HEROES AND HEROINES PRIMARY
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    HEROES AND HEROINES PRIMARY HEROES AND HEROINES PRIMARY Document Transcript

    • Bridges – making global connectionsHeroes and Heroines Carrying the torch for a fairer world A resource pack for primary schools preparing for 2012 Olympics Download copies of this pack from www.bridgesglobal.org.uk www.bridgesglobal.org.uk
    • Heroes and HeroinesCarrying the torch for a fairer worldAbout this packThe Olympic Games feature men and women Sessions last approximately 60-75 minsfrom around the world who have becomethe best at their sport and succeeded, often Activities are aimed at 7 –11 year olds and theagainst the odds. This pack features heroes and following curriculum areas:heroines who have overcome great obstacles • Key Stage 2 – Literacy, PSHE, Citizenship, RE,to make the world fairer. We use these inspiring Geographypeople to explore the Olympic values ofrespect, excellence and friendship and the • The Millennium Development Goals (MDGs)Paralympic values of courage, determination, are a set of 8 goals for a fairer world, agreedinspiration and equality. We use these to help by the UN in 2000 and to be achieved byexamine other types of equality, including 2015. Goal 3, to promote gender equalitygender. and empower women is just one of the goals this pack addresses. The case studies also linkWe hope these stories and the activities to issues about poverty, education and childaccompanying them will inspire pupils and labour.students to undertake their own sporting ornon-sporting ‘heroic’ actions and gain the skillsthey need to make the world fairer for all menand women and children. Find out more at: • www.endpoverty2015.org • www.dfid.gov.uk/Global-Issues/Millenni- um-Development-Goals/Contents1st Lap – Igniting the flame: 2nd Lap – Raising the torch:Learning together Developing skills and taking actionBefore you start: Looking at the Olympic Bridges’ video on speaking out ......................... 25values .................................................................... 4 Action hero: Andrew, 11 year old fromLesson plan 1: What makes a hero or Ghana ................................................................... 25heroine? ................................................................ 5 Choosing an action ............................................ 26Lesson plan 2: Heroes and heroines why do weneed them............................................................ 7 A. Gender equality.............................................. 26Lesson plan 3: Respect, fairplay and the B. Child labour ...................................................... 27Olympics ............................................................... 11 Making a pledge – torch template .................. 28Lesson plan 4: Respect and equality for all ..... 12 Further information .............................................. 29Case studies: Sporting heroes and heroines.... 15 Other resources.................................................... 30Case studies: Eight heroes and heroines from all Further support ..................................................... 31walks of life ........................................................... 16 www.bridgesglobal.org.uk 2
    • Heroes and Heroines1st lap1st Lap – Igniting the flame:Learning together www.bridgesglobal.org.uk 3
    • Activity shee t1st LapLearning together1st Lap – Learning togetherBefore you startBefore you use any of the lesson plans with your class, it is important that your pupils understandthe Olympic values and Paralympic values.Give your class a homework sheet (see below) to explore the words for the values on their ownand by asking family and friends.Discuss the definitions and make a display about the words and their definitions, with pictures offamous people/religious characters and others to illustrate them. Whole school activity Each class could look at one of the values for a week. Example: ‘Courage’ During circle time discuss examples of courage being shown by members of the class e.g. Joshua went for an operation; Ella spoke in assembly for the first time. In assembly there could be a celebration nominating people for medals for demonstrating the value of courage. You could find a piece of music to suit as an anthem. What do these words mean? Can you think of an example of how they might be used? Photocopy this page Olympic value What does it mean? Respect Excellence Friendship Paralympic value What does it mean? Courage Determination Inspiration Equality www.bridgesglobal.org.uk 4
    • 1st LapLesson plan 1: What makes a heroine or hero?Lesson plan 1:What makes a heroine or hero?Aim You will need• To consider what qualities are needed for • Copies of adjectives below to describe |heroes and heroines heroes and heroines (optional).• To be inspired by real people’s lives. • Copies of the true or false statements (1 per group of 4 -6) on p. 6.• To develop speaking skills. • Scissors. • Copies of the sporting case studies on p. 15. Some adjectives to describe heroes and heroines brave inventive caring clever different fair creative determined resilient quick witted strong eloquent patient inspiring modest unstoppable1. Starter activity 4. Start a Wall of Fame Can you name a hero or heroine? Who’s Have pupils write on post-its/A5 sheets ideas your hero? They could be sports people, on what makes a hero/heroine. They could historical people, people you know. stick up pictures and information on their Brainstorm with your class. Can pupils choose favourite sporting/musical/historical heroes one adjective (use the box above if you and heroines, as well as the ones in this pack wish) or short phrase to describe each of and add them to a Wall of Fame. There the heroes or heroines chosen? could be one section of ‘Hero/Heroine of the Day/Week’ to include members of the class.2. Discussion activity What makes a hero? True or false statements 5. Plenary on p. 6. Copy and cut out enough sets of What have they learned about what makes statements for groups of 5 or 6 pupils. a hero/heroine? Has their opinion changed at all? Give out the statements and have the groups make three piles of the statements they think are true/false/sometimes true/ false. The groups must agree about where Taking it further to put the statements. Imagine you are introducing one of your Discuss together what everyone has agreed heroes/heroines for a lifetime achievement on. Which statements were particularly award. What would you say? difficult to decide about? Why? Older/more ‘The winner of this award has…’ able pupils could add more definitions for the ‘true’ pile using the blank boxes. ‘They have shown great courage etc…’3. Learning from heroes and heroines Read or have pupils read the Sporting case studies on p. 15. Which of the Olympian and Paralympian values do these people show? (See ‘Before you start’ p. 4) Are they all heroes/ heroines? With younger pupils you may want to pick just 2 or 3 heroes and heroines. www.bridgesglobal.co.uk 5
