i, dev itscpt.,e,,tn ,,Noc, N' iv I t: , 2- Introducing key ideasabout the relationshipbetween Europeand Africa Poster pack for key stages 2 and 3 Acknowledgments

Thispublication has drawn on the work of a number of Tide- teacher groups. Theidea grew out of debates about Europe,Citizenshipand the worldas part of BirminghamLEA'sYearof Europeinitiative. Citizenshipincommon?

The pack has been written by: Sue Penhallow, Albert Bradbeer JI School, Birmingham Thesematerials have beencompiledto support teachers, using Andrew Simons, Centre for the Earth Environment Centre, Birmingham four posterswhichhave been designedto introducekey ideas Scott Sinclair, Tide—DEC about the relationshipbetweenEuropeand Africa.

The posters and materials were designed by Judy Lingard

We would in particular like to thank: Bill Graham [who was at that time at the Birmingham Botanical Gardens] Muriel Caddy, Kings Rise Primary School, Birmingham Each poster takes the overall theme 'Europe & Africa' and asks the question, Linda Hickinbotham, Whittington Oval Primary School, Birmingham 'How do we see our common future?'. The posters focus on history, trade Sonia Wright, Bell Heath Study Centre, Birmingham patterns, the distribution of wealth and commonality. Linda Cottrell and all those involved in the Birmingham Year of Europe The pack grew out of thinking as part of Birmingham LEA's Year of Europe. Cartoonist Brick for the cartoon on page 2 There is a need for better understanding of Europe and our part in it. There is also a need for better understanding of Europe as a whole. One way of Printed by Genprint [Ireland] Ltd building up that sense of the whole is to focus on examples of the historical, current day and future relationships between Europe and other parts of the world ... with, for example, the countries that make up the continent of Africa.

This pack introduces those ideas as a contribution to thinking about the global nature of our citizenship.

The activities are designed to be adapted for use at key stages 2 or 3. They provide a scheme of work in their own right. The posters and selected activities can also be used to provide an introductory context for other work on Africa relating to the Geography, History or Citizenship curriculum.

Finally, on page 23 we demonstrate ways in which this scheme of work This project would not have been possible without the support responds to the Education for Sustainable Development key concepts. They of Birmingham City Education Department Year of Europe. were in fact one of our starting points for planning the project. BirminghamCity Council "a Sue PenhallowErAndrewSimons W7Education Department vets inbe 0, ArQ7 10 Published by and available from: Development Education Centre 998 Bristol Road Selly Oak Birmingham B29 6LE

© Development Education Centre [Birmingham], 2002 Ti ISBN: 0 948838 83 3 ContributingtotheWestMidlandsCoalitionforEssentialLearning 1 Introduction

The posters have been designed to raise an awareness of the nature of the relationship between Europe and Africa. They focus on our history, trade patterns, the distribution of wealth and visions of the future. These materials have a section relating to each of the posters: • What is our history? 3 twWhatis our history? • Howdo wetrade? 9 • Who'sgot the wealth? 15 Theestablisheduse of Europeanlanguagesin • Citizenshipincommon? 19 differentcountriesin Africa is tangible. It is clear evidenceof the natureof historicalrelationships The pack does not seek to be comprehensive betweencountriesin the two continents. Weare about the complex social, economic and political suggestingthat it is a particularlyusefultool for relationships between the two continents. introducinga basic awarenessof colonisation. The proposition is that there should be a popular understanding that Europe as a whole has relationships with other parts of the world ... with, for example, the countries in Africa. An aspect of our citizenship is the part that we play in Europe. We contribute to debates about the quality of those relationships and the impact [negative and positive] that they have on people in other parts of the world.

We have chosen the four themes represented in the posters to introduce basic ideas which are accessible to young people. The core question 'How do we see our common future?' seeks to highlight the importance of such matters to our own sense of The question is nevertheless open-ended citizenship and the need for an awareness of the impact we and inclusive. We can engage with it at a have, or could have on the citizenship of others. variety of levels.

The two images on this page do however remind us that common futures, both within Europe and further afield, are complex matters central to major political debates. The castle is used in both images. The first is from a leaflet about the Euro for children. It uses the castle to Howdo wesee our commonfuture? suggest a romanticised theme park Understanding history has an important part to play in how we see image. It also uses a collection of stereotypes that offer a stimulus in their our future. Recognition of the colonial legacy and, for example, own right! In the other image the castle is the extent to which exploitation in African countries contributed to a fortress very real to people [or for that building the foundation of the wealth of contemporary Europe, has matter for goods] attempting to get in. an important role to play in building our sense of citizenship.

3 2 Usingthe poster•-•Whatis our history?

