Global-in-Action
Certificate in Global Citizenship:
An Introduction
Level 1 Qualification Handbook
Global-in-Action
Certificate in Global Citizenship: An Introduction
This introductory course is intended for learners in any country or environment and involves 30
guided learning hours. It does not rely on technology (apart from a camera) and can be used
with or without computer access. However, for those with access to Facebook, a Facebook
group will be available to enable all users of this course to interact as active global citizens and
campaign for a better world.
Introduction to the course
Age group:
Entry Requirements:
Assessment:
14 Plus
None
Developing a portfolio of evidence from the activities
undertaken throughout the course.
Opportunities for
Progression:
After doing this certificate, learners could progress onto
City and Guilds Awards (levels 2 & 3) in Global Citizenship.
This course is intended as a brief introduction to global citizenship and global issues. There is a
need at present for young people to have knowledge of global issues and to develop the skills
required to be both successful and empathetic in a globalised world. Oxfam sees the Global
Citizen as someone who:
● is aware of the wider world and has a sense of their own role as a world citizen
● respects and values diversity
● has an understanding of how the world works
● is outraged by social injustice
● participates in the community at a range of levels, from the local to the global
● is willing to act to make the world a more equitable and sustainable place
● takes responsibility for their actions.
This course explores in a fun and interactive way (through active learning) the rights and
responsibilities that all humans should have as global citizens; why poverty and inequality
exist; diversity and cultural differences; global trade issues; environmental issues; conflict and
its resolution; and how to take action and campaign about global issues. There are no entry
requirements and anybody from 14 years of age upwards could benefit from participating in the
course. The sessions are designed to be fun, inclusive and differentiated to the various needs
and abilities of learners. A certificate is awarded to those who complete a portfolio of evidence
from the activities undertaken throughout the course.
2
Learning criteria
At the end of the course, learners will be able to:
1. Outline the basic rights and responsibilities of a global citizen
i. (Personal, local, national and Global; human rights)
2. Identify causes of poverty and unfairness in society, along with some effective
actions to relieve poverty
i. (Lack of individual responsibility, bad government policy, exploitation
by people and businesses with power and influence, corruption)
3. Understand diversity and cultural differences
i. (values, beliefs, attitudes, customs and behaviours)
4. Outline trade issues between countries and ethical purchasing
i. (purchasing power; interdependence: Fair trade)
5. Identify environmental issues and sustainable development solutions
i. (pollution and waste; minimising waste; improving energy and water
efficiency; sourcing local produce and tackling seasonality)
6. Understand causes of conflict and the resolution of conflict
i. (Land disputes; religious and cultural differences; prejudice resources;
politics – communication; negotiation; mediation; tolerance)
Guided Learning Hours for criteria
1 to 6: 18 hours (6 x 3 hour sessions)
7. Campaign and take action on global issues (12 hours)
i. (Plan, implement and how to evaluate)
Guided Learning Hours for criterion
7: 12 hours
3
Session 1
O Outline the basic rights and responsibilities of a global citizen
(Personal, local, national and Global; human rights)
Have a KWL table at beginning of each session: Columns with What do I already Know;
what do I Want to know; what have I Learned? (this last column filled in at the end of each
session).
Activity 1 (20-30 minutes)
Personally (learner and his/her family/carers etc)
Locally (community)
Nationally (country)
Globally
Individual Mind Map - Thinking about the 4 aspects above, what responsibilities do you have
and what are your expectations (related to rights)? (5 minutes)
 Ideas:
o Responsibilities - P: keep healthy, be polite, look after family; L: helping the local
community, voluntary work, not throwing litter down, helping neighbours; N: Paying
taxes, not breaking the law, working hard in your job; G: Being environmentally
friendly; treating people from other countries with respect; giving to charities that
work abroad.
o Expectations – P: food, water, to be treated with respect, personal space and
shelter; L: rubbish collection, streets to be kept clean, local police, school, hospital,
restaurants; N: army and police to protect us, welfare/benefit system, the right to
vote, citizenship, jobs, education; G: not to be attacked by another country, air to
breath, to be free to cross borders with a passport, to receive world news on TV or in
newspapers, food from around the world.
Then learners are to story-tell in pairs, about a personal or local issue that could relate to a
national or global issue (i.e. drugs, money, environment etc) (5-10 minutes).
Are responsibilities and expectations linked? Are local and global issues linked? Write a short
paragraph to say how you think these could be linked. (5-10 minutes).
De-brief: Explain that what you expect from your community or country can often be related to
rights. Many people expect to have the right to an education and the right to be protected by
the law for example. As citizens we also have responsibilities (to pay taxes, to not break the
law, etc.). Take questions and discuss further. (5 minutes).
Activity 2 (30 minutes)
O What are the qualities of a Global Citizen? – Draw a picture that you think illustrates
what you think a global citizen is (no writing allowed). (15 minutes).
O Now swap with someone and ask him or her to describe your picture’s meanings. (5
minutes).
4
O Add some sentences to the picture to describe the qualities of a global citizen. (10
minutes).
Activity 3 (1 hour)
What are your rights as a human being?
 Card sorting activity showing human rights and luxuries. Learners are to sort the cards
(in the Resource Pack) into either luxuries and human rights (10 minutes including
de-brief).
 Jigsaw activity – start off with 5 groups. Each group is given a human rights issue/story
(case studies in the Resource Pack) then they read the background and undertake a
quiz on the topic – they then have to all change groups, leaving an expert (perhaps
those with higher learning abilities) from each group to teach the others who are not
allowed to read the case study or see the quiz questions, and then they do the quizzes.