    • Activity shee t1st LapLesson plan 1: What makes a heroine or hero?Lesson plan 1:What makes a hero or heroine?In pairs or small groups, cut out and divide the statements into true/false/sometimes true or falsepiles. Are these statements always true or always false? There is not a fixed right or wrong answerfor this, but you need to have reasons for what you choose. Try to think of examples to back upwhat you say. TRUE PILE: FALSE PILE:Cut out the statements below es or Sporting hero ount roine can A hero or heroine is A hero or he ’t c country. heroines don someone you respect. be from any as proper heroes. heroines A hero or he You have to be old to Heroes and roine has veryone overcome d be a hero or heroine. are people e ifficulties. likes. e A hero or heroin r Men do more heroic roine is hing othe A hero or he does somet things than women. always famo us. people can’t do. A hero or heroine There were mHeroes or he makes the world a heroes or he ore roines roines in always cleve are better place. the past than r. now. www.bridgesglobal.org.uk 6
    • 1st LapLesson plan 2: Heroes and heroines and why we need themLesson plan 2:Heroes and heroines and why we needthemAim You will need• To consider what issues make heroism • Photos of issues on p. 8. necessary today and possible solutions • Copies of case studies on pp. 16-20. for these issues. • Copies of ‘Why do we need heroes and heroines’ (1 per group) on p. 9. • Copies of hero template on p. 10. Situations • The council is not emptying bins in the poorer part of town as often as in the rich part. • Some local children are being rude to old people in your area. • Girls are not being allowed to join the local football club. • The government has said that only people with blue eyes can go to school.1. Starter activity What needs to change? Look at the photos Taking it further on p. 8. What problems do these photos show? Who should be changing these Children could make a freeze frame things? Can we change any of these things? animation about ‘saving the day’ with their hero/heroine.2. Why Do We Need Them? Divide the class into groups of 4 or 5. Each Add to the ‘Wall of Fame’, including the group reads the story of William Brookes. Give names and details of the stories from this out copies of Eglantyne, Ibrahim, William lesson. Kamkwamba and Donata’s stories pp. 16-20 Speak up. Help pupils work in groups to (one story per group, plus Why Do We Need build up a short speech or Powerpoint Heroes and Heroines? on p. 9). presentation on their hero or heroine from Groups must decide what problems the the pack in order to convince others in the hero/ heroine they have been given has class. faced and the three best things that person has done to improve the situation. Following Help them to structure it with: the model of William Brookes on p. 16, they • A dramatic introduction. then draw and fill in their own podium and track with hurdles. • 3 main points.3. Invent a superhero or heroine • A conclusion to inspire others to do Pupils choose a situation from the list above something similar. and invent a hero to deal with it, or they can Homework: Looking for the heroes and choose their own situations to change. Draw heroines. In the coming week look or listen your hero, label your drawing and describe to the news on radio, TV and internet. Talk their special powers and what they would to family and friends about their concerns. do. N.B. Your superhero is not allowed to be Make a list of issues that we need to act on violent! See sheet on p. 10. at the moment. Who is helping? Have you heard about anyone who is trying to help a situation? www.bridgesglobal.org.uk 7
    • Activity shee t1st LapLesson plan 2: Activity A – Heroes and heroines and why we need themLesson plan 2: Activity AHeroes and heroines and why we needthemWhat are the problems?Who should do something about this? A D Copyright Oxfam B Copyright Ami Vitale/Oxfam C E Copyright Tom Greenwood/Oxfam       Copyright Andy Hall/Oxfam Copyright Caroline Gluck/Oxfam See ‘Further information’ for background to these photos on p. 29. Images courtesy of Oxfam. You may use these photographs and associated information for educational purposes at your educational institution. With each use, you must credit the photographer named for that image and Oxfam. You may not use images and associated information for commercial purposes or outside your educational institution. www.bridgesglobal.org.uk 8
    • Activity shee t1st LapLesson plan 2: Activity B – Why do we need heroes and heroines?Lesson plan 2: Activity BWhy do we need heroes and heroines?Look at the diagram below. Choose another hero/heroine’s story and make your own race trackand podium for them.Which actions you would give gold, silver and bronze medals to? William Penny Brookes GOLD ACTION He worked for rich and poor to learn and play SILVER ACTION sport together. He inspired BRONZE ACTION the Modern He opened a Olympics. library for both the rich and poor.Hurdles to get over:12 Rich and poor didn’t3 mix. FINISH45 Education for the poor6 was limited. Competitive sport was just7 for the rich.8 www.bridgesglobal.org.uk 9
    • Activity shee t1st LapLesson 2 activity C: My superhero/heroineLesson 2 activity C:My superhero/heroine The problem is this: Draw your hero/heroine here: Special qualities: Special powers: How my hero/heroine would save the day: www.bridgesglobal.org.uk 10
