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the Royal Commonwealth Society Lesson 3 Resources1-6 Blue
Citation preview
Commonwealth SCHOOL RESOURCES » Lesson 1r2
© Royal Commonwealth SoCiety | www.theRCS.oRg/youth66
Note - This lesson could be split into two for students to have more time to prepare and discuss: activities 1 and 2 in the first lesson, and activities 3 and 4 in the second lesson. Lesson aims/key questions
1 » what do we mean by Common wealth?2 » what are some of the causes and effects of global inequalities?3 » what can the Commonwealth and other global institutions do to reduce global
inequalities and promote global justice and development?
Learning outcomes and key processes
Students will be able to:a » identify different positions people might take on the global economy and global
society (‘Common wealth’) around the Commonwealth.b » analyse some of the causes and effects of global inequalities.c » Recall at least three of the un millennium Development goals.d » evaluate some projects the Commonwealth and other global institutions might be
able to implement in reducing global inequalities, including reference to funding constraints.
e » Formulate, express and justify an opinion on global inequalities and/or development.Key processes: Critical thinking; empathising with others; discussion and debate; arguing a viewpoint other than your own; communicating ideas; listening to others; critically assessing your own view and others’ viewpoints; working with others to solve problems; an interest in global issues and current affairs.
Key words/ concepts / terms
global inequalities | Commonwealth | Development | un millennium Development goals | global institutions
Summary of activities and links to learning outcomes
activity 1 (starter): ‘Ideas of Common Wealth?’ Puzzle (Diagram to cut up and put back together)
a »
activity 2: Global Inequalities: Causes and Effects (match-up task) b »
activity 3: Millennium Development Goals Funding Board (Presentations in groups)
c »
d »
activity 4 (plenary): Values Continuum (Justifying opinions on a values scale) e »
Assessment opportunities
» activity 2 could be assessed by marking the completed cause and effect sheets (3r2). this might be a good opportunity for peer assessment (students marking each others’ work).
» activity 3 could be a group assessment, graded when each group presents to the ‘funding board’.
Differentiation » activity 1: the ‘ideas of Common wealth?’ diagram (3r1) has two forms: Puzzle X is more accessible as it focuses on the general principles, and Puzzle y is more challenging as it identifies ideological descriptors such as ‘authoritarian’ and ‘libertarian’. Questions in the activity are ordered from the more accessible to the more challenging.
» activity 2: Sheet X contains more accessible ideas and Sheet y contains more challenging ideas (3r2).
» activity 3: Students can support and challenge each other in their groups.» activity 4: thorough questioning (level and challenge of questions pitched to needs
of individual students). Statements increase in their complexity from 1 to 10.
Commonwealth SCHOOL RESOURCES » Lesson 3
» Ideas of Common Wealth? Global Inequalities and Development
3 leSSon 3Page 1 oF 4
© Royal Commonwealth SoCiety | www.theRCS.oRg/youth 67
» Activity 1 (starter): Ideas of Common Wealth? Puzzle
Cut up the top half of the puzzle sheets (3r1) into irregular pieces and give one puzzle out to each group of 3-4 students. ask students to reassemble the puzzle (which shows an economic/political spectrum illustrating the different ideologies and ideas of ‘Common wealth’). Puzzle X is more accessible and Puzzle y is more challenging in the ideas presented. once students have assembled the diagram ask them to consider the following questions (or simply questions 1, 2 and 7 if you have less time), which are also listed on the bottom half of the sheets (3r1):
1 » Does the diagram contain any ideas you have not come across before? Ring the words you are not sure about. if you can, try to work out what they mean using your group’s powers of logic and links to other ideas on the diagram.
2 » looking at the ideas in the speech bubbles, which ones do you most agree with? why?
3 » looking at the statements in bold and italic to the left and right of the diagram (Money should be distributed according to need; Money should be distributed according to who has earned it), do you think you agree more with one or the other? mark on the diagram where you might position yourselves between these two ideas.
4 » looking at the statements in bold and italic at the top and bottom of the diagram (There should be minimal government interference in people’s lives; Governments should look after the most vulnerable members of society), do you think you agree more with one or the other or both? mark on the diagram where you might position yourselves between these two ideas.
5 » are your combined answers to questions 3 and 4 in the same boxes as your positions in question 2? Discuss why / why not. are these ideas easy to understand and explain?
6 » what do you understand by the term ‘Common wealth’?
7 » what impact might international institutions such as the united nations and Commonwealth have on the ideas presented in this diagram? 3r1
0-15m
» Suggested time allowance for activities
Homework or extension tasks
you could ask students to:» Research and discuss the ideas behind some of the more challenging terms on the
‘ideas of Common wealth?’ diagram (3r1) such as ‘authoritarian’, ‘libertarian’, ‘communitarian’, ‘regulation’, ‘competition’ and ‘unethical’, and the concepts of left and right wing.
» write a resource for primary school children explaining the causes and effects of global inequalities and outlining some possible solutions.
» write a letter to the government asking for more to be done about meeting the millennium Development goals and/or suggesting other ways of reducing global inequalities.
» write a one-minute speech justifying their opinion on one of the statements listed on the values continuum statement sheet (3r6).
Resources needed » activity 1 (starter): ‘Ideas of Common Wealth?’ Puzzle (one per group of three-four students) (cut into irregular pieces for students to reassemble) (3r1).
