Introduction

Welcome to the Stand Up, Speak Up! resource CD. This CD is intended to be used in tandem with the Stand Up, Speak Up! textbook as an extra resource for teachers. This will provide you with alternative exercises for your classes. All activities and worksheets are available in PDF format. Simply select the exercise you wish to use and press print. The activity sheets may then be photocopied for your students. As per the textbook, each resource on this CD has been linked to one of the seven CSPE concepts. Some exercises include teacher’s notes; others are self-explanatory. As with the activities in the Stand Up, Speak Up! textbook and activity book, there is an emphasis on active methodologies. We have included a wide range of exercises in order to facilitate a spectrum of learning styles and approaches to teaching. These activities are appropriate for both revision and as introduction to the seven CSPE concepts. We hope that this will further enrich your teaching of CSPE.

– Hugh Holmes & Gearoidín O’Dwyer

1 CONCEPT 1

Understanding Human Dignity

The purpose of this exercise is to encourage students to reflect on what undermines human dignity (homelessness, poverty, insecurity, intimidation, exploitation etc.). It should encourage students to develop a sense of empathy and understanding.

1. Discuss the concept of human dignity and what threatens it.

2. Distribute pages 3–5.

3. For the diary activity on page 4, you should emphasise that students need to write in the first person.

4. Once the class has finished, encourage students to read out their exercises with a view to stimulating discussion.

2 Understanding Human Dignity

Look at the pictures below. Choose the person who you feel has the least human dignity. Write a diary entry for that person highlighting the lack of dignity they experience in their lives.

A B

C D

3 Dear Diary, ______4 Human Dignity – Needs and Wants

As you have seen from your study of Human Dignity, a person’s dignity and sense of self-worth is affected when their basic needs are not met. But what are basic needs? Sometimes we feel we need something when in fact we simply just want it. Basic needs are the things that are essential for us to survive and feel safe and secure. Look at the list below and divide it into basic needs and wants. Add two ideas of your own to each list.

Somewhere to live An X-Box Access to a doctor Fizzy drinks A large collection of computer games To feel safe in school An adequate amount of food Drinking water Designer clothes An MP3 player Freedom from persecution

Needs Wants

5 Giant Steps Activity – Teachers’ Notes When people’s basic needs are not met they struggle to live with dignity and to reach their full potential. This very visual activity gives students an opportunity to develop empathy with those whose human dignity is denied by walking a few steps in their shoes. This activity is best done in a large room, hall or a corridor.

1. Print, photocopy and cut out the role cards on pages 8 and 9. 2. Print one copy of the statements card on page 7. 3. Give each student a role card. (It doesn’t matter if more than one student has the same role card. Their differing interpretations of the statements may lead to further debate and reflection.) 4. Give the students a few minutes to read their role cards encouraging them to think about their characters. 5. Ask all students to stand at one end of the room. 6. Begin to read out the statements. After each statement allow the students to reflect upon it. If the statement is true for them, they take a giant step forward. If the statement is only partly true for them, they take a small step forward. If it does not apply to them at all, they stand still. 7. Occasionally ask students to justify their steps. The objective of the activity is not for students to reach the opposite wall first, but to remain true to their characters and understand how their rights are denied. However you may wish to offer a prize for the student who reaches the wall first in order to increase the other students’ feelings of frustration at not being able to make progress, thus increasing their empathy with their characters.

6 STATEMENTS

1. I have no worries about where my next meal is coming from. My right to adequate food is respected.

2. I have a great social life, going many different places and taking part in different activities. My right to rest and leisure is respected.

3. I look forward to having a great career some day. My right to education is respected.

4. My culture and faith are respected within my community.

5. I am valued for the person I am and the contribution I can make to my community. My right not to be discriminated against is respected.

6. I feel sure that my right to a fair trial will always be respected and that I will never be imprisoned unfairly.

7. I feel safe and secure in my work. My right to work in a safe environment is respected.

8. I don’t worry about becoming sick. My right to adequate medical care is respected.

9. I never feel awkward or uncomfortable going into public places. My right to equality and to be free from discrimination is respected.

10. Although people say crime is getting worse, I don’t see it. I feel sure that my right to live in safety will always be respected.

7 ROLE CARDS

My name is Paul. I am a 35-year-old My name is Josephine. I am a 17-year-old stockbroker. I live in London and work in Traveller. I live in a caravan with my the city. I love my career and admit I eight brothers and sisters and my parents. make very good money which allows me It is an unofficial halting site so we have to live well in a lovely part of the city. no running water or toilets.

My name is José. I am nine years old and My name is Troy. I am 19 and on death work as a labourer on a coffee plantation row in a prison in America. I was found in Nicaragua. A guard with a machete guilty of murdering a police officer even stands over me and the other workers all though there was no real evidence against day to make sure we’re working hard me. Like me, most of the other prisoners enough. on death row are either black or poor or both.

My name is Mary. I am 71 years old and My name is Baktay. I am six years old live in a small town in rural Ireland. and I live in a Taliban-ruled region of Thank God I am still in good health. I Afghanistan. I would love to go to school love to help out in my local community but cannot because I am a girl. The local centre but lately people don’t want to school was burned down and our teacher have me volunteer there. They think I will murdered by the Taliban because he be a nuisance just because I’m getting on taught girls. in years.

My name is Sue. I am in first year in a My name is Liam. I am 45 and live in a school in Co. Kildare. I hate it. Nobody poor suburb of Dublin. Unfortunately, I likes me and I don’t know why. A few was made redundant last year and am still weeks ago some girls started calling me unemployed. I constantly worry about names and making fun of me. No one will how I will pay my mortgage and put food stand up to them or help me. Now I hear on the table for my family. At least we that they are writing horrible things about have a medical card in case anyone gets me on their Facebook pages. sick.

8 My name is Obeida. I am a 16-year-old My name is Ali. I live on the streets of Palestinian. I am currently in an Israeli Dublin. I never thought I would end up prison although I have not been accused homeless. The nights are the worst – I’m of or tried for any crime. I don’t know afraid to sleep in case I’m attacked. when I will be released and have asked Everyone thinks if you’re on the streets for my school books so that I can continue it’s your own fault or that you’re a drug to study but I have been refused. addict but it’s not true. I wish I could get my old life back.

