definable aciviy in erms of eacher and suden ime. The big challenge facing many eachers is how o organise i in a way ha can ensure ha sudens complee he Task wihin he given imeframe. This secion helps eachers o idenify key organisaional issues ha can help prepare he way for supporing sudens. 2. The Framework Secion for Teachers While here is a variey of approaches o supporing sudens underaking a Conemporary Issue Task, his handbook is based on a framework approach o learning. The framework approach is designed o provide eachers wih a view of he Task as a cyclical learning process, based on five sages ha culminae in helping sudens o bring heir learning ogeher. These sages are: STAGE ONE: Inroducing he Conemporary Issues Task: This sage is concerned wih re-inroducing conemporary issues and preparing sudens for he Task. STAGE TWO: Choosing an Issue: This sage involves sudens idenifying from a range of conemporary issues ha issue hey chose o develop for heir Task. STAGE THREE: Invesigaing an Issue: This sage is concerned wih supporing sudens during he invesigaion and in he processing he informaion hey gaher. STAGE FOUR: Acing on an Issue: This sage is concerned wih he acion dimension of he Task. STAGE FIVE: Bringing i all Togeher: This sage focuses on enabling sudens o reflec on heir learning. 189 Conemporary Issue Task

191 The Teachers Secion presens each sage as a discree uni bu eachers need o be aware ha sages overlap and herefore hey may no need o focus on each sage in is enirey. Each STAGE in he framework secion is presened under he following headings: Ç Ω Link o Programme Saemen This links he sage o a specific aspec of he Programme Saemen of Leaving Cerificae Applied. Aim This oulines for he eacher he overall aim of his sage. Overview of Sage This provides eachers wih an overview of he sage and idenifies key mehodologies which he eacher can use and also refers o specific workshees hey will need. Teachers Tips Where appropriae ips from oher eachers are given as a way of alering eachers o issues ha migh arise or background informaion hey migh need. Aciviies Where aciviies are given in deail eachers will be advised of he purpose of he aciviy, he maerials needed and he procedure hey may follow. Throughou he handbook references are made o Conemporary Issues I and Conemporary Issues II, he oher wo resources which are available in his resource file. These references are highlighed and generally link o aciviies ha are clearly described in hese resources. 3. Suden Handous Secion This secion includes workshees (individual and group) and aciviy shees (shees which can be given o small groups of sudens which ouline an aciviy hey can do ogeher) ha can be phoocopied. Teachers should be aware ha hese workshees and aciviy shees migh be beer used as a emplae for designing heir own maerials. Conemporary Issue Task 190

192 ORGANISATIONAL ISSUES Before inroducing he Conemporary Issue Task o your sudens, here is a number of organisaional issues o consider. The Task is designed o amoun o 10 hours work and herefore is a definable aciviy in erms of eacher and suden ime as well as suden oupu. The big challenge facing many eachers is how o organise his in a way ha achieves he aims and objecives of he Task. Some of he quesions below may help guide your planning a his early sage Will you include oher eachers in supporing he sudens, paricularly in relaion o he inegraion of oher curricular areas or skills? Will you be able o develop presenaion skills among your sudens in order o prepare hem for heir inerview? Will you be able o suppor your sudens in undersanding heir issue across more han one conex? Can you ensure ha sudens have access o poenial resources ha migh suppor hem in he differen sages of heir ask? 1 Will you advocae individual or small group Tasks or a combinaion of boh? 191 Conemporary Issue Task

193 1 Working in small groups While he main responsibiliy for his Task ress wih he suden, he Conemporary Issue Task may be carried ou on an individual or group basis. Teachers of Leaving Cerificae Applied gave he following reasons for encouraging sudens o work in small groups: Learning o Live Togeher Skills Developmen The Scale of he Task Supporing he Sudens Reflecs Real Life Social Educaion is abou learning o live ogeher; i should encourage group aciviy. The Pracical Achievemen Task and Personal Reflecion Task mus be individual so i is good o encourage group aciviy in his Task as i will help develop sudens inerpersonal skills. A small group Task helps sudens develop a range of planning, organisaional and acion skills. The scale of he differen aciviies o be underaken during he Task benefis from he inpu of more han one suden. I is easier for a eacher o suppor four or five groups underaking a Task han supporing each suden underaking heir own. Sudens can benefi from he experience of working in groups o ake acion on an issue of ineres o hem as mos civic, social or poliical acions happen hrough group aciviy, for example communiy groups, residens groups, campaign or lobby groups. Should you advocae group work you need o remember he following: Groups can be formed under an umbrella heme bu each group mus be underaking a differen Task. For example, a umbrella heme could be Children s Righs and wihin ha heme here are four ask groups: one examining children and work, anoher examining children and educaion, anoher could examine children and healh, and a fourh could look a children and he law. Therefore unlike CSPE he idea of a whole class underaking a ask on he same issue is no wha is being advocaed here There may be some sudens in your class who will wan o work on heir own and should be faciliaed. Having a mix of individual and small groups may be he naural way your class will divide. Conemporary Issue Task 192

194 2 Inegraion The Conemporary Issue Task should develop links wih oher relevan areas of he curriculum and apply learning from oher Leaving Cerificae Applied courses. Under he assessmen crieria sudens mus be able o evidence cross-curricular applicaions. Teachers of Leaving Cerificae Applied have suggesed he following consideraions in regard o inegraion: Linking Conen Linking Skills Plan Early Work wih he Team Work wih he Sudens Some issues ideally lend hemselves o crosscurricular linking, for example he Invesigaion Sage of he Task migh involve media racking. I is imporan herefore o find ou who will be eaching English and Communicaions during Session Three (opporuniies for oher links are suggesed below). The ransfer of skills developed on anoher module is also an imporan aspec of inegraion. Remember o help your sudens idenify he range of skills hey have inegraed in his Task for example, mahemaical skills, research skills ec. Linking wih oher eachers can be difficul if hey are working on heir own modules, so he earlier you alk o hem he beer. The ideal siuaion is o work wih he Leaving Cerificae Applied eam in school o examine he links beween he Tasks chosen by he sudens and oher key curricular areas. As sudens iniiae he Task ask hem o creae a web of links o oher curricular areas. Examples of Links Childcare/Communiy Care: Module 2, Equal Opporuniies, Module 3, Educaion & Childcare Services in he Communiy. English & Communicaions: Module 3, The Communicaions Media Vocaional Preparaion: Module 6, Communiy Involvemen/Developmen Volunary Agencies. Religious Educaion: Module 3: A Living Faih: Themes: life issues, jusice and peace issues 193 Conemporary Issue Task

