This learning module for year 10 students focuses on global geographies and the impact of factors such as location, education, health, and employment on human well-being.
Geography, Economic, Social, Cultural, Environmental, Well-being, Fertility, Mortality, Foreign Aid, Refugees, Health, Education, Employment, Developing Countries.
As a result of completing this learning module, students will be able to:
CONCEPTUAL OBJECTIVES
Geographical Inquiry and Skills
Collecting, recording, evaluating and representing
Collect, select, record and organise relevant data and geographical information, using ethical protocols, from a range of appropriate primary and secondary sources (ACHGS07)
Evaluate sources for their reliability, bias and usefulness and represent multi-variable data in a range of appropriate forms, for example, scatter pots, tables, field sketches and annotated diagrams with and without the use of digital and spatial technologies (ACHGS074)
Unit 2: Geographies of human wellbeing
The different ways of measuring and mapping human wellbeing and development, and how these can be applied to measure differences between places (ACHGK076)
The reasons for spatial variations between countries in selected indicators of human wellbeing (ACHGK077)
The reasons for and consequences of spatial variations in human wellbeing in Australia at the local scale (ACHGK080)
ANALYTICAL OBJECTIVES
Unit 2: Geographies of human wellbeing
The issues affecting the development of places and their impact on human wellbeing, drawing on a study from a developing country or region in Africa, South America or the Pacific Islands (ACHGK078)
The reasons for and consequences of spatial variations in human wellbeing on a regional scale within India or another country of the Asia region (ACHGK079)
APPLIED OBJECTIVES
Geographical Inquiry and Skills
Observing, questioning and planning
Develop geographical significant questions and plan an inquiry that identifies and applies appropriate geographical methodologies and concepts (ACHGS072)
Interpreting, analysing and concluding
Apply geographical concepts to synthesise information from various sources and draw conclusions based on the analysis of data and information, taking into account alternative points of view (ACHGS077)
Communicating
Present findings, arguments and explanations in a range of appropriate communication forms selected for their effectiveness and to suit audience and purpose, using relevant geographical terminology and digital technologies as appropriate (ACHGS079)
Reflecting and responding
Reflect and evaluate the findings of the inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS080)
Geographical Inquiry and Skills
Unit 2: Geographies of human wellbeing
The role of international and national government and non-government organisations' initiatives in improving human wellbeing in Australia and other countries (ACHGK081).
What do you know?
Purpose
This activity allows students to share their knowledge and ideas.
Resources
'Introduction PowerPoint' (G drive will have most up to date version)
Lesson_1.pptxIntroduces topics for the term, assessment tasks.
Teaching tips
In this brainstorming activity students work in groups of three of four to record their ideas on a topic. Place large sheets of paper on a table and write the topic in the middle. Have a different topic or aspect of the topic on each sheet. After recording their ideas, students move to a new table and record their ideas, building on what has already been recording.
To ensure students are accountable, student needs to compile their 5 favourite comments or ideas on their sheet and share it with the class. Pick a student randomly, the tallest student or the shortest etc
Learning intention: To define and discuss well-being and how it is evaluated
Using your information gathered write down a definition for well-being.
Your teacher will explain how well-being is measured.
Look at the image below.
Do you think it is easy to measure well-being? In table groups think/pair/share. Share your ideas with the class.
Go to the OECD Better Life Index website and create your better life index.
In your books write down what you chose as your better life. Add your better life to the website. Write down What a better life means to you. Make sure you not only complete it on the website but that you include it in your book. Click compare, write down the data you receive in your book.
Comment: What did you find out about your better life index. Comment on other students' comments. What was similar? What was different?
Define well-being
Resources
Well-being is defined as a good or satisfactory condition of existence; a state characterized by health, happiness and prosperity; welfare.
Your well-being can be classified as your:
- Physical well-being.
- Economic well-being.
- Social well-being.
- Development and activity.
- Emotional well-being.
- Psychological well-being.
- Life satisfaction.
- Domain specific satisfaction.
- Engaging activities and work.
Teaching tips
Well-being is measured in two ways. Ensure students have an understanding of the two different types, this can be easily done using the image provided.
Objective Measures
Many measures of quality of life look at objective factors such as life expectancy, infant mortality, literacy levels, homelessness and death from easily treated diseases such as diarrhea. Under such measures, developing countries are usually found to have a low quality of life. On a national level, economic factors such as gross domestic product (GDP) and employment rates are used to measure the capacity of a country to attend to the needs of its citizens.