» activity 2: Global Inequality Cause and Effect Sheets (one sheet each or one per pair of either Sheet X or Sheet y - or both if you have more time) (3r2).
» activity 3: Millennium Development Goal Cards (one set per group of five-eight students) (need to cut out the cards or give students scissors to cut them out if time) (3r3); Funding Board guidelines (3r4); large sheets of paper and thick pens, or space to write on the board; Bundles of fake money (marked $100 million in total) if possible (3r5); stopwatch.
» activity 4: Values continuum statement sheet (3r6), long piece of string and agree/disagree signs if possible, but not essential.
1r2
Commonwealth SCHOOL RESOURCES » Lesson 3
» Diversity and the Commonwealth continued...
3leSSon 3Page 2 oF 4
Commonwealth SCHOOL RESOURCES » Lesson 1r2
© Royal Commonwealth SoCiety | www.theRCS.oRg/youth68
» Suggested time allowance for activities
1r4
» Activity 1 (starter): Ideas of Common Wealth? Puzzle continued...
if you don’t have much time, you could simply present students with the sheets (3r1) without cutting them into puzzles.
if you have more time you could ask students to consider some facts and figures about inequalities around the Commonwealth, for example:
» the top 1% of the world’s adult population owns 40% of the world’s wealth.
» the top 2% of the world’s adult population owns over 50% of the world’s wealth.
» the top 10% of the world’s adult population owns 85% of the world’s wealth.
» the bottom 50% of the world’s adult population owns around 1% of the world’s assets.
world institute for Development economics Research (wiDeR), www.wider.unu.edu 2006, based on data from 2000.
• Canada has an average wealth (GDP (Gross Domestic Product) per person) of around $40,000.
• India has an average wealth (GDP (Gross Domestic Product) per person) of around $3,000. international monetary Fund, www.imf.org world economic outlook, 2010.
• In the Seychelles, the share of the country’s income held by the richest 10% of people is 60%. The share of the country’s income held by the poorest 10% of people is 1.6% world Bank, http://data.worldbank.org/indicator/SI.DST.10TH.10, 2007
• In the UK, the 50% least wealthy households account for only 9% of wealth, while the richest 20% own 62% of wealth. UK Office of National Statistics report, reported in Guardian article, www.guardian.co.uk/uk/2009/dec/10/ons-report-uk-wealth, 2009
» Activity 2: Global Inequalities: Causes and Effects
give out Sheets X and/or y (3r2) to students, either individually or in pairs (these sheets contain ideas about the causes and effects of global inequalities that students have to match up. Sheet X contains more accessible ideas and Sheet y contains more challenging ideas).
give students six to eight minutes to match up the chains of cause and effect so they can explain some of the main causes and effects of global inequality. if you have time you could go through the answers as a class (perhaps using peer assessment) and discuss students’ responses to the ideas and questions presented on the sheets.
» ask them to consider the impacts international institutions such as the united nations and Commonwealth might have on the causes and effects of global inequalities.
15-25
Commonwealth SCHOOL RESOURCES » Lesson 3
3r1
3r2
3 leSSon 3Page 3 oF 4
© Royal Commonwealth SoCiety | www.theRCS.oRg/youth 69
» Activity 3: The Millennium Development Goals Funding Board.
ask for three student volunteers. these are members of the millennium Development goals Funding Board. give these students the Funding Board guidelines (3r4) to look through – they have a number of important elements to consider before making their decision. Divide the other students into groups of five-eight and hand out the millennium Development goal Cards (3r3), cut up in advance if possible. each group has to choose three un millennium Development goals (mDgs) and formulate a funding proposal that includes the following aspects:» the three Millennium Development Goals (mDgs) they have chosen.» how their three chosen mDgs are linked together and how they might help to reduce global inequalities.» a programme or project they would start up that would contribute to at least two out of their three
chosen goals if they were given the funding.» How many people their programme might reach across the Commonwealth (which has around two billion
people in it), how much it might cost per person, and the approximate total cost of their project or programme.once they have decided on their goals and programme / project idea, it might be useful for students to divide their group into subgroups to prepare and present the four different elements listed above. give students ten minutes or so to formulate their proposal (or read through Funding Board guidelines if they are the three volunteers). let students know that the Funding Board have very limited time so each group’s presentation can be a maximum of one minute 30 seconds which will be strictly timed – but that they have large sheets of paper and thick pens (or a board) on which to display their proposal which will save them time during the presentations. Set up the room as if the Funding Board are in a formal meeting so that each group can present to the Board in turn.
with all the students watching and the Funding Board seated in their places, ask each group in turn to present their proposal for one minute thirty seconds. Keep time using a stopwatch (or get one of the students from another group to do so) and cut each group off quite strictly if they attempt to run over.
give the Funding Board one or two minutes to decide which projects to fund and how to distribute their $100 million (3r5) and ask them to justify their choice. » if there is time, discuss with students the extent to which these kinds of programmes might help efforts to reduce global inequalities – and the extent to which the money is actually available for such programmes (considering that unaiDS calculates that there is a current 10 billion uS dollar shortfall in funding for aiDS prevention and treatment on top of the 15 billion or so uS dollars currently being spent on this: http://unaidstoday.org. » you might want to share with students the percentage of gDP (or actual amounts) the country they live in currently contributes towards, or receives for, global development as compared to other neighbouring countries. (Donor figures can be found on the un Statistics Division website: net oDa as percentage of oeCD/DaC donors’ gni - http://unstats.un.org/unsd/mdg/SeriesDetail.aspx?srid=568 - and recipient figures can be found on world Bank Data website: net oDa received (% of gni) - http://data.worldbank.org/indicator/DT.ODA.ODAT.GN.ZS). Are they surprised at this figure? » you could also share with students the annual global military expenditure (around 1500 billion uS dollars per year according to the Stockholm international Peace Research institute: http://www.sipri.org/) as compared to the annual amounts spent on global development by the oeCD Development assistance Committee (around 120 billion uS dollars per year according to the oeCD website: http://www.oecd.org) How could we convince governments and businesses to spend less on weapons and more on development?