Do this enough times for every group to have done each quiz, leaving a new expert each
time (the new expert can look at the case study but his/her new group members cannot).
Let learners know that they may be left as the expert at any time so they need to make
sure they are learning (50 minutes).
Activity 4: “A journalist has disappeared!” (30 minutes)
For the following case study the teacher’s discretion is advised. Provide the class with the
following details:
You are a journalist. You wrote a story in your newspaper that made someone in a high
position angry. The next day unidentified people broke into your home and took you away. You
were beaten and put in a room alone. No one knows where you are. No one has offered to do
anything. You have been there for months.
This journalist has been deprived of a number of basic rights. Using the Universal Declaration,
ask the class to determine which specific articles have been violated. Ask each student to draft
a letter to the Minister of Justice concerned, mentioning these rights, or an open letter to the
journalist. Who else could be of assistance in this case (introducing students to the role of civil
society’s organizations)?
(UDHR articles 3, 5, 8, 9, 11, 12)
Source: Adapted from: United Nations (2004, p. 51) Teaching Human Rights: Practical
Activities for Primary and Secondary Schools. Available on-line at:
http://www.un.org/wcm/webdav/site/visitors/shared/documents/pdfs/Pub_United%20Nations_A
BC_human%20rights.pdf
Activity 5: De-brief and summarise session 1, going through the KWL Tables
5
Session 2
O Identify causes of poverty and unfairness in society, along with some effective
actions to relieve poverty.
(Lack of individual responsibility, bad government policy, exploitation by
people and businesses with power and influence, corruption)
“When I give food to the poor, they call me a saint. When I ask why the poor have
no food, they call me a communist.” — Dom Hélder Câmara
Activity 1 (1 hour 50 minutes)
Resources: Case studies; poster materials for the brainstorming tree
3 different case studies (causes of poverty, effects of poverty and relieving poverty) on poverty
are given to 3 groups – 1 case study per group (case studies in Resource Pack). Each group
is then to write 3 questions on their case study. Collect the questions in (make sure the learners
who wrote the questions have their names on them).
Then rotate the 3 groups, so that at least two case study experts are in each new group – to
teach the others for 5-10 minutes. 3 questions to be written by each group again. Rotate and
repeat the process once more, before running a quick quiz with the three groups competing
with each other, answering the questions they have written (try whenever possible to make
sure that particular learners are not answering the particular questions they have written).
Then do the below tree activity:
The whole group is then to design a brainstorming tree (1 hour 20 minutes):
One group to do the Roots (causes of poverty)
One group to do the Branches (the effects of poverty and the unfairness)
One group to do the Leaves (the solutions identified)
Activity 2: Present activity (25 minutes)
Learners in 5 groups. Each group to be given a present (these can be wrapped and perhaps
also have some sweets in them). The following are the presents:
O A million pounds to spend on an issue;
O A minute to talk to the world about an issue, just before the 100 metres final at the
Olympics;
O To have a meeting with Barack Obama to talk about an issue;
6
O To get the time and money to undertake a voluntary placement (what would you do?);
O To spend time with and influence your favourite pop star on an issue.
Each group is then to discuss how they would use their present (5 minutes), then each group
is to feedback to the whole group (15 minutes).
Activity 3: “Blurted!” - Key words/terms Quiz (30-45 minutes)
This quiz will test knowledge of what has been learned in sessions 1 and 2:









Firstly: Cut out a set of cards containing key words or terms that have been
looked at in sessions 1 and 2.
The teacher takes the role of the quiz-master, who also keeps the score.
Divide the group into two teams, A and B, and give each team a set of cards.
A member of team A picks the top card from their pile and has 3 minutes (use a timer) to
describe the key word/term on that card without mentioning it by name. The team
member who is describing also has to share their word/term with the quiz-master
secretly.
Each learner from team B has to write down on their own A4-size board (this could be
either laminated A4 white paper with a whiteboard marker and something to rub the
marker off with, or pieces of A4 paper/card to be used and thrown away each time) what
they think the word/term is (no copying from other team members!).
Each member from team B then holds up their A4-size board and a point is awarded for
each correct answer.
If at any point the player mentions the word they are describing, the quiz-master must
shout “Blurted!” and give everyone on the opposite team one point.
If the person from team A gives the wrong explanation, then everyone on the opposite
team gets one point. If the person decides to pass the card to another member of their
team to describe the word/term, then each correct answer by the opposite team gets two
points.
After each 3 minute description and awarding of points, the teams change sides until
everyone has had a turn. The team with the highest number of points wins.
Extension activity:
Write some slam poetry on poverty locally, nationally and globally. And on how the unfairness
of poverty might be fought against.
Session 3
O Understand diversity and cultural differences
(values, attitudes, beliefs, customs and behaviours)
Activity 1 (20 minutes)
7
Ask the learners to imagine that they work for the United Nations, and that signals have been
received from outer space. The United Nations is going to send information about human
beings in a special space shuttle. It is the learners’ job to choose what to send (e.g. music,
models of people, clothing, literature, religious objects). In groups of 3, they are to illustrate
what they will send, through both writing and drawing pictures on either flipchart or poster
paper. Each group is then to show their work and explain to the whole group what they are
sending in the shuttle.
This activity should follow on well from the human rights and poverty issues already covered,
providing an opportunity for students to begin to establish a sense of themselves as human
beings and an understanding of human dignity – asking the questions: “What am I?”, “Who are
we?”. This is crucial if they are ever to see themselves as human agents, with a responsibility
to humanity in all its many and varied forms (diversity). Defining what is human in general helps
us to see what might be inhuman (Relate this to the Universal Declaration of Human Rights article 1 and the Convention on the Rights of the Child - article 1).