My name is Miriam. I live with my My name is Suzie. I am 26 years old and husband and daughter on a small maize have been a wheelchair user since I was farm in Malawi in Africa. The rains have 18 following a car accident. I work with a not come for three years now and we have computer company which won an award no food. Sometimes we have to catch rats for being a disabled-friendly workplace. and roast them just to stay alive. I worry Unfortunately not everywhere outside so much about what will happen to my work is so accessible. little girl who is only three years old.

My name is Fahima. I came to Ireland My name is Malika. I am 12 years old and two years ago as an asylum-seeker to live in Pakistan with my family. My escape the genocide in Darfur. My mother and sister and I work in a garment husband and two sons were killed by the factory making clothes for shops in Janjaweed. At first I felt safe here but Europe and America. Sometimes the lately I have been getting racist hate mail doors are locked and we are forced to telling me to go back to where I came work 20-hour shifts and only get to sleep from. I am Muslim. on the floor.

9 CONCEPT 2: RIGHTS AND RESPONSIBILITIES

Children’s Rights Charades The purpose of this activity is to provide an engaging way for students to familiarise themselves with the articles of the UN Convention on the Rights of the Child and to reflect upon the importance of these rights in their everyday lives.

This activity is also a valuable revision activity on completion of Chapter 2 of Stand Up, Speak Up!

1. Print out the word cards on pages 11–13. 2. Photocopy one set. 3. Print out the category cards on pages 14–17. There are four pages: Survival Rights, Protection Rights, Development Rights and Participation Rights. 4. You will need to cut out the word cards before the class. (It may be an idea to laminate the cards for future use.) The category cards should be displayed on the classroom wall before class. 5. Divide the class into groups. 6. Explain to the students that they are going to play a game of charades based on the UN Convention on the Rights of the Child. One person from each group will take a turn to pick a card. He/she then has three minutes to act out the right displayed on the card. His/her group must guess what is on the card. 7. Three points are awarded for successfully guessing the right. If after three minutes the team has failed to correctly guess the right, the other team may earn one bonus point for correctly guessing. 8. Whoever guesses the answer correctly can earn another two points if they correctly identify the ‘category of rights’ to which the right belongs. If they guess incorrectly any other group may guess – if successful they get one point. The person who guesses the category correctly sticks the word card to the category card on the wall. 9. Complete the activity, allowing time to discuss the articles of the UN Convention on the Rights of the Child and its importance for children in today’s world: which rights are the most important? Are children today receiving most/all of their rights? Why/Why not?

10 The Right to a NAME The Right to LIFE and NATIONALITY

The Right to GIVE The Right to THEIR OPINION and A FAMILY for IT TO BE TAKEN SERIOUSLY BY ADULTS

The Right to The Right to RELIGION and ASSEMBLY BELIEFS (JOIN GROUPS)

The Right to The Right to SPECIAL PRIVACY EDUCATION if DISABLED

11 The Right to The Right to FOOD and WATER HEALTHCARE

The Right to The Right to CLOTHES and to have SAFETY their BASIC NEEDS MET

The Right to The Right to EDUCATION CARE and PROTECTION

The Right to The Right to CARE and LEGAL HELP PROTECTION

12 The Right to The Right NOT TO BE NON-HARMFUL INVOLVED IN WAR INFORMATION

The Right NOT TO The Right NOT BE HURT OR TO WORK IN A MISTREATED HARMFUL JOB

13 Survival Rights

14 Protection Rights

15 Development Rights

16 Participation Rights

17 Human Rights Quiz The aim of this quiz is to provide students with an enjoyable exercise to aid revision of Chapter 2 of Stand Up, Speak Up! – Rights and Responsibilities. The quiz also works to stimulate discussion of human rights.

1. Print and photocopy the quiz sheets on pages 19–21. 2. You can read the questions aloud giving the students appropriate time for reflection. 3. Students answer the questions individually, in pairs or in groups. 4. Sheets may be collected for correction. Alternatively, the teacher may use peer assessment by providing the answers and allowing students to mark each others’ work.

Answers: 1. c 2. a 3. c 4. b 5. a 6. c 7. d 8. b 9. c 10. c 11. d 12. c 13. b 14. a 15. a 16. b 17. b

18 Name: ______Circle the correct answer.

1) During World War II, approximately how many people died? (a) 20 million (b) 15 thousand (c) 55 million (d) 2 000

2) Between 1942 and 1944 world leaders worked together to set up a new organisation to promote world peace and human rights. It is called . . . (a) The United Nations (b) The Scouts (c) Amnesty International (d) The European Union

3) The name of the document drawn up to guarantee human rights is . . . (a) The Bill of Rights (b) The Telephone Bill (c) The Universal Declaration (d) The Convention on of Human Rights (UDHR) Human Rights

4) Which of the following people worked tirelessly to establish the UDHR? (a) Bono (b) Eleanor Roosevelt (c) Angelina Jolie (d) Bob Geldof

5) How many articles are contained in the UDHR? (a) 30 (b) 35 (c) 50 (d) 100

6) How many languages has the Universal Declaration of Human Rights been translated into? (a) 3 (b) 50 (c) 120 (d) 300

7) The rights listed in the UDHR apply to . . . (a) Blonds only (b) Men only (c) Prisoners of War (d) Everyone

19 8) International Human Rights Day is celebrated each year on . . . (a) 1 May (b) 10 December (c) 16 June (d) 25 December

9) Human Rights and what go hand-in-hand? (a) Lefts (b) Wrongs (c) Responsibilities (d) Money

10) One of the most famous human rights organisations in the world was established in 1961. It is called . . . (a) Ryanair (b) Trócaire (c) Amnesty International (d) The Red Cross

11) Recognising the special vulnerability of children, the UN established the rights of the child in which of the following? (a) The Universal Declaration (b) The Ombudsman for Children’s Office Children’s Rights (c) The National Lottery (d) The Convention on the Rights of the Child

