Unit 5: Globalization and Interdependence

Session 3: Global Wealth and Poverty

NOTEBOOK WORK

Q1: Key vocabulary

1: Boston Square: A tool to help prioritise

2: Decision matrix: A research tools to help you make a decision based on specified
alternatives and criteria.

3: Flow Diagram: A drawing that use shapes and lines to show how the different stages in
the process are connected to each other.

4: Resource portfolio: A system of files/folders to store and organize resources for example
for a project.

5: Scoping: Researching a project at the beginning to find out what is relevant and what is
worth including or discarding.

Q2: What steps can be taken to combat poverty effectively?

Ans: To combat poverty effectively, prioritize education and skills training, promote
sustainable job creation, ensure access to basic healthcare and nutrition, implement fair wage
policies, and strengthen social safety nets.

Q3: How combat financial inequality and low disposable income in poverty?

Ans: To combat financial inequality and low disposable income in poverty, implement
equitable economic policies, invest in education and job creation, and strengthen social
welfare programs to support vulnerable communities effectively.
 Workbook

Activity: 1

The student should complete the flow diagram as follows: Start Research options Decide on
project Collect information Carry out project Finish The student should state what they
predict could be the most difficult stage and why.

Activity: 2

1. Research job training programs for unemployed individuals in poverty.

2. Explore volunteering opportunities at local shelters or food banks.

3. Investigate microfinance initiatives supporting small businesses in impoverished areas.

Activity: 3

The student should complete the decision matrix for each of the five possible options. The
student should answer the six questions at the end of the matrix.

Activity: 4

The student should include some of the following: Kit should spend some time researching
resources he thinks link to his project. This will help him to get a shape for his project, build
a resource portfolio and set the scope of the project. Scoping is undertaken once the project
has been decided on as the research will help to filter information that is or is not relevant,
and can help to map a project, define key concepts, types and sources of evidence and
identify gaps. Scoping at this stage will prevent time being lost on projects that cannot be
progressed for a range of reasons.

Activity: 5

The student should fill the gaps in the following order: paper; internet; project; folder;
Images; guide; copyrighted; business; income; pasting; organised; time
Activity: 6

The student should complete the Boston Square with five personal or school tasks, and their
priority.

1. Complete math homework (Priority: High)

2. Study for history exam (Priority: High)

3. Volunteer at local soup kitchen (Priority: Medium)

4. Organize school club event (Priority: Medium)

5. Prepare presentation for science project (Priority: Low)

Activity 7

The student should suggest ways that they could challenge financial inequality either globally
or within their local community and present their ideas as a bullet list.

 Advocate for fair wage policies in local businesses.

 Organize fundraisers for community-based organizations supporting economic
empowerment.
 Educate peers on financial literacy through workshops or seminars.
 Volunteer at organizations addressing homelessness and poverty.
 Support local initiatives promoting job training and entrepreneurship
opportunities.