UNIT 6: WHAT CAN I DO TO CHANGE THE WORLD?

 SESSION 1: LIVES THAT CHANGED OUR WORLD EXAMPLES OF INSPIRATIONAL PEOPLE

EXERCISE 1:

1. Luther King, Mandela and Gandhi took action in different ways because they saw some human rights were being denied to some groups of people. Describe the denial of human rights in their 3 cases.

 

2. How did they protest against what they thought was not right? Martin Luther King organised a march to Washington.

Nelson Mandela protested against the new “apartheid” laws in South Africa, which separated people because of the colour of their skin.

3. Did any of them go to prison? If so, how long were they there?

Nelson Mandela worked secretly for the ANC. The Police found out and he was arrested and sent to prison. Nelson spent 28 years in prison.  

The British put Gandhi in prison for six years. 

4. Are they all 3 still alive? If not, how did they die? 

In 1968, Martin Luther King was shot and killed by a white man. 

Gandhi was murdered by an angry Hinduman. 

5. Do the problems that they wanted to solve still exist in society nowadays? 

6. Do you think they contributed to improving their communities? If so, in which way?  

SESSION 4: PROBLEM 4. LACK OF FOOD

1. According to the scientist, what is the minimum number of calories per day a person needs to survive?

The minimum number of calories a day a person needs to survive is 2,200 calories.

2. Study the table, and use it to complete the passage below:

Country	Daily Calorie Intake
United Kingdom	3218
India	2204
Nigeria	2114
Uganda	2221

- I think the country least likely to experience a food shortage is the United Kingdom. My reason for choosing this country is has the highest daily calorie intake of 3218 calories per day. 

- The country most likely to experience food shortage is Nigeria. This is because it has the lowest daily calorie intake of 2114 per day. 

 

SESSION 3: PROBLEM 3. WAR

Decide whether the following sentences are true or false:

1. The most usual wars in developing countries are between different countries.FALSE

2. Wars are really bad for a country because money is spent on weapons instead of being spent on necessary things.TRUE

 

SESSION 2: PROBLEM 2. NO EDUCATION

EXERCISE 1

1. Why are children in Catalonia and Scotlan so lucky when it comes to education? Because the Government thinks it is important to educate children free of charge.

2. Why is it important to be able to read and write? Because without education people cannot do many things in life, especially find a good job.
3. Why are many children in the developing south unable to read and write? Because in most developing countries parents must pay to send their children to school and many people cannot afford to do this and this means that the majority of people are unable to read or write.



 EXERCISE 2 

 

UNIT 4: PROBLEMS FACING THE DEVELOPING WORLD

SESSION 1: PROBLEM 1. POOR HEALTH

EXERCISE 1

There are four main reasons why people in developing countries have poor health.  One is that there are poor sanitation facilities.  For example, 2.9 billion people do not have things like clean drinking water.  A second reason is that there is a shortage of doctors and nurses.  Also, there is no free health care as people have to pay for their medicines. 

EXERCICE 2

United Kingdom		SUDAN
75 years	Life Expectancy	52 years
7 per 1000 babies born	Infant Mortality (How many babies die per 1000 born)	107 per 1000 babies born
1 Doctor: 710 patients	Doctor Patient Ratio (How many patients a doctor looks after)	1 doctor: 11,110 patients

I think United Kingdom is the healthiest country because the table shows that people the live 75 years, whereas in Sudan people live 52 years. 

Children's lives

05.00-08.00

Children in Khalipathar.

Girls. They collect water from the well up to four times. They carry the water in pots. At the well they wash the pots from the previous night's meal. 
Boys. They get up and brush our teeth. Then they exercise. They go jogging for good health.
In St. Joan, we get up at 07.00 and we go to school. 
08.00-12.00
Children in Khalipathar.
Boys and girls. They wash and bathe in the pond.They eat breakfast. School starts at 09.30 and they have lessons.
In St. Joan, school starts at 08.30.
12.00-16.00 
Children in Khalipathar.
Boys and girls. They eat lunch at 13.00. At 13.30 They have more lessons until 16.00 when school finishes for the day. 
In St. Joan, They eat lunch at 14.30 and the lessons start at 15.30. School finishes at 17.30.
16.00-20.00 
Children in Khalipathar. 
Boys and girls. After school they play games, then they wash in the pond. At 19.30 They all pray to Goddess Saraswati.
In St. Joan, after school we have homework and then they play games.
20.00-21.00 
Children in Khalipathar.
Boys and girls. At 20.00 they do our homework and study. At 20.30 they eat a meal of rice, dal and vegetables. They sleep from 21.00 until 05.00. They sleep on the floor.
In St. Joan, we have dinner at 21.00 and then we go to sleep until 07.00.