The poster shows the main European languages Using an atlas and a photocopy of the outline map spoken in Africa today [source New Internationalist on page 5, can the pupils identify some of the World Guide, 2001/2]. The distribution of European countries on the poster? They could also highlight 74 languages reflects the historical relationship the countries where these languages originate. 79 between Europe and Africa, which dates from the arrival of the Portuguese in the 15th century. The photograph on the poster was taken in Senegal, 69 a former French colony. A number of African The poster provides a starting point for investigating languages are also spoken in the country including 60 this relationship. Wolof, Fulani, Serer, Mandinka and Serahuli. It #4.62 6'1 8: would be useful to have a discussion about what 48 Ask the pupils what they think the poster shows. language the people in the photograph might be Having found out that the poster shows the main speaking. It is important that you highlight the role 52 European languages spoken in Africa, the pupils of African languages both historically and today. 5 pair could then complete the key to the map. •

As the map [inset] reminds us, many 46 African civilisations, with a diversity of cultures, languages, and religions, pre-date the arrival of Europeans. These civilisations include the empires and trading cities of Kush, Napata, Meroe and Axum in North Africa and the Nile Valley, the empires of Ghana, Kanem-Bornu, Mali and Songhai in West Africa and of Great Zimbabwe and 38 the Swahili ports in South and East Africa. 32 Africa has many indigenous languages 23 which may be grouped into 'families', the largest of which is the Niger-Congo family. 22 There are over 1000 languages in this 2627 group alone, covering most of southern Africa, below a line from Senegal to Kenya and excluding Namibia and South Africa. The most commonly spoken language in this group is probably Swahili [about 30 million speakers] though it is the mother tongue of only about 4 million people.

Other major languages include Rwanda [15m], Yoruba [17m] and lgbo [13m]. It is estimated that some 150 African languages are at risk of disappearing, not as a result of the introduction of European languages but because of competition with other regional African languages such as Swahili. The languages in the northern half of Africa belong to the Afro-Asiatic family, of which Arabic is the most significant. CountriesofAfrica ana Europe

Key to map [page 511s on page 25. 4 5 The`ScrambleforAfrica' The`Scramblefor Africa' On this page we provide some background information which will help Activity to explain how the political borders of modern Africa have arisen and This activity will help students explore further how the present day distribution of the distribution of European languages within the continent. European languages in Africa has arisen historically.

Give the students a photocopy of the map and information on page 6. The map shows the political boundaries of Africa in 1914. Ask the students to compare this with the poster showing the main European languages spoken in Africa today.

How does this help explain the present distribution of European languages in Africa?

Are there countries today where the European language spoken doesn't match the political map of 1914? How might this be explained?

How has Europe changed since 1914?

HowhasAfrica influencedEurope?

/ "European ideas have gained from /// I. /// encounters with other cultures." :4.4 ••••••.+44.1•ty /40 %h.t 4t h t ..• ft ft •••4t.h.h.7,4-+ I Europe has had a profound influence on Africa, for 0 • .1. • • • + t + • + t • • example, in creating the political boundaries of modern haly Africa, and through the impact of three and a half

Frau“ PM up! centuries of the slave trade, which carried 10-12 million + • Africans across the Atlantic. But how might Africa have + • • + Cfrmarly Spa in influenced Europe - its economics, politics, society and ///' Crmt Brimit. culture? //!.

On page 8 we have started a Until the 1880s little of Africa was under direct rule http://www.saxakali.com/COLOR_ASP/africanys.htm brainstorm about ways Africa and by the European powers. Some European countries Website for young people. Information on African history, including the Africans may have influenced had interests in parts of Africa. These were mainly history of maths in Africa. in the coastal areas and ports used for the trade in Europe. You could photocopy this slaves, gold, etc. and ask the students to add their World Music Network own ideas. Or they could develop http://www.worldmusic.net Between 1885 and 1914 the political boundaries of their own as a class. This may also For information on African music and links to other useful sites. modern Africa were drawn. This rapid carving up of provide an opportunity for website the continent cut across pre-existing areas and World of Music Arts and Dance exploration. traditional organisation. It was called 'the http://wwwwomad.org scramble for Africa' by the Times newspaper. The Africa Centre The motivation was partly political and diplomatic, http://www.africacentre.org.uk for example French actions in Tunisia and Senegal, For information on contemporary African Arts and current affairs. the British occupation of Egypt and actions by King New Internationalist Leopold of Belgium in the Congo. http://www.newint.orq The Colonial Partition Economic interests were also a key factor. This For articles on Africa past and present. Africa in19ff included the activities of merchant adventurers 590 ?sae.111111 Black History Pages such as Cecil Rhodes in South Africa. The four Vs. a 1.500 main European countries involved [Britain, France, http://www.blackhistorypages.com Germany and Belgium] had achieved roughly For articles on black history and culture. comparable levels of industrialisation. Africa http://www sas upenn edu/African Studies/K1-12/African_Science htm offered an opportunity to extend control over Source: African History, Basil Davidson 992 For a more detailed account of the contribution of Africans and resources and markets on a large scale. African-Americans to science. A conference was held in Berlin [1884 - 85] at See also features on Black History on the Birmingham Libraries which seven countries agreed the boundaries in website via Leisure and Tourism/Libraries/Black History: Africa. Those countries were Britain, France, http://www.birmingham.gov.uk Germany, Belgium, Italy, Portugal and Spain.