195 3 Presenaion Skills From an organisaional poin of view i is imporan o plan for developing presenaion skills among your sudens because a) he acion elemen of he Conemporary Issue Task may ake he form of a presenaion on he issue invesigaed o anoher class or group e.g. parens b) he assessmen of he Conemporary Issue Task currenly includes a simple oral presenaion of 2-4 minues duraion by he suden o he examiner, wih he opional use of supporing visual maerial, as par of an individual inerview of no less han en minues in duraion. Teachers of Leaving Cerificae Applied have suggesed he following: Build in Presenaion Skills from he Beginning Include a Variey of Conexs Vary Presenaion Conen Use Differen Media Pracice Presenaion Make i a Team Effor Build in he developmen of presenaion skills from he beginning. Opporuniies for developing presenaion skills can happen a each sage, for example, in he choosing an issue sage hrough asking sudens o presen for one minue on he issue of heir choice. I is imporan for sudens o gain confidence in making a presenaion o ohers. Consider giving sudens he opporuniy o presen heir learning in a variey of conexs: begin wih presening o each oher in heir small group, hen expand his o he whole class, o oher classes ec. Vary presenaion aciviies, for example, ask sudens o presen on he issue and on anoher occasion ask hem o presen on wha hey did and how hey did i. Using visual maerial can be a disracion, so give sudens opporuniies o pracice using differen media, an issues char, a se of phoographs or for hose more compuer lierae - a power-poin presenaion. Give sudens pracice a presening heir final presenaion, e.g. similar o mock inerviews. This migh be bes carried ou in fron of a differen eacher or perhaps could involve parens. Talk o oher eachers on he Leaving Cerificae Applied eam, as presenaion skills are imporan in oher courses as well, paricularly in English and Communicaions, Vocaional Preparaion, Communiy Work, Religious Educaion and Science. Conemporary Issue Task 194

196 4 A Range of Conexs Sudens need o develop a capaciy o consider heir chosen issues in relaion o more han one conex. For example, if an issue is examined a a local level hen he suden is expeced o also discuss i in a wider naional and/or global conex. If he issue seleced is a global issue hen he suden is also expeced o discuss is naional and/or local dimension(s). Leaving Cerificae Applied eachers have recommended he following poins for consideraion. Begin o Build a Resource Box or Library Consider he Deph and Level of Undersanding Reurning o he Conceps Avoid Tagging on Anoher Conex The Time Dimension There are many educaional resources which have aciviies eachers can use during he Task o help sudens develop he global dimension o issues. A his sage i would be useful o send away for he caalogues of resources from he agencies lised on Page 11 Consider he deph and level of undersanding your sudens can aim for. Some issues lend hemselves very well o having boh a local and global dimension for example, he clohes we wear and where hey are made and under wha condiions hey are made. (See Page 7 in he General Inroducion for furher explanaion) Reurning o he conceps may help eachers and sudens idenify he wider conex for issues. For example, if a group is examining drugs a a local level, he concep of he law may help hem develop he naional dimension e.g. par of heir invesigaion would involve finding ou wha he law in Ireland is in relaion o drug smuggling. I is imporan o build in an addiional conex from he beginning of he Task. Teachers may need o ake a very pro-acive role and research he local and/or global dimension of an issue as hey suppor heir sudens o do so. When examining differen conexs, eachers can also encourage sudens o consider ime as a conex and examine how an issue has changed or developed over ime. 195 Conemporary Issue Task

197 5 Poenial Resources Ideas and resources for Conemporary Issue Task are available from a number of sources. Gahering resources for use during he Task is an imporan aciviy and many eachers se aside par of he school library for such informaion or else dedicae a secion of heir room o conemporary issues. Local People Organisaions Prin Media Video and Film Compuer Resources Educaional Maerials Conemporary Issue Task Local people can be a vial suppor o you and your sudens during his Task. For example, he local garda, public healh nurse, a person who works wih a local communiy developmen projec or organisaion, a person who has worked overseas, can provide your sudens wih an imporan source of informaion or ideas for heir Task. Sudens can be encouraged o go ou o hese members of he communiy or invie hem in as par of heir invesigaion. Many organisaions wih a local and/or global focus can provide sudens wih informaion on conemporary issues. Be warned hough ha he maerial produced by mos organisaions is for he general public and herefore may be quie complex and demand high lieracy skills. Newspapers and magazines can be an ideal source of informaion and ideas. Local shops are ofen willing o keep old newspapers, so maybe make conac wih your local newsagen. Magazines can also provide visual maerials, aricles, informaion ec which are useful for supporing sudens invesigaions. Many films have a conemporary issues focus and can be used as resources boh for inroducing conemporary issues and for invesigaion. See Page 69 for a lis of film and video resources Sudens can enjoy accessing informaion hrough he inerne or hrough using CD Rom and oher compuer resources. Many organisaions produce CD Rom and hese can be more aracive o sudens han he prined maerials. REMEMBER TO GUARD AGAINST STUDENTS DOWNLOADING REAMS OF INFORMATION FROM THE INTERNET. Educaional maerials are available from a number of groups and agencies on a variey of conemporary issues. The value of hese maerials is ha hey can include aciviies ha you can use wih your sudens during he Task which may provide informaion as well as help sudens develop an deeper undersanding of heir issue. 196

198 STAGE ONE INTRODUCING THE TASK PROGRAMME STATEMENT AND OUTLINE OF STUDENT TASK The purpose of he Conemporary Issue Task is o develop and apply o an invesigaion and accompanying acion, he knowledge, skills and undersanding which he suden has gained from compleing he Social Educaion course, in paricular, and from oher courses which are par of he Leaving Cerificae Applied Programme. AIM The aim of his sep is o re-focus he area of Conemporary Issues and o inroduce sudens o he Conemporary Issue Task OVERVIEW OF THE STAGE STEPS THROUGH THIS STAGE Re-inroducing he Theme of Conemporary Issues Inroducing he Task METHODOLOGY MENU A range of aciviies o help eachers re-inroduce he heme of Conemporary Issues is available in Uni I Geing Sared: Conemporary Issues I (pages 18-19). Teachers can inroduce he ask by giving sudens an explanaion of he naure of he Task and wha hey need o do using he programme guidelines as he basis of he discussion. Anoher mehod could be o use Suden Shee 1: The Task Journey o explain he process and o help sudens idenify how hey feel abou he Task. (See Deailed Aciviy Below.) 197 Sage One Inroducing he Task

199 Ç Ω TEACHERS TIPS Remember o decide how you are going o inroduce he ask. Some eachers sugges ha you inroduce he Task o your sudens incremenally, i.e. do no presen he whole picure o hem a once. Ohers would sugges ha you le sudens know wha sage hey are a and wha hey are aiming for. Remember o clarify he sages. Explain each sage clearly o he sudens paricularly wha is mean by an invesigaion and an acion. In he conex of Leaving Cerificae Applied invesigaion is concerned wih finding ou. For example, a suden or group organises for an ouside visior o come o he class and he purpose of he visi is o find ou informaion, hen his is a valid invesigaion aciviy. However, he idea of acion is relaed o impacing on he issue. If for example, a group of sudens discovers ha anoher class has a paricular se of aiudes o an issue ha worries hem, hey migh arrange for an ouside visior o alk o hem. This is a valid acion because i is rying o impac on he issue, raher han rying o find ou informaion. Reflecion. I is imporan o give sudens he opporuniy o consider how hey feel as hey begin he ask. Such reflecions can be recorded and used by he suden when reflecing back on he whole process. ACTIVITY 1. The Task Journey Purpose: The purpose of his aciviy is o give sudens he opporuniy o see he Task as a se of sages hey will go hrough. I allows hem o grasp he bigger picure and gives eachers an opporuniy o explore wha fears sudens migh have. Maerials: A copy of Suden Workshee 1: The Task Journey for each suden. Procedure: Having re-inroduced he heme of Conemporary Issues give each suden a copy of he Suden Shee 1: The Task Journey Explain o sudens ha he idea of he Task is similar o a journey along which here are differen seps hey need o ake Once he sudens are familiar wih he journey ahead, give hem ime o wrie heir iniial houghs abou i. This can be useful o keep as hey migh wan o reflec back a a laer sage on how hey fel beginning he Task Ask he sudens o share wha hey have wrien in groups of hree or four and follow his by an open discussion wih he whole class on he fears hey have and wha hey migh need o overcome hem Sage One Inroducing he Task 198