Source: Adapted from: United Nations (2004, p. 51) Teaching Human Rights: Practical
Activities for Primary and Secondary Schools. Available on-line at:
http://www.un.org/wcm/webdav/site/visitors/shared/documents/pdfs/Pub_United%20Nations_A
BC_human%20rights.pdf
Activity 2: “Who am I?” – Sticky-note on the forehead Game (30 minutes)
O Each learner writes a short description of a famous person on a sticky-note and sticks it
to another learner’s forehead – without the learner seeing what is written, so they don’t
know who they are.
O Each sticky-note describes the famous person by giving his/her name (with what they do
in brackets) and what nationality or ethnic group they belong to: For example: Youssou
N’Dour (singer) – Senegalese; James McAvoy (actor) – Scottish; Barack Obama
(president of the US) – American, and so on.
O Learners to sit in a circle to play the game.
O Each learner, on their turn, asks questions to determine who they are. The rest of the
group can only answer yes or no. Whenever the answer is YES, they can ask another
question. If the answer is NO, their turn is over and play moves on.
O The questions – for the first 3 rounds – can only be about the person’s ethnicity or
nationality. The player can also ask if they are a certain person, e.g. “Am I Michael
Jackson”. If anybody guesses who they are during these 3 rounds, then they should be
heavily praised or rewarded!
O After 3 rounds, players can ask about other things, but still with only ‘yes or no’ answers.
O Whoever guesses who they are first – but only on their turn – is the winner. Keep playing
for second, third and fourth place etc., but stop playing with a few players left, so that
nobody comes in last place.
O Note: The teacher might have to help learners who can’t think what questions to ask.
(25 minutes)
8
Example:
The sticky-note says Michael Jackson:
O First round: The player firstly asks: Is the country of my nationality in Asia? Answer: NO
– the play moves on.
O Second round: On his/her next turn, the player asks: Is my country of my nationality
economically rich? Answer: YES – another turn: Is my country English-speaking? YES –
another turn: Am I English? Answer: NO – the play moves on
O Third round: Am I American? YES – another turn: Am I Barack Obama? NO – play
moves on.
O Fourth round: The player can now ask other questions apart from about nationality: Am I
a woman? Answer: NO – the play moves on (but the player knows he/she is a man).
O Fifth round: Am I dead? Answer: YES. Am I a singer? YES. Did I die in the last ten
years? YES. Am I Michael Jackson? YES.
De-brief: Explain that nationality is only a small part of ‘who we are’. People might identify
themselves as either a singer; a footballer; a politician; lesbian; gay; bisexual; transexual;
transgender; punk; gothic; athlete; paralympian; music-lover; scientist; psychologist;
sustainable development expert; traveller; gypsy; backpacker; or a mixture of the above. A
person might have mixed ethnicities and nationalities, such as being an African-Caribbean
American; a Kenyan Kikuyu British person; a Ugandan Asian British person. Or we might
simply call ourselves Global Citizens! Our identities can be influenced by many things apart
from our nationality. However, the nationality we grow up in can largely affect what we value
and how we view/perceive things (5 minutes).
Activity 3: What do you value? (40 minutes)
Values – Firstly the teacher states his/her own values and discusses these with the class:
(values – music, food, family & relationships, activities and travel, achievements, friendship
qualities, world issues, work, religious belief and customs,)
Individual Learner – Writes a poem/rap or story (on 1 side of A4 paper) about their own values
(20 minutes);
Then compare the poem/rap or story with another person in the group and keep swapping with
people every 3 minutes (speed dating – each learner has 1 minute to do the poem/rap/story (=2
minutes) then 1 minute to both discuss) (15 minutes).
De-brief: Were you surprised by your own or anybody else’s values? Are anybody else’s
values in the class very different to yours? Explain that people in different parts of the world can
have very different feelings as to what they value. Discuss and answer questions with the
whole group. Explain that although we are one human race (rather than separate “races”) –
having many similarities (see activity 1 of this session) in the way we behave, how we think,
and what we believe is right or wrong – every individual human is also different to the next and
we also have many cultural differences. One culture might value football very highly while
9
another culture might value cricket much more highly than football. This does not mean to say
that an individual from the cricket-loving culture cannot choose to dislike cricket and follow
football instead (5 minutes).
Activity 4: Having “ATTITUDE!” or a good ATTITUDE (15 minutes)
Small Group Questions (5 Minutes - 3 or 4 learners per group)
Each group should have one sheet of paper titled, “People with good attitudes”, on which they
write the word, “ATTITUDE”, going down the left side. For the first part of this activity, groups
will think of all the characteristics of a person with a good attitude within 5 minutes. They
should write those characteristics in sentences that begin with each letter of the word
ATTITUDE, as in this example:
A: Always sees the best in people and situations.
T: Totally content with what they have.
T: Takes time to “stop and smell the roses.” (5 minutes)
Now assign at least 3 of these questions to each student group:
1. List someone famous who consistently has a good attitude. Why do they?
2. List someone famous who consistently has a bad attitude. What things in their life do they
allow to give them a bad attitude?
3. How can you have a good attitude, even when things aren’t going your way?
4. Does a good attitude depend on the amount of luck you’ve had recently? Why?
5. If you could, what circumstances would you like to change in your life to help you have a
better attitude?
6. People with good attitudes enjoy life more than people with bad attitudes. Why?
7. If a friend has a bad attitude about everything, what are three things you can do to help them
change their attitude?
8. What are three ways to avoid or overcome a bad attitude when you can’t control a negative
environment or bad circumstances? (5 minutes answering the questions).