6 7 AfricainfluencesEurope FARMINGANDFOOD Oki Africans domesticated cattle Modern humans evolved in Africa about 150,000 years ago and also 15,000 years ago and were most likely those things which make us uniquely human, such as art, growing crops eg wheat, barley, language, and the ability to think about the past, present and future. lentils, chick peas, capers and dates 17,000 - 18,500 years ago - TECHNOLOGY long before Europeans First used fire 1,400,000 years ago POLITICALVISION Nelson Mandela [S Africa] Devised intercropping - growing Carbon steel made in early blast Kofi Annan[Ghana] - UN cash crops with food crops for furnaces 1,500-2,000 years ago Secretary General local consumption eg cocoa with near Lake Victoria Leopold Sedar Senghor] - food crops f-•Howdo wetrade? Africa has the world's oldest iron President of Senegal ore mine - 43,000 years old Kwame Nkrumah [Ghana] - vision led to creation of Organisation of LITERATURE- WRITERS, African Unity in 1963 An overview of the types of goods that are traded Julius Nyerere - Tanzania POETSANDSTORYTELLERS Amilcar Cabral - Guinea-Bissau Oral tradition - stories between Europe and Africa highlights the importance MUSICANDDANCE Wangari Maathai - Kenyan environmentalist Novelists eg of such trade to both places and the basic trade Styles of music eg Mbalax, Jazz, Rai Naguib Mahfouz - Egypt Praise singers [griots] Camara Laye - Guinea patterns. These patterns raise some questions Ben Okri - Nigeria Percussion instruments Ama Ata Aidoo - Ghana about power, access to resources and equality of eg tama - talking drum, sabar, mblatt, Chinua Achebe - Nigeria agreements between the two continents. The poster gorong, djembe Sembene Ousmane - Senegal String instruments - kora, moolo, riti Ngugi Wa Thiongo - Kenya also reminds us that the world financial and trade et; xylophone - balafon; oud [North Mariama Ba - Senegal organisations, money markets etc, have influence in African lute] Poetry eg Wole Soyinka - Nobel Prize for Literature, 1986 - both continents. Nigeria Syl Cheney-Coker - Sierra Leone ARTS TEXTILES eg batik, tie and dye, Adinkra HUMANRIGHTS/ cloth [Ghana], Korhogo cloth CAMPAIGNERSAGAINST [Cate d'Ivoire], Bokolanfini [mud cloth - Mali] THESLAVETRADE Textile designs influenced European Olaudah Equiano - West Africa designs and tastes Ignatius Sancho -born on a VISUAL ARTS - carving, sculpture, slave ship painting Ottobah Cugoano - JEWELLERY, POTTERY AND Ghana/Grenada CERAMICS

MEDICINES Africans made their own aspirin, Howdo weseeour commonfuture? used kaolin for diarrhoea Future agreements about trade are central to any other MATHSANDSCIENCE The Zulus have 700 medicinal uses agreements about our common future. People in Africa are Egyptians were the first to use square roots and imaginary for plants numbers seeking fair prices for their goods and access to markets in Egyptians invented algebra, trigonometry and geometry ECONOMICS Europe. People in Africa are seeking opportunities to develop Influenced Greek scientists and philosophers such as Contribution to economic growth of Europe and their potential and, for example, to manufacture more from their Archimedes, Socrates, Aristotle and Plato. Industrial Revolution via plantation crops and slave own resources rather than exporting raw materials for use in labour eg cotton, cane sugar, tobacco, rubber etc Also influenced European science and scientists such as factories in Europe. In Europe there is concern that change in Kepler, Copernicus, Descartes, Galileo, Newton etc Production of goods for European tastes eg cocoa, coffee, cane sugar agreements will undermine standards of living and result in a Egyptian contributions to science included the 365 day calendar, sundial, study of the constellations and theories "Through slavery the peoples of Africa played a reduction in jobs. World Trade agreements are a focus for such as the heliocentric theory, earth is a sphere etc critical role in the development of the Americas considerable debate. and transformed the well-being of Europe." Historian James Walvin 8 9 Trade between Europe and Africa dates back to before the Portuguese arrived on the coasts of West and East Africa in the 15th Century. There was trade in West African gold northwards across the Sahara, which was used to mint coins in medieval times and fuelled the European Renaissance. Howdowetrade? "Monarchs as far away as England struck their coins in the precious metal of WestAfrica" Basil Davidson, Africa in History

From about 1500, and for the next three and a half centuries, the most lucrative Multinational European trade with Africa involved the shipping of millions of Africans as slaves to companies Brazil, the Caribbean and North America. The so-called triangular trade involved the export of manufactured goods such as guns, cotton goods and metalware to Africa in Stock market exchange for slaves who were then shipped across the Atlantic to work on plantations producing sugar cane, tobacco, cotton etc for the European Market.

