Activity: The compass rose
Activity summary
Using information from selected global news sites
on a particular topical global issue students explore the interrelationship
between environmental,
economic, social and political factors in examining causes and effects.
They use a framework of enquiry, based on the Compass Rose, to help
them appreciate the complexities of global issues and develop a more
in-depth understanding of a particular global issue.
Aims of the activity
- To introduce students to a framework of enquiry which enables structured critical thinking about global issues
- To use global news services to research information on the environmental, economic, social and political aspects of topical global issues
- To appreciate the complexities associated with important topical issues and the interrelationship between environmental, economic, social and political factors
- To encourage students to consider how they and the local community might be involved in positive actions on global issues and the implications of such actions
For details of how Global News activities meet the requirements of the national curriculum, in particular the citizenship curriculum, click here
Resources
Access to computers/internet – at least
one computer for every 2-4 students; copies of Route
finder worksheet
Activity details
Raising an issue
Ask students to consider the current
leading international news stories. List these on a board etc. Reach
a consensus on one story/issue to investigate further; explain
to the students that the issue will be explored in terms of the
environmental, economic, social and political implications of the
issue.
If it is envisaged that students will find it difficult to think of current leading international news stories, particularly those related to developing countries, a topic can be selected for them, perhaps based on a country currently being studied in humanities subjects.
Questioning/Discussion
Introduce the compass rose [see right hand box] as a way of questioning
and investigating the causes and effects of the selected global issue.
If possible display the Compass
Rose [see Route finder worksheet]
so students can see the four main
points. Explore with students the main points of the compass and
discuss with them what they understand by environmental, economic,
social and political. An introductory activity to help with this is suggested
in the right hand box.
Once the basic ideas and concepts of the Compass Rose are understood determine through discussion what knowledge, opinions and perspectives students already have on the issue being explored. Begin to examine where on the Compass Rose these best fit, i.e. are they issues/questions that relate to the environment or to the economy? Do they impact on both? If so, where would they be placed? (NE) Students should begin to understand the interrelationship between environmental, economic, social and political factors.
Researching/Group work
Students should work in pairs or small groups to research the selected issue
using links on the Global News website. They can select these themselves
or be directed to look at particular sites. They should seek to research
the answers to the questions on the Route
finder worksheet.
Disseminating
Following the research each group can share with others the information
they have found out and the answers they have to the questions posed
on the Route finder worksheet. Again a large compass rose could
be constructed and information, questions, answers and opinions could
be written
or pasted onto the appropriate points of the compass. This could be compared
with the information put onto the large compass
rose used at the beginning of the session to evaluate how student's
knowledge and understanding has increased/changed as a result of
the research.
To further the idea that the four compass points are interrelated and impact upon each other, students could begin to think of a series of questions or observations which link the different points and form the diagonal points on the compass, i.e. NW, SE etc.
Positive action
This activity should help students to understanding the interrelationship
between environmental, economic, social and political factors and to
help them gain an appreciation of the complexities and tensions associated
with global issues. Hopefully this will enable them to think more holistically
about possible solutions and actions and the implications of these.
Some students may feel that the activity has inspired them to take further action on the issue. Ask students to consider the ideas on the students in action page or submit their ideas for action by contacting Global News.
Expectations:
By the end of this activity students will:
- have experienced a framework of enquiry and engaged in a structured approach to thinking critically about a global issue
- have a more in depth knowledge and understanding of a topical global issue
- have used global news services to research information on the environmental, economic, social and political aspects of a topical global issue
- understand the interrelationship between environmental, economic, social and political factors
- begin to appreciate the complexities associated with important topical issues
- consider what actions they can take on the issue in question and the implications of any possible solutions and actions
The
Compass Rose activity in PDF format
Background information, resources and links to support this activity
The Compass Rose
This is a framework for enquiry which encourages
a range of questions and observations to be raised about particular issues
or situations. It was originally developed by Tide (Teachers in Development
Education, Birmingham) and considers the interrelationship between
environmental, social, economic and political factors. Instead of
North, South, East and West, the four main compass points represent:
• Natural/ecological factors
• Social and cultural factors
• Economic factors
• Who decides? Who benefits? i.e. political factors
The diagonal points represent the relationship between the four main points. For example NE considers how economic activity/interests impact on the natural environment; SE the relationship between economic activity and peoples lives etc. It is also important to consider N/S (environmental and social) and E/W (economic and political) linkages.
Introducing the Compass Rose
A simple everyday example can be used to help explain the Compass Rose, for
example buying a chocolate bar:
Natural– what impact does cocoa production have on the environment?
What about the environmental impact of ‘food miles’ – the
distance the cocoa has travelled?
Economic – what impact does expenditure on chocolate
have on the shopkeeper, the chocolate manufacturer, on government revenue through
taxation? How much of the money gets through to cocoa farmers in the developing
world?
Social – what are the effects of chocolate consumption
on health and even on behaviour? Does peer pressure play any part in chocolate
consumption?
Who decides? – who has the power when it comes to chocolate
- the manufacturer, the cocoa farmer, the government or the consumer? What
is the relative power of each and whose decisions impact on the other three
points on the Compass Rose?
This particular example could provide a good starting point for exploring the benefits of Fairtrade chocolate and how consumers have the power to change things.
Another way to introduce the Compass Rose is to place a picture from the news in the centre of the compass rose and ask questions about it. The questions/statements should be placed at one of the four points or between them.
The Compass Rose can help students gain a clearer understanding of the complexities and tensions associated with key global issues such as GM crops, trade, Palestine, war in Iraq or climate change. It provides a means of examining possible tensions between environment and economic activity or political decision making and cultural and social attitudes and enables issues to be explored and learnt about in a more holistic way.
Ultimately this can lead to a wider range of factors being taken into account when considering solutions or possible actions in response to global problems. The implications of proposed solutions can also be explored using the Compass Rose. For example, what would be the possible environmental, social, economic and political repercussions of setting a 90% reduction target for carbon dioxide emissions by 2020?