Subjective Measures
Subjective measures of quality of life are typically taken by gathering survey or questionnaire data from individual and group interview subjects. The reasoning behind seeking subjective data is that the subjects themselves are the best authority on their own quality of life. Often the results are reported in such terms as a sense of safety, or a belief in the economic ability to maintain a certain lifestyle or to attain particular goals, such as providing college education for children or purchasing a home.
Learning intention: Discuss and explore why well-being is measured?
Individually on an A3 sheet write the following questions.
Individually record your answers in dot point format. Your teacher will collect these and swap them with someone else.Read another students responses. Add more answers or ask questions about their answers.Your teacher will collect these and swap again with someone else.Again read what has been written, adding more answers or asking more questions.Repeat this as many times as you like.Your teacher will return your sheet to you and give you a copy of the following information
Read the following information from OECD.
Measuring well-being and progress
Why measure well-being and progress?
In recent years, concerns have emerged regards the fact that macro-economic statistics such as GDP, did not portray the right image of what ordinary people perceived about the state of their own socioeconomic conditions. While these concerns were already evident during the years of strong growth and “good” economic performance that characterised the early part of the decade, the financial and economic crisis of the past few years has further amplified them. Addressing such perceptions of the citizens is of crucial importance for the credibility and accountability of public policies but also for the very functioning of democracy.
What is progress?
Societal progress is about improvements in the well-being of people and households. Assessing such progress requires looking not only at the functioning of the economic system but also at the diverse experiences and living conditions of people. The OECD Framework for Measuring Well-Being and Progress is based on the recommendations made in 2009 by the Commission on the Measurement of Economic Performance and Social Progress to which the OECD contributed significantly. It also reflects earlier OECD work and various national initiatives in the field. This Framework is built around threedistinct domains: material conditions, quality of life and sustainability, each with their relevant dimensions.
OECD Framework for Measuring Well-Being and Progress
Using a highlighter, on the definition sheet you were given highlight all the answers that appear on your A3 sheet. Compare at your table, who had a similar answer to the OECD?
What is the point of measuring well-being? Answer this question in one of the following ways:
Why measure well-being?
Read through the information. Ask students to read the image.
Resources
Teaching tips
This activity is a mixture of a Graffiti board and the 5 whys. It is important that students are sharing their ideas but also adding and questioning responses.
Allow students to decide how they will answer the question (this is best left for an end of a lesson or homework). Students will have to be able to write a comprehensive PEC paragraph or summarise their information into just one tweet, which demonstrates their ability to be very concise.
Learning intention: Develop a set of questions and answers
Look at how well-being has been measured in Canberra.
Read the article 'City's south rated best place to live'.
After reading record:
Share your question with the class. As a class create a list of questions, your teachers will record this on the board.
In pairs refine, edit and pick the 8 best questions. Write them on the lotus diagram. In pairs attempt to answer them.
Summarise your ideas into one theory about well-being and share them with the class.
Develop a theory
Create a list of 8 questions. In pairs students attempt to answer them.
If students struggle to come up with 8 answers encourage them to ask themselves 'why' for each of their answers.
For example:
Why did they have to learn literature and numeracy when they were becoming a Samurai?
- Because they were required to be the best
- Because the best 'warriors' need to also strategies and be able to think as well as fight
- Because when you fight you'll have to think about your next move (and the 10 moves past that) you can't just make off the cuff decisions
- Because to win you need to plan
As demonstrated above your can see how the answers will move away from the question but are still in the same vein.
Resources
City's south rated best place to live.
City_s_south_rated_best_place_to_live.docxLotus diagram
Lotus_Diagram.dot
Teaching tips
This strategy assists students to process new information
Before engaging with a text or experience students complete a 321 RIQ.
3 Recalls Students recall 3 facts from a recently viewed text or experience.
2 Insights Students identify an insight into the text or experience considering relevance, implications, connections to others, society or school and correlations.
1 Question Students formulate a question about text or experience.
Students then present their 321 RIQ to a partner with that partner asking clarifying questions in order to gain a good understanding of the others points. It is also possible at this point to ask students to share some insights with the whole class.
Lotus Diagram
Lotus_Diagram_Information_Sheet.pdfDavid Langford Tool
What is it?
The lotus diagram is an analytical organisation tool for breaking broad topics into components, which can then be prioritised for implementation.
When is it used?
