Where in the world?

Posted 29th October 2015 by Piia Pelimanni

What do I want to find out?

Whether pupils hold preconceived ideas about different people and places.

What do I need?

A set of statements about a boy living in an unnamed country,
An outline map of the world shared between 3 or 4 pupils
An A4 sheet of paper and coloured pens for each pupil

What do I do?

Timing: 15 minutes plus discussion time

Where all your pupils can clearly see, write the following statements about a boy called David/Daud who lives in an unnamed country.

He has four siblings.

They keep chickens at home.

His mother is a hairdresser.

His father works in a factory but is worried it might close down.

While his parents are at work, David/Daud’s grandparents take care of his younger siblings.

One day he would like to live in another country.

Faith is important for the whole family.

The school is 10 km from his home.

When he gets home from school, he has to help his family.

The nearest hospital is 30 km away.

Sometimes, there is no electricity.

The mobile phone signal is unreliable.

Give each pupil a sheet of A4 paper and coloured pens.
Ask the pupils to make a simple annotated drawing of where David/Daud lives, and what they think the future holds for him.
When they have finished drawing, they should discuss their pictures in groups of three and explain to one another what they have drawn.
At the same time they should mark on a blank map the country, region or continent where they think David/Daud lives.
Each group should present to the class the place where they think David/Daud lives, and what they think about his future, provide reasons and mark the location on the blank map.
Ask them to note down which statements were key for their decisions about the country David/Daud lives in.
Record their answers and any comments made

How do I analyse the results?

Note down responses in the recording template that is available on the website, recording whether they place David/Daud in the Minority World or Majority World and record justifications.
Observe whether the pupils imagine a life of poverty or wealth for David/Daud. Do they assign him a life full of opportunities or, on the contrary, do they assume that his options are rather limited? What is his religion according to the pupils?
Record which statements were key for their decisions about the country David/Daud lives in and look for any patterns.

How do I measure the change?

Depending on the time between each audit, you can repeat the activity exactly, or you may want to conduct the initial audit with a sample group from the class, and use a different group of pupils for the follow up audit.
You can use Majority World or Minority World? or What would you see in Africa? As alternatives.
Look for a shift in pupils´ understanding that David/Daud could live anywhere in the world and whether pupils realise that both the inhabitants of the Minority and Majority World could face each situation.
Note comments that are critical of the activity itself or relate to stereotypes.
Record whether pupils are less certain, better able to debate and discuss and more or less willing to take part in the activity.

How British is Britain? Secondary school case study

Posted 27th October 2015 by Piia Pelimanni

Context

This series of activities was devised and trialled by two student teachers at a suburban Secondary school, with pupils in Year 8 (age 12-13), as part of a scheme of work for their History curriculum.

They wanted to respond to changes to the History curriculum imposed by the Government that signalled a return to a very British-focussed view of history, moving away from a curriculum that made global connections.

The trainees devised nine lessons around key British History topics, embedding Global Citizenship at their heart.

Examples included a lesson on the Celts which explored culture, clothes and homes and made links to modern-day culture, clothes and homes. The lesson was focussed on practising pupils’ skills of looking for similarities before differences, even with a culture that they would perceive to be very different from their own.

A lesson on the Crusades used an account from an Arabian doctor, experiencing European medics for the first time and being horrified at their violent methods for treating patients. It explored historical innovation in Arab medicine, and the impact that it had on British medicine.

Lessons on the Tudors which looked at the Aztec, Mughal and Benin empires that existed before or alongside the Tudors, and were similar in wealth and status. Pupils role-played being explorers and considered what they would find in these new places, and how those objects would contribute to Britain today. Pupils found out about the creation of chocolate in Aztec culture, and the contribution of the Mughal Empire to the monarchy.

At the start the trainees conducted a series of activities intended to measure pupils’ sense of Britishness, and to see how global they felt, and whether they were aware of the connections they had to the rest of the world, or the benefit of the rest of the world to modern-day Britain.

It was clear from the activities that pupils had little understanding of how global Britain was in the past, or of the existence of empires in other parts of the world. They didn’t have a strong sense of themselves as global citizens. The scheme of work helped to challenge this introspective view, encouraged pupils to challenge stereotypes about Britain and demonstrated how global learning could be embedded in the History curriculum.

This Global Citizenship focus was developed with work on the British Empire exploring global connections, and the benefits of these to Britain, as well as encouraging pupils to question the ethics, and discuss colonisation.