    • 1st LapLesson plan 3: Respect, fairplay and the OlympicsLesson plan 3:Respect, fairplay and the OlympicsAim You will need• To consider how • A bag of sports clothes and trainers with adopting the labels citing country of production. Olympic values • Blank paper labels, clothes pegs. could improve people’s lives. • Washing line.• To consider • Copies of Om’s Story p. 23. child labour • Video clip (see below). and its effects.1. Starter activity 3. How some clothing producers live The London Olympics are hoped to be the Let’s have a look at this and think how fairest Games ever. Will that really be true? things can be different. Show video clip What might prevent that from being true? of Emma Watson going to Bangladesh for What do athletes wear? People Tree (ethical clothing company) and visiting garment workers in first bad then Give out a few items from the bag to groups good conditions – www.peopletree.co.uk/ of 4 or 5 pupils. Give blank labels and pegs. press/100816ycew.php Pupils fill in the country of origin on the labels and peg them to each item of clothing. 4. Read Om’s story on p. 23. These can then be collected and hung from Discuss. What would you think if a child like a washing line. If time, older pupils could also Om had made your t-shirt or trainers? Or write the countries of origin on post its and the trainers worn by an Olympic athlete? stick to a world map to give an idea of the Fairtrade does not permit child labour. Can spread of countries involved in sportswear. this support the Olympic/Paralympian values What surprises you? of respect and equality?2. Who produces sportswear? 5. Action If pupils feel this is unfair they could Discuss with the class who is involved in take action producing and selling a pair of cotton socks See Action section for ideas on p. 24. before we buy them. Draw a chart of the chain of people involved, starting at the end with the person who buys the socks and Taking it further working backwards to the cotton farmer. (½ hour) Role play activity: A day in the Life of a T-shirt on pp. 8-9. See ‘Further Cotton farmer – factory worker – Resources’ on p. 30. factory owner – shipper – wholesaler – retailer e.g. supermarket – buyer (1 hour) Christian Aid’s Paper Bag Game: a simulation game on child labour and poverty. This is a free download – (You could use colour photos of cotton http://learn.christianaid.org.uk/ producers from The Clothes Line by Oxfam TeachersResources/primary/pbag.aspx www.oxfam.org.uk/education/resources/ clothes_line). Discuss how your community could be more child friendly. Who has the most power? Who do you think gets the most money? Who gets the least? What power does the buyer have? Photo courtesy of Oxfam www.bridgesglobal.co.uk 11
    • 1st LapLesson 4: Respect and equality for allLesson 4:Respect and equality for allAim You will need• To help pupils consider what equality is and • Hard boiled eggs or golf balls, spoons and particularly how girls and boys/men and ladles. women are affected by inequality. • Bar of Fairtrade chocolate large enough for whole class. • Nura and Sandra’s stories on pp. 21-22. • Copies of ‘Is it a boy or a girl’ on p. 14. Deciding how to share Who has the most difficult job Who needs it most Who is the cleverest Who works hardest Those with brown eyes Girls or boys Who has biggest feet Who has the most friends on Facebook1. Starter activity Unfair games. Hold an unfair egg and spoon race with whole or part of class equipped with eggs and spoons, but give one or more pupils ladles to carry their egg in. Discuss how pupils felt about the race.2. Making things fair Ask pupils in single sex groups which factors they would use to decide how to divide the bar of chocolate, with the most important thing at the top, using the list above to help them. Discuss results. Repeat, considering the fairest way to share out the chocolate. Are things normally shared out fairly? In real life whether you are a boy or girl often makes a difference to your choices, your job opportunities, and what you might earn. (See ‘Further information’ on p. 29)3. Nura and/or Sandra’s stories Read out, or have the class read in pairs, Nura and/or Sandra’s stories on pp. 21-22. Why might these women be seen as heroines? What unfairness have they experienced? Think back to the race at the beginning. Who would have the equivalent of the ladles in Nura and Sandra’s situations?4. Same/equal exercise Have pupils stand up and move to different sides of the room if they agree or disagree with the following statements (see ‘Item 4’ on page 13)5. Is it a boy or girl? Explain the class is going to look at a number of statements from girls and boys from all over the world. Give out copies of Is it a boy or girl? on p. 14 for small groups to cut out and place in piles of ‘girl’, ‘boy’ or ‘boy or girl’ according to who they think would have most likely said each statement. Discuss decisions. Who has the most choices in life? Why?6. Reflect Ask pupils to write on a post it anything they have learned or been surprised by through this session.7. Share chocolate Give every child in the class a piece of the chocolate, explaining that you want the good things of the world to be shared fairly. www.bridgesglobal.org.uk 12
    • Item 4 – Same/equal – Statements• Marmite is fantastic.• Man Utd is the best football team ever.• All people, men and women, are the same.• All people are equal.• Men and women should get the same pay if they do the same job.• Women tennis players should get the same prize money as men.• Boys should do the same amount of housework as girls.• Girls should do the same jobs as boys do at home.• Girls should be able to do the same jobs as boys when they grow up.Discuss the results, including whether ‘same’ and ‘equal’ are different things.Item 5 – Is it a boy or girl? – Facts• In some developing countries girls may be married off very young.• In Afghanistan under the Taliban, girls were not allowed to go to school.• Boys as well as girls are affected by how women are treated. If they lose their mother young they are much more likely to die themselves before they are 5 years old. If their mother is the only earner, low earnings will be disastrous.• Although in many countries women are not well represented in parliament, there are a number of women prime ministers and presidents e.g. Angela Merkel (Germany); Ellen Johnson Sirleaf (Liberia).Taking it furtherShrink the world: Make a short film or drama using props and everyone in the class to showsome of the statistics on gender equality e.g. If our class represented the UK, 50% of thepopulation would be female, 100% of children could go to school, 3% of company directorswould be women, 12% of MPs would be women.Then compare with China, Zambia or Rwanda.See ‘If the world were a village’ by David Smith, which shrinks the world to 100 people.ICT work: Research equality facts (see further resources) and make a presentation or leaflet onequality or other aspects of their life.Homework: Ask older friends and family if they have had any problems with jobs etc becausethey are a man or woman. www.bridgesglobal.org.uk 13
