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Years 9-10
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TEACHER Brigid Raymond and Glenis Mehrtens

YEAR
9-10
LEVEL
5
DURATION
3-4 weeks

Strand Achievement Objectives to be Assessed Learning Outcomes
Resources and Economic Activities Factors that influence people's access to resources, goods and services Students will:
- Describe how economic, political, social and physical factors can influence the ability of disadvantaged groups to access resources, goods and services.
Social Organisation
How people seek to gain and maintain social justice and human rights 		Students will:
- Explain how aid agencies seek to gain and maintain social justice for disadvantaged groups
Processes Learning Outcomes
Inquiry Students will:
Collect, process and communicate information about aid agencies that work to improve access to resources, goods and services for the disadvantaged third world groups
Social Decision Making Decide on social action in relation to the issue of access to resources, goods and services and social justice and human rights
Requirements
Settings:New Zealand, Global
Perspectives:Multicultural, Current Issues, The Future
Essential Learning About New Zealand Society (ELANZS): New Zealand's participation in international aid agencies (New Zealand's participation in significant international events and institutions and its possible roles in world affairs)

Assessment
Design your own assessment using the template provided.

TEACHING AND LEARNING ACTIVITIES

Smiley Select and adapt these learning activities to best meet the needs of your students, and to fit the time available:

  1. Starter Activities
    Focusing Questions:
    1. What are resources, goods and services?
    2. Who are the disadvantaged in the world?
    3. Why are they disadvantaged?

    The following activities are designed to help students understand the definitions of resources, goods and services and to enable them to identify those who are disadvantaged and why?

    1. Back to Basics
      Students complete Resources, Goods and Services definitions sheet.

    2. My Share of the World's Resources

      1. The Spinner Game
        Students play the Spinner game. Students gain an appreciation of who makes up 'the haves' and 'the have-nots' of the world.

      2. Where will I be born? It's a matter of luck!
        Completing this activity enables the student to appreciate that being born in a developed, First World country is not as likely as being born in a developing, Third World country.

    3. Why are they disadvantaged?
      Students Brainstorm as many social, political, economic and cultural factors limiting access to resources in the developing world as they can and record them on a concept map.

  2. Seeking social justice and human rights
    Students work in groups to research an Aid Agency that seeks to:
    1. overcome some of the factors restricting people's access to resources, goods and services in developing countries
    2. help people gain and maintain social justice and human rights

  3. Wrap Up
    After listening to the group presentations on the range of Aid Agencies, students write an Acrostic Poem summarising the work of these agencies.

  4. Follow Up
    Monitor the media to identify which Aid Agencies appear most frequently in the news. Is there any correlation between media presence and effectiveness in the field?

RESOURCES

Electronic




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