12) In law, a child is any person under the age of . . . (a) 30 (b) 40 (c) 18 (d) 16

13) How many articles are contained in the Convention on the Rights of the Child? (a) 20 (b) 54 (c) 4 (d) 100

14) The title of the person who has special responsibility for promoting and protecting children’s rights in Ireland is . . . (a) The Ombudsman for Children (b) Mammy (c) The Minister for Education (d) The Dalai Lama

20 15) The Headquarters of the United Nations is located in . . . (a) New York (b) Dublin (c) Geneva (d) Baghdad

16) One of the most famous organisations which works to promote animal welfare in Ireland is the . . . (a) ISPCC (b) ISPCA (c) IRA (d) SPUC

17) The practice of experimenting on live animals is called . . . (a) Factory farming (b) Vivisection (c) Pilates (d) Blood sport

So, how did you do?

0 – 6 Hope your rights are never trampled upon . . . you won’t know where to go for help!

7 – 13 Not bad but Angeline Jolie’s job as a UN Goodwill Ambassador is not yet in danger!

14 – 17 Watch out, Ban ki-Moon!

21 UDHR – Match Up Game

The purpose of this activity is to provide an engaging way for students to familiarise themselves with a variety of the articles of the Universal Declaration of Human Rights and to reflect upon the importance of these rights in our everyday lives.

It can be played in groups or in pairs as the teacher wishes.

1. Print out the word and image cards on pages 23–27. There are 5 pages. 2. Photocopy as many sets as necessary – one for each pair/group of students. 3. You will need to cut out the cards before the class. It may be an idea to laminate the cards for future use. 4. Divide the class into pairs / groups. 5. Ask the students to correctly match the articles of the UDHR with the corresponding images. 6. Go to page 29 of the Stand Up, Speak Up! textbook. See ‘Talk About It’ for a follow-up exercise.

22 Everyone has the right to TRAVEL

Everyone has the right To A NATIONALITY

Everyone has the right to MEDICAL TREATMENT

Everyone is born FREE AND EQUAL IN HUMAN RIGHTS AND DIGNITY

23 Everyone has the right to REST and LEISURE

Everyone has the right to A FAIR TRIAL IF ACCUSED OF A CRIME

NO ONE SHALL BE HELD IN SLAVERY

Everyone has the right to OWN PROPERTY

24 Everyone has the right to PRIVACY

Everyone has the right to FREEDOM OF EXPRESSION

Everyone has the right to EDUCATION

Everyone has the right to VOTE

25 Everyone has the right to WORK

Everyone has the right to ASYLUM

Everyone has the right NOT TO BE HURT, TORTURED OR TREATED CRUELLY

Everyone has the right to LIFE

26 Everyone has the right to MARRY

Everyone has the right to THEIR CHOICE OF RELIGION

27 CONCEPT 3: STEWARDSHIP

How Green is Your Home?

Use the following quiz to assess your home’s green credentials. You may need to ask a parent or guardian for some of the information. Tick the statements that are true for your home.

Tick √

My house/apartment is double glazed. 

I have a compost heap in my garden. 

I have a wormery at home. 

In my home we have a bin for general waste and a bin for recyclables. 

My home has attic insulation. 

The immersion in my house/apartment has a lagging jacket. 

At home we have a space to collect glass bottles. 

My fridge has an ‘A’ rating for efficiency. 

My home has a thermostat that allows us to turn down the heating. 

There is a solar panel on my roof. 

My house/apartment uses ‘grey water’ for toilet flushing. 

The toilet in my home has a button for half flushing. 

Some of the technologies mentioned above can be expensive to invest in but remember there are many ways of saving money by being more efficient with energy.

So how did you do? Count how many ticks you made and write the number in the circle below.

28 9 – 12 Your home is a mean, green environmental machine.

6 – 8 Many other homes will be green with envy for your environmental

credentials.

3 – 5 You’re getting there but see if there are any more changes you can

make.

0 – 2 You have some work to do. Remember some of the changes are easy

to make and won’t cost the Earth.

29 Stewardship - Walking Debates

A walking debate allows students to articulate their views in a simple but effective way. It helps to stimulate discussion and caters for a variety of viewpoints without the competitive nature of a traditional formal debate. 1. Stick signs saying ‘I agree’ and ‘I disagree’ on the wall at opposite ends of the classroom. Signs are provided on pages 31–32. 2. Explain to students that you are going to read a statement. 3. Students are told to position themselves according to their own views. Students may stand in the middle or favour one side of the room depending on the strength of their views. Students who have very strong views will position themselves directly beside the relevant sign. 4. The teacher then asks students to justify their positions and explain to the class their viewpoint. 5. This technique can be used in conjunction with any of the CSPE concepts. 6. Below are ten walking debate statements to be used to stimulate discussion about stewardship of the environment.

Walking debate statements for Stewardship. a) Households that do not recycle should be fined. b) Cars with large engines should be made illegal. c) Nuclear power should be introduced into Ireland. d) Graffiti should be legalised. e) Bin charges should be abolished. f) Plastic drink bottles should carry a recycling charge. g) Water meters on houses are a good idea. h) Everybody should participate in Earth Hour. i) The bus to school should be free. j) Compost bins should be provided free of charge.

30 I agree

31 I disagree

32 CONCEPT 4: DEMOCRACY

Thinking About Democracy

The purpose of this exercise on pages 34 and 35 is to stimulate discussion about democracy. This exercise is aimed at students with a developed sense of critical analysis.

1. Discuss the concept of democracy in general. Students should be familiar with the concept before exploring the quotes.

2. Distribute the quotes and ask students to write ‘positive’ or ‘negative’ beside each quote.

3. Discuss a selection of quotes. Some will prove more challenging than others and their meaning may need to be teased out discursively.

4. Ask students to write five lines explaining their views on democracy.

33 Thinking About Democracy

Despite the fact that democracy gives a voice to ordinary citizens, not everybody agrees that it is an effective political system.