    • Activity shee t1st LapLesson 4 activity: Is it a boy or a girl saying this?Lesson 4 activity:Is it a boy or a girl saying this?Decide with your group which statements are most likely to have been said by a girl, a boy oreither.cut out the statements below ment will 2. I damage 1. The governto school. carrying wated my back o not let me g r every day. 3. When I wa s the best food little I got fed by brother in m which is very y family, 4. I lost a ba cause my e poor. to measles, b know about ’t mother didn ations. vaccin r died in 5. My mothe re was no the 6. I studie childbirth as o I had to give secondary s d business at ,s medical help look after my chool a my own bus nd set up up school to ers and sisters. iness. th younger bro ied off at 14 7. I have just b 8. I was marr arents were as Member o een elected p because my ebt. f Parliament. in d www.bridgesglobal.org.uk 14
    • Case studies1st LapCase studies: Sporting heroes and heroinesSporting heroes and heroinescut out the statements below Robina Jalali Oscar Pistorius Robina Jalali, was born in Kabul, Oscar Pistorius from South Africa is an Aghanistan in 1986. She represented her amazing young man. He is a world country at the 2004 and 2008 Olympics champion sprinter who was born competing in the 100 metre sprint. People without his lower legs. He is the first ever all over the world noticed her for running Paralympian to win Gold in each of the while wearing the hijab, the traditional 100m, 200m and 400m sprints (Beijing Muslim woman’s head covering, and 2008), and has an international reputation because she was one of the first women as the “fastest man on no legs”. ever to represent Afghanistan at the At the World Athletics Championships in Olympics. South Korea in August 2011, he made Robina is one of nine children. She was history by qualifying for the semi-final home schooled during the time of the of the 400m competing against non- Taliban when schooling for girls was disabled athletes. forbidden. She could not attend school He is known as ‘the Blade Runner’ until after she was 14. Describing life under because of the prosthetic feet he wears the Taliban, she has said: “There was to run. nothing for us girls to do under the Taliban. You couldn’t go to school. You couldn’t play, you couldn’t do anything. You were just at home all the time.” She is now hoping to get into parliament. Baroness Tanni Grey- Thompson Baroness Tanni Grey-Thompson was born in 1969 in Wales and christened ‘Carys Davina’. Her two-year-old sister Sian gave her the name ‘Tanni’, thinking she was Mo Farah ‘tiny.’ Mo Farah, born in Somalia, has just Tanni started to use a wheelchair from become the first ever British man to the age of seven. From the outset, her win the 10,000m at the World Athletics parents were supportive and encouraged Championships in South Korea. He is her independent streak. Tanni tried many the UK’s finest distance runner of his sports at primary school and particularly generation. Who would have thought enjoyed swimming, archery and horse this when he arrived in London with very riding. little English as an 8 year old boy from the Horn of Africa? Tanni first tried wheelchair racing at school, aged 13. At 18, Tanni was He is an inspiration to all young people selected for her first World Wheelchair in Britain and around the world – he Games. Since then she has won 11 has achieved his success through Paralympic gold medals at 5 different determination and a ‘never give up’ games and also won 6 London attitude. He will now be training hard for Wheelchair Marathons. London 2012. Tanni has many awards for her Paralympic and sporting achievements and most recently she was chosen to be a member of the House of Lords. www.bridgesglobal.org.uk 15
    • Case study1st LapCase studies: 8 heroes and heroines from all walks of lifeDr. William Penny Brookes – sport andlearning for all‘My hero is William Brookesbecause he wanted everyone toenjoy learning and playing sporttogether. I think he worked for afairer world.’Dr. William Penny Brookes was born in1809 in Much Wenlock, Shropshire and iscredited with being the inspiration for themodern Olympic Games.He established a lending library in hiscommunity and organised various classeson subjects such as art, music and botany.Both the library and the classes were opento everyone – regardless of their educationor wealth. Did you know?A few years later, Brookes started the • In the first Wenlock OlympianOlympian Class. Its aim was for local Games the sports events werepeople, especially the poor, to learn and only for men, but women werehave physical exercise. The first Wenlock allowed to enter competitionsOlympian Games were held in 1850 and such as painting and poetry.included athletics, football and cricket.There were also fun events, including a • 205 countries will compete inwheelbarrow race! the London Olympic Games in 2012. 147 nations will take partSome people wanted to exclude poorer in the Paralympic Games.people, but Brookes insisted that everyone • Most developing countriescould take part and the Games were a are underrepresented at thegreat success. Olympics, due to a lack of Photo: courtesy of Wenlock Olympian SocietyAfter the Wenlock Games, Brookes money for training, coachingdreamed of starting an International and sending athletes to theGames. The first Modern Olympiad took Games.place in Athens in 1896 after Dr. Brookes • At the Beijing Olympics indeath, but a lot of what happened in 2008, African countries wonAthens was based on his own ideas – 39 medals collectively –including his belief that there should be no fewer than the total won byclass restrictions on who could compete. Germany. There are over 1 billion people in the continentFor more information: of Africa and 82 million inwww.wenlock-olympian-society.org.uk Germany. www.bridgesglobal.org.uk 16