200 STAGE TWO CHOOSING AN ISSUE PROGRAMME STATEMENT AND OUTLINE OF STUDENT TASK The issue o be invesigaed may arise naurally from opics or hemes covered in he Social Educaion course or may be chosen by sudens as of paricular concern or ineres o hem, even hough no direcly addressed in he modules. AIM The aim of his sage is o enable sudens o idenify he issue hey wan o invesigae and ake acion on for heir CI Task. OVERVIEW OF STAGE STEPS THROUGH THIS STAGE Idenifying Top Issues Opional... Developing a Class Theme Drawing up a Task Proposal METHODOLOGY MENU Sudens may begin a a broad level, being ineresed in a wide number of issues e.g. family issues, communiy issues, global issues, ec. so i is imporan o encourage sudens o negoiae and decide on he issue ha is of mos ineres. Ask sudens o rank or voe on a range of issues. See Conemporary Issues I: Uni 2 Behind he Scenes (pages 26-27) for explanaion on ranking aciviies. The eacher can lis a number of issues ha he sudens have menioned and ask he class o see if hey can group hese issues under a paricular heme e.g. Our Communiy, Children s Righs, or Povery. Be careful choosing a class heme does no mean ha every suden is carrying ou a ask on he same issue. I is imporan o encourage sudens o be clear on heir Task before hey begin. This can be helped hrough he use of Suden Shee 2: Task Proposal Form. See Deailed Aciviy Below. 199 Sage Two Choosing and Issue

201 Ç TEACHERS TIPS Begin by helping sudens o choose an issue ha is suiable for a Task. For example, using simple acronyms such TICTAC eachers (you can even bring in a few boxes of ic-acs) can encourage sudens o undersand ha heir Task mus include: T: Time: Remember you have o complee his Task in en hours; I: Ineres: Remember you mus be ineresed in he issue you chose; C: Clear Purpose: Remember ha you mus have a clear aim for your Task and clear quesions o which you wan answers; T: Targes: Remember you mus be able o se clear arges for each sage; A: Acion: Your Task mus include an acion which will help effec he issue; C: Close: Remember ha you mus be able o close your Task hrough producing evidence of wha you did a each sage. Say focussed on ciizenship issues raher han personal issues. If sudens choose an issue like pregnancy be careful ha hey are no jus looking a i as a personal issue for example, how do people ge pregnan, wha changes in your body come abou from pregnancy, ec. If sudens choose pregnancy as a issue hen i is imporan ha hey examine he more poliical dimension of pregnancy, for example, how does he governmen provide for pregnan eenagers? Wha services are available for pregnan eenagers? How do eenagers in your local area feel abou he services available o hem? Remember ha each ask has o include a meaningful acion. The acion mus be designed o impac on he issue, hrough creaing awareness, direcly campaigning on an issue or aking some kind of pracical acion. While i is no necessary ha sudens should have a fixed idea abou heir acion a his sage, i is imporan ha he eacher begins o consider a range of possible acions so ha he/she can suppor he sudens. Remember he fac ha each ask mus reflec more han one conex. Sudens need o be promped regularly o consider heir issue wihin a broader conex. Remember par of he purpose of he ask is o help sudens broaden heir worldview. For a furher explanaion of wha is mean by local/global perspecive see Conemporary Issues I: Uni 3 : Making Links. (Pages 37-38) Help sudens o keep on-going records of heir aciviies as hese will provide imporan evidence of heir learning. Sage Two Choosing and Issue 200

202 Ω Ç ACTIVITIES 1. Using he Task Proposal Form TEACHERS TIPS As his form demands a cerain level of lieracy and concepual hinking for sudens, i is advised ha eachers would ake some ime o work hrough his form wih heir sudens. Teachers should also noe ha some secions can be opional. Some eachers asked sudens o presen heir proposal o a panel of eachers. This gave he process of choosing an issue a degree of imporance. I also allowed for an iniial opporuniy for sudens o make a shor presenaion. Remember he ask is a learning process and while he proposal gives eachers he opporuniy o ensure ha sudens have some ideas abou how o proceed hey can encourage sudens o make changes ha are necessary during heir Task. Purpose: The overall purpose of his aciviy is o help sudens consider he breadh of he ask process before finally selecing heir issue. Maerials A copy of he Suden Shee 2: Task Proposal Form for each suden or group (as you wish o use i) Procedure Divide sudens ino small groups. Ask each group o examine he form and o discuss he firs wo quesions: 1. Name of issue 2. Why is his issue of ineres o us? Sudens should be able o give a leas four reasons To help sudens explore he naure of he issue, he eacher needs o lead a discussion on wha is mean by he erms social, economic, culural, poliical/civil. (Sudens will have explored his erminology in Conemporary Issues I Uni 1: Geing Sared. Teachers may wish o revisi his hrough an aciviy such as Shoe Box Soring on Page 24) To explore where and how he effecs of his issue can be fel, he eacher needs o lead a discussion on wha is mean by local, naional and global. Remember no all issues will have effecs across all conexs. (Sudens will have explored his erminology in Conemporary Issues I Uni 3: Making Links bu eachers may wish o revisi his hrough an aciviy such as Making Local- Global Links on Page 39) 201 Sage Two Choosing and Issue

203 Encourage sudens o lis some of heir ideas or assumpions hey already have abou he issue before wriing wha hey know. I is imporan ha sudens begin o lis wha hey wan o find ou. Emphasising his is imporan as i means ha sudens have o hink very clearly abou he aim of heir invesigaion. Encourage sudens o draw up an iniial plan which oulines who will do wha. Discuss wih sudens possible acions hey migh ake. Encourage sudens o consider possible presenaion modes. Conclude by asking each group/individual o presen heir proposal form o he class for discussion. (Teachers can ask oher eachers o be involved a his sage) GUIDELINES FOR ASSESSING TASK PROPOSAL FORMS Teachers can assess he degree o which sudens are ready o begin from considering he following quesions. Time: Will your sudens o be able o carry ou his ask wihin he recommended en hours? Ineres: Have your sudens indicaed a genuine ineres in his issue, can hey say why hey have chosen i? Clear Purpose: Have hey idenified a clear aim ha seems reasonable and do-able? Clariy of Plan: Are your sudens indicaing some clear ideas abou how o progress and wha hey plan o do? Is he workload reasonably shared? Invesigaion: Have your sudens a reasonable idea abou wha hey wan o find ou? Acion: Have your sudens go some ideas in relaion o an acion? Are hese ideas meaningful and will hey impac on he issue? Oher Ideas for assessing suden proposal can include Sources of Informaion: Have your sudens been able o idenify possible sources of informaion? Are hese sources easily accessible? Evidence: Have your sudens some ideas abou he evidence hey can gaher o show he differen sages of heir ask and he effec of wha hey did? Sage Two Choosing and Issue 202