Look at the quotes below and decide which commentators view democracy positively and which see it negatively. Write either ‘positive’ or ‘negative’ under each one.

Democracy is the art of running the circus from The ballot is stronger the monkey cage. than the bullet. H.L. Mencken Abraham Lincoln ______

I understand democracy as something that gives the weak the same chance as the strong. Democracy arose from Mahatma Gandhi men thinking that if they are equal in any respect they are ______equal in all respects. Aristotle ______

Democracy must be something more than two wolves and a sheep voting on what to have for dinner. James Bovard ______

34 The best argument against democracy is a five minute conversation with the average voter. The best weapon of Winston Churchill a dictatorship is secrecy, but the best weapon of a democracy ______should be the weapon of openness.

Niels Bohr ______

Always vote for principle, though you may vote alone, and you may cherish the sweetest reflection that your vote is never lost. John Quincy Adams ______

The primal principle of democracy is the worth and dignity of the individual.

Edward Bellamy ______

In a democracy the poor will have more power than the rich, because there are more of them…

Aristotle ______

35 Mock Referendum

This exercise is designed to illustrate the importance of using one’s vote and the impact which people who do not vote may have on the outcome of a referendum or election.

1. Print and cut out the voting cards on pages 37–40.

2. Inform the class of the following scenario as if it were a statement of fact: the government has decided to hold a referendum proposing the reintroduction of university fees. Allow for free discussion of the scenario as a class group. (If there is overwhelming opinion one way or another, the teacher should introduce contrary argument to allow the students to reflect and formulate their responses.)

3. Hold a vote by a show of hands and write the result on the board.

4. Now tell the students that they are going to take part in a voting exercise: each student will receive a card telling them whether to vote and if so, how. They must act according to the instructions on the card they receive.

5. Distribute the cards so that the referendum is carried or defeated by ONE vote. (The initial outcome should be the opposite to the majority wish of the class.)

6. Ask the students to vote according to their cards’ instructions by a show of hands for a YES vote and then a NO vote. Write the results on the board or ask a student to do so.

7. In order to give an opportunity for reflection and debate, ask a random selection of students to explain why they voted yes or no or why they did not vote. (If time permits ask all students.)

8. Re-run the referendum, this time allowing those who did not vote the first time to do so according to their own wishes.

9. Count the result. (Generally, the votes of those who did not take part the first time change the result.) Write the result on the board.

10. Debrief/Reflect: Discuss how NOT CASTING YOUR VOTE can have an impact on election results. 36 You do not vote because you are too You do not vote because your exhausted to go out. summer exams begin tomorrow and you have to study.

You do not vote because you are You do not vote because your polling simply too busy to make the time to go card didn’t arrive in the post. to the polling station.

You do not vote because your mother You do not vote because you’re stuck is sick and you cannot leave her. in traffic.

You do not vote because it’s pouring You do not vote because they rain and you’ve no umbrella. changed the polling station from the last vote and you don’t know exactly where the new one is.

You do not vote because your friend You do not vote because you want to wants you to visit them. watch the World Cup tomorrow.

You do not vote because you are sick You do not vote because you do not in bed. think that your one vote will make any difference.

37 You do not vote because everybody You do not vote because you have an else will vote and they don’t need you. interview the following day and you need to prepare for it.

You do not vote because your You do not vote because you have to favourite programme is on TV tonight work an extra shift and feel you’ll be and you can’t record it. late.

You do not vote because you don’t You do not vote because you’re going know what this vote is about. You to the cinema as you do every don’t understand the issue. Tuesday.

You do not vote because you have You do not vote because it doesn’t difficulty reading and you’re affect you at the moment so you don’t embarrassed by this. really care.

38 You vote YES because a lot of the You vote YES because since the fees university students you see around seem were abolished the universities have to do nothing but drink and party and so put on lots of mickey-mouse courses they should be able to afford fees. just to attract students and they don’t really lead to any worthwhile jobs.

You vote YES because rich people You vote YES because you don’t can afford fees. have any children and yet your taxes are going to pay for university for other people’s children.

You vote YES because there are You vote YES because the spongers on the dole already and their Government just doesn’t have enough children don’t pay fees and this would money to pay for free college be another thing they get for nothing. education any longer and we need to be realistic.

You vote YES because there are lots You vote YES because you think of parents paying fees for private spending on primary education is secondary schools and then going to more important and that’s where the university free of charge, and you government money should go. don’t think that’s fair.

You vote YES because having a You vote YES because you think degree used to be exclusive, now spending on health for everyone in the anyone can get one and they don’t country is more important than have the same value. spending on university education for a few.

39 You vote NO because you hope to go to college next year.

You vote NO because you would have to take out a student loan to pay the You vote NO because you believe fees and you’d be starting out your life education is a human right and should in debt. be free to everyone.

You vote NO because you pay enough You vote NO because fees would tax as it is and you don’t want to pay mean fewer young people would go to more. college so we would be less well educated in general as a country.

You vote NO because it wasn’t you You vote NO because it would put off who got the country into this mess so people from poorer backgrounds who why should you have to pay to get us don’t qualify for a grant going to out of it. college.

You vote NO because you have a You vote NO because it’s not fair – the brother and sister in college already rich will always be able to afford fees and if the fees go up your parents and why should their children be the won’t be able to afford to send you. only ones with college education?

40 CONCEPT 5: DEVELOPMENT

Development – Rich Meal, Poor Meal This activity clearly and easily demonstrates how the world’s food is unequally divided and how this impacts on people in the developing world. It encourages empathy with those whose right to food and other resources is denied.

1. Print, photocopy and cut out the ¼, ¾ cards on pages 42–44. Put them in a hat/container as in a raffle draw. 2. Prepare the room for a party, putting only enough tables and chairs for one quarter of the group. The nature of the ‘party’ can vary from a meal or snack to a bag of crisps and a bar of chocolate. 3. For the remaining three-quarters of the class only one piece of dry bread is available. 4. As the students enter the room ask them to choose a card from the hat. These will indicate whether they are to enjoy the party or receive the piece of dry bread. 5. Only the rich group may sit. The others are restricted to a small, squashed section of the room and are not treated well by those serving the food or are forced to serve the rich. 6. Once the party is over debrief: ask the students how they felt during the exercise. How did those excluded feel seeing others enjoy a nice meal or treats when they were excluded through no fault of their own? How did it feel to be one of the ‘privileged’ rich people watching others go hungry?

