English Upper-Intermediate (3e)

Topic: Social Issues (poverty and wealth inequality,

school and education, the civil rights movement + The
Hate U Give)
 I. Picture Prompts
1. Describe and analyse the following sets of pictures.

Oa women walking
through debrisrabble

possibly collapsedbuildings

the aftermath
naturaldisaster ofsome
e gan
enaithquake

she's carrying
a
bigbag
on
Kollecting
metalscarps
to potentiallysellthem

there's blonde women

a
walking along astreet
carrying shoppingbagfrom
highend fashion designer

Hainich
Ein.lyhilflossoshe's
probablyrich

two women from different parts the

of world and
____________________________________________________________________________________

different social clan are both

____________________________________________________________________________________
bags
carrying
context destruction
vs shopping sheet
____________________________________________________________________________________
luxury

to
survive while the other is
____________________________________________________________________________________
one woman is struggling spending

____________________________________________________________________________________
money on unnecessary goods
____________________________________________________________________________________

2
people are
sting forchange
and therichman
who has a lotof
them
money given

iii Einigung

ER
homeless men
without

givinghimanymoney

two rich men that could help people in

____________________________________________________________________________________

need because
they have but they
____________________________________________________________________________________
enough money
don't The people in need are suffering and are asking
____________________________________________________________________________________

for help
____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

3
 II. Poverty
1. Symptoms of poverty

‘Symptom: a physical or mental feature that indicates a condition or problem.’

List as many symptoms of poverty as you can. Imagine what you would see, hear or
smell if you travelled to an area where people were living in poverty. How would you
know these people were living in poverty? What would be different compared to a
place where people were well off?

bad smell no proper sewage

system

trash
dirt lack of hygiene open fire to cook

lack of housing

slums shanty towns

alcohol
empty
bottles andsigns
of drug abuse e syringes
g

the
people living on
street or sitting on
furniture
the pavementwo

finds not being inschool dirty clothes ripped clothes almost no

adults notbeing clothing for
children

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 2. Causes of poverty

‘Cause: something that gives rise to an action or condition.’

Having identified some symptoms of poverty, try to track them back to their potential cause(s).

For example: People suffering from Malaria - Theres’s no health centre - Government can’t
afford to pay for clinics or mosquito nets - big companies are not paying the right amount of
taxes

addition
education drug
lack of universal

unemployment
a high
rate
and conflicts
wars
bankruptcy

financial
displacement mismanagement

debt

5
III. Poverty in Developed Countries

6
------------------------------------------------------------------------------------------------------------------------------------------

Ques&ons about 3 TVs and no food: Growing up poor in America

1. What makes poor people’s lives so hard? What are the adversi;es that they have to face?
Make separate lists for Emanuel Laster, Nataly Ledesma and Bethany Underwood.

2. What are the origins of these adversi;es, according to the author, Nicholas Kristof?
→ Your opinion: Who would you say is most responsible?

3. Why does Nicholas Kristof suggest that Cassidy McDonald might as well have been born on a different
planet?

Glossary

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1. What makes poor people’s lives so hard? What are the adversi&es that they have to face?
Make separate lists for Emanuel Laster, Nataly Ledesma and Bethany Underwood.

Emanuel Laster Nataly Ledesma Bethany Underwood

2. What are the origins of these adversi;es, according to the author, Nicholas Kristof?
→ Your opinion: Who would you say is most responsible?

Emanuel Laster Nataly Ledesma Bethany Underwood

3. Why does Nicholas Kristof suggest that Cassidy McDonald might as well have been born on a different
planet?
………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………

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IV. Social justice

1. What is social inequality?

2. Types of inequality. Read what the six activists say about social inequality. Identify the area
of inequality and pick the one you identify or agree with the most.

I believe that equality for people

I believe that equality for men of all backgrounds and ethnicities
and women is important because is important because all people
women make up half of all should have the same
people but they are often paid opportunities in life and know
less than men, less represented that they will be treated fairly and
in governments and receive less with respect regardless of where
education than men. Barriers to they come from, the colour of
women’s success need to be their skin or what they believe.
removed.
Hetty, Equality Campaigner
Lorenzo, Equality Campaigner

I believe that equality for people

regardless of whether they have a I believe that equality for people
disability or not is important of all ages is important because
because everyone should be able people of all ages can contribute
to go to school and to work and to our society and economy.
to move freely around their local Young and old have skills that we
environment. All people can need. We need to provide
contribute to our society. opportunities for all people and
make sure no one is excluded.
Chuck, Equality Campaigner
Sanjay, Equality Campaigner

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 I believe that equal access to I believe that equal access to
education for all people parks and green spaces is
regardless of who they are or important because we all need
where they live is important places to relax, to exercise and to
because everyone deserves the enjoy ourselves. These spaces
opportunity to learn and improve shouldn’t be restricted to the
their lives, and it will benefit us all wealthy. Everyone benefits from a
if everyone has basic skills and healthier and happier society.
can contribute to our society and Bonus, green spaces help the
economy. environment too!
Isabella, Equality Campaigner Mai, Equality Campaigner