204 STAGE THREE INVESTIGATION PROGRAMME STATEMENT AND OUTLINE OF STUDENT TASK The invesigaion elemen of he Conemporary Issues Task requires sudens o sae clearly he aims of he invesigaion and o conduc primary research and/or bring ogeher background informaion, facs/figures/daa and oher relevan iems of he paricular issue s/he is invesigaing and o provide a summary of her/his findings on he issues. AIM The overall aim of his sage is o encourage sudens o plan, carry ou, collae and analyse informaion gahered hrough an invesigaion on heir issue. OVERVIEW OF THE STAGE STEPS THROUGH THIS STAGE Inroducing a Range of Invesigaion Techniques Inroducing Planning Process METHODOLOGY MENU To help sudens o consider he range of informaion sources and invesigaive echniques use a brainsorm and Suden Shee 3: Invesigaing Issues See Deailed Aciviy Below. If you have access o a local reporer you could ask hem o come in a give a alk on how hey invesigae a sory. To help sudens disinguish beween primary and secondary research you could use Suden Shee 4 :Primary and Secondary Research explaining boh. See Deailed Aciviy Below. Use Group Aciviy I: Our Planning Experience and Suden Shee 5: Seps on My Journey o show he idea of planning and o help sudens recognise he Task as a series of seps ha hey mus follow. See Deailed Aciviy Below. 203 Sage Three Invesigaion

205 Clarifying Aim and Purpose of Invesigaion Planning and Charing Progress Selecive Reading Analysing Informaion Use Suden Shee 6: I Am Responsible For o help sudens clarify he aim of he invesigaion, clearly sae he aim and lis key quesions. Encouraging sudens o be clear is vial o hem receiving he informaion hey need. See Deailed Aciviy Below. Encouraging sudens o char heir progress and o plan as a resul of wha hey have done or need o do is imporan, as well as acknowledging all progress made. A selecion of Suden Workshees (Number 7-10) can help sudens plan hroughou he Task. See Deailed Aciviy Below. Once sudens begin o receive informaion hey will need o be able o read and ake from i wha hey need. See Deailed Aciviy Below. Teachers can re-visi Conemporary Issues I Uni 2 Behind he Scenes and use an aciviy such as Using he five Ws and H on Pages o help sudens examine he forces and ineress a work in relaion o heir issue. Sudens could complee Suden Shee 13: My Analysis once hey have compleed he aciviy. Ç TEACHERS TIPS Remember o use ouside sources. Where possible, help sudens o find a leas one ouside source of informaion as hey like going ou of he school. This could ake he form of a visi o an organisaion, he library, a local healh cenre, heir local TD s clinic. (Similar preparaion is required for visis ouside of school as inviing visiors in o school. See Conemporary Issues I: Par Two (page 67) for Teachers Tips) Remember o affirm aciviies underaken by he sudens. The eacher plays an imporan role in affirming aciviies carried ou by sudens. Teachers can suppor and affirm he planning process by meeing wih sudens, reviewing heir planning shees, congraulaing hem openly for compleing par of heir plan, asking sudens o share wih each oher wha hey found difficul abou carrying ou heir plan and looking ogeher for soluions can be also affirming. Sage Three Invesigaion 204

206 Ω ACTIVITIES 1. Inroducing Invesigaion Techniques Purpose: To give sudens he opporuniy o consider he poenial range of informaion sources and invesigaion echniques ha can be used during he invesigaion sage of he Task. Maerials Required: Opional Copies of Suden Workshee 3: Invesigaing Issues for each suden Procedure: Use he concep of word associaion o build a lis wih he sudens of all possible sources of informaion. This can be done as a round amongs he whole class or in small groups Ask one person o sar. S/he has o name a source of informaion (don forge a source can be a person or an organisaion) for example: library The nex suden has o add o his and so on unil he lis includes as many possible sources of informaion as he sudens know Or Give sudens a copy of Suden Shee 3: Invesigaing Issues and ask hem o find words associaed wih invesigaions in he wordsearch aciviy 2. Inroducing Primary and Secondary Research Purpose: To inroduce sudens o he difference beween primary and secondary research Maerials Required: A copy of Suden Shee 4: Primary and Secondary Research for each suden. Procedure: Wrie he words primary and secondary on he board Ask he sudens o explain wha hey hink he words migh mean in erms of invesigaion or research. Alernaively you could explain hese erms o hem yourself Disribue copies of Suden Shee 4: Primary and Secondary Research as a follow-up aciviy o explain he difference beween boh 205 Sage Three Invesigaion

207 3. Inroducing Planning Purpose: To help sudens recognise ha planning is a purposeful aciviy ha we employ in a variey of siuaions o achieve a desired oucome and o draw a simple plan of acion for hemselves. Maerials Required: A copy of he Group Aciviy Shee 1: Our Planning Experience for each group of 3-4 sudens. A copy of Suden Shee 5: Seps on My Journey for each suden. Procedure: Begin by brainsorming wih your sudens any aciviy hey have planned before: Going o a pop or rock concer Organising a group nigh ou o a disco Planning a surprise pary for a friend or relaive Once hese are lised on he board divide he sudens ino groups of 3 or 4 Give each group a copy of he Group Aciviy Shee 1: Our Planning Experience and read wih hem (if necessary) he insrucions for he aciviy Once his aciviy is compleed you migh wan o give each suden a copy of Suden Shee 5: Seps on My Journey and ask hem o complee he seps hey plan o ake o complee heir Task. 4. Clarifying Aim and Key Quesions Purpose: To inroduce sudens o he imporance of clarifying aims and quesions as an imporan par of he Task process. Maerials Required: Opional: A Video Camera A copy of Suden Shee 6: I Am Responsible For for each suden. Procedure Do a roving reporer aciviy. Visi individuals or groups in he class asking hem wha is he purpose of heir invesigaion? You could even do his wih a video and give he sudens he chance o see hemselves in acion Or Ask sudens o pair up wih some-one in he class. They have one minue o ell he oher person wha he purpose of he invesigaion is and he quesions hey wan answered. Once hey have finished hey move on o someone else Sage Three Invesigaion 206

208 Afer he aciviy give ou Suden Shee 6: I Am Responsible For and ell sudens o wrie: 1. Wha hey already know abou he Issue? 2. Wha hey are responsible for finding ou? 3. Wha invesigaive echnique hey are planning o use? 4. Wha deadline hey are seing for hemselves? 5. Preparing for Invesigaion Ç TEACHERS TIPS Planning for conac is essenial if sudens wan o receive he informaion hey need. For many sudens he ask of looking up a elephone book and preparing for he conac needs o be suppored hrough encouraging hem o hink of all he elemens for which hey need o plan. Purpose: To encourage sudens o be prepared for heir invesigaion. Maerials Required: A number of opional workshees can be used. Teachers need o selec which ones are appropriae for heir sudens. Suden Shee 7: Planning o Conac a Person or Organisaion: is designed for hose sudens who plan o conac a specific person or organisaion Group Aciviy Shee 2: Inerviewing is an inroducory aciviy for sudens preparing for an inerview Suden Shee 8: Carrying ou a Survey Using a Quesionnaire is designed o help sudens hink abou he sor of quesions hey plan o include in a survey Procedure: The workshees offered above need o be used wih he suppor of he eacher. They can be given o sudens individually or in small groups and can help keep sudens focus on he ask in hand 6. Charing Progress Purpose: Mainaining a log and recording aciviies is a very imporan par of he process of he Task. For his reason eachers need o negoiae wih sudens wha form of log or diary hey migh use. Below is a selecion of opions: Maerials Required: Opion A: My Weekly Checklis: sudens will require heir own copybook Opion B: Weekly Log Shee, Suden Shee 9: Weekly Plan and Log Shee for each suden 207 Sage Three Invesigaion