» Activity 4 (plenary): Reaching consensus
Draw an imaginary line or stretch out a long piece of string across the classroom. tell students that this is a Values Continuum and that one side means ‘agree’ and one means ‘disagree’. Read out a statement from the Values continuum statement sheet (3r6) and ask students to stand in a position on the line in accordance with how much they agree or disagree with the statement. then pick a couple of students (perhaps names out of a hat) to justify why they chose that position on the values continuum. if they give a particularly convincing justification, ask all students whether any of them wish to change their positions accordingly.
Read out as many of the statements as you have time for and get different students to justify their opinions for each statement. talk to students about the flexibility of their opinions – even if they form an opinion today, with more information, dialogue and changing circumstances it is fine to change opinion and this is an important part of diversity, development and democracy. » if you are short of time, you could give out copies of the Values Continuum tick sheets for
students to complete themselves
» Suggested time allowance for activities
3r6
3r4 3r53r3
Commonwealth SCHOOL RESOURCES » Lesson 3
» Introducing the Commonwealth
3leSSon 3Page 4 oF 4
View p24-25CommonGround guide
25-50m
50-60m
© Royal Commonwealth SoCiety | www.theRCS.oRg/youth�
» Ideas of commonwealth
ReSouRCe 3r1Page 1 oF 2 3r1
1 » Does the diagram contain any ideas you have not come across before? Ring the words you are not sure about. if you can, try to work out what they mean using your group’s powers of logic and links to other ideas on the diagram.
2 » looking at the ideas in the speech bubbles, which ones do you most agree with? why?
3 » looking at the statements in bold and italic to the left and right of the diagram (money should be distributed according to need; money should be distributed according to who has earned it), do you think you agree more with one or the other? mark on the diagram where you might position yourselves between these two ideas.
4 » looking at the statements in bold and italic at the top and bottom of the diagram (there should be minimal government interference in people’s lives; governments should look after the most vulnerable members of society), do you think you agree more with one or the other or both? mark on the diagram where you might position yourselves between these two ideas.
5 » are your combined answers to questions 3 and 4 in the same boxes as your positions in question 2? Discuss why / why not. are these ideas easy to understand and explain?
6 » what do you understand by the term ‘Common wealth’?
7 » what impact might international institutions such as the united nations and Commonwealth have on the ideas presented in this diagram?
8 » what is the role of Civil Society (for example charities, faith groups and non-governmental organisations) in speaking up on behalf of people in the Commonwealth?
Fair trade betweencountries should be
promoted as thishelps to stop businesses
from making an unfairprofit through unethical
practices.
Free trade is best foreveryone! If businesses
can develop withoutinterference, in a
competitive market,they will be much moreefficient and innovative
and the whole ofsociety will benefit.
Governments shouldprotect the most
vulnerable peoplefrom being harmed insociety but generally
global trade and competition is the best way to give everyone a
better life.
Business and tradeshould be strictly
regulated (controlled)so that profit is not putbefore people’s needs.
Countries should befully supported in theirdevelopment, including
through appropriateforms of aid.
Money should bedistributed according to
who has earned it.
Governments should look after the most
vulnerable members of society.
Money should be distributed according
to need.
There should be minimal
government interference
in people’s lives.
Ideas of Common Wealth Puzzle X » Resource 3r1
© Royal Commonwealth SoCiety | www.theRCS.oRg/youth 3
Ideas of Common Wealth Puzzle Y » Resource 3r1
» Ideas of commonwealth
ReSouRCe 3r1Page 2 oF 2 3r1
1 » Does the diagram contain any ideas you have not come across before? Ring the words you are not sure about. if you can, try to work out what they mean using your group’s powers of logic and links to other ideas on the diagram.
2 » looking at the ideas in the speech bubbles, which ones do you most agree with? why?
3 » looking at the statements in bold and italic to the left and right of the diagram (money should be distributed according to need; money should be distributed according to who has earned it), do you think you agree more with one or the other? mark on the diagram where you might position yourselves between these two ideas.
4 » looking at the statements in bold and italic at the top and bottom of the diagram (there should be minimal government interference in people’s lives; governments should look after the most vulnerable members of society), do you think you agree more with one or the other or both? mark on the diagram where you might position yourselves between these two ideas.
5 » are your combined answers to questions 3 and 4 in the same boxes as your positions in question 2? Discuss why / why not. are these ideas easy to understand and explain?
6 » what do you understand by the term ‘Common wealth’?
7 » what impact might international institutions such as the united nations and Commonwealth have on the ideas presented in this diagram?
8 » what is the role of Civil Society (for example charities, faith groups and non-governmental organisations) in speaking up on behalf of people in the Commonwealth?
Fair trade betweencountries should be
promoted as thishelps to stop businesses
from making an unfairprofit through unethical
practices.