 

  

SESSION 3: DIFFERENCES BETWEEN RICH AND POOR COUNTRIES

EXERCICE 1

The five richer countries are:
- USA
- Sweden
- UK
- Japan
- Germany

 2. The five poorer countries are:
- Nigeria
- Brazil
- India
- Malaysia
- Uganda


 3. Rich countries have high Life expentancy
Poor countries have high infant mortality
Rich Countries high daily calorie intake
Poor countries have a low GNP

  4. The USA is the RICHEST country in the world’.

 5. Do you agree with this statement? Give a reason for your answer!
I desagree because Japan has got higher GNP.

SESSION 2: RICH WORLD, POOR WORLD

Everyone has the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control.

There are many divisions between the people of the world. One of the biggest is the difference between those who live in the RICH NORTH and the POOR SOUTH. The map below shows that the world can be divided into 2 parts: the Rich North and the Poor South.

EXERCISE 2

DEVELOPING CONTRY             DEVELOPED COUNTRY
 Cuba                                               Catalonia
 Sudan                                              Scotland
 Brazil                                               USA
 Ethiopia                                           Germany
 India                                                New Zeland
 Colombia                                        Australia


RICH NORTH WORDS              POOR SOUTH WORDS
First world                                     LEDCs
MEDCs                                        Third world countries
The west                                       Developing
Developed                                                                                                                                                                                                                                                                                                                                                                                             

UNIT 3 - OUR WORLD: RICH OR POOR?

SESSION 1: RICH PEOPLE, POOR PEOPLE

Només l'últim arbre ha mort i l'últim riu ha sigut enverinat i l'últim peix ha sigut capturat ens adonarem de què els diners no es poden menjar.

RICH:
- I'm rich because I have a good health.
- I'm rich because I love my family and my family loves me.
- I'm rich because I have good marks at school.
- I'm rich because I'm very happy.
- I'm rich because I have nice friends.
- Im rich because I'm able to go to school.

POOR:
- I'm poor because I don't have a car.
- I'm poor because I'm not good at maths.
- I'm poor becuse I can't speak a lot of lenguages.
- I'm poor because I'm not a good singer.
- I'm poor because I can't cook.
- I'm poor because I'm not good at playing the piano.

EXERCICE 3:
Describe in 3 lines the situation of a person that is very rich in possessions but very poor in happiness. Can you think of anybody that you know directly or indirectly?
Tom is a boy rich in possesion because he has a big house, he has a lot of money and her car is very nice, but he isn't happy because he has had an argument with his parents.

DICTATION

Street children: many children who's (whose) parents have diet (died) or no longer want to look after them are left to live on the streets. This children face serious health problems because of solvents avius (abuse) and atending(attending) school is not possible for them.

Translation
Nens del carrer: molts nens llurs pares han mort quan eren petits o no volen cuidar d'ells son abandonats per viure al carrer. Aquests nens afronten problemes de salud greus a causa d'abusos i anar a l'escola no els es possible.

EXERCICE 3:

1. Seven-year-old boys given guns and told to fight in civil war:h.No child under the age of 15 should be made to fight in a war.
2. Rich and corrupted men live in luxury while children in their country starve:
e.Every child should have the right to a high standard of health.
3. Six ten-year-olds kidnapped to work as slaves:c.A child should not be separated from their parents against their will.
4. Ten-year-old girl dies because of landmine injuries: g. Every child should be protected from performing work that is hazardous or harmful to their health.

SESSION 2: THE RIGHTS OF THE CHILD

EXERCISE 1

The Right to an Education:To attend school and do your homework.
The right to own a Pet: To look after and care for your pet.
The right to be Treated Fairly: to act responsibly and treat others fairy
The right to shelter: To treat your house and the objects in it with respect.
The right to free speech: To remember that other people have other opinions
The right to Privacy: Not to invade other people's privacy
The right to play and be carer for: To carer for people and to treat others the way you would expect to be treated.