209 Opion C: My Diary: sudens will require heir own copy book Opion D: Whole Class Plan: poser paper, blueack and markers. Procedure: Opion A: My Weekly Checklis Ask sudens o wrie a plan for he week. A he end of each week allow hem o record heir progress by shading in he boxes if hey have carried he aciviy or parly shading hose ha have ye o be done. Example I will draf leer o ask for informaion I will check draf wih he res of my group I will bring leer o Communicaions eacher o check for any misakes I will ype leer during compuer class I will pos leer Opion B: Weekly Log Shee A weekly log shee can be phoocopied and given o sudens each week. See sample of suden log shee on Suden Shee 9: Weekly Plan and Log Shee. Opion C: My Diary Ask sudens o keep a shor diary which records a he end of each class wha hey did, how hey hink hings are going, wha hey learned. Opion D: Whole Class Plan Encourage each group o sae wha i is hey plan o do. This can reinforce heir commimen o heir ask and also generae suppor or learning among he whole class group. Once each group has declared heir inenions you can creae a imeline which can be displayed in he classroom. Each group can record heir achievemen of he week. Week One Week Two Week Three Group A: Leers sen o organisaion Group B: Quesionnaire compleed Group C: Visied Local Communiy Cenre Sage Three Invesigaion 208

210 7. Inroducing Selecive Reading (Based on ideas in 'Beween he Lines, Teachers Resource Book', Aideen Cassidy and Bernadee Kiely) Purpose: To help sudens o read he maerial hey have gahered in a producive way. Maerials Required: A copy of Suden Shee 10: Wha Does All This Tell Me for each suden Procedure: While Suden Shee 10: Wha Does All This Tell Me is designed for personal work by he suden, eachers may prefer o use he process in a differen way. The process consiss of six seps: A. STUDENTS remind hemselves of heir issue and quesions. B. SKIM he informaion o see if i helps answer he quesion. This is done by flicking hrough he informaion and geing a flavour of i. For example, asking sudens: Are here diagrams in i which you hink migh be helpful? Are here picures in i ha migh be useful? Are here liss in i ha migh conain he informaion you need? Are here ables in i ha migh conain he informaion you need? Is here a sory in i ha migh be useful? Is here a caroon in i ha migh be useful? C. SCAN he informaion o see if i is useful in helping answer he quesions. Scanning is helped by having a clear quesion you wan answered. For example Wha ype of drugs do young people ake? How many young women ravel o England for aborions? Why do young people become homeless? Where do he majoriy of refugees come from? D. HIGHLIGHT he secion which conains he informaion he sudens need. Highligh keywords o mark secions ha you need o read more closely Highligh diagrams ha have informaion you need ha you will come back o Highligh a picure/caroon ha migh ell you somehing imporan E. READ he secion which conains he informaion you need. Underline senences in red ha answer your quesion. Pu an X beside informaion you hink migh be helpful bu will need o ask some-one else for heir opinion. F. WRITE wha you hink are he main poins you have found in he box. 209 Sage Three Invesigaion

211 8. Analysing Informaion Purpose: To help sudens analyse heir issue following heir invesigaion. Maerials: A copy of Suden Shee 11: My Analysis for each suden. A copy of Suden Workshee W1.5 Imaging Forces and Ineress on Page 77 of Conemporary Issues Module 1 for each suden. Procedure: Follow Aciviy 2 Using Images procedure in Sep 4 of Uni 2 of Conemporary Issues I page 35 Following his give sudens a copy of Suden Shee 11: My Analysis o complee Once hey have compleed his ask hem o share heir analysis wih anoher suden in he class Take some general feedback from he whole class Sage Three Invesigaion 210

212 STAGE FOUR ACTION PROGRAMME STATEMENT AND OUTLINE OF STUDENT TASK The suden acion may ake he form of any one of, or combinaion of, he following: a presenaion o he class or anoher group o inform hem abou he issue invesigaed; a display o inform ohers abou he issue; organising or supporing a campaign in relaion o he issue; aking appropriae pracical acion in relaion o he issue. AIM The aim of his sage is o encourage sudens o ake appropriae and meaningful acion on heir chosen issue. OVERVIEW OF THE STAGE STEPS THROUGH THIS STAGE Inroducing Types of Acion Choosing an Acion METHODOLOGY MENU Using a personal sory or focussing on a paricular group can highligh for sudens some of he ways individuals and groups ake acion. Using Group Aciviy Shee 3: If We Were...We Would, can help sudens explore differen ypes of acions. See Deailed Aciviy Below For a lis of organisaions and groups involved in campaigning you can re-visi aciviies in Uni 2 of Conemporary Issues II (Pages 108) and use Workshees 2.7 or 2.8 Encourage group discussion among sudens in order o reach consensus abou he kind of acion hey plan o ake. Use Group Aciviy Shee 4: Acions Speak Louder han Words or oral presenaions o encourage sudens o ariculae which acion hey choose and why? See Deailed Aciviy Below. 211 Sage Four Acion

213 Use Suden Shee 12 Acion Box o enable sudens o plan for heir acion and o help keep hem focussed. Recording an Acion Evaluaing an Acion Sudens can be encouraged o record heir acion hrough phoographs, video or hrough wriing he sory of heir acion once i is compleed. Evaluaing he impac of an acion in relaion o social change is difficul. However, sudens can be encouraged o use simple evaluaive measures, for example, hey can give ou a shor quesionnaire before hey begin an informaion session and anoher one a he end o check for any change in peoples aiudes. Quaniaive mehods such as how many people aended a meeing, how many leers did he group receive back from poliicians ec. can also help sudens see if heir acion has reached he desired audience. Ç Ω TEACHERS TIPS Remember o sress ha acion is abou impac. I is imporan o sress o sudens ha he purpose of he acion is o impac on he issue and ha he acion is clearly linked o heir invesigaion. Remember you are supporing a number of acions. Acions need o be planned in relaion o each oher, for example no all groups can carry ou awareness-raising aciviies wih a firs year class a he one ime! ACTIVITIES 1. Inroducing Acion Purpose: To inroduce sudens o a range of possible acions Maerials: A copy of Group Aciviy Shee 3 If We Were We Would for each group of 3-4 sudens Procedure: Divide he class ino groups and give each group a copy of he case sudies given on Group Aciviy Shee 3: If We Were We Would Sage Four Acion 212

214 Once hey have compleed he workshee you can work hrough each of hese as a whole class and encourage debae on he reasons why he groups would choose a paricular way of acing on he issue. Alernaively you could read ou each case sudy and do a brainsorm wih he sudens. 2. Choosing and Organising an Acion Ç TEACHERS TIPS Teachers may need o explain he conceps of Awareness-Raising, Campaigning and Pracical Acion. Purpose: To help sudens choose an appropriae acion which follows heir invesigaion and can make a meaningful impac on he issue. Maerials: A copy of Group Aciviy Shee 4: Acions Speak Louder Than Words for each group of 3-4 sudens. A copy of Suden Shee 12: Acion Box for each suden. Procedure: Divide he class ino ask groups Give each group a copy of Group Aciviy Shee 4: Acions Speak Louder Than Words and ask hem o read hrough he examples given for each of he hree areas Once hey have compleed his ask each group o come up wih hree possible acions heir group could ake Follow his by asking sudens o answer he quesions given on he workshee for each of heir hree ideas before hey make heir final decision Ask sudens o decide on heir acion End by discussing he range of acions, he choice hey made and he reasons for heir choice Follow his aciviy by giving each suden a copy of Suden Shee 12: Acion Box and ask hem o complee i for heir personal records 213 Sage Four Acion