Free trade is best foreveryone! If businesses
can develop withoutinterference, in a competitive
market, they will be much more efficient and innovative and the whole
of society will benefit.
Governments shouldprotect the most
vulnerable peoplefrom being harmed insociety but generally
global trade and competition is the best way to give everyone a
better life.
Business and tradeshould be strictly
regulated (controlled)so that profit is not putbefore people’s needs.
Countries should befully supported in theirdevelopment, including
through appropriateforms of aid.
Money should bedistributed according to who has earned it.
Governments should lookafter the most vulnerable
members of society.
Money should be distributed according
to need.
There should be minimalgovernment interference
in people’s lives.
Social Right
Social Right
EconomicLeft
EconomicRight
Individual/Anarchist
Collectivist/Authoritarian
Socialist/Communitarian
Libertarian/Individualist
© Royal Commonwealth SoCiety | www.theRCS.oRg/youth72
» Sheet X
Eff
ect
thes
e g
roup
s o
f peo
ple
may
ha
ve le
ss c
hanc
e o
f get
ting
jo
bs
and
loo
king
aft
er t
heir
fam
ilies
tha
n o
ther
peo
ple
in
the
coun
try.
with
out
an
educ
atio
n, it
is
diffi
cult
for
them
to
get
mo
re
hig
hly
pai
d jo
bs
and
the
y m
ay n
ot
be
able
to
sup
po
rt
thei
r fa
mili
es if
the
y b
eco
me
ill.
the
peo
ple
suf
ferin
g fr
om
th
ese
dis
ease
s b
eco
me
iso
late
d a
nd m
ight
lose
the
ir jo
bs
or
not
be
able
to
acc
ess
trea
tmen
ts.
with
out
a p
rop
er
infra
stru
ctur
e, fo
od a
nd
supp
lies
cann
ot
be
tran
spo
rted
to
peo
ple
who
ne
ed t
hem
aro
und
the
co
untr
y.
if th
e g
ove
rnm
ent i
s un
stab
le
it m
ay b
e u
nab
le t
o c
ont
rol
crim
e an
d p
ass
law
s to
hel
p
pro
tect
peo
ple
fro
m h
arm
.
gov
ernm
ents
of t
hese
cou
ntrie
s m
ust
spen
d m
ore
mo
ney
on
floo
d d
efen
ces
and
re
loca
ting
dis
pla
ced
citi
zens
.
Cau
se
Chi
ldre
n m
ight
no
t ha
ve
acce
ss t
o s
cho
ols
or
they
m
ight
hav
e to
wo
rk in
stea
d
to s
upp
ort
the
ir fa
mili
es.
Peo
ple
may
be
frig
hten
ed
abo
ut d
isea
ses
such
as
hiV
/a
iDS.
the
y ar
e sc
ared
to
ta
lk a
bo
ut t
hese
dis
ease
s an
d a
stig
ma
deve
lops
aro
und
su
ffere
rs.
isla
nds
and
low
-lyin
g
coun
trie
s m
ay fa
ce p
rob
lem
s fr
om
ris
ing
sea
leve
ls a
nd
oth
er e
ffect
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f clim
ate
chan
ge.
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gove
rnm
ent m
ay
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ate
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nst c
erta
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gro
ups
of p
eop
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.g. o
n g
roun
ds
of g
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er, s
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lity,
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ligio
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may
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t ha
ve m
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y to
sp
end
on
infr
astr
uctu
re (e
.g.
road
s an
d p
ublic
tra
nsp
ort
).
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nflic
ts b
etw
een
coun
trie
s an
d c
ivil
war
s w
ithin
co
untr
ies
may
cau
se
go
vern
men
ts t
o b
eco
me
unst
able
.
Eff
ect
if p
eop
le b
eco
me
ill w
ho
have
no
t b
een
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ated
, th
ey m
ay n
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kno
w h
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car
e to
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p
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es g
et b
ette
r.
with
out
tre
atm
ents
, the
se
peo
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may
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s th
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ses
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to t
heir
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th
ey m
ay a
lso
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and
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ir ch
ildre
n m
ight
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ome
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aned
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man
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ople
hav
e to
leav
e th
eir h
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es (b
eco
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or
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gee
s) d
urin
g c
onfli
ct a
nd
may
lose
thei
r mon
ey,
po
sses
sio
ns a
nd li
velih
oo
ds.
they
may
feel
frus
trat
ed
and
dev
elo
p h
atre
d a
gai
nst
thes
e o
ther
peo
ple
; co
nflic
ts
bet
wee
n g
roup
s o
f peo
ple
m
ight
resu
lt.
the
gen
eral
livi
ng s
tand
ard
s o
f all
citiz
ens
in t
hese
isla
nd
stat
es a
nd lo
w-ly
ing
co
untr
ies
go
es d
ow
n.
Foo
d p
rices
mig
ht g
o u
p in
ar
eas
whi
ch a
re n
ot
easy
to
g
et t
o, w
hich
mea
ns p
eop
le
who
can
not
affo
rd t
he h
igh
pric
es m
ight
go
hun
gry
.
Eff
ect
glo
bal
ineq
ualit
y Draw arrows between the appropriate causes and effects of global inequality in chains leading from the left to the right of the page. The first is done for you.
1» D
o so
me
of th
e ef
fect
s fe
ed b
ack
into
th
e ca
uses
, cre
atin
g a
‘v
icio
us c
ircl
e’?