"Through slavery, the peoples of Africa played a critical role in the Manufactured Banks development of the Americas and transformed the well-being of Europe." goods James walvin. Black Ivory: Slavery in the British Empire

Indust Usingthe poster Howdo wetrade? manu cturi The poster tries to capture aspects of modern day Using the Development Compass Rose trading relationships between Europe and Africa. with the poster Sub1117..ice The pupils might begin by investigating what the See page 20 for a copy of the Development Crop* poster tells us about the trade between Europe and Compass Rose. This is a framework for helping Africa. pupils ask questions about what is happening in particular situations, places, images etc. They could Debt What's being traded from Africa to Europe? - use this with the poster to investigate further the from Europe to Africa? trading relationships between Africa and Europe.

What similarities and differences are there in What are the key questions - economic, social, Prim what's being traded? political and environmental - about trade between produ

Europe and Africa? 111.1111'111170.1t, Who else might be involved in this trade? eg multinational companies, World Trade Pages 12 and 13 offer background information on ;rry,'rfitly,,r,,,, Organisation, Banks, Stock market, people some products from Africa. This could be used in a Exports growing cash crops, mining minerals, number of ways. Pupils could: transporting goods, working in factories etc. investigate the web sites; Tariffs How would you describe the relationship between Africa and Europe as illustrated in the build their own fact files on selected products poster? from Africa and/or from Europe;

How is the relationship between Europe and investigate one of the products in depth. Africa represented?

The photocopiable version of the poster on page 11 includes some key words which will help the pupils ask further questions about what's going on in the poster. With the help of a dictionary or encyclopedia, the pupils could create their own word bank of terms related to trading. Howdowesee ourcommonfuture?

11 10 ProductsexportedfromAfricamd CUTFLOWERS someexamples The trade in cut flowers is one COCOA of the fastest growing Some of the largest These pages highlight some products exported from Africa to Europe and some key issues. industries as countries in titi cocoa producing Websites are offered for further investigation but don't forget to ask yourself who produces them. e Africa and elsewhere seek t countries in the world broaden the range of cash are in Africa eg Cote crops they export. Some 25 d'Ivoire, Ghana, ALUMINIUM African countries from all Nigeria and regions of the continent are , Cameroon. Most of involved in the trade. As Aluminium is produced from bauxite ore made initially this cocoa is produced on small farms. more farms are set up into alumina. This then needs large quantities of production outstrips electricity to smelt the basic metal. Cocoa has few 'spin offs' for the domestic demand and prices for economy other than income for those directly flowers fall. Most bauxite is exported for refining elsewhere, for example from Boke in Guinea, West involved in its production, as most of the Africa - the world's largest bauxite mine. Alcan has an 80% interest in the Ghana Bauxite processing takes place outside the country. The The trade is dominated by large companies Company, which supplies Alcan's refineries in Scotland and Canada. farmers' income is only a small percentage of the many of which are based in Europe. price of a bar of chocolate. Chocolate sales are Brookbond for example owns flower farms. With cheap hydropower some African countries such as Ghana smelt ore, but most of this dominated by a few big companies for example in Other companies provide local farms with the Britain- Cadbury, Nestlé, and Mars. alumina is imported and the metal then exported for manufacture in Europe and the USA. costly polythene greenhouses, chemical This limits the value of the industry to the local economy and needs of people in Africa. fertilisers and pesticides needed to grow the Oxfam - http://www.oxfam.org.uk/coolplanet flowers. Rio Tinto Zinc - http://www.riofinto.com See also Spilling the beans —the cocoa trade, For information on Rio Tinto Zinc, which is involved in mining bauxite as well as other Oxfam, 2000. Reading International Solidarity Centre - minerals eg iron ore, uranium in Africa. http://www.risc.org.uk The cocoa chain, New Internationalist, No.304, Alcan - http://www.former.alcan.com August 1998. Available at - See RISC publication Xchanging the world For information on the process of making aluminium and Alcan's operations in Africa. http://www.oneworld.org/ninssue304/contents.html for further information on the trade in cut flowers. The Fairtrade Foundation - http://www.gn.apc.org/fairtrade COFFEE

Coffee is second to oil in terms of trade world-wide. CO7TON Cotton is grown in several African countries, often on small Like many cash crops the price received by OIL farms. Other crops such as groundnuts and cassava may the coffee producers can fluctuate wildly. Many of the major oil be grown between the cotton crop. Coffee plantations expanded in Africa early companies have in the 20th century in an attempt to break interests in African Growing cotton often involves heavy pesticide and fertiliser Brazil's monopoly on trade. In countries countries. For example, use. Some of the pesticides imported into Africa from such as Cameroon, Rwanda, Tanzania and British Petroleum [BP] in Europe and the US are restricted or banned in their country of origin. Some of the Burundi it is often grown on smallholdings. Angola, Esso in Chad and Cameroon and Shell in Nigeria. cotton may be used to manufacture designer clothes eg denim jeans for the European market. There are few coffee processing plants in Africa - Bukoba in Tanzania is one exception Some major concerns have been voiced about the In Tunisia. for example, dark blue denim made from West African cotton, together and has a link with the fair trade impact of oil production on the environment and the with other components such as zips, buttons and rivets made with brass containing organisation, Traidcraft. rights of local people, most notably as a result of the Namibian copper, are assembled to make famous brands of jeans. activities of Shell and other oil companies in Nigeria. Traidcraft - http://www.traidcraftco.uk See Story of the blues - http://www.guardian.co uk about what's involved in the For information about Traidcraft's work with British Petroleum - htto://www.bp.com manufacture of a pair of jeans. partners in Africa to promote fair trade. Shell - http://www.shell.com See also New Internationalist issue 302 on Jeans - the big stitch up for Coffee: spilling the beans, New Esso - http://www.esso.com information about cotton production in Senegal, West Africa - Internationalist, No, 271, September 1995. http://www.newint.internode.on.net/issue302/cotton.html Greenpeace - http://greenpeace.org.uk Friends of the Earth - http://www.foe.co.uk

