Where is the global dimension?
As well as the need to explore the values aspect of the global dimension, there is also the need to recognise that development is not simply something that happens 'over there' but it is also the daily reality here. The global dimension can be found anywhere at any time.
Consider for a moment the way that development is articulated in the current National Curriculum for geography in England:
- ways of identifying differences in development within and between countries
- effects of differences in development on the quality of life of different groups of people
- factors, including the interdependence of countries, that influence development
(DfEE/QCA, 1999, p. 159)
To meet these requirements, a case study from a more economically developed country (MEDC) or a less economically developed country (LEDC) could be used. The activity on the right is linked to a case study of farming in the European Union (EU). Such case studies can help to raise standards by engaging pupils with diverse and complex images. Look at the activity now.
Activity Resources:
- Images
- Interactive
- Sound
- Text
- Video
Activity
- Find out what your pupils know already about the EU by asking them to:
- make notes on how their lives are affected by the EU (both positively and negatively);
- draw a freehand map of the European countries with labels showing which ones are members of the EU.
- Go to the 'Cool Planet' section of the Oxfam website. Click on 'Resources for the classroom', then look on the right-hand side of the screen and click on the case study 'Milking it!' Oxfam This explores two different farmers' realities. Choose which activities to carry out with your pupils.
- This part of the activity enables you to monitor changes in pupils' thinking. Ask them to consider the same two issues that appeared at the beginning of this activity, and compare your pupils' responses with those from before they had examined the case study. What do they now think about the connections that they have with other places? How has their sense of place changed?
- Finally review opportunities to introduce the global dimension into your teaching plan. Think about how you might expand the scheme to make transparent the global connections which we have discussed in this unit.
- Go to the 'Schemes of work' section of the DfES Standards site. From there select 'Geography KS3' and view 'Unit 1 - Making connections' (QCA, 2000). Making connections Consider these questions:
- What additional resources could you use?
- Which teaching and learning strategies would you consider to be most appropriate?