M
ark
dow
n w
here
yo
u th
ink
this
cou
ld
hap
pen
.
2» W
hat e
ffect
s m
ight
glob
al in
stitu
tions
suc
h as
the
Uni
ted
Nat
ions
an
d C
omm
onw
ealth
ha
ve o
n th
ese
caus
es
and
effe
cts
of g
lob
al
ineq
ualit
ies?
3» C
an y
ou s
umm
aris
eso
me
of th
e m
ain
caus
es a
nd e
ffect
s of
g
lob
al in
equa
lity
in
arou
nd 1
00 w
ord
s?
Global Inequality Cause and Effect Sheets » Resource 3r2
ReSouRCe 3r2Page 1 oF 3 3r2
© Royal Commonwealth SoCiety | www.theRCS.oRg/youth 73
Eff
ect
if p
eop
le b
eco
me
ill w
ho
have
no
t b
een
educ
ated
, th
ey m
ay n
ot
kno
w h
ow
to
ac
cess
med
ical
car
e to
hel
p
them
selv
es g
et b
ette
r.
with
out
tre
atm
ents
, the
se
peo
ple
may
pas
s th
e d
isea
ses
on
to t
heir
child
ren.
th
ey m
ay a
lso
die
mo
re
qui
ckly
and
the
ir ch
ildre
n m
ight
bec
ome
orph
aned
.
man
y pe
ople
hav
e to
leav
e th
eir h
om
es (b
eco
min
g
dis
pla
ced
per
sons
or
refu
gee
s) d
urin
g c
onfli
ct a
nd
may
lose
thei
r mon
ey,
po
sses
sio
ns a
nd li
velih
oo
ds.
they
may
feel
frus
trat
ed
and
dev
elo
p h
atre
d a
gai
nst
thes
e o
ther
peo
ple
; co
nflic
ts
bet
wee
n g
roup
s o
f peo
ple
m
ight
resu
lt.
the
gen
eral
livi
ng s
tand
ard
s o
f all
citiz
ens
in t
hese
isla
nd
stat
es a
nd lo
w-ly
ing
co
untr
ies
go
es d
ow
n.
Foo
d p
rices
mig
ht g
o u
p in
ar
eas
whi
ch a
re n
ot
easy
to
g
et t
o, w
hich
mea
ns p
eop
le
who
can
not
affo
rd t
he h
igh
pric
es m
ight
go
hun
gry
.
1» D
o so
me
of th
e ef
fect
s fe
ed b
ack
into
th
e ca
uses
, cre
atin
g a
‘v
icio
us c
ircl
e’?
M
ark
dow
n w
here
yo
u th
ink
this
cou
ld
hap
pen
.
2» W
hat e
ffect
s m
ight
glob
al in
stitu
tions
suc
h as
the
Uni
ted
Nat
ions
an
d C
omm
onw
ealth
ha
ve o
n th
ese
caus
es
and
effe
cts
of g
lob
al
ineq
ualit
ies?
3» C
an y
ou s
umm
aris
eso
me
of th
e m
ain
caus
es a
nd e
ffect
s of
g
lob
al in
equa
lity
in
arou
nd 1
00 w
ord
s?
Eff
ect
Pollu
tion
fro
m in
dus
try
and
m
igra
tion
to c
ities
.
Few
er n
atur
al re
sour
ces
mea
ns t
he p
rices
go
up
.
go
vern
men
ts in
the
se
coun
trie
s m
ight
find
it
diffi
cult
to c
hang
e p
eop
le’s
min
dse
ts a
nd c
ont
rol
dis
crim
inat
ion,
crim
e an
d
vio
lenc
e.
Farm
ers
have
to
gro
w fo
od
an
d o
ther
pro
duc
ts fo
r th
e co
nsum
ers
rath
er t
han
to
feed
the
loca
l co
mm
unity
.
Co
rrup
tion
spre
ads
do
wn
fro
m le
ader
s to
oth
er
po
litic
al re
pre
sent
ativ
es
and
law
mak
ers,
jud
ges
, m
agis
trat
es a
nd t
he p
olic
e fo
rce.
Co
untr
ies
cann
ot
affo
rd t
o
pay
bac
k th
e lo
ans
for
man
y ye
ars
and
just
pay
the
low
est
inte
rest
pay
men
ts p
oss
ible
.
Cau
se
his
toric
ally
, peo
ple
in a
nu
mb
er o
f co
untr
ies
have
b
een
do
min
ated
, ens
lave
d
and
crim
inal
ised
by
colo
nial
p
olic
ies
that
are
har
d t
o
esca
pe
fro
m o
nce
the
coun
trie
s g
ain
ind
epen
den
ce.
go
vern
men
ts m
ay p
ut a
lot
of m
one
y in
to fa
st
ind
ustr
ialis
atio
n.
inte
rnat
iona
l ban
ks a
nd
org
anis
atio
ns m
ay g
ive
hug
e lo
ans
to g
ove
rnm
ents
at
a hi
gh
rate
of i
nter
est.
Co
mp
anie
s tr
ying
to
mak
e a
pro
fit m
ay a
void
go
vern
men
t re
gul
atio
ns a
nd e
xplo
it th
e co
untr
y’s
natu
ral r
eso
urce
s (e
.g. f
oo
d, o
il, g
emst
one
s).
