8 - What Connects us to the World?
In this lesson students consider how they are connected to other countries and then discusses the implications of interdependence.
This lesson plan links to Curriculum aims and/or programmes of study in Citizenship and Geography.
To explore our global interdependence
To recognise the interconnections between the UK and the rest of Europe and the wider world.
Masking tape/electrical tape and a large space such as a hall.
Students keep their diary for the week prior to the task
Using a large map of the world and post-its, students think of where they would like to go in the world. They then place it on the map and explain why to the rest of the class.
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Students keep their diaries for a week, making notes of the different ways in which they come into contact with other countries. At the end of the week students go into groups and share their results.
• How many different countries have they had contact with between them?
• Which countries have they had the most contact with?
• Are there any parts of the world they haven’t had contact with?
• Is there anything that surprises them about the results of this task?
• How many times has the groups bought something Fairtrade?
• Do they have more contact with other countries through imported food or leisure activities such as books or TV?
• Would this study be different if students 50 years ago had done it? What if it was done on the other side of the world?
Using masking tape/electrical tape mark out a large map of the world in the hall. Each student counts up how many different countries they’ve had contact with and makes the corresponding amount of signs with their initials/name on. Students then put their signs on the countries. When all the class have put their signs on the map students will be able to see how interdependent they are with the rest of the world.
• What are the positive effects of this interdependence for (a) the UK (b) other countries like India, Chile or Malawi?
• What are the negative effects?
• Which of the countries they have marked have the most power? Why?
Ask students to mark all the countries they know which sell Fairtrade items.
• How many of them are “powerful” countries?
• What is life like for the people who manufacture our mobile phones/make our clothes or grow cocoa for our chocolate?
• In what way does Fairtrade try to improve their lives?
Set a discussion question for the class e.g. is Fairtrade important? Students spend two minutes discussing in pairs. They then join with another pair and discuss the question for another two minutes before joining with another 4 student and discussing. This process can be continued until you have a brief full class debate on the subject.