GLOBAL PERSPECTIVES CAMBRIDGE IGCSE: INFORMATION SKILLS - PERSPECTIVES
Download as PPTX, PDF10 likes10,107 views
The document discusses the concept of perspectives, emphasizing that individuals see the world differently based on their personal experiences and influences. It introduces various types of perspectives including global, national, local, cultural, and personal, and highlights the importance of recognizing and discussing differing viewpoints. Additionally, it emphasizes that global issues require global solutions and outlines activities designed to explore these perspectives.
GLOBAL PERSPECTIVES CAMBRIDGE IGCSE: INFORMATION SKILLS - PERSPECTIVES
- 1. 1. INFORMATION SKILLS 1.1 PERSPECTIVES (+5 ACTIVITIES) GLOBAL PERSPECTIVES CAMBRIDGE IGCSE
- 2. WHAT A PERSPECTIVE IS? Understanding that we might see things differently to others is key to understanding what a PERSPECTIVE is. Perspectives are based on personal experiences of the world and thinking about them. People see the world differently because experiences and ways of thinking differ. Our views are influenced by many people, including our parents, friends and people we admire. DEFINITION: A perspective is a particular way of regarding something/ a certain world view.
- 3. ACTIVITY 1.01 Consider this glass of water. Do you think is half full or half empty? Ask your classmates what they think.
- 4. PERSPECTIVES AND VIEWPOINTS In this section, we will explore global, national, local, cultural and personal perspectives as well as different viewpoints within these perspectives.
- 5. KEY TERMS GLOBAL: Relating to the whole world. NATIONAL: Related to a particular country/common to a whole country. LOCAL: Related to a particular community or area. PERSONAL: Related to yourself. VIEWPOINT: A particular attitude, perspective or way of looking at an issue. ISSUE: An important topic or problem for discussion or debate. COLLABORATE: Work together with others. CULTURE: The ideas, customs, and social behaviour of a particular people or society, or a particular group of people within a society. OUTCOME: The final product following a period of collaboration to achieve the project aim that shows different cultural perspectives. EXPLANATION: Details about how the outcome meets the project aim and shows different cultural perspectives.
- 6. ACTIVITY 1.02 Imagine you are a passenger in a car that stops at some traffic lights. As you are waiting, this limousine pulls up at the lights. Who do you think is in the limousine? SHARE YOUR IDESA WITH A PARTNER. Chances are some of their ideas were different ideas to yours: they saw it from a different perspective.
- 7. ACTIVITY 1.02 - REFLECTION Why do you think your partner had a different perspective to you?
- 8. ACTIVITY 1.03 Imagine you are in the WILDERNESS. Close your eyes for a couple of minutes and see the wilderness, feel it around you, smell it, and hear it. Open your eyes and write down all the words and phrase that express what you saw, felt, smelt and heard. SHARE YOUR PERSPECTIVE with a partner who is from a different country to your own (if possible).
- 9. ACTIVITY 1.03 - REFLECTION Imagine how you might get different lists from people from different cultures and countries. Why do you think this would be?
- 10. ACTIVITY 1.03 - REFLECTION Imagine how you might get different lists from people from different cultures and countries. Why do you think this would be?
- 11. DIFFERENT DEFINITIONS You might think that certain words mean the same thing to everyone. You would be wrong in this ASSUMPTION, which is why is important to discuss things and ensure that you know the different perspectives on the same thing. ASSUMPTION: Something that is accepted as true or as certain to happen, without proof.
- 12. ACTIVITY 1.04 Here are THREE WORDS. They are all topics in IGCSE Global Perspectives syllabus. What do they mean to you? WRITE DOWN A DEFINITION for each of the three words, then share your definitions with a partner. Do they have the same as you? 1. GLOBALISATION 2. FAMILY 3. INEQUALITY
- 13. KEY TERMS GLOBALISATION: Process by which national and regional economies, societies, and cultures have become integrated through the global network of trade, communication, immigration and transportation. FAMILY: A basic social unit consisting of parents or guardians and their children, considered as a group, whether living together or not. INEQUALITY: The unfair situation in society when some people have more opportunities (money, etc.) than others.
- 14. GLOBAL ISSUE = GLOBAL SOLUTION A GLOBAL ISSUE or problem demands a GLOBAL SOLUTION. It would not be possible to solve the global problem of climate change with a local solution (only partially).
- 15. KEY TERMS SOLUTION: A means of solving a problem or dealing with a difficult situation. COURSE OF ACTION: A plan or method used for achieving a specific aim or goal.
- 16. ACTIVITY 1.05 Look at the diamond nine grid which ranks some of the global issues that the world is currently facing. The most important one from this person’s perspective is unemployment, which is at the top. Of equal importance underneath are population growth and disease. The issue this person thinks is the least important is at the bottom (crime). DO YOU AGREE WITH THE PRIORITIES? Consider which of these you think will be the most important for you over the next 20 years of your life. How might you change the grid (the order of priority)? UNEMPLOYMENT POPULATION GROWTH DISEASE LACK OF CLEAN WATER FOOD POVERTY WAR FUEL SHORTAGES MIGRATION CRIME
- 17. SUMMARY 1. It is important to understand that people might hold views that are different from yours. 2. Having a different perspective does not mean someone is wrong. 3. Considering issues from global, national, local and personal perspectives is a requirement for the Individual Report. 4. A global issue demands a global solution. 5. Issues are problems that need resolving. 6. Perspectives are the ways different people view the issues.
Editor's Notes
- #4: Have a glass of water (half full) on the desk in front of you to elicit responses for this activity. Ask students to tell you whether they think the glass is half full or half empty. There will probably be a mixture of responses and both perspectives are correct.
- #7: Encourage discussion about who is in the limousine – a fun way of exploring different perspectives as everyone will think of someone different. You could extend this by asking students why they think the way they do.
- #9: As a class, ask students to shut their eyes at the same time.
- #17: The words can be printed on small cards. Students work in pairs or groups to make their own diamond nine. It does not matter what order they are put in; the learning point is that different people have different priorities, but no order is correct or incorrect.