    • Case study1st LapCase studies: 8 heroes and heroines from all walks of lifeEglantyne’s story – saving children’s lives‘My heroine is Eglantyne becauseshe helped so many starvingchildren survive and her workcarries on today.’Eglantyne Jebb was born in Ellesmere,Shropshire, in 1876. She saw many poorchildren while working as a primary schoolteacher and wanted to do something toimprove their lives.After the First World War, she and her sisterDorothy were very worried about childrenliving in Germany and Austria where therewere terrible food shortages and childrenwere dying.In 1919, Eglantyne set up the Save the Did you know?Children Fund and it quickly raised a lot • One in three children in the UKof money to help children in Germany are currently living in poverty.and Austria. Later, the Fund helped feedthousands of Russians affected by famine. • Four million children live in poverty in the UK; this is oneIn 1923, Eglantyne wrote The Declaration of the highest rates in theof the Rights of the Child. In this, Eglantyne industrialised world.said that in difficult times children mustbe helped first. Her Declaration was later • Nearly one third of children inadopted by the United Nations and was a developing countries live onvery important step in protecting the rights less than 60p a day.of children internationally. Eglantyne diedin 1928, having spent her life promotingchildren’s welfare and human rights,permanently changing the way the worldtreats children.Save the Children’s work continues all overthe world today.For more information:www.oxfam.org.uk/resources/ukpoverty/www.savethechildren.org.uk/en/102.htmwww.endchildpoverty.org.uk www.bridgesglobal.org.uk 17
    • Case study1st LapCase studies: 8 heroes and heroines from all walks of lifeIbrahim’s Story – young health volunteer‘This young man, Ibrahim, is anunsung hero – he cares aboutother people and spends most ofhis time helping them rather thanhimself.’Ibrahim Chernov Jalloh was born in SierraLeone in West Africa. Sierra Leone has veryhigh infant and maternal mortality ratesand access to safe drinking water andhealthcare is limited.Ibrahim was a teenager during SierraLeone’s civil war. He lost many familymembers because of the fighting and thedeath of his father meant that Ibrahim wasnot able to continue his education. Did you know?Ibrahim was only 14 when he decided he • If a child is born in Sierra Leone,wanted to help people in his community he or she has a one in fourafter the war. For the last eight years, chance of not living to be 5Ibrahim has been a Red Cross volunteer years old.and has been helping to improve thehealth and living conditions of people • Every year nearly 10 millionin Sierra Leone. He volunteers six days a children around the worldweek. under the age of five die from diseases that could easily beIbrahim teaches communities first prevented, such as malaria.aid, how to eat healthily and ways toprevent diseases like malaria. “I work in15 communities, recruiting and training For more information:volunteers in first aid. We also do house www.redcross.org.uk/What-visits, giving people mosquito nets and we-do/Health-and-social-care/teaching them how to use them properly.” Health-issues/Community- healthcare/Healthcare-in-Sierra-Ibrahim also works with groups of women, Leone/Ibrahims-story-passion-for-helping them to set up gardens in their volunteeringbackyards where they grow crops like nutsand rice. The women then use the food Photo: Sarah Oughton/ British Red Crossto feed their families and earn money byselling surplus. www.bridgesglobal.org.uk 18
    • Case study1st LapCase studies: 8 heroes and heroines from all walks of lifeWilliam’s story – eco-friendly inventor‘William’s my hero – he’s so smartand has made something to reallyhelp people using renewableenergy!’William Kamkwamba was born in Malawi,Africa and grew up without access toelectricity or running water. His familystruggled to grow enough food to eat.When he was 14, William had to drop outof school because his family could nolonger afford the fees, but William kept uphis education using a local library.One day he saw a picture of a windmillin an old textbook. He says: “I was veryinterested when I saw the windmill could Did you know?make electricity and pump water. Ithought: ‘Maybe I should build one for • Only 2% of people in Malawimyself’.” can afford electricity.Using wood, scrap metal and old tractor • In Sub-Saharan Africa, less thanparts, William built a windmill which was 1/3 of the population has ac-able to power four light bulbs and two cess to electricity. This meansradios in his home. He also used bicycle that 585 million people do notspokes and rubber flip-flops to make light have access to electricity.switches. • Kenya is the world leader in theWord immediately spread about William’s number of solar power systemsinvention, first among his neighbours and per person.then around the world. In 2007, he wasinvited to speak at a prestigious Design Photo: With kind permission of William KamkwambaConference in Tanzania.William is now studying at university inSouth Africa. He wants to bring electricityto everyone in his country. He has taughtyoung people in his village how to makewindmills and repair water pumps.He has written a book about hisexperience called ‘The Boy who Harnessedthe Wind’.For more information:To see William speaking go to www.ted.com/speakers/william_kamkwamba.html www.bridgesglobal.org.uk 19