EXERCISE 2 

Article 2	a. Every child has the right to life	2	B
Article 6	b. The child should be protected against all forms of discrimination on the basis of, for example, their sex, religion, and race	6	A
Article 32	c. A child should not be separated from their parents against their will	32	G
Article 9	d. Every child should have the right to free speech	9	C
Article 13	e. Every child should have the right to a high standard of health	13	D
Article 38	f. Every child should have the right to an education	38	H
Article 24	g. Every child should be protected from performing work that is hazardous or harmful to their health	24	E
Article 28	h. No child under the age of 15 should be made to fight in a war	28	F

SESSION 2: THE RIGHTS OF THE CHILD

EXERCISE 1

The Right to an Education:To attend school and do your homework.
The right to own a Pet: To look after and care for your pet.
The right to be Treated Fairly: to act responsibly and treat others fairy
The right to shelter: To treat your house and the objects in it with respect.
The right to free speech: To remember that other people have other opinions
The right to Privacy: Not to invade other people's privacy
The right to play and be carer for: To carer for people and to treat others the way you would expect to be treated.


EXERCISE 2 

Article 2	a. Every child has the right to life	2	B
Article 6	b. The child should be protected against all forms of discrimination on the basis of, for example, their sex, religion, and race	6	A
Article 32	c. A child should not be separated from their parents against their will	32
Article 9	d. Every child should have the right to free speech	9	C
Article 13	e. Every child should have the right to a high standard of health	13	D
Article 38	f. Every child should have the right to an education	38
Article 24	g. Every child should be protected from performing work that is hazardous or harmful to their health	24	E
Article 28	h. No child under the age of 15 should be made to fight in a war	28F

THE UNIVERSAL DECLARATION OF HUMAN RIGHTS

EXERCICE 3

Human rights are rights to which every human being should be entitled. According to the Universal Declaration of Human Rights, nobody should be made to live without these basic rights. It was written after the Second World War, when countries were determined not to have a repeat of the human atrocities carried out during the war. For example, the Holocaust, in which millions of Jews were killed.
How many articles in total are there in the Declaration of Human Rights? There are 30 articles.

EXERCICE 4 

Article 1	All human beings are born free and equal in dignity and rights.They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.
Article 2	Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty.
Article 4	No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited in all their forms.
Article 13	(1) Everyone has the right to freedom of movement and residence within the borders of each state. (2) Everyone has the right to leave any country, including his own, and to return to his country.
Article 18	Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to change his religion or belief, and freedom, either alone or in community with others and in public or private, to manifest his religion or belief in teaching, practice, worship and observance.
Article 24	Everyone has the right to rest and leisure, including reasonable limitation of working hours and periodic holidays with pay.
Article 25	(1) Everyone has the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control. (2) Motherhood and childhood are entitled to special care and assistance. All children, whether born in or out of wedlock, shall enjoy the same social protection.
Article 26	(1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. (2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace. (3) Parents have a prior right to choose the kind of education that shall be given to their children.

 

UNIT 2: HUMANS RIGHTS

EXERCISE 1

Olive branches: peace
Continents: where people live
Globe: for world












EXERCICE 2

1.When did the United Nations come into existence?

The United Nations officially came into existence on 24 October 1945.
2.What is the purpose of the United Nations?
The purpose of the United Nations is to bring all nations of the world together to work for peace and development 
3.How many members are there in this organisation?
There are currently 192 Members of the United Nations.
4.Where is the Headquarters of the United Nations? 
The United Nations Headquarters is in New York City
5.What six official languages are used?  
Arabic, Chinese, English, French, Russian and Spanish.
6.List the 4 aims of the United Nations. 
- To keep peace throughout the world. 
- To develop friendly relations between nations. 
- To work together to help people live better lives, to eliminate poverty, disease and illiteracy in the world, to stop environmental destruction and to encourage respect for each other's rights and freedoms.
- To be a centre for helping nations achieve these aims.   