The following facts may encourage debate and reflection: • Over three-quarters of the world’s population live in the developing world but control less than one-quarter of the world’s wealth. • There is plenty of food in the world to feed everybody. The problem is how food is divided. In fact, more than one and half times the amount of food needed to feed everyone in the world is produced each year. • About 840 million people in the world today are malnourished. • The United Nations estimates that it would cost an average of $193 billion a year to ensure that the Millennium Development Goals are achieved, including the eradication of extreme poverty. $800 billion a year is spent on arms and military expenditure.

41 1 1 /4 /4

1 1 /4 /4

1 1 /4 /4

1 1 /4 /4

42 3 3 /4 /4

3 3 /4 /4

3 3 /4 /4

3 3 /4 /4

43 3 3 /4 /4

3 3 /4 /4

3 3 /4 /4

3 3 /4 /4

44 Millennium Development Goals – Match Up Card Activity The aim of this activity is to provide students with an opportunity to familiarise themselves with the eight Millennium Development Goals (MDGs) and to reflect upon the lives of those who will be most affected by the realisation or non- realisation of these goals. Students may refer to pages 100–101 of Stand Up, Speak Up! for information.

1. Print, photocopy and cut out the Goal Cards, Fact Cards and Identity Cards on pages 46–48. (Photocopying onto different coloured paper makes it easier to collect at the end of the activity.) 2. Distribute to students as individuals, in pairs or in groups as desired. 3. Explain to the students that they must match up the eight MDG cards with the appropriate Fact and Identity Cards. 4. At the end of the exercise, debrief and allow students an opportunity to reflect upon what they have learned. You may wish to distribute an un-cut copy of the Fact and/or Identity Cards to students to aid learning and revision later on.

45 GOAL CARDS

GOAL 1 GOAL 2

Eradicate extreme Achieve universal poverty and hunger. primary education.

GOAL 3 GOAL 4

Promote gender Reduce child mortality equality and empower women

GOAL 5 GOAL 6

Improve maternal Combat HIV/AIDS, health. malaria and other diseases.

GOAL 7 GOAL 8 Develop a global Ensure environmental partnership for sustainability, including development (including access to safe drinking dealing with debt and water. trade issues).

46 FACT CARDS

1.2 billion people live Today, 113 million on less than €1 a day. children are excluded from education.

By age 18, girls have About 11 million received an average of children die before 4.4 years less education their 5th birthday, from than boys. largely preventable diseases.

In developing countries In 2009 there were 33.4 the risk of dying in million adults and childbirth is 1 in 48. children living with In developed countries AIDS. 2 million people it is 1 in 1,800. died of AIDS in 2008.

More than 1 billion people around the Poor countries pay world do not have about 4 times more in access to safe drinking debt repayments to the water and more than 2 rich world than they billion lack sanitation. receive in aid.

47 IDENTITY CARDS

Pedro is 11 and works on the Mesi lives in Malawi, where La Chureca dump in primary school teachers are Nicaragua. dying faster than they can be 930 people live and work on trained. She would like to be the dump where they make a nurse someday and might about 50¢ per day. If this have a chance if this MDG is MDG is realised Pedro’s life realised. would greatly improve.

Mandela is one of the 1.2 Jacoline lives in Zimbabwe, million AIDS orphans living one of the poorest countries in South Africa. in the world. She has given He hopes this MDG is met so birth many times but three of that other children won’t her children died before the have to lose their parents like age of five. She would be he did. happy if this MDG was met.

Adama was 26 when she died In India, women make up delivering her baby because only 8% of the members of she could not afford an Parliament. In 2008, the first operation. If this MDG is all-women political party was realised it could save other formed. women like Adama in Sierra They strongly believe in this Leone, where 1 in 8 women MDG. die in giving birth.

Nigeria originally borrowed Access to safe drinking water around $5 billion. It has paid improved from 71% in 1990 back about $16 billion, but to 80% in 2004. still owes $28 billion due to If this continues, we will unfair interest. The people of achieve this MDG for people Nigeria will continue to live all around the world! in poverty until this MDG is realised.

48 CONCEPT: LAW

Law – ‘Where Do They Go?’ Courts Quiz

The questions contained in this quiz encourage students to reflect upon the different characteristics of criminal and civil law and the distinguishing features of the main courts in the Irish legal system. Students should refer to pages 119–120 of Stand Up, Speak Up! Round 1 asks the students to identify whether a case falls into the category of civil or criminal law. Round 2 requires the students to have a more detailed knowledge of the characteristic features of the various courts.

1. Print out and photocopy the quiz sheets marked ‘Round 1’ and ‘Round 2’ on pages 50–51. 2. Distribute the sheets to students as individuals, in pairs or in groups, as desired. 3. When the quiz has been completed, correct with the students.

49 Round 1 Circle the correct answer.

1. Mr. Byrne’s neighbours are building an extension which will block the light coming into his garden. He has decided to take them to court to stop the building. Does this involve civil or criminal law? (a) Civil law (b) Criminal law

2. Sally was recently injured in a road traffic accident. The driver of the other car was drunk. Does this involve civil or criminal law? (a) Civil law (b) Criminal law

3. A young man was caught on CCTV robbing a shop. Does this involve civil or criminal law? (a) Civil law (b) Criminal law

4. Peter is buying his first home. There are all sorts of legal documents to be completed by his solicitor. Does this involve civil or criminal law? (a) Civil law (b) Criminal law

5. Jenny and her friends were ‘hanging out’ in their estate. A neighbour called the Gardaí to say that they were making a disturbance. Does this involve civil or criminal law? (a) Civil law (b) Criminal law