    • Case study1st LapCase studies: 8 heroes and heroines from all walks of lifeDonata’s story – children with disabilitiesmatter‘Donata’s my heroine – she’smanaged to do such a lot despiteher disability, starting a schoolwithout much money and fightingagainst prejudice.’Donata Kalunga lives in Mkushi, Zambia,has incredible vision and drive. Donatais physically disabled, but has not let herdisability hold her back in improving thelives of disabled children in her country.Traditionally, in Zambian society, peoplebelieve that disability is a misfortunebrought about by someone in the familybeing involved with witchcraft. As a result,children who are disabled are often Did you know?outcasts or hidden by their families. Theymay even be given less food. • According to World Health Organisation estimates, inDonata dreamed of establishing a school Zambia up to 10% of thefor the disabled and she finally did this in population have a disability.2004 with help from local churches and afew individuals. She now runs her school • Many people with disabilitiesfor children with all sorts of disabilities e.g. live in rural areas where it’sdeafness, learning difficulties. It is the only harder to go to school or haveschool for over 100 miles for children with medical help.disabilities. Recently Build It International • The majority of Zambians withhas helped build Donata a new school. disabilities live in poverty. Many have to beg to survive.Donata works hard to persuade parentsthat children with special needs are just as • One in five of the world’sworth supporting and encouraging as able poorest people are disabled.bodied children. She has taught herselfsign language and teaches children to Photo: With kind permission of Build It Internationalsign too. She has inspired one of her fourchildren Demetria to become a teachertoo.For more information:www.builditinternational.org www.bridgesglobal.org.uk 20
    • Case study1st LapCase studies: 8 heroes and heroines from all walks of lifeSandra’s story – from beggingto building‘My heroine is Sandra becauseshe’s gutsy and didn’t give upwhen it looked like there was nohope.’Sandra Ferreira Souza (27) grew upbegging for money in São Paulo, Brazil.When she became pregnant life waseven harder and her family was unkind.But Sandra now she lives with her threechildren in a house she has built herself.Sandra was supported by LuaNova, an organisation that providesaccommodation and support for pregnantwomen in Brazil.After giving birth, Sandra signed up for Did you know?a construction class, although the male • Women make up 70% of theteachers from the training school argued world’s poor.that women could not become builders.She learned plumbing, painting, wiring and • They are often paid less thantiling with 19 other women. men for their work.The women began to make bricks to use • Women’s work makes up two-to build their own houses. Once they had thirds of the world’s workingenough, 16 women worked together to hours, yet they earn only abuild twenty houses. They also sell any tenth of the income.bricks that are left over to make money to • Almost a third of the world’sbuy other materials they need. women are homeless or live inNow she says to any men who think she poor housing.can’t be a builder: ‘These hands work thesame as yours… sometimes better.’ Photo credit: Lilo Clareto/Panos, LondonFor more information:www.guardian.co.uk/society/2011/jun/28/brazil-women-construction-careers-arana www.bridgesglobal.org.uk 21
    • Case study1st LapCase studies: 8 heroes and heroines from all walks of lifeNura’s story – a role model for a newcountry‘Nura is such a heroine becauseshe’s doing what hasn’t beendone before by girls in her countryand people have been againsther.’Nura Koleji is 20 and lives in South Sudan, anew independent country formed in July2011, after a long civil war in the largercountry of Sudan. Many girls do not havethe opportunity to attend school and mostSudanese women cannot read and write.But when Nura finishes college next yearshe and three other female classmates,will become the first women mechanics inSouth Sudan. Did you know?Nura chose to become a mechanicbecause she loves cars. Her course has • Stereotypes such as ‘girls can’tinvolved learning welding and cleaning a be mechanic’s, ‘boys can’t becar engine. Nura wants to become the first nurses’ can be reinforced bywoman mechanic and inspire other girls the textbooks used in schools.and young women. A study found that most of the leading characters in schoolNura’s mother is absent and her father textbooks in 3 developingdoes not have a job and so Nura has to countries were male.earn money to pay her school fees. Beforeher two-hour walk to school, Nura picks • In the UK male MPs outnumbermangoes that she sells at the market after women MPs by 4 to 1.her classes have finished for the day. She • Rwanda’s Parliament is thealso helps collect water and looks after her first in the world to have moresix younger siblings. women than men.Some people in her country believe thatNura and other women should not bemechanics, but she is proud to wearher mechanic’s overalls. She thinks thatwomen have a big role to play in her newcountry: “We have a saying that one handis not enough to clap. It’s true. We needboth sexes, not just one.”For more information:www.guardian.co.uk/lifeandstyle/2011/jul/15/women-mechanics-south-sudan www.bridgesglobal.org.uk 22
    • Case study1st LapCase studies: 8 heroes and heroines from all walks of lifeOm’s story – protecting children’s rights‘Om is my hero: he had a terribletime when he was very small, buthe didn’t give up. He did sucha lot when he was just a child– I can’t imagine doing all thatbefore I was 14!’Om Prakash Gurjar was born in 1992 inRajasthan, India.At the age of 5, Om was taken away fromhis parents and was forced to work as afarm labourer. He was not paid and wasregularly beaten. (India has more than 12million child workers).However, 3 years later, Om was rescued Did you know?by a group working to end child labourin India. After being rescued, Om began • India has the highest numberto campaign for children’s rights in his of child labourers under thecountry. At the moment, a quarter of age of 14 in the world. They areIndians are illiterate. Om wanted to often forced to work for lowchange that and campaigned for free pay and for long hours. Manyeducation in Rajasthan. families rely on the extra money that their children earn.He then helped to set up a network of‘child friendly villages’ where children’s • Many children work in cottonrights are respected and child labourers fields in India, producing cottonare not allowed. Om also worked to ensure for clothes worn in countriesthat children are given birth certificates to such as the UK.help them prove their age and so protectthemselves from forced labour.In 2006, when he was just 14, Om wasawarded the International Children’sPeace Prize for his campaign to protectthe rights of children.For more information:news.bbc.co.uk/1/hi/world/south_asia/6164134.stm www.bridgesglobal.org.uk 23
