Suggestions for use: Background reading on the key thinkers for students. Can be assigned as reading alongside a topic or strand to encourage students to make links to the perspectives of the prescribed key thinkers.

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.

Learning Outcomes:

2.6 6.1, 6.2, 6.3, 7.1, 7.2, 7.3, 7.4, 7.5


Topics:
Human Rights and Responsibilities in Europe and the Wider World; Globalisation and Identity.

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.

Learning Outcomes:

2.6 6.1, 6.2, 6.3, 7.1, 7.2, 7.3, 7.4, 7.5


Topics:
Human Rights and Responsibilities in Europe and the Wider World; Globalisation and Identity.

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.

Learning Outcomes:

2.6 6.1, 6.2, 6.3, 7.1, 7.2, 7.3, 7.4, 7.5


Topics:
Human Rights and Responsibilities in Europe and the Wider World; Globalisation and Identity.

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.

Learning Outcomes:

2.6 6.1, 6.2, 6.3, 7.1, 7.2, 7.3, 7.4, 7.5


Topics:
Human Rights and Responsibilities in Europe and the Wider World; Globalisation and Identity.

Suggestions for use: This is a UN News article about a UN expert raising concern over migrant, asylum seeker ‘pushbacks’ at Turkey-Greece border.
This article can be used as a source to examine the topic of human rights in relation to the violence against migrants and asylum seekers at the border between Turkey and Greece

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.