Download Instructions (MSWord)
Suitable for: 16+, student teachers and teachers.
The diamond ranking technique can be used for KS3 and above
Learning objectives:
- to become familiar with the Milllennium Development Goals
- decision-making
- to provoke discussion or reflection about the relative importance of a range of factors.
ESD&GC concepts: Quality of
life, Interdependence, Citizenship and Stewardship
You will need:
Eight sets of Millennium Development Goals cards
Eight Millennium Development Goals sheets
Eight sets of extra information cards
N.B. There are eight different sets of these, one for each sheet. Print them all out, cut them up and put each set in an envelope, for example, the ‘get rid of poverty and hunger’ cards go in an envelope with that label on the front for the group with that sheet.
DIAMOND RANKING
This is an activity where students investigate Millennium Development Goals using a diamond ranking activity to start the session. This activity can be successfully used with different age groups – participants lay cards out in a certain order – here, a diamond - according to specified criteria. For young pupils in school pictures can be used instead of words.
ACTIVITY
Divide the class into eight groups. Give each group a set of Millennium Development Goal cards. Explain that these show issues that are of concern in the world today. Ask students to add two more on the blank cards.
Then ask them to diamond rank them, i.e. lay them out in the shape of a diamond with the one they think most important first, then the two next important, then three, and back to two and one, the least important.
Ask students which card was their priority, and which their least important.
Then explain that these are all Millennium Development Goals and that there is an eighth that binds them all together - develop a global partnership for development - and that without which the others won’t be reached. All the cards are as important as each other.
ACTIVITY 2
PART 1
Give each group one of the Millennium Development Goal sheets, there is one for each goal. Students read the statement on the sheet and fill in the first box only, as a group.
PART 2
Give each group the extra information card envelope that relates to their sheet. Students read the cards inside, discuss their content and then fill in the second box on their sheet, again as a group. Ask each group to feedback to the whole class, then take part in class discussion. It will become apparent during the activity that all these goals are linked.
A different way to do part 2 is to ask pupils to carry out research and then fill in the second box before feeding back to the class, or to carry out research after filling in the second box, then seeing if their ideas have changed based on the new information they have gained.
Here are some suggested web sites for further reading:
1. United Nations Millennium Development Goals
www.un.org/millenniumgoals/
2. The Copenhagen Concensus
www.copenhagenconsensus.com
3. Sachs, Wolfgang, (1992) The discovery of poverty, New Internationalist, Issue 232, June 1992.
www.newint.org/issue32/poverty.htm
4. Oxfam - a charity view on the goals
www.oxfam.org.uk/what_you_can_do/campaign/mdg/mdg.htm
|