The lotus process is used when teams or individuals need a process for organizing and prioritizing components of a larger whole.
Where it is used?
Lotus diagrams are often used, but not limited to steps 1, 2, 5 and 9 of the PDSA - Probletunity Improvement Process.
Why it is used?
Lotus diagrams:
- are spatial and interactive
- promote logical, creative thinking
- promote prioritising for action
- require active brainstorming and analysis from all individuals
- create an automatic recording device for information
- are effective with all ages
- provide an effective communication tool
Learning intention: View, read and respond to the world fertility and mortality rate
Look at the map of fertility and mortality rates.
Think/pair/share, what is you first reaction? What surprised you?
Fertility and mortality rates
Teaching tips
Allow students time to explore the map, let them discuss what they are seeing in it. Encourage students to identify which countries might be developed/developing. You may need to define what fertility and mortality are for the students.
Attempt to tackle a new question or problem by silent thinking, comparison with another learner’s attempt to answer the same question, and share this dialogue with other learners.
- Think: Take a few minutes to think in silence about a new idea or a difficult question. Make mental or written notes.
- Pair: Talk about your thoughts with a neighbor or partner. Compare notes: What are the most original, most convincing or most accurate ideas?
- Share: Present the best ideas of the pair to the group or class.
Adaptations of this strategy include Think-Write-Pair Share and Timed-Pair-Share.
Learning intention: View, read and respond to the world fertility and mortality rate
In pairs go through and decipher the information. You will need the atlases so you can work out which country is which.
In your books record:
Teaching tips
Allow students to try and decipher the information themselves, this will help see how well they can read a map.
Learning intention: Develop questions, answers and ideas about why fertility and mortality rates are so different
On your part of the placemat write down why you think the fertility and mortality rates are so different.
Your reasons may include:
In your table group, check all your answers.
In a noisy round robin share your ideas with the class to create a class list.
Look at the list of reasons below. Use the Text Annotation Strategy to record your response.
Reasons for differences
Teaching tips
The following information if there to help the teacher, it should not be given to students as answers.
Fertility
The human female is generally fertile from early teens to about mid forties. The human male generally remains fertile throughout adulthood, though sperm count and quality diminish from middle-age onward (http://www.guardian.co.uk/society accessed 10 July 2008).
In the absence of a conscious effort to control the size of families, the larger the fraction of the population who are in the fertile age range the more rapid will be the population growth, and this will influence the average age of the population structure towards the younger end of the spectrum.
In terms of populations rather than individuals, fertility is usually expressed using the proxy measure of birth rate, either crude or standardised for age and sex. Worldwide, there are significant differences between birth rates. A major study in the 1980s, carried out by the Population Division of the Department of International Economic and Social Affairs of the UN Secretariat, studied the relationship between population age and sex distribution and crude fertility rates for twenty one countries in the developing world. They concluded
The higher the birthrate the more markedly the birthrate is depressed by the age structure. All other things being equal, fertility should decline more rapidly in the countries where it is currently lowest since the age structure appears to favor such a course. The mean number of children ever born also ranged widely among the twenty one countries. Differences in completed family size range from 8.6 children in Jordan to 5.2 children in Indonesia. 1 In the developed world, though, there is a global tendency for family sizes on average to be smaller than the replacement level. This is true of every country in the European Union
(http://www.ec.europa.eu/comm/employment_social Accessed 10 July 2008).
Mortality
The effect of mortality on population structures is to reduce the component of the population in which the mortality occurs. Historically, the most dangerous ages were infancy and old age (variously reckoned accord to circumstances). In addition, some epidemics of infectious diseases (eg Spanish 'flu) had their highest mortality among young adults, whose immune systems were presumably insufficiently primed. It is expected that the forecast bird 'flu epidemic will behave similarly. War differentially reduces the proportion of younger men. The majority of infectious diseases of early childhood have been conquered by immunisation, and improved nutrition and hygiene have rendered childhood safer. Antibiotics, welfare state, and improvements in medical, surgical, and palliative care have resulted in great increases in life expectancy in the developed world, where life expectancy is now in the middle to upper 70s or lower 80s, and rising every year. The effect of this is to raise the population in the upper age groups substantially. Women have high life expectancy than men wherever they live. The tendency of people to retire to particular resorts means that in some parts of the South Coast of England the average (arithmetic mean) age of the population is only just below retirement age.