12 13 EuropeandAfricaf%,Tradingrelations

Over the past forty years relations between the member states of the European Union and Africa, south of the Sahara, have developed through a combination of aid, trade and political co-operation.

Starting in 1957, with the signing of the Treaty of Rome, there has been a series of agreements between the EU and an expanding group of countries referred to as the African, Caribbean and Pacific [ACP] states. "9Who'sgotthe wealth? The first ACP countries [mostly in Africa] were former colonies of the founding member states of the EU.

The EU has also grown. The latest agreement signed in Cotonou, capital city of This map, depicting wealth distribution as represented Benin, in June 2000, links 77 ACP countries [of which 48 are African, covering all of sub-Saharan Africa], with the current 15 member states of the European Union. by GNP (Gross National Product], is dramatic. Each place is drawn in proportion to its share of the world's wealth. It is of course also important to explore ways in which the distribution of wealth within any country Somekeyaspectsof currenttrade relations (or continent] is far from equal. The purpose is not to go into the detail but to represent the key issue which In 2000, trade with the ACP countries totalled over 55 billion Euro - the EU importing goods to the value of 28.6 billion Euro and exporting goods to the is that there is a very uneven distribution of wealth. value of 26.4 billion Euro.

For most of the ACP countries - and virtually all African ACP countries - the EU is the main trading partner.

Trade between ACP countries and the EU has remained important for the ACP, but marginal for the EU.

In 1999, trade with the EU represented 34% of the total African ACP exports and 40% of total African ACP imports.

The bulk of ACP exports are raw materials and in particular, agricultural products.

There is little diversity in exports to the EU. For example, in 1999, just 10 products accounted for 60% of total ACP exports.

The level of trade varies considerably between countries eg just 10 ACP countries account for half of ACP trade. For example, in Africa these include Nigeria [13%], Ceite d'Ivoire 19%1 Cameroon [6%], Ghana, Gabon, and Mauritius [5%]. Howdo weseeour commonfuture? Whether or not we should seek a fairer distribution of wealth is a key citizenship issue. At one level there appears to be a political consensus about it but in reality there are very different views. The aspiration to a fairer distribution provides a focus point but clearly there needs to be enquiry work and discussion about the implications. Internationally it is increasingly argued that poverty reduction is pivotal not only to a fairer world but also to key matters of security, environmental impact and economic sustainability.

15 14 Who'sconsumingwhat? Usingthe poster Who'sgot the wealth? Activity The bar chart has been compiled to provide a focus for discussion. The poster Who's got the wealth? offers a way of introducing basic ideas about wealth and poverty. What do you notice about the three different bands of the bar chart?

Poverty is a difficult concept to define. Here is one definition, from The World Why do you think that the richest 20% consume so much paper? Development Report 200012001 How may resources be used more wisely by the richest 20% of countries? 'To be poor is to be hungry, to lack shelter and clothing, to be sick Are there things we do not use well? and not cared for, to be illiterate and not schooled. But for poor people, living in poverty is more than this. Poor people are particularly vulnerable to adverse events outside of their control. They are often treated badly by state and society and their voice excluded from power'

As a starting point it is useful to discuss pupil's ideas of poverty and record them in some way ... and then to come back to them at a later stage.

Activity Look carefully at the proportional map on the poster. The map uses GNP [Gross National Product] to measure wealth. 'GNP is the measure of national The countries appear very different from those income and GNP per capita is a measure of the depicted in an atlas. What is this map explaining? average income of each member of the population.' Compare the size of the countries to those in an atlas [or with the map on page 5]. The HDI [Human Development Index] is increasingly used as a basis for international comparisons. It The map shows which countries are rich and which measures three elements of poverty separately, and have less money. The size of the country is relative then combines the information. to the amount of wealth in it. These elements are:

What do you notice about Africa compared to how healthy a country's population is; countries in Europe? Why do you think Africa looks so much smaller than the United Kingdom? whether the country has a high standard of education for all people; Which other countries appear much smaller than they appear in the atlas? what the standard of living of the average person is.

It may be useful to focus on the UK. Think about the population sizes of UK and Africa. How would they appear on a proportional map? Try redrawing them. UK: 59,000,000 people. Africa [approx]: 552,000,000 people.