    • Heroes and Heroines2nd lap2nd Lap – Raising the Torch:Developing skills and takingaction www.bridgesglobal.org.uk 24
    • 2nd LapDeveloping skills and taking action2nd Lap – Developing skills and takingactionWe’ve learned about fairness – now we want to encourage a fairer world based on the Olympicand paralympic values.This resource covers many issues. We hope your class will now take action for a fairer world as aresult of looking at heroes and heroines. Taking action can fit in with many areas of your school’slife and develop pupils’ skills. It can also empower pupils and help them feel they can make adifference.Bridges’ video on speaking outEncourage your pupils to speak out for a fairer world. Show pupils Bridges’ speak out video– www.nickfoggdirector.co.uk/commissions/bridges-speak-outIn this video pupils and teachers talk about the benefits of speaking out and how to gainconfidence in speaking about important issues.There are notes on the Speak Out video on our website www.bridgesglobal.org.ukAction Hero: Andrew, 11year old from GhanaAndrew’s story: Helping the starvingBy summer 2011 about 3.6 million people were at risk ofstarvation in Somalia because of the worst drought for 60 years.When 11 year old Ghanaian boy Andrew Andasi saw footageon TV of Somali people walking miles in search of food, hedecided to do something about it. He raised more than £300in one week and decided to try to raise £9 million in his schoolholidays. To discussAndrew got advice from the United Nations and was told • What surprises youto raise money rather than food for his Save Somali Children about this story?from Hunger campaign, as this would be quicker and more Why?effective. Andrew, printed flyers and stickers for his campaign. • What can we learnGhanaians were very impressed by Andrew’s determination from what Andrewand he appeared as a guest on many TV and radio shows. has done?For more information:www.bbc.co.uk/news/world-africa-14474860 www.bridgesglobal.org.uk 25
    • 2nd LapBeing heroes and heroines: Choosing an actionBeing heroes and heroines:Choosing an action A. Gender equality 1. Brainstorm possible action to make things fairer for everyone in your school, community and wider world. Below are a few ideas: Action Skills developed Carry out an audit of how jobs at home are shared between boys Decision making and girls. Hold a debate on your findings and decide action to or speaking with make things fairer. confidence Write a class charter for how boys and girls will be treated equally. Listening and debating skills Support Send My Friend To School, which helps ensure that boys Literacy, working and girls everywhere receive an education – at present there are collaboratively more girls than boys missing out on going to school – www.sendmyfriend.org Review your school council to see how it could truly represent Working everyone and everyone could have their say e.g. everyone could collaboratively, be part of a school council subgroup during the course of the listening, speaking year, the school council could be appointed by secret ballot. Become a Fairtrade school. Fairtrade ensures that workers get Working a fair price for their work. A large proportion of clothing workers collaboratively, and small farmers are women and getting a fair wage has a big literacy, organisational impact on their children, girls and boys. Poor wages make it more skills likely that children are unhealthy and uneducated. 2. As a whole class ask each group to report back and talk about the actions they would prefer to do including any they have thought of as a group. 3. Vote for an action to do as a group. Give each pupil 6 coloured dot stickers. They can vote for 3 options by sticking dots next to their preferences – 3 dots for 1st choice, 2 dots for 2nd and 1 dot for 3rd choice. Counting these up takes a while but is important to get all pupils involved. De 4. Carry it through, then discuss in small groups: m oc • Which would be the easiest to do? ra tic vo • Which action would be the most effective? ting with d • Which could we do on our own? ots • Which would we learn most from? • Which do we most want to do? • How many actions do we want to take? www.bridgesglobal.org.uk 26
    • Activity shee tOr B. Child Labour/Equal pay1. Brainstorm with whole class possible action on child labour. Below are a few ideas to discuss and vote on as with A:Action Skills developedJoin the Play Fair 2012 campaign for a sweatshop free Olympics Literacy, persuasiveand sign petition, send action cards to Adidas, Nike and Speedo writingasking them to continue to work harder at guaranteeing a livingwage for workers in their supply chain – www.playfair2012.org.ukSend sports clothing companies class poems or videoed drama to Literacy, persuasiveillustrate what you mean. writing, speakingWrite to your MP calling for the government to ensure that the Literacy, workingOlympics do not involve child labour; this could include a frieze or collaborativelyhandmade item involving all the class to show solidarity with childlabourers.Hold a ‘stunt’ event e.g. at a sports day, with pupils dressed as Organisationalchild labourers sewing clothes and others holding slogans to skills, working co-encourage parents to join the PlayFair campaign. Invite your MP, operatively, researchmayor, local football team. skills, literacyHold an event for parents and the community to make people Organising an event,aware of children working in sweatshops and encourage persuasion, moneyFairtrade; raise money for Fairtrade Foundation. skillsPersuade the PTA that school sports tops should be Fairtrade and Negotiating andhave a competition to design these. influencingSend unusual thank you cards to Fairtrade clothing companies or Literacy, persuasivecompanies who have a Fairtrade range to encourage them to writingexpand their range.C. Make a pledgeDecide what you want to do to make the world fairerA. As an individualB. As a groupC. When you want to have done it byCut out a copy of the torch on p. 28. Write in the flame what you pledge to do and the dateyou want to do it by in the handle. The torches could be copied onto card and coloured/decorated and used as a photo opportunity for a press release about your action. www.bridgesglobal.co.uk 27