Big
co
mp
anie
s m
ight
buy
up
land
fro
m lo
cal f
arm
ers
to
gro
w a
gric
ultu
ral p
rod
uce
for
cons
umer
s in
ric
her
area
s (e
.g. f
oo
d a
nd t
ob
acco
).
Pow
erfu
l lea
der
s m
ay w
ish
to
gai
n m
ore
and
mo
re p
ow
er.
this
mig
ht m
ake
them
follo
w
corr
upt
pra
ctic
es a
nd a
lso
sa
bota
ge d
emoc
ratic
ele
ctio
ns.
Eff
ect
hea
lth p
rob
lem
s an
d
ove
rcro
wd
ing
in c
ities
; en
viro
nmen
tal d
egra
dat
ion.
Vio
lenc
e, c
onfl
ict
and
in
secu
rity;
hug
e cu
ltura
l, so
cial
and
eco
nom
ic
diff
eren
ces
bet
wee
n co
untr
ies
that
use
d t
o r
un e
mp
ires
and
th
ose
who
wer
e co
loni
sed
.
Con
sum
ers
in ri
cher
are
as
dem
and
mor
e an
d m
ore
prod
uce
and
pric
es g
o up
. C
ompa
nies
mak
e a
big
profi
t bu
t do
not a
lway
s pa
ss th
is o
n to
loca
l far
mer
s.
Poo
rer
peo
ple
in t
he c
oun
try
cann
ot
affo
rd t
he m
ore
ex
pen
sive
nat
ural
reso
urce
s an
d th
ey a
re b
oug
ht b
y ric
her
peo
ple
acr
oss
the
wo
rld.
Co
untr
ies
can
spira
l int
o
deb
t, re
sulti
ng in
less
mo
ney
bein
g sp
ent o
n he
lpin
g ci
tizen
s,
and
eve
n b
ankr
uptc
y.
whe
re o
ffici
als
and
bus
ines
ses
are
corr
upt
and
ste
alin
g
mo
ney
fro
m t
he g
over
nmen
t an
d p
eop
le, t
he w
hole
of t
he
coun
try
bec
om
es p
oo
rer
and
cr
ime
incr
ease
s.
Eff
ect
glo
bal
ineq
ualit
y
Draw arrows between the appropriate causes and effects of global inequality in chains leading from the left to the right of the page. The first is done for you.
1» D
o so
me
of th
e ef
fect
s fe
ed b
ack
into
th
e ca
uses
, cre
atin
g a
‘v
icio
us c
ircl
e’?
M
ark
dow
n w
here
yo
u th
ink
this
cou
ld
hap
pen
.
2» W
hat e
ffect
s m
ight
glob
al in
stitu
tions
suc
h as
the
Uni
ted
Nat
ions
an
d C
omm
onw
ealth
ha
ve o
n th
ese
caus
es
and
effe
cts
of g
lob
al
ineq
ualit
ies?
3» C
an y
ou s
umm
aris
eso
me
of th
e m
ain
caus
es a
nd e
ffect
s of
g
lob
al in
equa
lity
in
arou
nd 1
00 w
ord
s?
Global Inequality Cause and Effect Sheets » Resource 3r2
ReSouRCe 3r2Page 2 oF 3 3r2
Global Inequality Cause and Effect Sheets » Resource 3r2
» Sheet Y
Commonwealth SCHOOL RESOURCES » Lesson 1r2
© Royal Commonwealth SoCiety | www.theRCS.oRg/youth74
1» Do some of the effects feed back into the causes, creating a ‘vicious circle’? Mark down where you think this could happen.
2» What effects mightglobal institutions such as the United Nations and Commonwealth have on these causes and effects of global inequalities?
3» Can you summarisesome of the main causes and effects of global inequality in around 100 words?
Global Inequality Cause and Effect Sheets » Resource 3r2
» Sheet X ANSWERS
Effectthese groups of people may have less chance of getting jobs and looking after their
families than other people in the country.
without an education, it is difficult for them to get more highly paid jobs and they may not be able to
support their families if they become ill.
the people suffering from these diseases become
isolated and might lose their jobs or not be able to access
treatments.
without a proper infrastructure, food and
supplies cannot be transported to people who
need them around the country.
if the government is unstable it may be unable to control crime and pass laws to help protect people from harm.
governments of these countries must spend more money
on flood defences and relocating displaced citizens.
Cause Children might not have access to schools or they
might have to work instead to support their families.
People may be frightened about diseases such as hiV/
aiDS. they are scared to talk about these diseases
and a stigma develops around sufferers.
islands and low-lying countries may face problems
from rising sea levels and other effects of climate
change.
the government may discriminate against certain groups of people (e.g. on
grounds of gender, sexuality, skin colour or religion)
governments may not have money to spend on
infrastructure (e.g. roads and public transport).
Conflicts between countries and civil wars within countries may cause
governments to become unstable.
Effect if people become ill who have not been educated,
they may not know how to access medical care to help
themselves get better.
without treatments, these people may pass the
diseases on to their children. they may also die more quickly and their children might become orphaned.
many people have to leave their homes (becoming displaced persons or
refugees) during conflict and may lose their money,
possessions and livelihoods.
they may feel frustrated and develop hatred against these other people; conflicts between groups of people
might result.
the general living standards of all citizens in these island
states and low-lying countries goes down.
Food prices might go up in areas which are not easy to get to, which means people who cannot afford the high
prices might go hungry.
Effect global
inequality
1» Do some of the effects feed back into the causes, creating a ‘vicious circle’? Mark down where you think this could happen.
