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 NCCA key thinker biographies - Thomas Hylland Eriksen, Martha Nussbaum, Benedict Anderson
These key thinkers have contributed to the development of some of the key ideas within this learning path. Teachers may also choose to invite students to make links with other Key Thinkers in the booklet provided in the learning path.
7 resources in this Learning Path
This booklet contains the NCCA biographies of all the Key thinkers named in the updated Politics and Society specification. This is an updated version of one previously linked from the site.
View full descriptionSuggestions 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.
Collection of data, policy information, budget information and infographics around the issue of asylum seekers entering the EU.
This is a broad set of data and evidence which could be skimmed and scanned for statistics or other useful data in making arguments around this issue as well as linking the issue to EU law and human rights legal frameworks.
Strand: 7. Globalisation & Identity
Strand unit: 3. Diversity in the E.U
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.
Eurostat Data press release from March 2020 on the composition in terms of nationality of those seeking asylum in the European Union and the trends in terms of numbers.
Students could use the data in this press release as part of an analysis of the issue asylum seeking in the EU and linking the issue to human rights and identity.
Strand: 7. Globalisation & Identity
Strand unit: 3. Diversity in the E.U
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.
This is an article from Al Jazeera which examines the “refugee crisis” on the Greece - Turkey border.
This article can be used as a comparison with other articles related to the same topic to allow students to explore the refugee crisis and related topics from a variety of news sources.
Strand: 7. Globalisation & Identity
Strand unit: 3. Diversity in the E.U
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.
This is a Guardian article about the EU not allowing the influx of Syrian refugees through Turkey into Greece.
The article can be used as a resource by students to explore identity and human rights in relation to the Eu, Turkey and Greece.
Strand: 7. Globalisation & Identity
Strand unit: 3. Diversity in the E.U
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.
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
Strand: 6. Human Rights+Responsibilities: Wider World
Strand unit: 2. Argument about Rights: Wider World
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
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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