    • 2nd LapAction sheet : Pledging to take actionCarrying the torch for a fairer worldWrite down what you pledge to do on your own and with others and when.Cut out the torch The action I want to take is: I want to have it finished by (date): www.bridgesglobal.org.uk 28
    • 2nd LapFurther informationFurther informationEquality and the Olympic Games Child LabourThe two countries who won the most medals in According to UNICEF, there are an estimatedthe 2008 Olympic Games were China and the 250 million children aged between 5 – 14 yearsUSA. They are both very large countries and engaged in work, including factory work,this might appear to account for their success. agriculture, mining and quarrying. Whilst theirHowever, in the same Games Pakistan and work can be an important source of incomeBangladesh won no medals, despite having for poor families, this work is regarded by thevery large populations. United Nations as exploitative and can be detrimental to children’s health and education.Gender Equality Children’s RightsWomen perform 66% of the world’s work,produce 50% of the food and earn 10% of the Eglantyne Jebb’s Declaration of the Rights ofincome and own 1% of the property. the Child was a precursor to the United Nations Convention of the Rights of the Child in 1989.Nearly 40 years since the UK’s Equal Pay Act It was the first legally binding internationalin 1970, women here working full time earn on convention protecting children’s rights.average 15.5% less than men. The Convention has impacted greatly on theIn the UK, men are more likely than women to way countries treat children.be managers. In India, 11% of chief executivesof large companies are female, compared with Eritrea, for example, issued a new code,3% of FTSE 100 bosses in the UK. with penalties for parents or guardians who neglected or abandoned their children.In 2006, only 2% of engineering apprentices inthe UK were women. Photos on p. 8 courtesy of Oxfam:In May 2011 men outnumbered women in A. A refugee camp in Mogadishu, Somalia.Westminster by 4 to 1, with only 4 out of 23 B. Children carrying water in Burkina Faso, Westcabinet ministers being women. Africa.67 million children around the world still don’t C. Ester Juwa with her sick daughter Lucygo to primary school. More than half of them (3 months old) South Sudan.are girls. Girls miss out on school for variousreasons including household tasks, sexual D. Deforestation in Indonesia.harassment and lack of toilet facilities. E. Children in the slums of Nairobi, Kenya. www.bridgesglobal.org.uk 29
    • 2nd LapFurther resources and organisationsOther resources and organisationsGender equality Child labour, sweatshops andGender equality Fairtradewww.weareequals.org Play Fair 2012Includes 60 second competition on How will we www.playfair2012.org.ukknow we are equal? Campaign for a sweat shop free Olympics inc.Oxfam educational resource ‘Step into Her Trainers’www.oxfam.org.uk/oxfam_in_action/issues/ for KS4 easily adaptable for KS2 & 3. Includes Agender.html day in the Life of a T-shirt role play activity andWomen and health, education, livelihoods, quiz about sportswear pp. 8-9.conflicts. War on WantWomankind Worldwide www.waronwant.orgwww.womankind.org.uk Campaigns against poverty and sweatshops.Women’s rights issues, in Africa, Asia and South Fairtrade FoundationAmerica. www.fairtrade.org.ukAction Aid All the latest news about Fairtrade inc. womenwww.actionaid.org.uk/index.asp?page_ producers’ stories, films.id=100011Women’s Rights – education, hunger, violence. Other organisationsSend My Friend Woodford Foundationwww.sendmyfriend.org www.woodfordfoundation.org.ukSend my friend to school. Organisation working for deaf and young people in poorer countries.GAP Projectwww.ungei.org/gapproject/index_370.html Self Help AfricaA multimedia project supporting work on www.selfhelpafrica.orggender equality inc. girls’ education. Working with farmers in Africa and helping women farmers to gain training to increaseMillennium Development Goals their income.United Nationswww.un.org/millenniumgoals/ Build IT International www.builditinternational.orgUnicef Training African men and women to buildwww.unicef.org/mdgl sustainable schools and health centres.MDG Montior Plan Internationalwww.mdgmonitor.org www.plan-uk.org/what-we-do/campaigns/ because-i-am-a-girl Supports girls’ education and rights. www.bridgesglobal.org.uk 30
    • 2nd LapFurther supportFurther supportGet in touchTelephone 01952 255526 or email us atinfo@bridgesglobal.org.uk for guidance orto talk through any ideas you might haverelating to this resource.Bridges’ School ServicesBridges delivers staff training and pupilworkshops on a wide range of global issues.Below are some particularly linked with thisresource.1. CPD : Global learning for the Olympics session for KS1 & 2 Half day or twilight session to kick off your planning for London 2012 in school. Good value, inspiring session to enable staff to make the most of the global learning opportunities of the Olympics.2. CPD: Diversity in our school and beyond for KS1 & 2 A session to explore how to celebrate diversity across your school and appreciate local and national communities. Staff gain understanding of local and national diversity and a clearer focus for work on diversity in their school. Lots of ideas for activities and projects.3. Workshops on Fairtrade for KS1 & 2 We run popular, highly interactive workshops on Fairtrade to help pupils understand the issues in trade. Workshops focus on food or clothing and encourage pupils to take action. Workshops support work towards Fairtrade Schools Status. For more details of our school services, check our website www.bridgesglobal.org.uk www.bridgesglobal.org.uk 31
    • Bridges, The Studios, Mansell Road Wellington Telford, TF1 1QQ T. 01952 255526 Email. info@bridgesglobal.org.uk www.bridgesglobal.org.ukBridges 2011. Registered Charity No. 1112128.Company Limited by Guarantee No. 5486119 Download copies of this pack from www.bridgesglobal.org.uk V7-26/09/11