De-brief: Ask groups to share selected answers to the questions listed above with the rest of
the class. Highlight questions 6, 7, and 8 in particular, to reinforce the thought that a bad
attitude causes more problems than it’s worth, hurts other people, and takes away personal
control of one’s life (O.K. to Photocopy © Media International 2002). Although there are a lot of
negative things happening in the world you can achieve more on a personal level and make
more positive changes with a positive attitude. These changes you make can help locally,
nationally and even globally. Now ask learners to list 5 people, who they think by having a
good attitude have changed either their personal, local, national or global world in a positive
way. (5 Minutes).
10
Activity 5: Customs and perceptions (20 minutes)
O Learners to form groups of 4;
O Card Sorting: Match the definition to the term (see Resource Pack for the definitions
and terms cards, to be cut out for matching).
O Note: Move around the groups questioning their choices and prompting them to change
their decisions if wrong.
Answers:
Custom: A traditional and widely accepted way of behaving or doing something that is specific
to a particular society.
Perception: The ability to see, hear, or become aware of something through the senses, but
also the way in which something is understood or interpreted.
Attitude: A settled way of thinking or feeling about something.
Value: The importance, worth, or usefulness of something, but also can be principles or
standards of behaviour; a person’s judgement of what is important in life.
Belief: An acceptance that something exists or is true, especially something without proof.
Behaviour: The way in which one acts or conducts oneself, especially towards others.
Superstition: A widely held but often irrational belief in supernatural influences, especially as
leading to good or bad luck, or a practice based on such a belief.
Taboo: A practice that is forbidden (or restricted or prohibited) by a social or religious custom.
Examples of practices forbidden might sex or violence or perhaps just shaking hands with the
wrong hand). (15 minutes).
De-brief: Whole-group discussion on the above terms. How might the terms be linked to one
another? E.g. Customs and taboos affecting our behaviour. How might perceptions, etc. vary
across different cultures and countries? (5 minutes).
Activity 6: Superstitions (10 minutes)
O Learners to form groups of 4;
O Card Sorting: Match the superstition to the country (see Resource Pack for the
superstitions and countries cards, to be cut out for matching).
Answers:
Nigeria: Eating in the dark makes you ill or causes death.
Russia: Empty buckets or carts are bad luck.
Germany: A Stork building a nest on your chimney brings you good luck
11
Thailand: You will either have good or bad luck, depending on the direct.ion a creature’s tail
points if the creature lands in front of you.
Japan: When you see a funeral car, hide your thumb or a family member will die soon.
Italy: A cat sneezing is a good omen (good luck) for everyone who hears it.
United Kingdom: If you break a mirror, you will have seven years of bad luck.
Chile: When a cockerel crows at midnight, there will be good news, but if a cockerel crows nine
times at dusk, someone in the house is going to die.
Peru: Finding a turned-over beetle and flipping it back over to save its life is believed to bring
good luck. (5 minutes).
O Read out the answers to the whole group and discuss. Do any of these superstitions
surprise anybody? Are any of them similar? Might there be historical reasons for them?
(5 minutes)
Activity 7: Taboos (10 minutes)
O Learners to form groups of 4;
O Card Sorting: Match the taboo to the country (see Resource Pack for the taboos
and countries cards, to be cut out for matching).
Answers:
Ghana: If adults, older people or your superiors are talking, do not interrupt with your opinion
unless someone asks you a question.
Turkey: Adults of the opposite sex are expected not to act casually or show affection toward
each other in public.
Ukraine: It is considered quite rude to whistle while indoors and it is believed that, by doing
this, you will also lose a large amount of money soon after.
Vietnam: Do not sit with your feet pointing towards people. When visiting someone’s house, do
not sleep or sit with the soles of your feet pointing towards the family altar.
South Korea: You should never leave your chopsticks sticking out of the rice bowl. This would
be similar to stabbing your fork into a steak and leaving it upright when you aren’t eating.
France: Do not try to impress others with your wealth, which would be seen as bad taste, and
it’s not an accepted measure for social status. Typical discussion subjects are culture, food,
vacation, politics, family, office gossip etc. Not money!
USA: Do not use or ask for toothpicks at a restaurant or at a guest home. Americans love their
teeth, they usually use dental floss, but rarely use the toothpick.
Argentina: Do not eat on the street or on public transportation.
Brazil: Do not use your forefinger to point at something, as this may be considered rude. Use
your whole hand when you feel the need to point at something. (5 minutes).
O Read out the answers to the whole group and discuss. Do any of these taboos surprise
anybody? Are any of them similar? Might there be historical reasons for them? (5
minutes)
12
Activity 8: “Superstitions & Taboos” Charades! (30 minutes)
Using their own culture’s superstitions or taboos, learners are to create a spider diagram
individually, highlighting as many personal, local and national superstitions as they can. Then
on the back of the paper, they are to list any other countries’ superstitions or taboos they may
know, which have not already been mentioned. (Lists must be kept hidden!)
(10 minutes).
Charades game: Learners are to form 5 groups. Each group is to act out one
superstition/taboo, as a charade (no speaking!), from their list while other groups guess which
superstition/taboo they are acting out. 5 minutes is given to prepare how they will act it out,
then then each group is given 3 minutes to act. When guessed correctly, the group who
guesses receives 2 points, while the group who acts is awarded 1 point If no groups guess it in
the 3 minutes, no points are awarded. (20 minutes).
Activity 9 (5 minutes)
Evaluate the session –
 What were your attitudes/views before this topic, and have they changed at all, after
learning about this topic?
 How might your actions/decisions alter based on your learning of this topic?