At the end of the scheme of work the pupils were asked how global and how British they felt, revisiting a continuum line they had used at the start. Although a few of them had shifted their position to reflect global influences, the majority were still unsure, indicating the need to make space for further work on ‘Britishness’ and cultural identity. The greater depth of discussion and willingness to engage with the topic was a clear indication of the pupils being more open minded and prepared to listen to and learn from each other.

How British is Britain?

Posted 27th October 2015 by Piia Pelimanni

What do I want to find out?

What pupils understand by the term “British” in relation to culture and identity. Substitute the name of whichever country your pupils live and work in.

What do I need?

A piece of paper for each pupil, with an outline of a person on one side, and a continuum line marking Very British at one end and Very Global on the other side. You can download this sheet entitled ‘Activity 1 identity figure’ from the website.

What do I do?

Timing: 15 minutes

Ask pupils to decide Is your identity more [British] or more Global?
Ask pupils to position themselves along a continuum across the classroom, where one end is ‘very British’ and the other end is ‘very Global’.
Photograph the results.
Hand out the outline of a person to each pupil.
Ask them to draw a representation of the things that make up their identity, they may want to consider the following: What sort of clothes do you like wearing? What food do you like eating? What music do you like listening to? What is your favourite possession? What is your favourite book? Or film? Make sure pupils label the key parts of the drawing with an explanation of why they have drawn them, what they represent and how they impact on their lives.
Finally, ask pupils to mark on their individual continuum line how British or how Global they feel.

How do I analyse the results?

Record the extent to which pupils consider themselves to be British or Global.
Note whether they are aware of the global connections with the items they draw on their outlines. If they draw global items, such as ipods or footballs, do they still consider their identity to be British or Global, or both?

How do I measure the change?

Depending on the time between each audit, you can repeat the activity exactly, or use an alternative activity from this set.
Look for changes in pupils’ sense of global identity. Are they aware of the global connections with the products they consider to form their identity, or of their cultural or social activities?
Observe to what extent pupils are more able to discuss the issues surrounding the topic, whether they are more critical of the activity or less certain about what it means to be British or Global in one’s identity.

How do you describe peace?

Posted 23rd October 2015 by Piia Pelimanni

What do I want to find out?
The extent to which pupils’ understanding of peace and conflict is developing. The activity can capture the depth and breadth of their knowledge and understanding, alongside their changing attitudes towards conflict and peace. It can be embedded within your teaching, for example about Remembrance Day, the centenary of the First World War or other anniversaries of major conflicts.

What do I need?

Two sheets of flipchart paper, pens in five different colours, at least two of each colour.
A piece of paper for each pupil.

What do I do?

Timing: 10 minutes, then ongoing

Ask pupils working individually to divide their paper in half and write down everything they associate with ‘peace’ on one side and ‘conflict’ on the other. Collect this work and keep it safe.
Write the word ‘peace’ on one piece of flipchart paper and ‘conflict’ on the other. Stick them to a wall, where pupils can easily reach them without disrupting each other. Attach a pen to each, the pens should both be the same colour.
Explain to pupils that the pieces of flipchart paper are there for them to add words or phrases to, whenever they like, during the course of the scheme of work. They are free to walk up to the paper and write on it, but only using the pens attached.
Throughout the topic, at regular intervals, change the pens to a different colour so you can track changing/developing ideas. Keep a record of when you change the colour of the pens, recording at what point during the topic you do this. Don’t use the same colour twice.
Photograph the final sheets.

How do I analyse the results?

Look through the individual sheets the pupils worked on at the start, note the words they associate with peace and conflict and how often the same words/phrases appear.
As the lessons progress, and the different coloured pens are introduced one at a time, you should be able to see the progression of your pupils’ thinking, so you can track their understanding of the concepts developing over time.
To what extent are initial responses about conflict focussed on the glorification of weapons or war, stereotypes about places of conflict or about terrorism?
To what extent are initial responses about peace quite simplistic? Look for them focussing only on an absence of conflict, rather than an awareness of the relationship between peace and justice and of the need to work for peace.

How do I measure the change?