6. When the Gardaí arrived, they found a small amount of cannabis in Jenny’s possession. Is this a civil or criminal case? (a) Civil law (b) Criminal law

7. Bob the Builder did not complete his work on Tanya’s extension. She is taking a case against him. Does this involve civil or criminal law? (a) Civil law (b) Criminal law

8. Liam regularly gets drunk and assaults his wife. She has applied for a barring order. Does this involve civil or criminal law? (a) Civil law (b) Criminal law

50 Round 2 Circle the correct answer.

1. Peter recently got a parking ticket but neglected to pay it. He must now appear in court. Which court? (a) Central Criminal Court (b) District Court (c) Circuit Court

2. The Gardaí have arrested a man in the case of the murder of a local woman. The Director of Public Prosecutions is preparing a case. In which court will it be heard? (a) Small Claims Court (b) Special Criminal Court (c) High Court

3. Your community has just lost a High Court action against the building of a motorway through a local historical site. You have decided to appeal. Which court will now hear your case? (a) Supreme Court (b) Court of Criminal Appeal (c) Circuit Court

4. The leader of an illegal organisation has been arrested and charged with planning a terrorist operation. In which court will the case be heard? (a) High Court (b) Special Criminal Court (c) Supreme Court

5. 18-year-old Laura broke her ankle when she tripped on a broken footpath. She is suing the Local Authority for €17,000. Which court will hear her claim? (a) Circuit Court (b) Children’s Court (c) District Court

6. Kevin and Naomi have decided to divorce. Naomi is applying for custody of their children. In which court will their case be heard? (a) Children’s Court (b) Circuit Court (c High Court

7. Anthony is 15 and was recently arrested for stealing a car. In which court will his case be heard? (a Criminal Court (b) Children’s Court (c) Supreme Court

8. Sarah believes that a new law which the government is planning to enact is against the Constitution. She is going to challenge it in court. Which court will hear her challenge? (a) Central Criminal Court (b) Supreme Court (c) High Court

51 A Mock Criminal Trial

The aim of this exercise is to reinforce to students how a trial runs. It will also give the students an opportunity to learn the function of the various roles taken by courtroom individuals.

1. Refer to pages 120–123 of Stand Up, Speak Up! for information. 2. Print the case information on role cards on page 53 and distribute to each student. 3. Assign roles to the students by giving them the information cards on page 53. More witness and expert roles may be written if the class is a large one. 4. Emphasise that each student must play the role they have been given to the best of their ability. 5. Set up the classroom to resemble a courtroom with students seated appropriately. 6. Allow the class to discuss how the trial will run, the order of the witnesses, the summations etc. 7. Allow students to improvise their role within the parameters of the cards. 8. Discuss the trial and the roles played within the court.

52 Case information: The accused has been charged with committing armed robbery at a local bank. A man/woman was seen entering a bank with a hood up. He/she threatened bank staff with a gun and took €10,000 in cash. He/she escaped on a motorbike. A case has been brought against him/her.

On the day in question it was raining. There were few people in the bank as Ireland was celebrating its qualification for the World Cup.

The Accused The Judge You have been accused of robbing a bank. You Your role is to ensure that the trial runs fairly. If are pleading not guilty. Your role is to deny the accused is found guilty it is your job to accusations made against you by the impose an appropriate punishment. prosecution. Witness 1 Witness 2 You are a witness for the prosecution. You are You are a witness for the prosecution. You are an elderly person with poor eyesight. You are a bank worker who was scared and shocked by claiming that you saw the accused enter the the robbery. You are stating that the accused bank carrying a gun. threatened you with a gun.

Witness 3 Witness 4 You are claiming that the accused was with you You are stating that the man who robbed the during the time of the crime watching Ireland bank was not the accused. At the time you qualify for the World Cup. You are the were leaving a pub situated 20 metres across brother/sister of the accused. the road from the bank. You had been in the pub for four hours. The Accused’s barrister Prosecution Your job is to convince the jury that the accused You are hoping to convince the jury that the is not guilty as there is insufficient evidence accused is guilty. You aim to discredit the to prosecute. You aim to discredit the defence’s evidence and witnesses. prosecution’s evidence and witnesses.

The Tipstaff The Jury (12 people) You announce the judge’s arrival and departure You must decide on whether the accused is from the court by calling ‘All Rise’. guilty or not based on the evidence presented to you. The Registrar The Public Your job is to swear in witnesses and record You are present to view the trial. their names. You are in charge of any court documents and evidence. 53 CONCEPT 7: INTERDEPENDENCE

EU Timeline

The purpose of this exercise is to reinforce lessons on the establishment of the EU in a dynamic fashion.

1. Print the date and information cards on pages 55–74. There are 20 pages in total. There is no need to do any photocopying.

2. After working through the relevant section in the Stand Up, Speak Up! textbook, you should distribute the dates and information 54 cards to the class. These may be given to pairs of students depending on the class size. There is one copy of each date and information card.

3. Students are then told to organise the information in a timeline, matching the correction information card to the correct date. The timeline may be stuck to a wall or noticeboard or arranged along the floor or tabletops. Students may use their textbooks as an aid.

4. The teacher may take this opportunity to discuss the evolution of the European Union. 55 1957 Treaty of 56 Rome

The EEC (European Economic Community) is founded. It has six members: Belgium, The Federal Republic of (West) Germany, France, Italy, Luxembourg and the Netherlands. 57 1973 58 Ireland joins the EEC. The UK and Denmark also join. 59 1981 60 Greece joins the EEC. 61 1986 Spain and Portugal join the EEC. 62 There are now 12 member states. 63 1993 The Maastricht Treaty 64 The EEC is now called the European Union. 65 1995 Austria, Finland and 66 Sweden join the EU. There are now 15 member states. 67 2002 The Euro 68 Euro notes and coins are introduced to 12 of the EU member states. 69 2004 10 more states join the EU. 70 These are Cyprus, Croatia, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, Slovenia and Slovakia. 71 2007 Bulgaria and Romania 72 join the EU. There are now 27 member states. 73 2009 The Lisbon Treaty 74 This treaty alters the way the EU operates. An Interdependent World

The aim of this exercise is to give students an opportunity to gain an understanding of interdependence in our everyday lives. The exercise is based on a quotation by Martin Luther King quotation from his 1967 speech, A Christmas Sermon on Peace.