The down side of this is that the extended lives are often lived in bad health, as the treatments people receive may keep them alive but do little to ameliorate the underlying pain or disability brought on by the diseases, and virtually nothing for the various forms of senile dementia that are increasingly encountered.
The text annotation strategy is an easy way for students to share their response.
Learning intention: Define 'developing' country
What is a developing country? Write down the definition in your books.
What do you know about developing countries? In the before and after web record your ideas.
Keep this sheet as you will need to refer back to it throughout the unit.
Developing countries
Purpose
It is important that students keep the Before and After web as this will form a part of their portfolio assessment. It will also be used to bust myths about developed and developing countries.
Teaching tips
developing country
a country that is poor and whose citizens are mostly agricultural workers but that wants to become more advanced socially and economically.
wordnetweb.princeton.edu/perl/webwn
Before and After Web
Students write up to eight facts that they know on a particular topic in the inner circle spaces. After reading a text or studying a topic they add new knowledge to the outside circle; the inner and outer circle facts do not have to match. Students then share their before and after wheels in a small group discussion.
Learning intention: Read and respond to a data set
Read through the information you have been given about 4 developing countries.
In table groups discuss the data, what did you find interesting? What alarmed you? what surprised you?
Report back to the class.
Data set
Purpose
Students are being given the information. They are to read the numbers and in table groups discuss what they found interesting/suprising etc. This activity allows students to easily compare four countries data.
Resources
Population Reference Bureau provides information about the world's population in a variety of forms, and it is worth exploring this website to access up-to-date data and other information.
World population data sheet 2012 (on the Population Reference Bureau website) provides a wealth of information and is updated annually. You can download a pdf of the data sheet from this page.
DataFinder (on the Population Reference Bureau website) could be used to examine a range of indicators, and to draw charts, graphs and tables.
United States Census Bureau is an international data website which contains a great deal of information. Tables and charts can also be created.
Human Development Index can also be used to look at a range of indicators of wellbeing.
Teaching tips
Teachers might like to use the Text Annotation strategy again for students to use to respond to the data set.
Learning intention: To research a developing country
Pick one of the developing countries. The country you pick will be the one you refer back to in your essay.
Using the computer research your country, as you go along fill in the retrieval chart.
Finding out more
Purpose
The country the student picks will be the one they do their essay on. It is important that students are given one to two lessons to research their country now as they won't have time later. To help encourage students to complete this work, you could make it an assessment task.
Teaching tips
Students need to glue the sheets into their book as this information will be used in their essay.
Learning intention: Question, analyse and discuss the well-being of your chosen country
What sort of quality of life and well-being do you think these people have?
Individually think of 5 what ifs?
What if we supplied more money?
In pairs share your what ifs. Are they similar or different? Why isn't anyone doing the what ifs?
Share your top two ideas with the class, if someone says yours pick another one.
Extension:
Look at North and South Korea. They are the perfect example of how the same place with the same people can have very different effects on people's well-being.
Read through the data set.
Why?
Purpose
Students need to compile a list of what if solutions. We will refer back to them later in the unit.
Teaching tips
‘What if? Scenarios deepen understanding of a concept by exploring possibilities. For example:
- Naming: Name the features of the food chain.
- Theorising: What if you took out one link in the chain or added another? What if a drought killed one animal that was part of the food chain?
Learning intention: Analyse the cause and effect
Look at the data you've researched think about who is gaining and who is losing?
Talk to the people at your table, they may have researched the same or a different country.
Individually complete the cause and effect map. Make sure you glue this in your book as it will help with your essay.
Share this with your table group, add more if you see any good ideas.
Who gains? Who loses?
Teaching tips
The causes should be things like:
- poverty
- conflict
- environmental effects
- access to health care
- unemployment
- education
The effects need to link back to how it affects a persons well-being.
Cause and Effect Pattern Organiser
Create a cause and effect diagram, in which a number of causes contribute to creating an effect.
Learning intention: Define 'developed' country
What is a developed country? Write down the definition in your books.
What do you know about developed countries? In the before and after web record your ideas.
Keep this sheet as you will need to refer back to it throughout the unit
Developed countries
Teaching tips
developed country
Web definitions
The term developed country is used to describe countries that have a high level of development according to some criteria.
Which...
Before and After Web
Students write up to eight facts that they know on a particular topic in the inner circle spaces. After reading a text or studying a topic they add new knowledge to the outside circle; the inner and outer circle facts do not have to match. Students then share their before and after wheels in a small group discussion.