It is useful to discuss how poverty could be measured.

Do we think the standard of living is the same for everyone in this country?

How do you think this varies?

This chart illustrates the share of world consumption Source: The United Nations Development Programme [1998]. of various resources by the poorest 20%, the Human Development Report Oxford University Press middle 60%, and the richest 20% of people. Based on a poster from 80:20 [Ireland] 16 17 fa

Activity Children may wish to explore more tentative Grua Cincv;., responses to the poster, having time to reflect upon their feelings. The proportional map could be used as r,ort a discussion tool to promote a more effective outcome. This could take the form of poetry or artwork. 'tom oji \„\\.o.n301]t3JCt"C"-Tnt.:3 t0-50..1Q\i, 05t rarip.stp,u One form of poetry that provides a condensed be.ware cinquain. structure to explore feelings is the Children COa%-os, could write cinquains reflecting the inequality of Got O¢53tytief) consumption across the world on pro duck.S We don't need elNarc \ Of than, &cond mQworld •-•Citizenshipincommon? [A cinquain is a 5 line syllabic poem: first line = 2 fwvi syllables, second = 4, third = 6, fourth = 8, fifth = 2] There is no doubt that what happens in Europe will Here are some examples written by IL"s eL Loud cc rubldvdhl year 6 children. have an impact on Africa and vice versa. To that Paper

ALLoote cOastect. extent we have a common future. Whether we have Pee rttver canirn citizenship in common is a much bigger debate and Env.jonntento,.4 iOrAH part of the notion of thinking about `global citizenship'. Re -use

Careleth C015 The photographs on the poster symbolise the need for discussion and debate about these issues by Pootst.n Lks

That3 c5tabtrOL3 thQ Clsrat Loodd politicians and academics, by young people, Fuross ,m,LL pumpect cut udbe tsct oil people from different places and by children. 'irckw:Clts TiEast cosS The proposition is that talking about such matters

Another simple poetic structure is one written in three-line verse has its part to play in opening up the possibilities form with the middle line repeated in each verse. for a better common future.

Where the wealth er

Halt the world is pod , W111.- 7 Where the wealth Half the world is rich revrny One has a small hut ii thuy arc lucky Where the wealth is! Yoe Exit Y" One has 3 servants to wapt on them *tile nnall eclwrrips aped One has a bowl of rice if they have d Lhalte Where the wealth 1st One has a three course meal leile Pair7' Me have money to burn where the wealth 151 Where as 50% have little to spare Howdoweseeourcommonfuture? Africa is so Ng in the atlas 7ileyde„e fiy iny Where the wealth Is, Ca on a map it looks so small 'fieMe ? The Development Compass Rose symbolises the idea of commonality. Looking to the future there are issues relating to our

Af,ncr-u..2i t—nerk, .Pc environment, to our economic prospects, jobs, income etc, to our family life, to our cultural well-being, to our social human existence I .6,Ltfar ice „.„,h- AveAe.„ ree„ and to the extent to which we have a say in the decisions which

lelarSpb be "sr affect us. There is a fundamental commonality about those fkb concerns anywhere in Europe and anywhere in Africa. An "4/:”. audhn 'my, understanding of that commonality is a basis for understanding "ado— Jst,p, different experiences in different places and for considering how dflide Gvt. tkpi, fier ,elhd )17.1 “neral we could have a better common future. Fth

19 18 Questionsgeneratedabout commonconcernsten Usingtheposter•-•Citizenshipincommon? yearson, usingthe CompassRose This poster introduces the idea that there are Instead of North, South, East and West, on the commonalities between countries in Europe and Development Compass the main points represent: Natural Africa. Some of these commonalities, such as Natural ie questions about the environment climate change, human rights and trade, operate on Whodecides? Will people have enough water? a global level. There are also commonalities that Social questions exist between people, communities and situations in Will some people have too much water? Europe and Africa. Economic questions Will more decisions be taken locally? Will there be as many plants and animals? Who decides? ie political questions The purpose of this poster is to help children Will children have more of a voice in What effect will global warming have? Will generate ideas and to ask the question: Page 22 could be copied for groups to use to democracy? this affect where we live? 'How do we see our common future?' generate their own questions about the concerns of people in different places. It would be best to focus Will there be peace, or more wars? How will we keep our cities green? The Development Compass Rose demonstrates one on people in specific places in Europe and Africa Will we be more careful about our use of framework that allows children to structure a What kind of governments shall we using case studies or photographs as a stimulus. the world's resources? questioning approach. The photographs on the have? poster symbolise the need for people to debate these This could be followed up by different groups taking Will Europe & Africa have new issues. This poster also provides the opportunity to an African and a European perspective to work on a political agreements? raise issues about the impact that we have, or could set of questions from "their point of view". They have, upon each other's citizenship. could then compare. Whatkind of questionsare there in common? Whichare differentbut have connections? Whichare different? Page 21 which illustrates the scope is offered for your own thinking.