2» What effects mightglobal institutions such as the United Nations and Commonwealth have on these causes and effects of global inequalities?
3» Can you summarisesome of the main causes and effects of global inequality in around 100 words?
» Sheet Y ANSWERS
EffectPollution from industry and
migration to cities.
Fewer natural resources means the prices go up.
governments in these countries might find it
difficult to change people’s mindsets and control
discrimination, crime and violence.
Farmers have to grow food and other products for the consumers rather than to feed the local community.
Corruption spreads down from leaders to other
political representatives and lawmakers, judges,
magistrates and the police force.
Countries cannot afford to pay back the loans for many years and just pay the lowest interest payments possible.
Cause historically, people in a
number of countries have been dominated, enslaved and criminalised by colonial
policies that are hard to escape from once the
countries gain independence.
governments may put a lot of money into fast industrialisation.
international banks and organisations may give huge
loans to governments at a high rate of interest.
Companies trying to make a profit may avoid government regulations and exploit the country’s natural resources (e.g. food, oil, gemstones).
Big companies might buy up land from local farmers to
grow agricultural produce for consumers in richer areas
(e.g. food and tobacco).
Powerful leaders may wish to gain more and more power.
this might make them follow corrupt practices and also
sabotage democratic elections.
Effect health problems and
overcrowding in cities; environmental degradation.
Violence, conflict and insecurity; huge cultural,
social and economic differences between countries that used to run empires and those who were colonised.
Consumers in richer areas demand more and more
produce and prices go up. Companies make a big profit but do not always pass this on
to local farmers.
Poorer people in the country cannot afford the more
expensive natural resources and they are bought by richer
people across the world.
Countries can spiral into debt, resulting in less money being spent on helping citizens,
and even bankruptcy.
where officials and businesses are corrupt and stealing
money from the government and people, the whole of the country becomes poorer and
crime increases.
Effect global
inequality
ReSouRCe 3r2Page 3 oF 3 3r2
© Royal Commonwealth SoCiety | www.theRCS.oRg/youth 75
Goal » 1 Eradicate extreme poverty and
hunger By improving poor people’s incomes;
raising employment for all; and reducing hunger.
Goal » 2 Achieve universal primary
education By making sure all girls and boys are able
to complete a full course of primary schooling.
Goal » 3Promote gender equality and
empower women By reducing the differences between the access of men and women to education, employment and roles of political power.
Goal » 4 Reduce child mortality rate
By reducing the under-five mortality rate (how many children die before the age
of five).
Goal » 5 Improve maternal health
By reducing the maternal mortality ratio (how many women die during childbirth);
and improving access to reproductive health (e.g. contraceptives, family
planning and medical care).
Goal » 6 Combat HIV/AIDS, malaria, and
other diseases By reversing the spread of hiV/aiDS;
improving access to hiV/aiDS treatments and drugs; and reversing the spread of
malaria and other major diseases.
Goal » 7 Ensure environmental sustainability By putting sustainability into government policies; reducing the loss of biodiversity
(plants and animals); improving access to safe drinking water and basic sanitation; and
improving the lives of slum-dwellers.
Goal » 8 Develop a global partnership for
development By developing good systems for global
trading, and poverty and debt reduction; addressing the special needs of the poorest countries and small island states; working with private companies to improve access to affordable and essential medicines and new
technologies such as mobile telephones, computers and the internet.
1 2
3 4
5 6
7
8
Your Task » Try to get the Millennium Development Goals Funding Board to give you funding for your proposed programme or project. You will have one minute and thirty seconds only to present to the board. Your presentation should include the following aspects:
» The three Millennium Development Goals (MDGs) you have chosen.» How your three chosen MDGs are linked together and how they might help to reduce global inequalities.» A programme or project you would start up that would contribute to at least two out of your three
chosen goals if you were given the funding.» How many people your programme might reach across the Commonwealth (which has around 2 billion
people in it), how much it might cost per person, and the approximate total cost of your project or programme.
Once you have decided on your goals and programme / project idea, it might be useful to divide your group into subgroups to prepare and present the four different elements listed above.
3r3
Millennium Development Goal Cards » Resource 3r3
ReSouRCe 3r3Page 1 oF 1
© Royal Commonwealth SoCiety | www.theRCS.oRg/youth76
» Millennium Development Goals Funding Board Guidelines
You are the Millennium Development Goals Funding Board. You have $100 million to allocate by the end of this meeting.Your aim is to help reduce global inequalities by contributing towards programmes or projects that support two or more of the UN Millennium Development Goals.A number of groups will present their proposals to you, which should each consist of the following elements:The three Millennium Development Goals (MDGs) they have chosen.How their three chosen MDGs are linked together and how they might help to reduce global inequalities.A programme or project they would start up that would contribute to at least two out of their three chosen goals if they were given the funding.How many people their programme might reach across the Commonwealth (which has around two billion people in it: 2,000,000,000 people), how much it might cost per person, and the approximate total cost of their project or programme.
The Eight UN Millennium Development Goals (MDGs) are as follows:Goal 1: Eradicate extreme poverty and hunger… By improving poor people’s incomes; raising
employment for all; and reducing hunger.Goal 2: Achieve universal primary education… By making sure all girls and boys are able to
complete a full course of primary schooling.Goal 3: Promote gender equality and empower women… By reducing the differences between
the access of men and women to education, employment and roles of political power.Goal 4: Reduce child mortality rate… By reducing the under-five mortality rate (how many
children die before the age of five).Goal 5: Improve maternal health… By reducing the maternal mortality ratio (how many
women die during childbirth); and improving access to reproductive health (e.g. contraceptives, family planning and medical care).
