THE GLOBAL GOALS
The Global Goals - Learn about the Sustainable Development Goals also known as the Global Goals, by watching an an introductory video and examining key concepts. Hold a walking debate, to give participants an opportunity to talk about what Goals they think need to be prioritised in Ireland.
YOU WILL NEED
Prior to activity
Knowledge and understanding of the global goals
An open space for the walking debate
Learn about the Sustainable Development Goals
Discover actions you can to take to achieve them in your community.
The Global Goals are known as the Sustainable Development Goals. Key to the goals is the word sustainable. This means development that meets the needs of the present without compromising the ability of future generations to meet their own needs.
193 Member States of the United Nations reached consensus on the outcome document of a new sustainable development agenda entitled, “Transforming Our World: The 2030 Agenda for Sustainable Development”. This agenda contains 17 goals and 169 targets and will be achieved in 2030 using a set of indicators developed with the help of national statistic offices.
The Goals and targets are centered around: people, planet, prosperity, peace and partnership.
People, as we are determined to end poverty and hunger, in all their forms and dimensions, and to ensure that all human beings can fulfil their potential in dignity and equality and in a healthy environment.
Planet, to protect the planet from degradation, including through sustainable consumption and production, sustainably managing its natural resources and taking urgent action on climate change, so that it can support the needs of the present and future generations.
Prosperity, to ensure that all human beings can enjoy prosperous and fulfilling lives and that economic, social and technological progress occurs in harmony with nature.
Peace, to foster peaceful, just and inclusive societies free from fear and violence. There can be no sustainable development without peace and no peace without sustainable development.
Partnership, to mobilize the means required to implement this agenda through a revitalised global partnership for sustainable development, based on a spirit of strengthened global solidarity, focussed in particular on the needs of the poorest and most vulnerable and with the participation of all countries, all stakeholders and all people.
The goals are universal, meaning every nation must take on to achieve them and must help others to do the same. This means Ireland must make a national plan to achieve these goals by 2030.
Walking Debate: What must Ireland prioritise?
Clear the room of tables and chairs or find an assembly space. Introduce participants to the walking debate on the Global Goals. Identify one side of the room as the agree side, one as the disagree side, and the middle as undecided. Tell the participants that you will read out a statements and they will have a few moments to decide whether they agree or disagree and move to the corresponding side of the room. Let them know that they can change their minds when they hear the arguments put forward from each side. Read the first statement and once they have moved ask participants to explain why they either agree or disagree. Once they have put forward their arguments, allow the others time to change sides.
Some suggested statements:
In as much as possible, Ireland has achieved goal 5 gender equality.
Goal 2 No Hunger is not a goal Ireland needs to focus on.
Ireland has a good record on climate change and the environment, Goals 13, 14 and 15.
Each Goal below has a few facts listed relating to what needs be addressed in Ireland. If there is particular interest in a certain goal, explore it further using other workshops on unicefyouth.com.
WORLD'S LARGEST LESSON 1 - Introduction
WORLD'S LARGEST LESSON 2 - Gender
WORLD'S LARGEST LESSON 3 - Hunger
WORLD'S LARGEST LESSON 4- Action
Sweets Game: Discussing the difference between Charity and Rights
Place a bag of sweets at the front of the room. Depending on the class size, have less sweets than the amount of student who are participating in the game. In this exercise, the students should have unequal amounts of sweets in order for the discussion to work.
After the bags of sweets is put in the front or middle of the room. Tell the students that they can come and grab as much of the candy as they want. After the students have taken the sweets, evaluate with the class how much candy each student has. Do some students have multiple bags, while others have none?
Ask the following questions for further discussion:
How much candy does each student have?
Why do some have more than others?
Did it matter where you were sitting in the room?
How does this relate to global inequalities? If the sweets were representative of needed resource like water, how would this alter the perception of the game and the students taking part?
If students had to share their sweets, when they had more than their neighbor, how did it feel to have to ask for the sweets? How would it fell if you had to ask for access to water or education?
Human rights (and specific children's rights) outline that you have access to certain necessities. Having access to basic needs is agreed to by 192 countries. Not needing to rely on charity and asking for basic needs is an important element in understanding rights.
To learn more about Child Rights and the UNCRC ( United Nations Concention of the rights of the Child) please see the videos and resources below or visit the UNICEF global here.
GLOBAL GOALS WEEK
Below are a few ideas of lessons for a whole school Global Goals Week. If you hold a Global Goals week in your school, get in contact and share your experience with other schools.