 How have your perceptions of others/events/countries/cultures changed?
Session 4
O Outline trade issues between countries and ethical purchasing
(Interdependence; Unfair Trade and Fair trade)
Activity 1: String Trade (1 hour 10 minutes)
Resources required: Kits (in the Resource Pack), String, Scissors and Board/Flipchart,
1. Ask the learners: Look at the tags on your clothes? Where were they made?
2. Note the different places the learners’ clothes come from. Use their clothing as an
example of imports and exports.
3. Ask learners to define both Import and Export.
4. Ask: Why do countries import and export?
5. Note that we import things based on needs and wants. One reason we import and export
is because of scarcity.
6. Ask the learners to define Scarcity. (15 minutes)
13
Class Discussion:
1. Write: Four categories on the board or flipchart - "natural resources," "agricultural
goods," "manufactured goods" and "technological goods."
2. Ask: What are some examples of the "natural resources" on the board? (Provide with
examples if needed - coal, oil, iron ore)
3. List: Examples on the board/flipchart.
4. Repeat steps 3-4 for the other categories: "agricultural goods," "manufactured goods,"
and "technological goods."
5. Define: Learners create definitions from examples on the board for the terms "natural
resources," "agricultural goods," "manufactured goods" and "technological goods."
(20 minutes)
Group Activity:
1. Divide learners into 5 groups and hand out a kit on imports and exports to each group
(The Kits can be found in the Resource Pack).
2. Instruct the learners: From your list (refer to kit), find the country that has the good that
you need (1-3 minutes).
3. Form a circle and use the string to connect the first pair of trading partners (Example: if
Japan exports cars to the US, have the students who represent Japan pass the string to
the US. The US then passes the string on to who they export to). Have students throw
the string to the next group of trading partners and so on.
4. Ask: Group A take two steps back. What physical change occurred. This illustrates
tension between two countries (Explain that Tariffs could create this tension, i.e. a tariff
is when a government adds a tax to a certain import – say coffee for instance).
5. Illustrate: How a civil war in country A might affect the other countries. Use scissors to
cut string of the country engulfed in civil war.
6. Illustrate: Economic embargo by cutting all strings from a country. An economic
embargo is when countries ban trade with a certain country. For example: In an effort to
punish South Africa for its policies of apartheid, the United Nations General
Assembly adopted a voluntary international oil embargo against South Africa on
November 20, 1987.
(20 minutes)
Closure:
1. Write: Global Interdependence on the board/flipchart.
2. Ask: Can we create any statements from the activity to describe global
interdependence? (make sure the learners contrast interdependence to independence).
3. Write: generalizations on board encouraging students to participate. Have them justify
their conclusions.
(10 minutes)
Evaluation:
1. Ask: Quickly define import and export?
2. Ask: What is a natural resource?
3. Ask: The United States under their new president, George Lincoln, raises the tariffs on
Japanese cars. What might be some of the consequences of his actions on the global
14
economy? Note if the students are able to apply what they learned in this session by
predicting the consequences of this act, i.e.- increased economic and political tension.
4. Questions, Answers and Discussion.
(5 minutes)
Source: Michael Fantauzzo's website:
http://www.frontiernet.net/~mikef/lessonplans/lesson1a.htm
Activity 2: Unfair Trade and Fair Trade (1 hour 10 minutes)
The ‘Coffee Chain’ Game
O You will need Oxfam’s ‘Coffee Chain’ Game PDF booklet (Attached PDF, or available
at:
http://www.oxfam.org.uk/~/media/Files/Education/Resources/The%20coffee%20chain%
20game/Coffee%20Chain%20Game.ashx). The booklet gives good background
information for teachers.
1. In the PDF booklet: Do the Preparatory activity: From seed to sip on page 8 (which
includes the Coffee Quiz). (25 minutes)
2. Then begin the ‘Coffee Chain’ Game on page 10. This page shows everything that is
needed to run the game. All of this is in the PDF booklet, apart from the 100g jar of
instant coffee. It is preferable to have this, although a picture of a jar of coffee would be
sufficient. (45 minutes)
Activity 3: Promoting Fair Trade (30-40 minutes)
O In groups of approximately 5 make a 30 second TV advert to sell Fair Trade and show
the benefits of it to producers and buyers.
O This could simply be acted out, or could be filmed if filming equipment is available.
O Learners to then either act out their advert or show the film of their advert.
Extension Activity:
Reading the Coffee Chain PDF booklet, write a short report that analyses fair trade and the
benefits it creates for small-scale farmers.
15
Session 5
O Identify environmental issues and sustainable development solutions
(Pollution and waste; climate change; minimising waste; improving energy and water
efficiency; sourcing local produce and tackling seasonality)
Activity 1: Environmental Issues (30 minutes).
O See Resource Pack: Learners – in groups of 3 – to discuss what are some of the main
local, national and global environmental issues, then each completing their own grid.
Compare the issues in a half-page document: e.g. what are the similarities and what are
the differences?
O Ensure each learner individually fills in their own grid, for their portfolio.
(25 minutes)
De-brief: Discuss learners’ ideas on environmental issues and give explanations of some
issues (i.e. pollution and waste; climate change; minimising waste; energy and water scarcity;
seasonality and transporting food globally; mechanised energy-intensive agriculture).
