Lesson 1, Topic 1
In Progress
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Teaching each other: debt justice in four countries
Teaching each other: debt justice in four countries
| Activity title | Teaching each other: debt justice in four countries |
| Overview | In this activity, students are separated into small groups and groups are assigned one of four country case studies about debt, to read and discuss together. After this, they are given an opportunity to discuss and reflect on some of the main concepts in the case study. Finally, students are reallocated into new groups, with one person who has studied each country in each group. The students then ‘teach’ their peers what they have learned about their assigned country. It is a knowledge-based type of learning which is combined with analytical skills development. The learning scenario improves students’ critical thinking skills, communication skills and use of ICT resources. |
| Objectives | This activity uses peer learning to enable students to first absorb, secondly discuss, and thirdly teach, a case study of one country’s experiences with sovereign debt. It also enables each student to get a flavour of three other countries’ experiences with sovereign debt, and to become familiar with some of the basic ‘jargon’ and concepts associated with debt and debt justice. |
| Materials | Multiple printed copies of four case studies. Debt “key concept” cards (see below). Blu-tac. Small stickers (enough for three per learner). |
| Time |
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| Instructions For Trainers: | Before the class, place the following “Key Terms” on post its or coloured card on the wall around the room:
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(A) 15 minutes
Divide your group into four smaller groups, and assign a country to each group. Hand copies of the relevant country case study (attached below) to each member of the group. Explain to the class that you want them to read the case study in silence.
(B) 10 minutes
Give everybody three small stickers (anything will do). After they read their case studies, ask everybody in the class to place a sticker beside the three “Key Terms” they thought were most important in their case study. Ask for a volunteer from the class to speak about why they picked each “Key Term” (one person per term is fine). Make sure everybody understands each of the terms.
(C) 15 minutes
Next, ask everyone to return to their small groups, and discuss the following questions in relation to their case study:
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| Group size | 4 – 30 |