What are the common issues that your class see as important? 9\raturar

The Development Compass Rose These are questions about the environment - energy, air, water, soil, helps people to explore the common living things and their relationships to each other. These questions are about the built as well as the 'natural' environment. issues that exist between what appear to be quite different situations. People across the world live in greatly varying circumstances and environments, but some concerns are shared throughout the globe, and link us all.

The structured nature of the Development Compass Rose as a tool for enquiry can encourage an Who open-ended process of brainstorming decides? Economic and organising the many factors that These are questions can influence one situation. These are questions Economic about power, who makes about money, trading, choices and decides Will we still be trading in the The approach of using this method of aid, ownership, buying what is to happen; who and selling. same way? enquiry is about commonality rather benefits and Social than sameness, supporting people to loses as a Will countries have the same develop an awareness of the basic result of these Will people feel safer in their communities? amount of wealth? Will they things in common between very decisions and have become richer/poorer? different situations. This approach at what cost. Will we know more about one another's also emphasizes our common countries? Will we live in a more equal experience of natural, economic, Will we know more people from world economically? political and social systems, all of Europe/Africa as friends? which function at a local and a global These are questions about people, their relationships, their traditions, level. culture and the way they live. They include questions about how, for Will more people have had the chance to example, gender, race, disability, class and age affect social relationships. learn at school and beyond? 21 20 Linksto the 7 KeyConceptsfor Educatingfor SustainableDevelopment

1Interdependence Understanding how people, the environment 2CitizenshipRecognising the importance and Stewardship of taking individual and the economy are inextricably linked at all responsibility and action to ensure the world is a levels from local to global. better place.

Links through trade. [How do we trade?] Considering how the rights and responsibilities of children can influence local and global The global economy, and unequal outcomes [What do we have in common?] distribution of wealth [Who's got the wealth] Considering the wise use of the world's Links through culture and common concerns resources [How do we trade? Who's got the [What do we have in common? What is our wealth?] history?]

, 3Needsand rights of Uncertainty and future generations 7 precaution Understanding our own basic needs and Acknowledging that there are a range the implications for the needs of future of possible approaches to sustainability generations of actions taken today. and that situations are constantly changing, indicating a need for Exploring issues of equality and flexibility and lifelong learning. inequality. [How do we trade? Who's got the wealth?] Recognizing that the future is not 7 Considering what the situation is now, fixed - that there is a range of possible futures. [What do we have KeyConcepts how this can be changed, and what in common?] the implications of these changes are for the future, eg the inequality of Recognizing that children can have wealth distribution and trade between an influence on what the future Europe and Africa. [How do we might be. [What do we have in trade? Who's got the wealth?] common?]