(5 minutes)
Activity 2: Eco-Tourism at the Sandele Eco-lodge. (40 minutes)
Sandele Eco-Lodge Case Study and Questions (in the Resource Pack):
Learners are to read the read the Sandele Eco-Lodge case study (in the resource pack) and
answer the questions at the end of the case study. (30 minutes)
De-brief: Go through the questions, asking what learners have written. Explain that tourism is
often environmentally unsustainable, and often doesn’t benefit the local community. Sandele is
a good example of a tourism company trying to be more sustainable – environmentally, socially
and economically. Discuss with questions and answers session. (10 minutes)
Activity 3: Some Ecological solutions (1 hour 40 minutes)
16
In groups of 3 learners are to develop an eco-tourism resort using materials made available to
them (twigs, paper, paint, pens, sand, Lego, cardboard, glue etc. The more resources,
the better).
The activity – with instructions – is in the Resource Pack.
De-brief: Many things have to be taken into consideration if you are following ecological
principles. Often these things cost – money wise – however there is less cost to the
environment, and over time, money is saved through things such as cheaper energy bills, less
transportation costs and less waste. Discuss with questions and answers session.
(5-10 minutes)
Session 6
O Understand causes of conflict and the resolution of conflict
(Land disputes; religious and cultural differences; prejudice, resources; politics.
communication; negotiation; mediation; tolerance)
Activity 1: Conflict (15 minutes)
Firstly, learners are to be given 3 minutes to think of things that have caused conflict in their
own or friends’ lives.
Then learners pair up and list the causes of conflict (racism, hatred, jealousy, greed, religion,
land and resources, etc.) under the headings: personal, local, national, global (3 minutes).
Then pairs are to become groups of four and given 9 minutes to draw a diagram (mindmap,
list, tree, etc.) showing the causes of conflict and how these causes might be stopped from
developing in the first place (15 minutes total).
17
Activity 2: Conflict and Cooperation (55 minutes)
(Resources: Flipchart paper, blu-tack, Resource Pack)
On Flipchart Paper (or something larger, perhaps on the floor), learners in their same groups
as the previous activity, to draw a continuum from conflict to cooperation:
Conflict
Cooperation
Learners to then place the cards (in the Resource Pack) along the continuum to
show how much they relate to conflict or cooperation:
Many of the cards will relate to both conflict and cooperation. Discuss each with the whole
class, asking the learners why they think the examples on the cards relate to conflict or
cooperation, and trying to tease out the fact that some of the examples relate to both.
(25 minutes)
Then learners to draw a new continuum, going from personal, local, national, to global:
See the next page
18
Personal
Local
Conflict
Cooperation
National
Global
Learners are then to move their cards either up or down, to show whether the examples of
conflict/cooperation are at a more personal, local, national or global level. Some of the
examples might fall in-between. Then discuss with whole class. (15 minutes)
19
Some of the global themes/events/issues on the cards (such as the Rwandan genocide, WWII
and the United Nations) could lead to discussion of what these themes/events/issues entailed.
This discussion should be encouraged – while explaining anything about these
themes/events/issues that the learners might be unsure of. (15 minutes)
De-brief: Discuss as a whole group what has been learned.
Activity 3: Roommates Case Study: Making a deal or making life worse!
(20 minutes)
Learners individually to do the following activity:
Scenario
You share an apartment with Kai. For the past month, Kai has been playing music loudly in his
room late at night. This affects your sleeping and you did badly in an exam one morning.
Using good conflict resolution skills, work through your issue with Kai and try to resolve the
problem.
Select what you think is your best option. Then turn over to see how likely it is that the option
you have chosen will ease the conflict.
a. “Hey Kai, could we talk about your loud music late at night and how it’s affecting me?”
b. “Hey Kai, why do you have to play your music loud all the time at night?”
c. You grab Kai by the shoulder and say “I’m tired of this!”
Overleaf:
a. You first ask Kai if you can both talk about the issue without challenging him on it. You
have summarised it clearly, without being attacking or offensive.
b. You are more attacking here, catching Kai off-guard and he is likely to respond
defensively and negatively.
c. This option of approaching Kai is inappropriate since it is more like a physical attack and
doesn’t even refer to the issue.
Kai: “Sure, what’s up? You said that you were fine with it before…”
a. You push Kai for reminding you that you were OK with it.
b. “I know we agreed it was OK. But last Wednesday I wasn’t able to sleep and so didn’t
do well on my Thursday morning test. I’d really appreciate it if we could work something
out.”
c. “Yeah I changed my mind, you play your music too often and I don’t like it”
Overleaf:
20
a. This response is totally inappropriate since it is a physical attack.
b. This response is best, as you have first acknowledged that you have changed your view,
and then given a specific example as to how this is affecting you. You are trying to help
Kai to understand your point of view. Keeping a calm tone can also encourage
cooperation.
It is also important to have the goal of a compromise in mind. If you are vague, or don’t
provide good examples or reasons, then it is harder for Kai to understand you.
c. This response may cause both of you to become defensive and stop listening to each
other. You should instead remain calm and provide specific examples as to how it is
affecting you. (Remember: You are the one who initiated the conversation, so you have
the responsibility to guide the situation to a good solution).
Kai: “Hey your exam results are bad because you watch movies all day!”
a. “What?! Who says I’m getting bad exam results! I just need a good night’s sleep!”
b. “Please don’t change the subject, Kai. I don’t mind that you play music but I would
really appreciate some kind of deal (compromise).”
c. You punch/hit Kai for insulting you.
Overleaf:
a. Although Kai was wrong to change the subject out of his frustration (as he may have
been caught off-guard), it is still your job to stay calm and stay on subject, since you are
the one who started the conversation. Kai is not prepared for this conversation and
might not know how to react.
b. Staying on subject and remaining calm like this helps a lot when dealing with conflict
resolution. This is a good skill to have, as it is difficult to stay calm when the other
person begins to bring up, or attacks you with, other issues.
c. Violence is never an option and a sure way to ruin a friendship, even if Kai was wrong to
change the subject out of his frustration. You should instead remain calm and on
subject.
