Test your learners’ climate consciousness. Climate change is the single greatest threat to the progress which has been made to end poverty. It will most profoundly affect the world’s poorest people who are less able to deal with shocks and have contributed least to the changing climate. This quiz can help your learners explore the […]
Ebrottié is a cocoa farmer in Côte d’Ivoire. He is part of a Fairtrade certified cooperative. This interview transcript forms the basis of a French reading comprehension, in which Ebrottié describes the challenges of life in a cocoa farming community.
A typical cocoa farmer in Cote d’Ivoire lives on around 74p a day. Many live in poverty. For women the situation is even worse, carrying a large part of the farming and domestic burden, but often having fewer rights than men. ‘The Story of Chocolate: Unwrapping the Bar’ looks at the unfairness at the heart […]
These detailed and informative newsletters are a fantastic way to engage pupils in reading whilst learning about the UN’s Sustainable Development Goals.
Inquiry Mindset have sourced collections of photos from different global contexts, showcasing the vibrant and diverse lives people lead.
This teaching resource accompanies Think Global’s 2018-19 Global Wallplanner. The theme
for this year’s wallplanner is Ethical Trade and the Sustainable Development Goals.
This unit for Key Stage 3 (ages 11-14) provides a series of lessons, activities and associated materials focusing on natural resources.
This fantastic online photo-resource features photos from over 240 families living in 50 countries around the world. The site arranges them all on a street called Dollar Street, in order of their monthly income. Select from 100 topics to compare photos showing aspects of everyday life, often surprisingly similar for people on the same income level across cultures and continents.
The title of this popular development education resource reflects the fact that over 80% of the world’s population lives in the “Developing World” and less than 20% live in the “Developed World”, but consume far more of the world’s resources.
How do your nuts get from the forest or farm to your home? Print out and cut out these pictures. Arrange them into chronological order, starting with the nuts being produced, and ending with them in the UK. Use this to prompt discussion