Using the completed flipcharts/photos of them, look for a shift towards a more nuanced and balanced understanding of conflict and its consequences, and an appreciation of co-operation, negotiation, respect and justice, peace movements locally and globally. Compare with your analysis of the individual data collected at the start
To what extent do pupils show increasing empathy towards those suffering in areas of conflict?
Look out for pupils develop an understanding of how peace is negotiated following times of war, and of the role of international organisations in brokering peace deals, promoting reconciliation and of international courts
How do pupils demonstrate an awareness of the connection between global conflicts and local, classroom or community level conflicts and express an increased willingness or interest in ways in which they might take action for peace?

Sadako’s story – thinking beyond the traditional definition of ‘peace’

Posted 23rd October 2015 by Piia Pelimanni

Context

We are a group of trainee Primary teachers at Reading University, and we worked with a group of Year 4 (8-9-year-old) pupils on issues of peace and conflict and focussed on Eleanor Coerr’s book Sadako and the Thousand Paper Cranes. We wanted pupils to get a sense of the human impact of conflict and simultaneously to further their literacy skills.

Initial audit activity

Our initial audit activity was very simple: we used a long scroll of white paper on which we wrote the words peace and conflict. We asked pupils to write down words, phrases, events or anything they knew or could think of to do with peace and conflict as a mind map around the words.

We asked pupils to add to the mind map at 3 points within the session: at the beginning, the end, and at any point in the middle they felt they had something to add. We changed the colour of the pen during the lesson, so at each stage, we had a record of when they had written the words.

In their initial writing on the mind map, it was interesting to see that all the boys went to conflict and all the girls went to peace. They only moved to the other word/side of the mind map after encouragement.

Eleanor Coerr Sadako and
the Thousand Paper Cranes,
Puffin 2004

The activity that took place in between was influential on their attitudes and towards peace and conflict. We read the story of Sadako, who developed leukaemia as a result of the bombing of Hiroshima. As she was dying, she began folding 1000 paper cranes, a Japanese legend claiming that whoever does so can make a wish on the 1000^th crane. We then taught the pupils how to make origami cranes using scrap paper and we talked about peace and the story as we made them. The children then wrote poetry on slips of paper about peace and conflict, they used the letters of the word as a starting point, but moved on to thinking more broadly. Their poems were written out neatly and decorated by the pupils, and turned into a room-sized mobile, along with the paper cranes.

Through this activity to measure change we saw that the children started out thinking that peace was just the absence of war, but that following the story and discussion, they began to understand that peace is also about people working together and solidarity. This was the outcome we had been hoping for as it was what our main activity was aiming to achieve.

Midway through the work, pupils’ ideas began to focus on conflict on a personal level, rather than solely on war. However they were still exploring the topic of war at the end of the session. This is in line with what we were expecting, as we did not have the time to focus on conflict as well as peace. If we had had more time we would have created an activity to challenge these attitudes. We were surprised at some of the answers, such as Putin, bankers and Elliot Rodger (Elliot Rodger was responsible for a mass shooting in California) We thought these showed how exposed young children are to negative world affairs.

These are the words the children wrote on the audit mind map

Peace

Beginning: hippie, no swastika, no bad guys, friendship, no war, no racism, religion, dove, happy, space, alone.

Middle: prettiness, 1000 cranes, teamwork, co-operation, Winston Churchill, kindness, belief, hope.

End: protect, caring, nice, love, enjoy, Japan, friendly, kind, time of silence, wander, funny, caring, teamwork

Conflict

Beginning: war, death, bad, politics, WW1, WW2, evil, Nazi, Adolf Hitler, bad guys, Putin, Elliot Rodgers, riot, corruption,

Middle: swastika, ‘Nein’, money, boasting, mean, foes, enemies, cleverness, friendship, despair, doom, scary, horror, bankers, gloom, super death.

End: bombs, blood, fighting, crises, Syria.
Overall, we believe that the audit activity was highly successful. We were able to measure the changes of attitudes as the children wrote on the sheets throughout the session, meaning that as opinions developed, we were able to note the changes. At the beginning of the session ideas and attitudes were noted in green, in the middle section they were noted in blue and purple and at the end they were noted in orange. It was easy to analyse the responses that we were given as they were noted down; we gained qualitative data which meant we are able to see the immediate responses, although it may have been effective as well to reserve a little time to ask the pupils why they responded as they did.

Secondary school uses World Mapper to track global flows of goods

Posted 23rd October 2015 by Piia Pelimanni

I regularly use World Mapper (worldmapper.org) in my Geography teaching to explore different ways of representing information and to challenge pupils’ thinking, so they were used to identifying places on this type of map. I was curious to know how my Year 7 (11 and 12 year old) students would respond to the Who exports conflict? Activity.