1) Write the following Martin Luther King quote on the board:

Before you finish eating your breakfast this morning, you’ve depended on more than half the world . . . We aren’t going to have peace on Earth until we recognise this basic fact. – Martin Luther King, 1967.

2) Allow the students a couple of minutes to reflect on the quote and then ask them what they think it means.

3) Take feedback from the students.

4) Ask the students to work in pairs to write a list of the origins of our most common foodstuffs: tea, coffee, sugar, rice, orange-juice, bananas etc.

5) Ask the students to continue the list to include clothing, footwear and luxury items such as mobile telephones, personal stereos, televisions, computers etc.

6) Taking feedback from each group, list all of the countries on the board allowing the students to reflect upon how interconnected our world is.

7) If you desire, you may complete the exercise by reading the longer extract from A Christmas Sermon on Peace, printed below:

It really boils down to this: that all life is interrelated. We are all caught in an escapable network of mutuality, tied into a single garment of destiny. Whatever affects one directly, affects all indirectly. We are made to live together because of the interrelated structure of reality. Did you ever stop to think that you can’t leave for your job in the morning without being dependent on most for the world? You get up in the morning and go to the bathroom and reach over for the sponge, and that’s handed to you by a Pacific islander. You reach for a bar of soap, and that’s given to you at the hands of a Frenchman. And then you go into the kitchen to drink your coffee for the morning, and that’s poured into your cup by a South American. And maybe you want tea; that’s poured into your cup by a Chinese. Or maybe you’re desirous of having cocoa for breakfast, and that’s poured into your cup by a West African. And then you reach over for your toast, and that’s given to you at the hands of an English-speaking farmer, not to mention the baker. And before you finish eating breakfast in the morning, you’ve depended on more than half the world. This is the way our universe is structured, this is its interrelated quality. We aren’t going to have peace on Earth until we recognise this basic fact of the interrelated structure of all reality. – Martin Luther King, 1967

75 Interdependence – True or False Quiz

This activity aims to introduce students to a variety of facts relating to global trade and interdependence in a fun, enjoyable manner.

The facts clearly illustrate the unfair nature of much of global trade and the consumer’s relationship with that trade.

The correction of the questions at the end of the quiz allows for feedback and reflection by students about the power of our choices as consumers in an interdependent world.

1) Print the quiz sheets on page 77.

2) Photocopy and distribute the quiz. Students may work individually, in pairs or in groups.

3) Read the quiz questions aloud, giving the students sufficient time to reflect before answering.

4) When all questions are completed, read the questions aloud again, asking for students’ feedback before confirming the correct answer.

5) Initiate discussion around the following questions: a) What picture do we get of working conditions for the producers of the goods we consume? b) What is the connection between the price paid to the producer and the price consumers pay for the goods in the shops? c) What power do we as consumers have to change global trade?

76 Interdependence – True or False Quiz

Write True or False on the blank line after each statement.

1. Coffee is the second most valuable traded commodity (product) in the world. ______

2. Of the €5.00 you might pay for a jar of Brazilian coffee, 10% (50 cent) will go to the producer. ______

3. Child labour makes up one quarter of all the coffee-pickers in Kenya. ______

4. Cocoa is the main ingredient in chocolate. The African country of Ghana depends on the sale of cocoa for half of its country’s export income. ______

5. The price farmers in Ghana received for their cocoa fell by 20% in 1999. ______

6. The price of chocolate in Ireland also fell by 20% in 1999. ______

7. One third of all pesticides in the world are sprayed on bananas. ______

8. 70% of the bananas eaten in Ireland come from Latin America. ______

9. Over half of all coffee sold in Ireland is produced by Nestlé. ______

10. In 1999, Dunnes Stores stopped purchasing shirts from Burma because the wage paid to the Burmese workers was too high. ______

11. The average developing country gets 33% of its money from aid given by other countries. ______

12. According to Oxfam, 128 million people could be lifted out of poverty in Africa, Latin America and Asia if they could increase their share of world exports by just 5%. ______

13. The Irish people drink approximately 11 million cups of tea per day. ______

14. Only 1% of the tea consumed in Ireland every day is Fairtrade Tea. ______

15. Ireland’s chocolate consumption is the second highest in the world. ______77 True or False Quiz – Answers 1. True. Coffee is the second most valuable traded commodity in the world after oil.

2. False. Less than 10% of the price of coffee goes to the original producer. Well over 80% of the price stays in Europe with the brand company, wholesalers, retailers etc.

3. False Even worse! One in every three coffee-pickers in Kenya are children.

4. True. Ghana is called the Cocoa Capital of the World. It depends on the sale of cocoa for over half its export income.

5. True. The price farmers in Ghana received for their cocoa fell by over 20% in 1999.

6. False. The price of chocolate in the shops did not fall! Can you ever remember the price of chocolate falling?!

7. True. One third of all pesticides used in the world are sprayed on bananas. In Costa Rica alone, at least 286 different pesticides are authorised for use in the cultivation of bananas.

8. False. Actually, 95% of bananas eaten in Ireland come from Latin America.

9. True. Over half of all coffee sold in Ireland is produced by Nestlé. The company sells many different brands of coffee.

10. False. In 1999 Dunnes stores did stop purchasing children’s school T-shirts from Burma, but not because they felt the wages were too high but due to public pressure. An Irish mother, who noticed that the T-shirts were produced in Burma, telephoned the Joe Duffy radio show and explained about the military dictatorship in Burma and their terrible human rights record. The mothers of Ireland refused to buy the shirts and Dunnes Stores cancelled their contract. Consumer pressure does work!

11. False. Although the perception may be that developing countries get most of their money in aid from the richer countries of the west, this is untrue. In fact, 80% of their income comes from trading with other countries. This is why Fairtrade rules are so important to their development. 78 12. False. According to Oxfam it would take an increase of only 1% of world exports to lift 128 million people out of poverty.

