The emergence and technical aware of the key in ‘players’ developing role of laws terminology. decision making. Global governance has focused on a and institutions in regulating number of international issues. Get organisations operating Collect, analyse Students outline the role of the and reproducing global students to research and evaluate the internationally are connected to the and interpret United Nations. systems. success of different strategies UN such as the information from a Students understand the need Issues associated with adopted. Students could research ; range of secondary for global governance and can attempts at global efforts to tackle: sources including – give recent examples. governance. Environmental problems such as factual, numerical The concept of the global climate change Students discuss negative and spatial data. commons. Reduction of poverty (MDGs, issues associated with global Critical questioning Acknowledgement peoples’ Sustainable Development governance. of information and rights to sustainable Goals) NGOs such as Greenpeace run sources of Students understand the term development and the need to and investment inequities campaigns to protect the global information. commons’ and can protect the global commons. Human rights violations commons. ‘global name the four global commons. Civil conflict and Online research. Financial instability Students understand the notion Evaluating and International action on climate change of tragedy of the ‘The presenting findings would be a good focus it can link to – commons.’ from research. the carbon and water topic and reference recent international climate ICT skills use of Students can give examples and – summits. crowd sourcing describe the importance of and big data. laws and treaties at Discuss the notion of the global preserving the global commons and how they can be commons. protected. Look at examples of ways in which crowd sourced events or campaigns have sought to tackle global (environmental) problems. Extension: Discuss the notion that cyberspace meets the definition of a global common and should be policed. Weeks 8-9 Use and annotate Students can describe the The (educational website for the Get students to draw a detailed map of Antarctica as a global common illustrative and human and physical geography BAS) is a useful starting point for Antarctica, labelling key physical The geography of Antarctica visual material: of Antarctica resources on Antarctica. features and ice sheets. Students could Threats to Antarctica arising base maps, sketch (ASOC) is the website of ASOC, an Students can discuss the also draw a climograph. This Maye as a from climate change, fishing maps, geo-located NGO working to preserve the different threats to Antarctica
The emergence and developing role of laws and institutions in regulating and reproducing global systems. Issues associated with attempts at global governance. The concept of the global commons. Acknowledgement peoples’ rights to sustainable development and the need to protect the global commons. technical terminology. Collect, analyse and interpret information from a range of secondary sources – including factual, numerical and spatial data. Critical questioning of information and sources of information. Online research. Evaluating and presenting findings from research. ICT skills – use of crowd sourcing and big data. aware of the key ‘players’ in decision making. Students outline the role of the United Nations. Students understand the need for global governance and can give recent examples. Students discuss negative issues associated with global governance. Students understand the term ‘global commons’ and can name the four global commons. Students understand the notion of ‘The tragedy of the commons.’ Students can give examples and describe the importance of laws and treaties at preserving the global commons. Global governance has focused on a number of international issues. Get students to research and evaluate the success of different strategies adopted. Students could research efforts to tackle: Environmental problems such as climate change Reduction of poverty (MDGs, Sustainable Development Goals) and investment inequities Human rights violations Civil conflict and Financial instability International action on climate change would be a good focus – it can link to the carbon and water topic and reference recent international climate summits. Discuss the notion of the global commons and how they can be protected. Look at examples of ways in which crowd sourced events or campaigns have sought to tackle global (environmental) problems. Extension: Discuss the notion that cyberspace meets the definition of a global common and should be policed. organisations operating internationally are connected to the UN such as the ; NGOs such as Greenpeace run campaigns to protect the global commons. Weeks 8-9 Antarctica as a global common The geography of Antarctica Threats to Antarctica arising from climate change, fishing Use and annotate illustrative and visual material: base maps, sketch maps, geo-located Students can describe the human and physical geography of Antarctica Students can discuss the different threats to Antarctica Get students to draw a detailed map of Antarctica, labelling key physical features and ice sheets. Students could also draw a climograph. This Maye as a The (educational website for the BAS) is a useful starting point for resources on Antarctica. (ASOC) is the website of ASOC, an NGO working to preserve the