I began a lesson on presenting the maps without telling the pupils which products they were depicting.

Here’s what they said:

Comments

Arms export map

Groceries export map

Where did Africa and South America go? They’ve disappeared!

Russia is big – or is it China?

I don’t get what these places are(pointing to SE Asia)

Whatever it is we don’t send much (pointing to UK)

Why’s that bit so fat?”(pointing to central America)

Guesses

We get rice from China

Know-how

Food

Medicine

Computers

Cheese (cheese is produced locally)

School books

Charity stuff (recently items had been sent from local schools to partner schools in African countries)

South America sends us nuts from Brazil

Footballers

Diseases – like ebola

Wood from the rainforest

When I told the class what the two exports were, about half of them guessed correctly which map was which, but were shocked by the arms exports. One pupil was convinced I’d got the maps the wrong way round; another said: They must have got lots of arms in Africa because of the child soldiers. It was a big step for them to connect the arms used by child soldiers to exports from countries like ours.

Although they hadn’t all guessed the export on the second map was groceries, they were soon able to suggest a few examples, of exported products (bananas from the Caribbean, cocoa from West Africa) which may have been the result of our school’s recent Fairtrade week.

Doing the activity showed up gaps in the pupils’ knowledge and understanding of how the world works, but importantly, it challenged some preconceived ideas about where guns and food come from. This will, in turn, have an impact on their attitudes towards African countries and the assumptions they often make about it being a continent of famine, conflict and diseases. I plan to work with the Geography department to follow this up with the same pupils using the What would you see in an African Country? activity. This has already been used to identify pupils’ perceptions of Africa; repeating it sometime after using the World Mapper maps would be useful, to judge the impact the Exporting Conflict activity and discussions has had on how our pupils think.

Who exports conflict?

Posted 23rd October 2015 by Piia Pelimanni

What do I want to find out?

This activity is designed to find out if pupils are aware of our hidden role in conflict by responding to two Worldmapper maps of exports

What do I need?

Two Worldmapper maps, showing (a) arms exports and (b) groceries exports. (www.worldmapper.org)

: A) arms exports

: B) grocery exports

What do I do?

Timing: 5 minutes

Show pupils the two maps and ask what they think the export is in each case. Individually, or in pairs, pupils should record their ideas on post it notes, then place them on each map.
Save, or photograph, the post it notes on each map.
Reveal what the two exports are (arms and groceries) but not which is which. Ask them to identify which is which using ‘hands up’.
EITHER reveal the actual answers and ask ‘Are you surprised? Why/why not?’ taking note of their responses.

OR don’t reveal the answer, carry out the intervention and then repeat the same activity.

Record the number of times they correctly identified which was which and the number who were surprised at the correct answers.

How do I analyse the results?

From the post it notes list all the products recorded on each map and how often each was mentioned.
Record the number of times the pupils correctly identified arms and groceries as the two exports.
From the pupils’ responses look for any evidence of their awareness of our role in the arms trade. Where does their information come from and to what extent is it accurate? Do they make the connection between our role and the possible consequences of conflict?

As part of your teaching use these questions to promote further discussion:

Who is responsible?

What should be done?

Who needs to take action?

How do I measure the change?

If the answers haven’t been revealed initially you can repeat the activity and compare the two sets of results. Are pupils more aware of our involvement in the arms trade? To what extent were they surprised by it?
This activity can be extended using other worldmapper maps relating to peace and conflict and matching them to cards giving the topic of each map. To what extent are pupils becoming more aware of our interdependence?
Look out for examples of pupils’ growing understanding of inequalities in world trade and how this can relate to peace and conflict.

What do we think about weapons in schools?

Posted 21st October 2015 by Piia Pelimanni

What do I want to find out?

What pupils think about armaments.

‘What do we think about weapons in schools?’ can be used first, to gauge pupils’ attitudes to the issue of weapons being brought into school.

‘What do we think about nuclear weapons?’ can be used independently or as a follow-up to measure pupils’ attitudes following a topic or course exploring armaments and/or the arms trade.

What do I need?

A set of ‘What do we think about weapons in schools?’ cards for each group of pupils.
A set of ‘What do we think about nuclear weapons?’ cards for each group of pupils if you choose to use these as a repeat activity.
Cards with ‘Agree’, ‘Disagree’ and ‘Not sure’ for each group of pupils.