Goal 6: Combat HIV/AIDS, malaria, and other diseases… By reversing the spread of HIV/AIDS; improving access to HIV/AIDS treatments and drugs; and reversing the spread of malaria and other major diseases.
Goal 7: Ensure environmental sustainability… By putting sustainability into government policies; reducing the loss of biodiversity (plants and animals); improving access to safe drinking water and basic sanitation; and improving the lives of slum-dwellers.
Goal 8: Develop a global partnership for development… By developing good systems for global trading, and poverty and debt reduction; addressing the special needs of the poorest countries and small island states; working with private companies to improve access to affordable and essential medicines and new technologies such as mobile telephones, computers and the internet.
please turn over...
2r43r4
Funding Board Guidelines » Resource 3r4
ReSouRCe 3r4Page 1 oF 2
Before watching the presentations, make sure you consider:- Which of the MDGs do you think will have the most impact on reducing global
inequalities and why?- Which ones will be easier to achieve and why?After watching each presentation, your task is to decide which projects to fund and how much money (out of the $100 million) to give to each project. If they have asked for more money than this you can still give them a smaller amount and ask them to modify (change) their project or programme accordingly.Make sure you give good reasons for your decisions to fund or not to fund the different projects presented to you. Your reasons for giving funding might include:• The project or presentation contains all the information you needed to help you make
your decision.• The project is not too narrow (it will help a good number of people, in a range of countries
around the Commonwealth)• The project is not too wide (it is not trying to help so many people that it would not end up
making a difference)• The project is not too short-term (it will not just help people temporarily and have no
lasting / sustainable impact)• The project is not too long-term (it will start making a difference soon rather than many
years into the future when the global situation might have changed)• The project is not too likely to breed corruption (it does not make small numbers of
people so powerful that they might steal the money or use it only to help themselves)• The project (or a modified version) fits into your limited budget ($100 million) and will
make a big difference in reducing inequalities for people around the Commonwealth.
It might be useful to divide these guidelines among the members of the Funding Board so you are each focusing on a few different elements during the presentations. Try to be constructive in your feedback (for example, give suggestions for how they could improve their proposal next time if they didn’t receive funding). Good luck!
© Royal Commonwealth SoCiety | www.theRCS.oRg/youth 77
» Millennium Development Goals Funding Board Guidelines
ReSouRCe 3r4Page 2 oF 2 3r4
Funding Board Guidelines » Resource 3r4
» Millennium Development Goals Funding Board Guidelines continued...
Commonwealth SCHOOL RESOURCES » Lesson 1r2
© Royal Commonwealth SoCiety | www.theRCS.oRg/youth78
Funding Board Money » Resource 3r5
20 20
20 20
20 20
20 20
2020 2020
2020 2020
£20
mil
lion
£20
mil
lion
10 10
10 10
£10
mil
lion
£10
mil
lion
10 10
10 10
» Funding board money to go with 3r4
ReSouRCe 3r5Page 1 oF 1 3r5
5 5
5 5
£5 m
illi
on
£5 m
illi
on
5 5
5 5
10 10
10 10
5 5
5 5
£5 m
illi
on
£5 m
illi
on
5 5
5 5
£20
mil
lion
£20
mil
lion
20 20
20 20
£20
mil
lion
£20
mil
lion
20 20
20 20
£10
mil
lion
£10
mil
lion
10 10
10 10
10 10
10 10
£10
mil
lion
£10
mil
lion
10 10
10 10
© Royal Commonwealth SoCiety | www.theRCS.oRg/youth 79
Values Continuum Statement Sheets » Resource 3r6
» Values Continuum Statement Sheet
For each statement decide on how much you AGREE or DISAGREE and situate yourself somewhere along the values continuum.
Be ready to justify your decision!
the millennium Development goals will make a big difference in tackling global inequalities
healthcare should be a bigger priority than the environment.
education should be a bigger priority than healthcare.
military defence is more important than global development.
the Commonwealth could be a useful organisation to help reduce global inequalities.
there is nothing we as individuals can do to resolve global inequalities.
giving aid to governments is an effective way to reduce global inequalities.
the debts of poorer countries should all be cancelled.
there should be minimal government interference in people’s lives.
money should be distributed according to who needs it rather than who has earned it.
AGREEDISAGREE IN-BETWEEN
Values Continuum Statement Sheets » Resource 3r6
» Values Continuum Statement Sheet
For each statement decide on how much you AGREE or DISAGREE and situate yourself somewhere along the values continuum.
Be ready to justify your decision!
the millennium Development goals will make a big difference in tackling global inequalities
healthcare should be a bigger priority than the environment.
education should be a bigger priority than healthcare.
military defence is more important than global development.
the Commonwealth could be a useful organisation to help reduce global inequalities.
there is nothing we as individuals can do to resolve global inequalities.
giving aid to governments is an effective way to reduce global inequalities.
the debts of poorer countries should all be cancelled.
there should be minimal government interference in people’s lives.
money should be distributed according to who needs it rather than who has earned it.
AGREEDISAGREE IN-BETWEEN
ReSouRCe 3r6Page 1 oF 1 3r6
1 copy per student