Learning intention: Read and respond to a data set
Read through the information you have been given about 4 developing countries.
In table groups discuss the data, what did you find interesting? What alarmed you? what surprised you?
Report back to the class.
Data set
Purpose
Students should find this data fairly normal, however you might like to ask them go back and compare it to the developing countries to highlight the differences.
Resources
Population Reference Bureau provides information about the world's population in a variety of forms, and it is worth exploring this website to access up-to-date data and other information.
World population data sheet 2012 (on the Population Reference Bureau website) provides a wealth of information and is updated annually. You can download a pdf of the data sheet from this page.
DataFinder (on the Population Reference Bureau website) could be used to examine a range of indicators, and to draw charts, graphs and tables.
United States Census Bureau is an international data website which contains a great deal of information. Tables and charts can also be created.
Human Development Index can also be used to look at a range of indicators of wellbeing.
Learning intention: To research a developed country
Pick one of the developed countries. The country you pick will be the one you refer back to in your essay.
Using the computer research your country, as you go along fill in the retrieval chart.
Finding out more
Purpose
The country the student picks will be the one they do their essay on. It is important that students are given one to two lessons to research their country now as they won't have time later. To help encourage students to complete this work, you could make it an assessment task.
Teaching tips
Students need to glue the sheets into their book as this information will be used in their essay.
Learning intention: Question, analyse and discuss the well-being of your chosen country
What sort of quality of life and well-being do you think these people have?
Look at the data again, this time is has the life expectancy of the Indigenous people.
Individually think of 5 reasons why the life expectancy is so different.
In pairs share your whys, why are they so different?
Share your top two ideas with the class, if someone says yours pick another one.
In pairs come up with some solutions. Share with the class.
Read through a data set of information that looks at the Closing the gap policy in Australia and Poverty in Australia.
Look again at your whys and solutions. Is the government doing what you think they should be doing? What more needs to be done?
In a PEC paragraph summarise what you have learnt about Australia being a developed country and also how people are living below the poverty line.
Extension:
Create a visual image that shows how many Australians are living above and below the poverty line. You may like to include the following information:
Why?
Purpose
It is important for students to look at the life expectancy of the developed countries, but also the indigenous people in the country.
Again, it is important that students think of a list of reasons, we will refer back to this information again.
Learning intention: Analyse the cause and effect
Look at the data you've researched think about who is gaining and who is losing?
Talk to the people at your table, they may have research the same or a different country.
Individually complete the cause and effect map. Make sure you glue this in your book as it will help with your essay.
Share this with your table group, add more if you see any good ideas.
Who gains? Who loses?
Teaching tips
The causes should be things like:
- Centrelink
- environmental effects
- access to health care
- employment
- education
The effects need to link back to how it affects a persons well-being.
Cause and Effect Pattern Organiser
Create a cause and effect diagram, in which a number of causes contribute to creating an effect.
Learning intention: Compare and contrast the two countries you have researched
Using the Venn Diagram compare developed and developing countries. What do they have in common, what is different.
The better the Venn Diagram the easier your essay will be to write. Use this as a way to help scaffold your essay.
Comparing the two
Students need to go back and look over all the data they have found, researched and completed. In their Venn Diagram they need to look at the similaries and differences, this activity will help scaffold their essay.
Teaching tips
What are the different and overlapping common features of two things?
- Item A: Distinctive Features
- Items A and B overlap: Common Features
- Item B: Common Features
Learning intention: Discuss and analyse what the essay is asking.
In your essay you need to compare and contrast two countries (one developing and developed country) looking at how a person's well-being is affected by one or more of the following:
Compare discusses the similarities, contrast discusses the differences.
You will be given one hour to plan your essay, go over your book and use the information you have access too. Students should be given access to the netbooks to do more research if needed.
You will be given 2 hours in class to type your essay. It is open book, so make sure you have all the information in there! You will not have access to the internet.
Essay
Discuss what compare and contrast means with the students. They may be uncomfortable with the terms.
Inform students that they are going to have some choice in this essay but they still need to discuss 3 - 4 areas, it is up to them and their chosen countries to what they decide to look at.
Students should be advised to write the paragraphs around one topic eg Conflict and discuss the two countries in that paragraph. They should look at the similarities (compare) and the differences (contrast) that conflict has on the people well-being in these countries. It is important to include evidence.
Teaching tips
Students who are on ILPs or have work modified could use the scaffold to write 3 PEC paragraphs comparing the two countries.