215 STAGE FIVE BRINGING IT ALL TOGETHER PROGRAMME STATEMENT AND OUTLINE OF STUDENT TASKS Assessmen will be based on: an examinaion of he conens of he porfolio. a simple oral presenaion of 2-4 minues duraion by he suden o he examiner, wih opional use of supporing visual maerials as par of an individual inerview of no less han 10 minues duraion. AIM The aim of his sage is o help sudens reflec on heir learning ogeher and presen i for examinaion. OVERVIEW OF THE STAGE STEPS THROUGH THIS STAGE Reflecing on heir Learning Pracice Presenaions METHODOLOGY MENU A number of reflecive aciviies can be used o help sudens reflec on heir learning. Suden Shee 12: My Issue helps sudens reflec on heir issue and Suden Shee 13: Review Shee helps hem o reflec on heir learning hroughou he Task process. Alernaively eachers can use oral aciviies. See Deailed Aciviies Below Sudens can pracice heir presenaion among hemselves or o oher eachers and class groups. (See Conemporary Issues I: Uni 2 (page 31) for Issue Consrucion Char which may be helpful as a Presenaion Aide) The purpose of he pracice is o become familiar wih he conen as well as using whaever aid hey have decided o bring in wih hem. See Deailed Aciviies Below Sage Five Bringing i all Togeher 214

216 Pracice Inerviews Pracice inerviews can help build confidence among sudens. Suden Shee 14: Some Quesions o Ge You Sared can be useful for helping sudens prepare for inerview. Teachers can arrange anoher eacher o inerview he sudens. The use of a video camera migh also help sudens idenify heir srenghs and wha areas hey migh improve on. Ç Ω TEACHERS TIPS Remember o ensure ha individual sudens can idenify heir conribuion o he group Task. Sudens wrien presenaion on heir ask mus fulfil Deparmen of Educaion & Science Guidelines. Remember o have visuals in place before he examinaion ACTIVITIES 1. Reflecing on Their Learning abou he Issue Purpose: To give pupils he opporuniy o reflec on heir learning abou he issue. Maerials: A copy of Suden Shee 13: My Issue for each suden Procedure: Give each suden a copy of Suden Shee 13 : My Issue and ask hem o wrie one word in each box which describes somehing hey learned abou he issue hey invesigaed and ook acion on. Once his is compleed ask hem o share heir words wih anoher suden. Alernaively you can wrie some of heir words and ideas on he board. This could be followed by a class discussion on wha hey now know abou conemporary issues. 215 Sage Five Bringing i all Togeher

217 2. Reflecing on My Learning Through he Task Purpose: To give sudens he opporuniy o review heir learning hroughou he Task Maerials: A copy of Suden Shee 14 : Review Shee for each suden Procedure: Give each suden a copy of Suden Shee 14: Review Shee and ask hem o complee i on heir own Ask hem o share heir answers wih anoher suden Take a brainsorm of some of he learning on he board o help sudens idenify oher ideas Alernaively you could use oral aciviies such as Unfinished Senences: As a whole class aciviy eachers could ask he sudens o complee he following senences: The mos ineresing hing I did during my Task was. The mos enjoyable par of he Task was Now ha I ve finished I feel. 3. Pracice Presenaions Ç TEACHERS TIPS Sudens migh wan a his sage o have a Presenaion Aide prepared. See Conemporary Issues I: Uni 2 (page 31) for Issue Consrucion Char which may be helpful as a Presenaion Aide. Purpose: To enable suden o pracice speaking abou heir issue o ohers. Maerials: Individual cards for each suden o wrie heir issue on A box Procedure: Give each suden a card and ask hem o wrie heir issue on i Place all he compleed cards in a box Ask one suden o draw a card and ask hose who underook heir Task on he issue o ell he group somehing abou he issue Alernaively you could pu all he sudens names in a box and draw a name and ask hem o speak abou heir issue Sage Five Bringing i all Togeher 216

218 4. Pracice Inerviews Purpose: To enable sudens have he opporuniy o pracice an inerview. (This could be done wih he help of anoher eacher or among he sudens hemselves.) Maerials: A copy of he Suden Shee 17: Some Quesions o Ge You Sared for each inerviewer. Procedure: Divide he class ino pairs, one who will ac as inerviewer and he oher as responden Give each pair a few momens o look a he quesions and hen begin he inerviews Once sudens have compleed ask he sudens inerviewed for feedback 1) How did you feel alking abou your Task? 2) Wha quesions did you find difficul? 3) Wha can you do o prepare before anoher inerview? The process can coninue by changing he roles in each pair or alernaively asking sudens o find new parners 217 Sage Five Bringing i all Togeher

219 STUDENT SHEET 1 THE TASK JOURNEY TASK Choosing an Issue Finding ou abou my Issue Sar Finish TASK Examining and analysing my Issue Thinking abou wha I learned Carrying ou an acion The bes hing abou he las Task I did was Wrie hree words ha describe how you feel abou doing his ask Wrie hree hings ha you are hoping o learn during his ask Name he sep in his ask you are worried abou and give one reason why? I am worried abou because Name one hing ha could help you overcome his worry. The Task Journey 218

220 STUDENT SHEET 2 TASK PROPOSAL FORM TASK The boxes below are designed o help you hink abou your Task before you begin. You can eiher complee he boxes on your own or your eacher will go hrough he form wih you as a group. Whichever way you do i remember i is imporan because you should no sar your ask wihou having an clear idea of wha you migh need o do. Our issue is This issue is of ineres o us because (each person give one reason) Reason One Name Reason Two Name Reason Three Name Reason Four Name Anoher issue we are ineresed in is OPTIONAL We hink his issue can be considered (remember each issue can have more han one dimension) an Economic Issue (o do wih money and wealh) because a Poliical Issue ( o do wih how decisions are made) because a Culural Issue (o do wih peoples values and beliefs) because a Social Issue (o do wih relaionship beween people and groups) because OPTIONAL We hink he effecs of his issue can be fel Locally (ha is wihin our school or local communiy) for example Naionally (ha is wihin Ireland) for example Globally (ha is wihin Europe or he wider world) for example PTO 219 Task Proposal Form

221 TASK Three hings we already know abou he issue are By he end of his Task we wan o know (give 5 hings you wan o find ou) Our firs plan is o (name somehing ha each suden will do) 1. Suden: Responsible for: 2. Suden: Responsible for: 3. Suden: Responsible for: 4. Suden: Responsible for: The kind of acion(s) we are hinking of aking is OPTIONAL We inend o presen our findings (please ick) (1) Poser (3) Presenaion (5) Video diary (2) Bookle 4) Radio slo (6) Oher Task Proposal Form 220

222 STUDENT SHEET 3 INVESTIGATING ISSUES TASK You can invesigae an issue in many ways. Examine he wordsearch below for ideas abou invesigaions. W E B S I T E S Y M N O I R B I L R A B C N T N E Q A G O O T S U R T R A R T E S K O O B Z M E R A D I O I I K N V R T U T L N O R I E Y I H M E L E E K N T E N S O T W E N E N E E P N S U R V E Y I O I L I B R W T V O X P O P T S H Inerne, Library, Magazines, Survey, Inerview, Voxpop, Books, The News, Radio, Websies. 221 Invesigaiong Issues