Appreciating the complexity of issues, through the use of Compass Diversity Rose etc. 4 Respecting and valuing SQualityAcknowledging of life that global both human diversity - equity and justice are essential elements of sustainabihty and cultural, social and economic Sustainable change • that basic needs must be met - and biodiversity. 6 Understanding that resources are universally. finite and that this has implications Exploring ways in which for people's lifestyles, and for Exploring the need to create a Europe and Africa have commerce and industry. more just world - recognizing influenced one another. that poverty and inequality and valuing cross-cultural Exploring the consumption of need to be addressed. [What exchanges of ideas, resources - how these are spread do we have in common? traditions and languages. globally - how this balance could Who's got the wealth?] [What is our history?] be altered. [Who's got the wealth? What do we have in common?] Discussing the concept of Considering the richness empowering more people to of nature, and thinking of Considering what our basic needs have a voice in decision ways to preserve this. and wants are. [What do we have making. including children. [What do we have in in common?] [What do we have in common?] common?] 22 13 Educating for sustainability - A resource for The State of the World Atlas, 6th edition teachers of children aged Dan Smith, Penguin Reference, 1999 Resources 7-14 years Now in its 6th edition, this atlas gives a unique visual National Environment survey of economic, political and social trends. Agency, Banjul/Tide—DEC Global trends are presented in a highly accessible [Birmingham], 2002 format through the use of full-colour maps and HISTORY TRADE Written by teachers and graphics and include information on people, the educators in The Gambia, global economy, work, politics, society and sustaining The Thread of the Nile - development issues in Xchanging the world this resource combines the earth. Egypt for history and geography at KS2 Chris Blythe and Dave Richards, Reading information on sustainable Tide—/DEC [Birmingham], 1996 International Solidarity Centre, 1997 development themes with Reflections of Africa and Britain - A photopack A pack supporting A collection of games and activities which highlight case studies and activity appropriate for schools and youth clubs work on Ancient the trade issues, surrounding the food, tourism, ideas. Helen Day, ActionAid, Egypt at KS2. clothing and cut flower industries, among others. For 1996 Gives an insight KS2 and 3. Learning today with tomorrow in mind - into life in modern A pack which sets out to sustainable development education rural Egypt and The Clothes Line Teresa Garlake, Oxfam, 1998 challenge some common Tide—DEC [Birmingham], 2000 includes a village notions about Africa and locality study, four A photoset and activity pack for 7-11 year olds, These materials for teachers are about the significant Africans and which themes [Egypt past looking at clothes, cotton and trade. role schools play in teaching about sustainable focuses on several and present, the development. They share practical ideas from positive and surprising River Nile, farming The coffee chain game Oxfam 1994 Birmingham schools for supporting children's aspects of life in Africa and Britain. The captions and community] An activity on trade for 14 years and upwards. Looks engagement in "meeting the needs of today and of and a set of 24 future generations". for the photos are also at coffee production, how it gets to the supermarkets colour photographs. supplied in French and and how it affects the lives of people who grow it. The Commonwealth - its origins, development German. For K52, 3 & 4. and role in the modern world Slavery: An introduction to the African holocaust The chocolate game, revised edition The Black History Resource Group, Liverpool, 1997 Commonwealth Institute, 1997 Leeds DEC, 2001 Where camels are better than cars A locality study for KS2 Suitable for KS3 and beyond, this book gives an in- An activity based on the global cocoa trade Looks at the development depth account of the African diaspora before, during of the British Empire and DEC [Birmingham] with Save the Children, 1992 For KS3 and 4. and after slavery and makes special reference to the geography of specific This pack offers a unique opportunity for exploring Liverpool "Capital of the slave trade". countries from a citizenship issues in a distant locality. It gives an Commonwealth insight into the lives of four people from different African History An illustrated book perspective. Includes communities in Mali, West Africa. One is a market Earl Sweeting and Lez Edmond, London Strategic case studies on various seller, one a farmer, one a fisherman and the other a Policy Unit, 1988 issues such as human nomad. They come from different cultural groups; rights, sustainable their lives and traditions are different yet they depend A booklet produced to give an overview of African development and conflict on each other. Through this pack they share their history and to highlight the role great African resolution. For use with aspirations and their personal views of the world. personalities have played in world history. Suitable KS3 & 4. for KS3 and 4. Key to map on page 5 A glorious age in Africa - the story of three great FORFOLLOW-UPWORK African empires Daniel Chu and 1 South Africa 20 Kenya 40 Mauritania 60 Yugoslavia Elliott Skinner, Africa World Press, inc, 1990 Waking Up - using plants to investigate 2 Lesotho 21 Somali Republic 41 Mali 61 Bulgaria sustainable development at KS2 3 Swaziland 22 Liberia 42 Western Sahara 62 Romania This book gives an account of the history and 4 Botswana 23 Sierra Leone 43 Morocco 63 Switzerland Tide—DEC [Birmingham]/Birmingham Botanical heritage of three African empires; Ghana, Mali and 5 Namibia 24 Ivory Coast 44 Algeria 64 Austria Songhay. Suitable for KS3 and 4. Gardens Base, 2000 6 Zimbabwe 25 Ghana 45 Libya 65 Hungary 7 Mozambique 26 Togo 46 Egypt 66 Luxembourg 8 Madagascar 27 Benin 67 Germany Writing our past Tide—/DEC [Birmingham], 1999 This resource takes a few WdMi 47 Tunisia everyday items such as 9 Angola 28 Nigeria 48 Portugal 68 Czech Republic usingddadide 10 Zambia 29 Cameroon 49 Spain 69 Slovakia This handbook for teachers at key stage 2 links soap and toothpaste, and susendieblede literacy development with the idea of an inclusive 11 Malawi 30 Central African Rep. 50 Italy 70 Republic of Ireland investigates issues of 12 Congo 31 Ethiopia 71 United Kingdom version of our country's history. It celebrates the 51 Albania sustainability for the plant 13 Democratic Republic 32 Guinea Bissau 52 Greece 72 Belgium achievements of individuals from all over the world materials used in them. Can of the Congo 33 Guinea 53 Turkey 73 Netherlands who have lived in and contributed to life in Britain. be used to support children's 14 Burundi 34 Burkina Faso 54 France 74 Denmark Writing our past offers a mass of practical ideas for enquiries about the source 15 Rwanda 35 Niger 55 Slovenia 75 Poland 16 Tanzania 36 Chad 56 Croatia 76 Norway supporting children as readers and writers, of plant-based products and developing their skills of historical enquiry and 17 Gabon 37 Sudan 57 Bosnia-Herzogovina 77 Sweden the nature of global trading 18 Equatorial Guinea 38 Gambia 58 Montenegro 78 Finland building links between school and community. relationships. 19 Uganda 39 Senegal 59 Macedonia 79 Russian Federation 25 24 Citizenshipin common?

This pack has been designed to raise an awareness of the nature of the relationship between Europe and Africa. The posters focus on our history, trade patterns, the distribution of wealth and visions of the future. The materials support the use of the posters at key stages 2 and 3.

The pack does not seek to be comprehensive about the complex social, economic and political relationships between the two continents.

The proposition is that there should be a popular understanding that Europe as a whole has relationships with other parts of the world ... with, for example, the countries in Africa. An aspect of our citizenship is the part that we play in Europe.

We have chosen the four themes represented in the posters to introduce basic ideas which are accessible to young people. Each focuses on the core question: `Howdo weseeour commonfuture?'