Kai: “OK, I’m sorry. If my loud music is bothering you I can try to be flexible”
a. Through your body language, voice, and eye contact you pay attention to what Kai is
saying and then say “Thanks for understanding. I feel like it has been especially hard for
my 08:00 class on Tuesdays, Thursdays and Fridays”.
b. “Kai, you should pick five nights next month that you can play your music loud!”
c. You shrug and don’t listen or accept that Kai is trying.
Overleaf:
a. It is good here that you have recognised that Kai has acknowledged that he changed
the subject. Secondly, you have made clear what is bothering you (lack of sleep and
poor performance on studies). You have actively listened and given positive
reinforcement to any helpful gesture he might make.
b. This response is not that bad – you are offering an alternative. However, you should not
tell Kai what to do when trying to resolve a conflict without offering a deal
21
(compromise). This causes resistance and hard feelings. Instead you should try to be
considerate of Kai’s feelings and viewpoint, and work up to a solution with him.
c. This response may not get you far at all. You need to actively listen (paying attention
through body language, voice, and eye contact) when dealing with conflict resolution.
Kai: “Well maybe I can ask my friend to not come over before your classes on
Mondays, Wednesdays and Thursdays.”
You: “That’s great Kai, and I can stop watching my movies by midnight on Tuesdays
and go somewhere else such as my friends or the cinema on Friday nights.”
You have now both built in a compromise. You have offered something even though it was not
the issue, but rather a gesture. Notice that Kai has taken the lead and made the first step, and
you are quick to acknowledge the gesture and have offered something even if you didn’t
consider it part of the issue.
You could have just refused Kai or told him that it was his problem. But by working together
you both benefit.
A collaborative conflict resolution process like this will not get rid of tension in a relationship
immediately, but over time, getting rid of the source of tension and overcoming difficulties can
result in growth for all of us.
Activity adapted from the Study Guides and Strategies website: Cooperative Learning Series: Conflict
Resolution, a case study. Available on-line at:
http://www.studygs.net/conflex.htm
Activity 4 (25 minutes)
Learners to form groups of 4, and draw a mind map on flipchart paper, with Causes of
Conflict written in the middle. They are to discuss and add to the mind map, thinking of
conflicts happening in the world. What are many of the conflicts being fought over?
Ideas: Politics, Resources (e.g. water, oil, land, food, forests), Religious and Cultural
Differences, Prejudice, Power, etc. (15 minutes)
De-brief: Discuss why conflicts occur, and how these can be, or turn into, war. What solutions
can the learners think of? How would they use their conflict resolution skills to end resolve
these conflicts if they were in a powerful position? (10 minutes)
Activity 5 (25 minutes)
Groups to then write on the back of their flipchart paper - writing the word conflict
resolution in the middle, with lines going off to the words communication; negotiation;
mediation; and tolerance. Learners are then to discuss what these terms mean. How do these
terms relate to resolving conflict? Write or draw pictures near each term to describe.
De-brief: After the above activities, learners are to discuss/evaluate what they have learned.
22
Did anything surprise them? What would they like to know more about? How do they think
conflict resolution skills will help them in their own lives, e.g. at work? (15 minutes)
Evaluate all sessions: Learners to evaluate everything that has been learned on the course
so far. Learners who have understood a lot to pair up with those who have understood less
and teach them what they know. Then the pairs to form groups of four and discuss.
(25 minutes)
Session 7
O Know how to campaign and take action on global issues (12 hours)
(Plan, implement and how to evaluate)
Activity 1 (20 minutes)
What is a Campaign?
Ask the whole group what they think a campaign is?
Then show the definition and congratulate the learners for being correct or close:
O Definition: A series of actions intended to produce political or social change or to achieve
a commercial goal
Now point out the word “actions” in the definition. Ask the whole group what are the “actions”?
What does campaigning set out to do? Draw a spider diagram or list on a flipchart/board.
O E.g. Influence people; change people’s opinions; enact change of some description
Can the group think of examples of different types of campaigning? Draw another spider
diagram or list on a flipchart/board.
O E.g. using social media (Facebook, Twitter, etc.); advertising; petitioning; protesting
(hunger strikes/sit-ins/marches); meeting with people who have influence; battle bus;
leaflets; letter-writing; boycotting products; posters; using media (radio, TV,
newspapers); publicity stunts; fundraising; flash-freezes; flash-dances.
Ask the group: Has anybody been involved in a campaign – what was it for? Who was
involved? What did they do? Did it work?
Source for the above activity: Adapted from Parliament Education Service (2011) Parliament Week: Stories of
Democracy pack for partners. Campaigning and Debating Activities.
Activity 2 (45 minutes)
Case studies of successful campaigns
Split the learners up into four groups with four separate case studies of successful campaigns
(in the Resource Pack).
23
Each group is to identify key aspects of the successful campaigns and write their ideas on
flipchart paper (20 minutes):
A) What was the campaign’s goal? Who were they trying to influence?
B) Who were the campaigners? What do you think motivated them? Are there more
than one group? What unites them?
C) How did they campaign? What activities did they use? If it is an historical event,
do you think the methods used would work today?
D) Was the campaign successful? What problems did it face? If they overcame
them, how did they do it? Was there anything else they could have done?
E) What did the campaign achieve? Has the outcome influenced your life?
F) If you are looking at something in an historical context, is there anything that links
it to a recent movement or campaign?
Each group to feedback and present their findings to the rest
of the class (5 minutes per group).