What do we think about weapons in school? cards

I would bring a weapon into school in case I had to use it in a fight	Teachers should also carry weapons	If I brought a weapon into school my teachers would be angry with me
If nobody had weapons, our school would be a safer place	Having a gun at school is worse than having a knife	Gun/Knife amnesties can work (i.e. When everyone turns in their weapons at a special deposit point)
If everyone had weapons in school then no one would get hurt	Talking through a disagreement with a teacher or peer mediator is more effective than violence	I would bring a weapon into school to protect myself from others with weapons
I am scared of other students bringing weapons to school	Hitting people gets my point across	You should be excluded for having a weapon at school

What do I do?

The Bomb Factor: Exploring Peace and Nuclear Issues in the Classroom, CND Peace Education

Timing: 10 minutes

Ask each group to respond to the question ‘What do we think about weapons in schools?’ using their set of cards.
Ask them to discuss what they think about each card and when they’ve reached a consensus, place it under one of the headings ‘Agree, ‘Disagree’ or ‘Not sure’.
Where possible record their discussion to gain an insight into how consensus was reached.
Take a photograph of the cards in their final position once each group has reached agreement about where to place them.

How do I analyse the results?

Using the analysis table, refer to the photographs and tally the number of times each card has been placed under each heading. Record the totals.
To what extent do pupils agree, disagree or feel unsure about bringing weapons into school? How does their justification for sorting the cards reflect their decisions?

What do we think about weapons in schools? Analysis table

Card	Agree	total	Disagree	total	Not sure	total

How do I measure the change?

Depending on the work that has taken place following the first activity, either repeat it or use the second set of cards and ask pupils to respond to the question ‘What do we think about nuclear weapons?’
With older pupils the additional, more complex cards, can also be introduced to open up discussions.
If you have repeated the first activity about weapons in schools compare the results. Look for any change in attitudes towards weapons. To what extent do their discussions reflect their ability to relate this issue to conflict in the wider world?
If you have used the second set of cards exploring attitudes to nuclear weapons look for evidence that pupils can relate the historical use of weapons to current events. To what extent are they positive or negative about disarmament?

‪What do we think about nuclear weapons? cards

Britain should not be the first to use a nuclear bomb in a conflict	Nuclear weapons should not be used as they cause illness and birth defects in future generations	Britain has never used any nuclear weapons, so there is no point in keeping them
Nuclear weapons should not be used as they kill civilians. They cannot just aim for military targets	As Britain has about 225 bombs, it should reduce its numbers. It does not need more than 1	Britain should enter serious discussions with other countries to all get rid of their weapons together
Britain could use the nuclear bomb if one had already been used against itself or its allies	Britain needs nuclear weapons because other countries have nuclear weapons	Britain should take the first step and get rid of its nuclear weapons
I would be willing to campaign against nuclear weapons	If Britain disarms, it will be bombed	Britain can never use nuclear weapons because the results would be so horrific. (One of Britain’s nuclear bombs could kill over a million people)

This activity is adapted from The Bomb Factor: Exploring Peace and Nuclear Issues in the Classroom, CND Peace Education

Featured image : Toy soldiers by Kyle May via Flickr

Comparing weapons in schools with weapons globally in a Secondary school

Posted 21st October 2015 by Liz Allum

Context

I was introduced to this activity at a professional development session, where we were shown resources we could use to explore peace and conflict issues with our pupils. While evaluating the resources, I realised the potential of using the weapons in school cards from the CND Peace Education resource The Bomb Factor with my Year 9 (age 13-14) tutor group during anti-bullying week.

Although there have been no incidents involving weapons in our school, media coverage of this issue in the UK and particularly in America has made our pupils more aware that it could be a problem. I had overheard them discussing it; I wanted to know what they thought and then devote some of our tutor group time to what to do if they knew someone had brought a weapon into school.

I realised the potential of working with a colleague in the History Department who could be doing a topic on the Cuban missile crisis later in the term. The group of pupils in my tutor group who were doing History GCSE would be able to revisit the activity, which my colleague would then link with the topic What do we think about nuclear weapons?