223 STUDENT SHEET 4 TASK PRIMARY AND SECONDARY RESEARCH Many people se ou o research an issue and use a paricular echnique or combinaion of echniques o find ou he informaion hey are looking for. Techniques are usually divided ino wo groups: Primary Research Techniques: his involves going ou and asking people direcly abou an issue and includes surveys, vox-pops, quesionnaires ec. Secondary Research Techniques: his can involve looking a informaion oher people have already discovered and includes looking up books, searching on he inerne ec. See if you now undersand he difference beween hese wo echniques by reading he examples below and pu P in he box beside wha you hink is primary research and S in he one which is secondary research. Mohamed plans o research he effecs of homelessness on young people. He finds a book wrien by a person who worked in a homelessness sheler and here is a chaper on he effecs of homelessness. He reads i and akes down some he effecs. Sheila is doing research on homelessness and visis a sheler o inerview hree young people who are homeless. She records heir answers and when she goes home she lisens o he ape and akes down wha he reasons hey give for being homeless. Mark and Louise are ineresed in invesigaing wha people in heir own hink abou he faciliies for young people. They decide o go ou o he shopping cenre on Saurday wih a ape recorder and a lis of quesions o ask young people. When hey ge home hey lisen o he ape and lis he answers. Noor and Suzanne are boh ineresed in finding ou wha effec he aacks in New York have had on U.S. ciizens. They canno go here and insead hey look a he newspapers for a few days and ake down anyhing hey see which hey hink shows he effecs. Paul and Peer are rying o find ou abou Child Labour. They wrie o an organisaion o find ou wha counries have child labour and wha he effecs of i are on children and heir families. Now see if you can complee he senence below. For my invesigaion I am going o use research. Primary and Secondary Research 222

224 GROUP ACTIVITY SHEET 1 OUR PLANNING EXPERIENCE TASK Planning is a skill ha you can learn and use in many differen areas you can plan a surprise pary for a friend, a rip o a pop concer, as well as a Task. There is no real mysery o planning i is really jus hinking abou somehing before you do i in a way ha helps you organise yourself. Before you begin o plan for your Task, ask each group member o hink abou one hing ha hey have planned in he pas and o ell he group abou i. and he seps hey had o ake. An example is done for you below. Experience Seps Going o a Winness Concer Finding ou when i is on Geing my parens permission Asking friends Working ou he cos Buying he ickes Organising ranspor 223 Preparing a Plan

225 r q STUDENT SHEET 5 STEPS ON MY JOURNEY TASK Think of each circle as a sep along he journey o finish your Task. Wha do you need o do over he nex few weeks? Remember his is your firs plan and you migh have o come back o i and make changes as you go along. Sep 1 r Sep 2 q Sep 3 r Sep 4 q Seps on my Journey 224

226 STUDENT SHEET 6 I AM RESPONSIBLE FOR TASK You are responsible for par of he invesigaion ino your issue. I s now ime o hink abou wha exacly you wan o find ou and how you are going o do i. I already know... I am responsible for finding ou...lis he quesions you have I am going o find ou wha I need o know hrough Inerviews Survey Visi Inerne Books Wrie o an organisaion Oher I plan o have his done by (dae) 225 I am Responsible For

227 GROUP ACTIVITY SHEET 2 INTERVIEWING TASK Divide yourselves ino groups of hree, wih one person acing as a noe-aker. Decide ha one of you will be inerviewer and he oher will be he inerviewee. Give he inerviewee a few minues o hink abou somehing hey know a lo abou, for example, a famous person, a job hey have done, somehing abou which hey can spend 2-3 minues alking abou. Once hey have decided on heir opic, give he inerviewer a few minues o hink of quesions o ask. Then carry ou he inerview. The noe-aker should ry o wrie down he word each quesion sared wih: Wha? Why? Where? How? Discuss wih each oher which quesions were easy o answer or more difficul o answer. When you re finished hink abou he person/group you are going o inerview and he kind of quesions you migh ask. Remember differen quesions ge differen kinds of answers. As a group wrie a lis of he quesions you have chosen. Example of quesion o an individual who has sough asylum in Ireland Can you ell us abou why you lef your own counry? Can you describe for us he journey from your own counry o Ireland? Why did you choose o come o Ireland? Wha has your experience in Ireland been like so far? Example of quesions asked o a member of a local communiy group Can you ell us abou he kind of work your organisaion does? Can you ell us briefly wha are he aims of your organisaion? Can you ell us abou some of he challenges your organisaion faces? Can you give us any examples of achievemens ha your organisaion has had over he las hree years? REMEMBER TO BE SENSITIVE You need o hink abou he effec your quesions migh have on a person Will your quesions upse hem? Will hey make hem remember hings ha are difficul? Do you hink hey migh prefer no o answer some quesions? Remember when inerviewing someone abou an issue ha effecs hem direcly you need o give hem he righ o say ha hey would prefer no o answer he quesion. Inerviewing 226

228 STUDENT SHEET 7 PLANNING SHEET FOR CONTACTING A PERSON OR ORGANISATION TASK If you are planning o conac a person or organisaion you need o make sure you have prepared well. The following workshee can help you ge ready. Wrie he name of he organisaion Wrie he name of he person o whom you are conacing Wha is his person s posiion wihin he organisaion or group? Wha is he address of he person or organisaion? How did you find ou he address of he person or organisaion? Wha is he elephone number, in case you will need i? Give one reason for choosing his person or organisaion Wha informaion are you looking for? How will his informaion help your Task? Finally, remember o keep a copy any leer you send for your file and ge a cerificae of posing as evidence from he pos-office. 227 Planning Shee for Conacing a Person or Organisaion

229 STUDENT SHEET 8 CARRYING OUT A SURVEY USING A QUESTIONNAIRE TASK A survey can be done in a number of ways for example, you can ask people quesions and ape heir answers, or you can give he quesionnaires ou o people o fill in. No maer which you do, you need o hink abou a number of hings before you sar. Wha is he purpose of he quesionnaire? Who is i aimed a? How long or shor should i be? Will you be filling i ou as you alk o people or will you give i ou? Wha quesions will you ask? Should you do a es run of i o see if i works before you give i ou? How are you going o summarise he answers when you ge hem back? A word of advice if you are posing or giving people he survey, i is imporan ha you give ou more han you wan back, as people ofen do no reurn quesionnaires. Examples of some kind of quesions Muliple Choice: Which mehod of ranspor do you use o ravel o school? Bus Train Car Numeric Open ended: How much pocke money do you ge each week? Open- ended: How could his school be improved? Raing Quesions: How would you rae he service provided by he uck shop? Excellen Good Fair Poor Scaling Quesions: On a scale of 1-5 where 5 is he greaes and 1 he lowes, rae your ineres in he following subjecs Irish Mahs English Now ha you have given his some hough, fill in he following workshee o check if you are ready o use your quesionnaire. Wha do you hope o learn or find ou from your quesionnaire? Who are going o be asked o fill in he quesionnaire for example, age, group, sex? PTO Carrying ou a Survey 228

230 TASK Give one reason why have you seleced his paricular group How many people do you hope o answer he quesionnaire? Give one reason why you have seleced his number Wha mehod are you going o use o ge he quesionnaire filled in? Face-o face inerview, give hem ou? Give one reason why you have seleced his mehod How many quesions are on your quesionnaire? Do you plan o es your quesionnaire? When is he deadline for compleing he quesionnaires? How are you going o summarise he answers o he quesions when you are finished? Are here quesions ha migh be difficul o summarise? How do you plan o use your quesionnaire? 229 Carrying ou a Survey

231 STUDENT SHEET 9 WEEKLY PLANNING SHEET TASK Name Dae Wha I Need To Do On: Monday Tuesday Wednesday Thursday Friday Things I Need o Remember his Week Looking Back Box Today s dae: Wha I have done Wha I sill need o do Weekly Planning Shee 230

232 STUDENT SHEET 10 WHAT DOES ALL THIS TELL ME? TASK Have you received loads of informaion on your issue? Then sop gahering and sar reading i Remember you may have more informaion han you need and you do no need o read i all. Sep One Remember you do no need o read all he informaion you have. You need o find he righ informaion o he answer o he quesion(s) you have. For example if your issue is homelessness your quesion migh be why are people homeless? Remind yourself wha your issue is. Remind yourself wha your quesion(s) are Sep Two SKIM he informaion o see if i will help you answer your quesion..flick hrough i and ge a flavour of i. Are here diagrams in i which you hink migh be helpful? Are here picures in i ha migh be useful? Are here liss in i ha migh conain he informaion you need? Are here ables in i ha migh conain he informaion you need? Is here a sory in i ha migh be useful? Is here a caroon in i ha migh be useful? 231 Wha does all his ell me?

