The resources in this learning path could be used as stimuli for students, with the teacher creating tasks around an essential question, or set of questions. Students could be asked to use the resources included to create; a paragraph response, discursive essay response, voice clip of their response, research of further data on this topic or to critically evaluate the sources, amongst other ideas.
8 resources in this Learning Path
UK media article from The Guardian on how social inequality may determine the effects of the Coronavirus in wider society. The article can be used as a source to explore the link between social class and the effects of the Coronavirus.
View full descriptionStrand: 2. Power & Decision Making: National/EU
Strand unit: 3. Social Class & Gender
Suggestions for use: The resources in this learning path could be used as stimuli for students, with the teacher creating tasks around an essential question, or set of questions. Students could be asked to use the resources included to create; a paragraph response, discursive essay response, voice clip of their response, research of further data on this topic or to critically evaluate the sources, amongst other ideas.
Possible learning outcomes:
2.3, 2.6, 4.3, 4.4, 4.5, 5.3, 5.4, 6.2, 6.3, 7.6
Topics:
Globalisation and Identity, Human rights and responsibilities in Europe and the wider world, Human rights and responsibilities in Ireland, Power and decision-making at national and European level.
Irish Times article on how social inequality may determine the effects of the Coronavirus in wider society. The article can be used as a source to explore the link between social class and the effects of the Coronavirus.
View full descriptionStrand: 2. Power & Decision Making: National/EU
Strand unit: 3. Social Class & Gender
Suggestions for use: The resources in this learning path could be used as stimuli for students, with the teacher creating tasks around an essential question, or set of questions. Students could be asked to use the resources included to create; a paragraph response, discursive essay response, voice clip of their response, research of further data on this topic or to critically evaluate the sources, amongst other ideas.
Possible learning outcomes:
2.3, 2.6, 4.3, 4.4, 4.5, 5.3, 5.4, 6.2, 6.3, 7.6
Topics:
Globalisation and Identity, Human rights and responsibilities in Europe and the wider world, Human rights and responsibilities in Ireland, Power and decision-making at national and European level.
World Health Organisation data source on the spread of Coronavirus globally from the World Health Organisation.
This online source can be used to provide statistical data on the spread of the virus.
Strand: 6. Human Rights+Responsibilities: Wider World
Strand unit: 3. International Cooperation & Human Rights
Suggestions for use: The resources in this learning path could be used as stimuli for students, with the teacher creating tasks around an essential question, or set of questions. Students could be asked to use the resources included to create; a paragraph response, discursive essay response, voice clip of their response, research of further data on this topic or to critically evaluate the sources, amongst other ideas.
Possible learning outcomes:
2.3, 2.6, 4.3, 4.4, 4.5, 5.3, 5.4, 6.2, 6.3, 7.6
Topics:
Globalisation and Identity, Human rights and responsibilities in Europe and the wider world, Human rights and responsibilities in Ireland, Power and decision-making at national and European level.
World Economic Forum Data data source on the likely effects of inequality on individual outcomes during the Corona-virus crisis. This data could be used to explore the link between social inequality and healthcare outcomes, particularly during a crisis like the Coronavirus.
View full descriptionStrand: 2. Power & Decision Making: National/EU
Strand unit: 3. Social Class & Gender
Suggestions for use: The resources in this learning path could be used as stimuli for students, with the teacher creating tasks around an essential question, or set of questions. Students could be asked to use the resources included to create; a paragraph response, discursive essay response, voice clip of their response, research of further data on this topic or to critically evaluate the sources, amongst other ideas.
Possible learning outcomes:
2.3, 2.6, 4.3, 4.4, 4.5, 5.3, 5.4, 6.2, 6.3, 7.6
Topics:
Globalisation and Identity, Human rights and responsibilities in Europe and the wider world, Human rights and responsibilities in Ireland, Power and decision-making at national and European level.
Al Jazeera opinion article on what corona-virus has taught us about inequality. The article links global inequality to the likely outcomes of the spread of the Coronavirus. This article could be used to link the case study of the Coronavirus to broader themes of globalisation, inequality and development.
View full descriptionStrand: 7. Globalisation & Identity
Strand unit: 6. Globalisation & Political Power
Suggestions for use: The resources in this learning path could be used as stimuli for students, with the teacher creating tasks around an essential question, or set of questions. Students could be asked to use the resources included to create; a paragraph response, discursive essay response, voice clip of their response, research of further data on this topic or to critically evaluate the sources, amongst other ideas.
Possible learning outcomes:
2.3, 2.6, 4.3, 4.4, 4.5, 5.3, 5.4, 6.2, 6.3, 7.6
Topics:
Globalisation and Identity, Human rights and responsibilities in Europe and the wider world, Human rights and responsibilities in Ireland, Power and decision-making at national and European level.
Source: NCCA website. The ideas and resource provided here are not prescriptive. This document on the big thinker, Kathleen Lynch, is very formative. Key concepts include; patriarcy, gender, social Class, equality, social justice.
View full descriptionStrand: 2. Power & Decision Making: National/EU
Strand unit: 7. Participants in these Debates
Strand: 2. Power & Decision Making: National/EU
Strand unit: 3. Social Class & Gender
Strand: 5. Human Rights & Responsibilities: Ireland
Strand unit: 4. Arguments About Rights
Biography and some Main Ideas of Key Thinker Karl Marx. Important Thinker on topics like social class, inequality and capitalism.
View full descriptionStrand: 2. Power & Decision Making: National/EU
Strand unit: 3. Social Class & Gender
Suggestions for use: A good primer for students as background reading on Karl Marx, a key thinker on the Leaving certificate Politics and Society Course.
The following PDST booklet 'An Integrated Approach to Learning, Teaching and Assessment' aids teachers in considering what methodologies could be used in class to support the inquiry process.
View full descriptionStrand: Teaching and Learning
Strand unit: Pedagogy
Suggestions for use: Placemat: (Page 73)
Placemat can be used to encourage students to share ideas and reach a consensus about a topic or goal. It can be used to activate prior knowledge of a topic among students. It can help students share problem solving techniques, take group notes during a video/oral presentation, to summerise learning after the class or to begin an opening review of a subsequent lesson.
Anticipation Exercise: (Page 35/36)
The anticipation exercise could be utilised to assess students prior knowledge of a topic. This will give the teacher a picture of the students’ awareness of the concepts involved. However it could also be used as an assessment tool after the learning to see if the students have understood the concepts which they were presented with.
Think-Pair-Square-Share (Page 71)
The think-pair-square-share methodology can be used throughout the inquiry process to enable reflection and discussion among the pupils on the stage of the inquiry or the economic knowledge being explored.
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