 
 

SESSION 4: INTERNET TASK ON SOURCES OF INFORMATION

EXERCISE 1

1. Imagine we want to find information about Barcelona. Type in the key words Barcelonaand search for results. How many results did you get? 353,000,000 results.
2. Now try to answer the following questions and write down the web address where you found that info:

• How many inhabitants are there in Barcelona city? The population of Barcelona is approximately 1,596,906
• Who is the major? Jordi Hereu
• What political party does he/she belong to? He belongs to PSC.
• 3.How many countries are members of the European Union? Write down the web address where you found that info.27  http://en.wikipedia.org/wiki/European_Union  

4. Name the 3 richest countries in the world and write their GDP (gross domestic product). Write down      the web address where you found that info.
United States($14,550,000,000,000)
China($7,800,000,000,000)
Japan($ 4,487,000,000,000)

http://www.aneki.com/countries2.php?t=Richest_Countries_in_the_World&table=fb126&places=*&unit=*&order=desc&orderby=fb126.value&dependency=independent&number=5&cntdn=n&r=-77-79-80-81-82-83-84-85-86-87-88-89-90-91-92-93-94&c=&measures=Country--GDP&units=*--$&decimals=*--*&file=richest

5. What do the letters UNICEF stand for? Write down the web address where you found that info.
United Nations Children's Found.
http://en.wikipedia.org/wiki/UNICEF

EXERCISE 3

TOPIC Finding out…	SOURCE OF INFORMATION Where? How?
Names of the poorest countries in the world	Internet
Results of any football matches that were played yesterday	Newspaper and internet
Percentage of people in the class that believe they can become better citizens	Conducting surveys
Geographical situation of the richest countries in the world	Atlas and internet
Updating news to your friends	Internet and telephone
Writing to the major in your town to complain about the litter on the streets	Writing letters and Email
Problems in a specific community in the world explained from a film director’s point of view	DVDs and films

SESSION 3: HOW DO WE FIND ABOUT CITIZENSHIP?

EXERCISE 1:

Sources of learning

- Watching television

- Reading books
- Conducting surveys
- Reading newspapers
- Writing letters
- CD-ROMs and DVDs
- Surfing the internet
- Maps

EXERCISE 2:

SOURCE OF INFORMATION	ADVANTAGE	DISADVANTAGE
INTERNET	Easy and quick to use. Contains lots of information.	Difficult to search for information because it is so vast. You need a computer to use it.
NEWSPAPER	It is fresh information.	It is boring.
BOOKS	There is a lot of information.	They are very expensive.
EMAIL	It's faster.	You can have technical problems.
WRITING LETTERS	They are easy to write.	Delays can happen. They take a long time. You waste paper and print.
CD-ROMs AND DVDs	They are very specialised.	They cost a lot of money.
CONDUCTING SURVEYS	You get information and opinions from different people.	People may not answer the questions.

SESSION 1: WHAT DO WE LOOK AT CITIZENSHIP?

EXERCISE 1:

Citizenship examines how people live in societies. A society is a group of people who share common characteristics. For example, in British society, most people have the same language, past and culture. However, within most modern societies, a number of different communities exist. 

La ciutadania examina com viu la gent a la societat. La societat es un grup de gent que comparteix les característiques comunes. Per exemple, a la societat Britànica, la majoria de la gent tenen la mateixa llengua, pasat i cultura. No obstant dintre de les societats més modernes, existeixen un nombre de diferents comunitats. 

EXERCISE 2: 

Map of Scotland

There are communities in Scotland whose members are connected by their common culture, language and heritage. Examples of this are the Chinese, Irish, Muslim, Indian and Pakistani communities. This means that Scottish people live with lots of other people of different origins.

Map of New Zealand

 There are communities in New Zealand whose members are connected by the place where they live and their sharing lots of experiences together. Examples of these are the Fijians, Chinese, Japanese, the Kiwis of British origin, etc. This means that the Maoris live with lots of other people of different origins.

EXERCISE 3:
Interview with krystel Caroline

What is your nationality? I'm from Perú.
What is your mother tongue? My mother tongue is spanish.
Do you practise any religion? Do you ever pray or go to church? No, I don't
Where were you born? I was born in Lima
Where were your parents born? They were born in Lima.
What is the origin of your ancestors? My ancestors were all spanish.

About me

My name is marta. I'm 14 years old.

I live in Sant Joan Despí. I'm in 3er ESO.

I have brown eyes and long hair.

I like listening to music and dancing.

My hobbies are going shopping and swimming.

I love going out with my friends.