233 TASK If you hink i will be useful keep i and move on o he nex piece of informaion and skim his one in he same way. Sep Three SCAN he informaion you hink migh be useful in helping you answer your quesion. Looking for informaion is always made easier if you have a quesion you wan answered. For example Wha ype of drugs do young people ake? How many young women ravel o England for aborions? Why do young people become homeless? Where do he majoriy of refugees come from? Sep Four TO FIND THE SECTION which conains he informaion you need. Highligh keywords o mark secions ha you need o read more closely; Highligh diagrams ha have informaion you need ha you will come back o; Highligh a picure/caroon ha migh ell you somehing imporan. Sep Five READING THE SECTION which conains he informaion you need. Underline senences in red ha answer your quesion; Pu an X beside informaion you hink migh be helpful bu will need o ask some-one else for heir opinion. Sep Six Now ha you have read your informaion, you need o wrie he answer o he quesion or quesions you have. For example if your issue is homelessness your quesion migh be why are people homeless? Then your answer is a lis of reasons, maybe hree or four, why people become homeless. See if you can fill in he box below using he informaion you have found. WHAT I NOW KNOW Wha does all his ell me 232

234 STUDENT SHEET 11 MY ANALYSIS TASK Having managed o ge answers o your quesions i is now ime for you o hink a bi more abou wha you found ou. See if you can complee he following quesions: My Issue is Who is affeced/concerned by he issue? How are people affeced by he issue? Who should be concerned abou he issue? Wha are people doing abou he issue? Wha progress, if any, is being made on he issue? How has progress/change been achieved? Wha aiudes /opinions are posiively or negaively affecing he issue? Wha is going on ha migh make a difference? 233 My Analysis

235 GROUP ACTIVITY SHEET 3 IF WE WERE WE WOULD TASK In your group discuss each of he following case sudies. If you were in heir shoes wha would you do. Once you ve decided fill in he box. Young Wheelchair users complain abou managemen Garee and John boh use wheelchairs o ge o school. They are annoyed wih he Board of Managemen of he school who have failed o pu a ramp a he back door of he school. They have o go around o he fron of he school every morning, which akes hem an exra en minues. If we were Garee and John we would Speed kills...bu who cares Marie-Louise and Serena have jus finished invesigaing he issue of young people who drive a speed. They canno believe ha he majoriy of young drivers killed on he roads are young men. They hink ha young men don realise ha fas driving is no cool, and ha i is jus downrigh dangerous. If we were Marie-Louise and Serena we would Drugs and poliics Paul and Richard have jus invesigaed he issue of homelessness. They have found ou ha a big cause of homelessness is young people geing ino aking drugs and ending up leaving home wih nohing. They hink local poliicians should do somehing abou he amoun of drugs ha are on he srees. If we were Paul and Richard we would Number of child soldiers increases For heir Task Hans and Maura invesigaed he role children play in wars. They were very upse o learn ha he number of children who die every year in wars is growing. They have already wrien o heir local poliician and now feel ha hey sill need o do somehing o make people aware of he facs. If we were Hans and Maura we would If we were We would 234

236 GROUP ACTIVITY SHEET 4 ACTIONS SPEAK LOUDER THAN WORDS TASK In your group consider each of he following ypes of acions and hen complee he boxes on he nex page. If you are going o ell ohers abou he issue in order o raise awareness Who will you ell? Oher sudens in he school Suden Council Teachers/parens and Board of Managemen Local Communiy How will you ell hem? Display Presenaion Debae Slo on radio Aricle in a local newspaper If you are planning o campaign abou he issue Who will you wrie of alk o? Local governmen Naional governmen European/Inernaional governmens How will you carry ou your campaign? Leer Peiion Visi o lobby on an issue If you are planning a pracical acion Wha ype? Voluneering (giving ime o help hose direcly affeced by he issue) Collecing food/clohes Paired reading wih younder children Fund-raising Culural even (e.g. meal, music evening) Now hink as a group of your issue and ry o give an example for each ype of acion Our Issue is An awareness raising acion ha we could ake would be A campaigning acion ha we could ake would be A pracical acion ha we could ake would be PTO 235 Acions Speak Louder han Words

237 TASK Consider each of he following quesions in relaion o each of your acion ideas and see which acion migh be your bes choice Is your acion idea linked o wha you found ou in your invesigaion? If so, how? If no, why no? Will his acion make a difference o he lives of he people who are affeced by he issue? If so, how? If no, why no? Will his acion help o change people s aiudes or make hem aware of he issue? If so, how? If no, why no? How many people migh i influence? If so, how? If no, why no? Can hese people do somehing abou he issue? If so, how? If no, why no? Now wrie a shor descripion of your final choice in he box below Acions Speak Louder Than Words 236

238 STUDENT SHEET 12 ACTION BOX TASK We plan o For our Acion we will need During his Acion I am responsible for As a resul of his Acion I hope we will 237 Acion Box

239 STUDENT SHEET 13 MY ISSUE TASK Think abou he issue you have invesigaed and aken acion on. Wrie one word in each box which describes wha you learned. my issue My Issue 238

240 STUDENT SHEET 14 REVIEW SHEET TASK Looking back over he differen seps you carried ou, see if you can wrie a commen in each box Area Things ha Things ha did worked well no work well Choosing he issue Organising he Invesigaion Carrying ou he Invesigaion Planning and carrying ou he Acion Bringing i all Togeher Righ Now!!! If I were o do his ask again one hing I would do differenly is 239 Review Shee

241 STUDENT SHEET 15 SOME QUESTIONS TO GET YOU STARTED TASK For your final Task inerview you will need o make a shor presenaion on your issue o he examiner followed by an inerview which will be based on he whole Task. The quesions below can help you prepare for he inerview. In pairs ask each oher he following quesions SOME QUESTIONS TO GET YOU STARTED Why is your issue an imporan conemporary issue? Why did you choose i? How did you choose your issue? Wha did you find ou in your invesigaion? How did you organise your invesigaion? Wha acion did you underake? Why did you choose ha paricular acion? Wha did you learn abou yourself, abou working wih ohers? Wha skills did you develop? Wha will you remember mos from doing he Task? Wha was he hardes par of he Task for you? Wha was he mos enjoyable par of he Task for you? Some Quesions o ge you Sared 240

242 Noes

243 Noes

244 Noes

245 Noes

246 This Resource File has been funded by: Ireland Aid Comba Povery Agency working for he prevenion and eliminaion of povery

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