Teachers' Notes
Welcome to Global Eye News, an on-line resource based on Global Eye, the termly magazine about world development written by Worldaware for the Department for International Development (DFID). This first on-line edition is based on Issue 11 of the magazine. The content of the previous 10 magazines and teachers' notes are also available via the archive and teachers' notes sections and can be printed out as pdf files.
Global Eye News is much more than just an on-line version of the magazine. Each term it will contain all the main features of the magazine plus a great variety of additional information, extra photographs, maps, data and interactive features. Talkboards, workshops, curriculum projects and ask-an-expert opportunities are just some of these. There is also space for students and teachers to send in work, ideas and share good practice on aspects of world development, developing countries and development issues.
As Global Eye News grows and develops we aim to respond positively to your suggestions and ideas. Take part in the talkboards and use the workshops and curriculum projects with your students. Tell us what you and your school are doing to raise awareness about world development, whether as part of the curriculum or via links you may have with developing countries. Let is know which countries and topics you would like to see feature in the future. We want to hear from you and your students.
The different sections of Global Eye News follow that of the magazine based on the following main features:
- News major current stories about world development
- Eye on ... a profile on a developing country including general information, maps, data and case studies
- On Camera ... images from the developing world to promote discussion and provoke thought
- Focus on ... an important development issue, including case studies and information about associated organisations and NGOs
- Development Awareness in Action ... reports on a wide range of action taking place between the UK and developing countries, from work in individual schools to that of national or international groups.
Additional Global Eye News features:
Global Eye News Spring Term 2000
Introduction: Datafile comparing Guyana with the UK; general (world) location map; Guyana map; land use; employment structure.
The Land: descriptions of three main physical areas - the coast, highlands and savanna
The Climate: temperature and rainfall graphs; humidity data.
The People: population density and ethnic breakdown.
The Economy: main agricultural, mining, processed goods and resources.
Case study - Iwokrama: The International Centre for Rainforest Conservation and Development; aims, location, management; links and partnerships; biodiversity
ICT Project: An ICT brief designed for KS3 or GCSE pupils to undertake in school based on the Iwokrama project. Students are asked to design a booklet promoting the work of the Centre, the concept of sustainable development and to attract potential donors. The closing date is Friday April 7th. A digital camera will be awarded to the school department submitting what is, in the judges opinion, the best entry.
Useful web sites:
http://www.guyana.org/ an excellent site with extensive links to other good, up-to-date sites about Guyana
http://www.sdnp.org.gy/iwokrama/ the site for the Iwokrama Rainforest Conservation and Development project
On Camera:
Two images are used, both showing camps for Rwandan refugees.
Photo 1: (left) Rwandan refugees in Zaire:
this shows thousands of Rwandan refugees in Kibumba camp in neighbouring Zaire. It is a thought-provoking image with vast numbers of people trying to find both safety and shelter, even up on the distant mountainside. It is hard to imagine coping with such dislocation, fearful for family and friends, struggling to find food, water and somewhere to sleep, not knowing if or when you can return to your home or what you might find there. Students could discuss, think and write about the personal dimensions of such large-scale movement of refugees and what it must be like to experience the many hardships. They may also consider what could (or should) be done to help and to prevent future crises.
Photo 2: (right) Benako refugee camp, Tanzania:
this photo is taken from an aeroplane flying over Benako camp, Thousands of tents, many constructed from the familiar blue plastic sheeting provided by UNHCR, fill the photo. This unusual view gives a good impression of the size and scale of refugee movements, a scene sadly repeated in many parts of the world. Students may want to give their first impressions of the image, and think what life must be like in such a camp.
Introduction: general data and definitions; world map showing current hotspots.
UNHCR: a brief history of UNHCR; its aims and work,
UNHCR, Millbank Tower, 21-23 Millbank, London SW1p 4QP
web site: http://www.unhcr.ch/
RefAid: aims; work and campaigns e.g. Refugee Week
Address as for UNHCR
web site: http://www.refaid.org.uk/
Case studies: Mozambique and Vietnam. Written for GCSE level
A Tale of Two Sisters: A true story about two sisters who first fled Vietnam, then China before arriving in a camp in Hong Kong. They were eventually resettled in the UK. Years later they returned to China to find their parents, brother and sister. Eventually reunited as a family and now living together in London, the two sisters visited Vietnam in summer 1999 for the first time since they fled over 20 years ago to meet their grandmother. The story raises many issues, both about refugees in general and the experiences of this family in particular.
Refugees in UK schools: five short pieces from fairly recent refugee arrivals in the UK, all attending a typical comprehensive school. We hope that these stories and that of the two Le sisters might encourage other refugees in UK schools to send in their thoughts or stories, which may possibly be suitable for inclusion on the Global Eye News web site.
Nepalese refugee camp: A report on a photo project undertaken in a Nepalese refugee camp by a group of Bhutanese young people given the opportunity to take their own photos and write their stories.
Workshop: Thanks are due to UNHCR, London for allowing us to use part of their teaching materials in this workshop. It gives students 5 case studies to consider and discuss, asking them to decide whether or not each person would qualify for refugee status. An information sheet is given explaining the criteria for granting this. Full instructions on how these materials may be used are given, as the 'answers' to each case study.
Talkboard: A provocative UNHCR poster is used to stimulate discussion about our perceptions of and attitudes towards refugees. Students are invited to send in their comments and thoughts via the talkboard. A selection of these will be posted on the site.
Developing Images reports on how the geography department at Whitmore High School in Harrow provides students with disposable cameras to make a photographic record of their visits to different countries. Featured her are images and text provided by Katy and Jonathan Stone and family from their visit to Sri Lanka. Their photos, plus those of students who have visited Sao Paulo (Brazil), India, Pakistan, Bangladesh, Kenya and China are displayed in the department and used as part of Year 9's work on world development. These are used to challenge perceptions about developing countries and help students think about and question the often sterotypical images of developing countries often presented in newspapers or on television.
We welcome you or your students images to display on the web site. Contact the editor for details of how to do so.
