Topics Learning modules
Implement the corresponding activities from our topics resources to support students during class time when completing topic learning modules in preparation for dialogue with their peers. Register your school with Generation Global here and download resources in the 'Resource and Page' column of this index.
|Topics||Corresponding Activity||Objective||Resource and Page Number (Online)|
|The Rights of Girls and Women||The Global Voices||The objective of the activity is to provide the students with some of the global issues which women and girls face across the world. The activity is supplemented with a video which give us a range of statistics, all of which combine to suggest that Women and Girls around the world continue to face serious challenges.||The Rights of Girls and Women - p. 3&7|
|Exploring the Gender Gap with Statistics||Reflecting back upon the issues raised in Lesson one – to what extent do these affect women in your own society. Are there other issues not raised that do have an impact?||The Rights of Girls and Women - p. 11|
|Opportunities and Challenges||What are the opportunities and challenges for women in your communities? Students explore where women have power and influence in their communities or nations and where women come up against restrictions.||The Rights of Girls and Women - p. 11&13|
|Culture, Beliefs, Values||Sharing Experience||Students share with one another the communities to which they belong and how they feel about these groups- What makes students most proud about their communities? Given the opportunity, what would they like to change in their communities?||EOD Faith, Values and Community|
|Explore the role of values and beliefs and their importance in influencing communities||This activity focuses on key questions which are framed towards understanding the role of faith and belief in the context of communities.||EOD Faith, Values and Community|
|Fake News and Social Media||Is it News?||Students should understand that the sheer quantity of different sources and amount of data available to us nowadays can make it difficult to be sure about what is true and what is not.||Power of Narrative - p. 23 & 26-29|
|How Valuable is Truth?||Students will reflect on the meaning of truth and evaluate to what extent truth is important to certain groups.
Note: In this activity it is important that students do not end up with the view that no journalists, politicians or leaders can be trusted. What is important is that students begin to think about how they can check the credibility of sources, rather than relying on one narrative or one source.
|Power of Narrative - p.23|
|Appropriate Responses||Students explore the benefits and challenges of a range of different responses to hurtful narratives they encounter on and offline.||Power of Narrative- p. 33 & 39|
|Climate Change||Definition of Climate Change||This activity focuses on explaining what climate change is and why it is important to discuss. This activity further explains the distinctions and impact of climate change.||Understanding Climate Change p.3 - 4&6|
|Impact of Climate Change||This activity builds on students' understanding of the impact of climate change. Students will read the title article from NASA.gov ("The Effects of Climate Change").
Activity 2: Sustainable Development Goals (35 minutes) (SDG)
|Understanding Climate Change - p.4 & 7|
|Preparation for Dialogue||Students will have the opportunity to reflect upon what they have learned from the climate change module and prepare to engage with peers in the dialogue space or videoconferencing on this topic.||Understanding Climate Change - p. 18|
|Education||Role of Education||Students will reflect on the nature and purpose of education and their own experiences of schooling.
Use and adapt the Problem Tree activity from the Climate Change module to explore the topic of education during a global pandemic.
|Understanding Climate Change - p. 11|
|Understanding Equity Gap in Education||Students reflect on equity gaps in education that currently contribute to opportunity and achievement through both global and local perspectives.
Students will use the activity WWW/EBI (What Went Well? / Even Better If).
|Please refer to Essesntial of Dialogue For Online- p.15-16&21 For Printed copy- p.30 & 19|
|Rights and Inequality||Human Rights||Encourage students to think about what Human Rights are (in an abstract sense, rather than being able to list them) and why they should matter to students.|
Activity - What re human rights?
|Freedom of Belief - p. 4-9|
|Power and Opppression||Students explore dynamics that create miniority groups and the impact this creates on relationships. Actiity - Belonging to a minority group||Freedom of Belief - p.25|
|Action for Human Rights||Adapting activities from the Freedom of Belief unit, students can explore and assess how various issues impact people, helping to inform more sustainable solutions. Activities - Taking the Temperature, Stand Up, and Thermometer.||Freedom of Belief - p. 37 - 40|
|Inequalities in a time of crisis||Thinking about the impact global crisis has on widening the gap of inequality, this Problem Tree activity can be adapted to examine any issue and identify root causes to outcomes. Activity- Could adopt the Problem Tree activity||Understanding Climate Change - p. 11|
|Hate Speech Online||What is hate speech?||Look at different defintions of hate speech from various actors and organisations. Activity - create a class definition of hate speech and love speech.||Hate Speech and Human Rights p.25 - 26|
|Othering||Using two case studies, students identify what is hateful about the words, then analyse how this hate speech creates a binary view of the world. Activity - case study and discussion.||Investigation Part I p. 24-25|
|The impact of hate speech||Mapping hate speech and discussing the impact. Activity - Group dialogue about the impact of hate speech||Starter Activity p. 34- 35|
|Hate speech and the pandemic||Read from selection of opinion pieces on how to combat hate speech. Activity - prepare for a dialogue on hate speech and considering varying points of view.||Hate Speech and Freedom of Speech p.35-41|