Source for the above activity: Adapted from Parliament Education
Service (2011) Parliament Week: Stories of Democracy pack for
partners. Campaigning and Debating Activities.
Activity 3 (25-30 minutes)
Making a Difference: Creating a Campaign!
Flipchart paper needed for each group to write down ideas:
O Put the learners into groups of 4-5 and ask them to
discuss “If they could change one thing, what would it be?” (this can be a local, national
or global issue) (5 minutes).
O Who would they need to influence to bring about this change – the general public;
organisations; particular demographics of people; media; politicians? (5 minutes).
O Thinking about the different types of campaigning (see activity 1), which methods would
work the most effectively with the groups the learners have identified? Why? (5
minutes).
O Ask the learners to create an outline of a campaign targeted at one of the groups (target
audience) they have identified (5 minutes).
After each of the above: discuss as a whole group – What makes a successful campaigner?
What skills or qualities do campaigners need?
O E.g. confident / organised / determined / passionate / good speaker / can motivate
people / leader or team player / informed
24
Activity 4 (25 minutes)
SMART Objectives:
Explain that when setting objectives/goals for a campaign, it is important that these objectives
are SMART:
Specific
Measurable
Achievable
Realistic/Relevant
Timely (or time-bound)
Learners are to get into 5 groups and draw a spider diagram on flipchart paper. Give each
group a different SMART principle (e.g. Measurable) for them to write in the middle. Each group
to write/draw what they think each refers to regarding objectives/goals.
Then the groups move to the next table but leave the diagram on the table. The group adds to
the diagram or puts a question mark next to the points made by other groups, either that they
feel are incorrect or that they do not understand (NOTE: A different coloured pen for each
group would be useful).
After this has happened 5 times (3 minutes at each table), each group gives a quick
explanation of the diagram they have ended on, while other groups ask questions, discuss or
argue their points.
Ideas:
Specific
O Are the objectives/goals clear to anybody that has a basic knowledge of the area?
O Are they clear and well defined?
O The five “W” questions:
o What do you want to accomplish?
o Why: reasons for, or benefits of, accomplishing the goals
o Who is involved?
o Where: identify a location for the campaign/event
o Which things will you need? Which requirements? Which constraints?
Measurable
O How much? How many?
O Do you know that the goals are obtainable/possible and how far away completion is?
O How will you know when the goals have been achieved?
Achievable
O Is their a realistic path to achieving the goals?
25
O Can the goals really be achieved or will you be disappointed?
Realistic/Relevant
O Do you have the resources (people, equipment, money) available to reach the goals?
O Do you have enough time available to reach the goals?
O Do you have enough knowledge available to reach the goal?
O Does this seem worthwhile?
O Is it the right time to be doing such a campaign/event?
O Are you the right people to do it?
Timely
O What can you do now, or in 6 weeks, or in 6 months, to reach the goal?
O Do you have a deadline set that gives you enough time?
O Is there too much time (performance can be better under tighter deadlines)?
Activity 5: Plan your own campaign! (30 minutes)
Firstly, learners are to get into groups of 6-7. These groups could depend on what they feel
they would like to change in the world (what did they want to change in activity 3?) and then
getting into groups with other learners with similar concerns/interests/beliefs. This could be
local, national or global in nature. If the issue is local or national, ask learners how the issue
might relate to the global or to globalisation. Discuss as a whole group “what is globalisation?”
(5-10 minutes).
Then each group is to have a team meeting to discuss the aims, objectives, etc. of the
campaign they are going to carry out.
Note: The campaign should be relatively achievable so that the learners do not get too
disappointed if their goal is not reached. However, if the goal is to simply raise awareness
about a big issue or an organisation, then this is obviously achievable.
Team meeting: to decide what type of campaign or event will take place and what global
issue/topic will be chosen to campaign about.
O One member of the group is to record the minutes of meeting
O Each learner to
complete the table below:
See the next page
26
27
Activity 6
Doing an Action Plan (20 minutes)
You now need to make a clear action plan with key dates and deadlines. See the next page
for the Action Plan Grid.
For each stage of your campaign, take one of your objectives – or part of an objective – that
each team member will be working on, and break it down into the tasks they will need to do to
achieve that. This will include things like doing research, contacting your MP, designing a
leaflet etc. The tasks should be as specific as possible, and should include details of how they
are going to be done.
Source: Adapted from Friends of the Earth pdf: The Route to Successful Campaign
Planning. Available on-line at:
http://www.foe.co.uk/resource/event_presentations/ne_campaign_planning.pdf
To help develop your action plan and timeline you need to consider:





What needs to happen before I can do this?
What can be done once I’ve done this?
And, how long will it take to do? (What date will you start? What date will the activity be
complete?)
Note, it is often easier to work backwards from the final deadline. i.e. the day of the
event!
You will need to make multiple copies of the action plan grid
28
Objective, or part of objective, to be covered:
Task/action
Key Dates/Deadlines
Person to carry
out the task
What does the person need to do to complete this?
Done
()
Objective, or part of objective, to be covered:
Task/action
Key Dates/Deadlines
Person to carry
out the task
What does the person need to do to complete this?
Done
()
Activity 7
Doing a Contingency Plan (25 minutes)
Campaigners sometimes make the mistake of not putting much effort into a plan B because
they have put all their passion into plan A. There will always be a chance that things will not go
as planned. To ensure that this does not completely ruin your campaign, it is better to be
prepared with some clear ideas of what scenarios might occur and if so, how you will respond
to these. Fill out your contingency plan below.
Scenario:
What could go wrong?
How can you prevent this?
If this happens, what is plan B
Activity 8: Begin your Campaign.
Good Luck!!
32