13. False. In Ireland, we drink approximately 16 million cups of tea per day.

14. True. Only 1% of tea consumed in Ireland is Fairtrade. Lyons and Barrys are the two most popular tea manufacturers and neither company has the Fairtrade mark.

15. True. Ireland is the second highest consumer of chocolate in the world, behind the United States. Between this and our tea-drinking habits, we could lift millions of producers out of poverty if we switched our tea and chocolate purchases to Fairtrade.

79 Ireland’s MEPs – ‘Who Am I?’

This match-up card game gives students an opportunity to recognise and learn about Ireland’s 12 MEPs, their constituencies, national parties and the groups to which they are affiliated.

1. Print and photocopy the identity cards and photograph cards on pages 81–84. (Photocopying onto different coloured paper allows for easier collection at the end of the activity.) 2. Distribute the cards to the students in pairs or groups, as desired. Ask them to match the identities correctly with the photograph cards. 3. At the end of the activity create an MEP Photo Gallery on the wall of the classroom by displaying the photographs and identity details of all 12 MEPs.

Answers: 1. Prionsias de Rossa 2. 3. 4. Seán Kelly 5. 6. 7. 8. Liam Aylward 9. 10. Mairead McGuinness 11. Jim Higgins 12. Pat the Cope Gallagher

80 IDENTITY CARDS

1. I am one of three MEPs in the Dublin constituency. In Europe I sit with the Socialists and Democrats Group (S&D), the second largest group in the European Parliament. In Ireland I am a member of the . I have a particular interest in consumers’ and workers’ rights and addressing poverty in the EU. I am a member of the Social Affairs and Employment Committee amongst others. I have an Irish name.

2. I was elected to the European Parliament for the first time in June 2009 in the Dublin constituency. In Europe I sit with the Group of the European United Left & Nordic Green Left (GEU/NGL) In Ireland I am the leader of the Socialist Party. In 2003 I was sentenced to a month in Mountjoy Jail because of my demonstrations against water charges.

3. I am one of three female MEPs. I represent the North West constituency. In Europe I sit with the Alliance of Liberals and Democrats for Europe (ALDE). In Ireland I do not belong to any party but have been elected to the Dáil in the past as an independent candidate. I have a particular interest in issues to do with volunteering, carers and cancer. I am Vice President of the Parliament’s Working Group on Human Dignity. Robin Hood fell in love with a maiden of like name!

4. I am an MEP for the Ireland South constituency. I sit with the European People’s Party (Christian Democrats), the largest party in the European Parliament. In Ireland I am a member of . I am a former teacher and President of the GAA. As an MEP, campaigning for better educational and sports facilities is one of my key priorities.

81 5. I am one of the three Labour MEPs who won a seat in the 2009 European Elections. I represent the constituency of Ireland South. In Europe I sit with the Socialists and Democrats Group (S&D). I am a member of the US-EU Inter-Parliamentary delegation that works with the government in the US on matters of common interests between Europe and the US. I am the youngest Irish MEP and have the same name as a former Irish goalkeeper.

6. I represent the Ireland South constituency in the European Parliament. Like all my Fianna Fáil colleagues, I sit with the Alliance of Liberals and Democrats for Europe (ALDE). I was first elected to the European Parliament in 1994 and have been successfully returned in every election since, making me the longest-serving Irish MEP. I am interested in a wide range of issues and am currently serving on the European Parliament Committee on Industry, Research and Energy. I have been a wheelchair-user since I was 16 due to an accident.

7. I represent the Dublin constituency in the European Parliament. In Europe, I sit with the European People’s Party (Christian Democrats). In Ireland, I am a member of Fine Gael. I am particularly interested in development issues and am a member of the Development Committee of the European Parliament, and also work on the EU’s relations with China. I share my first name with one of Ireland’s most famous broadcasters who used to present The Late Late Show.

8. I was elected to the European Parliament in the Ireland East constituency. In Europe, I sit with the Alliance of Liberals and Democrats for Europe (ALDE). At home, I am a member of Fianna Fáil. I have a particular interest in agriculture and am proud to have received France’s highest honour for non-citizens for my work on Ireland’s and Europe’s agricultural interests. I have a most unusual surname.

82 9. I was elected MEP in the Ireland East constituency. I am one of three female Irish MEPs. I represent people in counties Wicklow, Louth, Meath, Kildare, Wexford, Carlow, , Laois and Offaly. In Europe, I sit with the Socialists and Democrats Group (S&D), the second largest group in the Parliament. In Ireland I am a member of the Labour Party. I am currently working on the Parliament’s Environment Committee which also deals with food safety and public health. My father was the fourth President of Ireland.

10. I am an MEP for Ireland East. In the Parliament, I sit with the European People’s Party (Christian Democrats). In Ireland, I belong to the Fine Gael party. I have always had a keen interest in agricultural matters and sit on a number of European Parliamentary committees relating to agriculture, the environment and development. I am a patron of the development organisation ‘Bóthar’. Someday I must check my family tree to see if I am related to the inventor of a famous Irish drink!

11. I represent the Ireland North West constituency. Like my party colleagues, I sit with the European People’s Party (Christian Democrats) in the European Parliament. In Ireland I am a member of Fine Gael. I could easily be mistaken for another Irish MEP who spent time in Mountjoy jail!

12. I was elected to represent the people of Ireland North West I sit with the Alliance of Liberals and Democrats for Europe (ALDE) in the Parliament. I am one of three Fianna Fáil MEPs. I am presently a member of the Fisheries Committee and Industry Committee of the European Parliament. Because my surname is so common in Donegal many families with the same name are given a nickname. People say I got mine from my grandfather who started the local co- op many years ago!

83 PHOTOGRAPH CARDS

Seán Kelly Gay Mitchell Brian Crowley

Liam AylwardPrionsias de Rossa Nessa Childers

Joe Higgins Mairéad McGuinness Marian Harkin

Jim Higgins Pat The Cope Gallagher Alan Kelly

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