Learning intention: Explore the 8 Millenium Goals and foreign aid
Have a look at the 8 Millenium Goals. View the presentation What are rights? What are your thoughts? Share in a circle time.
Still in the circle time answer the following questions:
Watch the BTN film: Overseas aid.
Provide copies of Does AID matter?
Back in the circle time how has your opinion of foreign aid changed?
As well as a circle time you might like to get students to record their answers. This will act as a pre and post test.
Resources
Millenium development goals
04_mdg_logos.gifhttp://www.un.org/millenniumgoals/
Learning intention: Analyse and discuss what makes a good lesson
Think/pair/share, what happens in a good lesson?
Share you ideas with your table group.
Each table group reports back to the class.
Look at the current CQ, do you agree/disagree? What changes would you like to make?
The students second assignment will be to teach the class.
Teaching tips
It is important that students are able to label what is a good lesson and match this to the CQ so that they are prepared for the lesson.
The students who run the class should use a variety of resources and should ensure they make their students work during the lesson.
Working in small groups of 2 - 3 you must teach the class about one government or non government policy that is trying to improve human well-being.
Learning intention: Develop an understanding about refugees
Read the 'Refuge migration 1: Source analysis' document.
Use the Text Annotation Strategy to record your response.
Share your responses with the class. How has your understanding changed? In a circle time discuss what you have read.
Resources
'Refuge migration 1: Source analysis'
Learning intention: Locate where the refugees are coming from and where they are going
Compare the two maps. In pairs deconstruct the information. Where are the refugees coming from and where are they going? Use google earth or quick maps to list the countries.
Were you surprised about the information you discovered? Share in a circle time.
Why?
Learning intention: List reasons as to why refugees move
Continuing in the circle time create a list of reasons as to why the refugees are leaving the country and also why they are going to certain countries.
Listen to a story of a refuge who have came to Australia. Pick 1 - 2 more stories and read them to yourself.
Using the information from the circle time and the stories summarise what you've learnt in an effect wheel.
Purpose
Students should come up with a list of reasons as to why refugees move. These reasons should be vague and not necessarily have to be true. They could stem from rumours or misunderstandings that the students have heard.
- War
- Religion
- Famine
- Persecution
Resources
Teaching tips
Pick 2 - 3 stories to read. It is recommended that the teacher reads one to the class and then students can pick 1 - 2 to read individually.
In the centre circle, write an event, for example, ‘Widespread use of solar energy’ Think of and write a direct consequence of this event in an oval and connect it to the centre with a single line. This is a first order consequence. Think of some other first order consequences and draw/write them in. Think of and record second order consequences. These are things that resulted from the first order consequence. Join it to first order consequences by a double line. This tool can be used in analysing critically to examine environmental and societal impacts.
Learning intention: Visually representing a refugee's story
Using the internet find a refugees story. Using their story as a guide further investigate why someone would leave their country and why they'd go to their chose country. Present this information in a cause and effect map.
Putting a face to refugees
Resources
http://www.rethinkrefugees.com.au/real-stories/
http://www.ras.unimelb.edu.au/Refugees_Australian_Stories/
http://www.amnesty.org.au/refugees/comments/24438/
http://www.abc.net.au/news/2012-06-22/refugee-week-profiles/4036618
http://www.redcross.org.uk/What-we-do/Refugee-support/Refugees-true-stories
Teaching tips
Learning intention: Critically analyse news articles about refugees. Compare them to the facts given.
Look at a variety of news articles and opinion pieces about refugees. Complete the CAMPER table.
| Consequences and Consistency |
|
|---|---|
| Assumptions and Accuracy |
|
| Meaning and Main points |
|
| Prejudice and Point of view |
|
| Evidence and Examples |
|
| Relevance and Reliability |
|
Now look at the factual information. Create a list of reasons as to why people have negative perceptions of refugees.
Negative perceptions
Resources
Fact 1
fact-1.jpg
Fact 2
Fact 3fact-2.jpgUPDATEDfact-3.jpg
Fact 4
fact-4.jpgFact 5
fact-5.jpgFact 6
fact-6.jpg
Fact 7
fact-7.jpgFact 8
fact_8_large_FA.jpgFact 9
fact_9_large.jpg
Teaching tips
The teacher will need to find 2 - 3 current newspaper articles. We have deliberately not added any so that any current issues can be used.
Learning intention: Compile your portfolio
Compile your portfolio this should include:
Portfolio