My tutor group were immediately engaged in discussing the weapons in school cards. Working in small groups, they had five minutes to do this, and then had to sort the cards under the agree/disagree/not sure headings. As I visited each group I was aware of consensus being reached about most cards, but there were a few which caused controversy: Gun/Knife amnesties can work and Talking through a disagreement with a teacher or peer mediator is more effective than violence

In subsequent Tutor Times we talked about bullying in school and how best to tackle it, which led to discussions about problems which had emerged in the wider community. Although time was limited we role-played some scenarios relating to this, and a group of pupils agreed to prepare an assembly for Year 7 that would explore responses to bullying.

: The Bomb Factor: Exploring Peace and Nuclear Issues in the Classroom, CND Peace Education

My History colleague used the weapons in school cards as a stimulus activity and asked members of my tutor group (who had already seen them) to lead short group discussions. He reported that some pupils questioned why they were doing the activity but were quick to make the connection when, at the end of the lesson, they did the activity about nuclear weapons. One pupil said Why is it okay for governments to use weapons and not us?

The nuclear weapons cards were used as a differentiated activity, the more complex ones given to the most able pupils. The cards led to interesting comments and questions; one pupil asked If people know about this stuff why don’t they do anything to stop it? This led to discussions about protest movements past and present, including current pro-democracy demonstrations in different parts of the world.

In future I will build the What do we think about weapons in school? activity into the tutor programme as a before and after activity to see whether pupils’ attitudes are affected by their learning and will make sure colleagues in the History department are aware of its potential.

Challenging stereotypes in world news at a Further Education Academy in Slovakia

Posted 21st October 2015 by Piia Pelimanni

Context

I teach at a Business Academy in Slovakia. The group I tested the activity with consisted of first year students of specialized post-secondary studies in Tax Services (age 18+). In this class I taught Economics. During the testing period we started a new topic with the name Global Economic Relations. I assumed that the majority of the class had a broad economic overview and understanding of economic contexts, because they were recently students of business-oriented school, on the other hand part of the class were students with little background in global economics knowledge and therefore their decisions won´t be influenced by theoretical background in global economics.

I decided to create an activity which would connect economics and mass media. I based my decision on the assumption that our media create strong images of west-centrism through the type of information they present.

I assumed that students tend to assign positive news to Europe and North America and negative news to other continents, especially Africa, Asia and South America. I required them to justify their reasons for the chosen continent in order to better clarify their choice in the analysis. This should enable more objective evaluation of the attitudinal changes by repeated testing.

I tested the activity with 10 students of the post-secondary studies during Economics classes. It took about 20 minutes to complete the worksheets. Afterwards we had a short reflection on the activity and during this we tried to get some quick results. Already these quick results pointed out a high rate of west-centrism amongst the group.

To evaluate the results, I assigned 2 points to Europe and North America, and 0 points to the other continents for positive news stories, and the reverse for negative news. The higher the score, the higher the west-centrism rate of the students.

Students rate – 1^st year students of post-secondary studies

News

News

News 2

News 3

News 4

News 5

News 6

News 7

News 8

Students rate – whole class (10 students)

From the table we see that the lowest west-centrism rate is for the news article no.8, which was a positive article about tourism. The highest west-centrism rate was for the news article no.5 which related to illiteracy rates, and news article no.7 which was about bad living conditions in rural areas. Students clearly assumed that positive articles were about the West, and negative ones were about the Global South.

With the initial testing I confirmed my assumption that the level of west-centrism is very high among Secondary students and that we assign mostly positive news to the continents of Europe and North America and negative news we connect with other continents. In order to use this activity without changes as a final activity we have to ensure that the respondents do not get to know the right answers. In order to eliminate the west-centric view, I suggest devoting more time and attention to other continents and informing students about their positive development in social as well as economic topics.

Teaching Tips

Use online newspapers from countries in Africa, Asia and South and Central America to find more balanced news events. Magazines are a great way to spot similarities, between fashion, culture, sport etc.

If you have a link with a school in another country, create a joint project celebrating positive news from your and their locations. You could also explore challenging aspects in both places, homelessness, poverty injustice etc. and share suggestions for ways to take action.

Where in the world?

How British is Britain? Secondary school case study

How British is Britain?

How do you describe peace?

Sadako’s story – thinking beyond the traditional definition of ‘peace’

Secondary school uses World Mapper to track global flows of goods

Who exports conflict?

What do we think about weapons in schools?

Comparing weapons in schools with weapons globally in a Secondary school

Challenging stereotypes in world news at a Further Education Academy in Slovakia

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