3. Which area of inequality is the worst affected in your opinion and requires the most urgent action?
Explain why.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

4. Can you identify something that represents social inequality in your local area or maybe at
school?
____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

5. Complete the following sentence:

‘To me, inequality means _____________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

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V. Finance Vocabulary

11
12
VI. Cyberbullying
Instagram Is Trying to Curb Bullying. First, It Needs to Define Bullying.
By Kevin Roose - The New York Times

(1) If you were to rank all the ways humans can inflict harm on one another, ranked by severity, it
might be a few pages before you got to “intentional inducement of FOMO.”Purposefully giving
someone else FOMO — fear of missing out — is not a crime, or even a misdemeanour. But it is a big
problem on Instagram, where millions of teenagers go every day to check on their peers. And it is
one of the subtle slights that Instagram is focused on classifying as part of its new anti-bullying
initiative, which will use a combination of artificial intelligence and human reviewers to try to protect
its youngest users from harassment and pain.

(2) The anti-bullying effort is part of a larger attempt by Instagram and its parent company,
Facebook, to clean themselves up. Both platforms have struggled to contain a flood of toxic
behavior, extreme content and misinformation on their services. Instagram is particularly vulnerable
because of its young user base. About 70 percent of American teenagers use the service, according
to the Pew Research Center. And 42 percent of cyberbullying victims ages 12 to 20 reported being
bullied on Instagram, according to a 2017 survey by the British anti-bullying organization Ditch the
Label.

(3) I went to Instagram’s New York office with several other reporters to hear its executives describe
how they’re trying to fight bullying. It’s not the company’s first time talking about the topic — the
former chief executive, Kevin Systrom, discussed bullying all the way back in 2016 — but it is a
subject of renewed focus there. Last year, Instagram announced an effort to use A.I. (artificial
intelligence) to label instances of bullying within photos. This year, it said it would begin testing new
features aimed at improving teenagers’ mental health, including the ability to hide “like” counts on
posts.

(4) “There are a lot of teens using Instagram, so we actually see new behaviours and words all the
time, and we need to work quickly to understand if these new trends are harmful,” said Bettina
Fairman, Instagram’s director of community operations. These efforts are still unproven. But
Instagram seems to be more aggressive about this than competing platforms like Twitter and
Snapchat. If you want to get rid of bullying, you first have to know what forms it takes. So late last
year, Instagram began assembling focus groups of teenagers and parents and gathering feedback
about what types of unwanted behavior they encountered on the platform.

(5) Some were the predictable types of threats and insults — like rating users’ attractiveness on a
one-to-10 scale, a practice that Instagram already prohibits — while others were more unexpected.
Some teenagers reported feeling bullied when their exes showed off new boyfriends or girlfriends in
a menacing way — for example, by tagging the jilted ex in the photo to trigger a notification and rub
in the fact that they had moved on to someone new. Instagram came up with a name for this
category of bullying — “betrayals” — and started training an algorithm to detect it.

(6) “One of the things we learned early on is that how we were defining bullying in our Community
Guidelines doesn’t necessarily capture all the ways people feel like they’re being bullied,” said
Karina Newton, Instagram’s global head of public policy. Not all of these behaviours necessarily
violate Instagram’s rules. The company has not yet decided where to draw every line; for now, it is
just trying to understand bullying’s many flavours and teach machines to flag them for human
reviewers, who then decide whether or not they violate the platform’s rules. Facebook and Instagram
already use A.I. to detect various types of off-limits content, including nudity, child exploitation and
terrorism-related material. But classifying bullying is a bigger challenge, because doing so often
depends on the context of a social interaction.

13
(7) Take one of the examples used by the executives during Tuesday’s briefing: a photo of two
teenage girls that was posted to Instagram with the caption “love you hoe.” Normally, Instagram’s
systems would pick up on the derogatory word “hoe” and flag the post to a human reviewer. But in
context, it’s clear that the user meant it as a term of endearment, so the correct action would be to
leave the post up. Or consider a hypothetical photo of a teenage couple at the beach, posted to
Instagram with the caption “Wish you were here, Amanda!” Normally, that post would be bland and
inoffensive. But you can imagine contexts in which it would constitute bullying: Are the people in the
photo mocking Amanda for being the only senior not invited to Beach Week? If so, it could
constitute “intentional inducement of FOMO.” Is Amanda the ex-girlfriend of the boy in the photo,
being taunted by the new girlfriend? If so, it could be classified as a form of betrayal. Is there a
whale in the background that is tagged as Amanda, as a cruel joke about her weight? If so, it could
be classified as an insult.

(8) It’s odd to realize that what Instagram is describing — a planetary-scale A.I. surveillance system
for detecting and classifying various forms of teenage drama — is both technically possible and,
sadly, maybe necessary. It should make us all question whether a single company should have so
much power over our social relationships, or whether any platform of Instagram’s size can be
effectively governed at all.

(9) But if you have to have an Instagram-size platform, there are arguments in favour of using A.I. to
seek out bad behavior, rather than wait for users to report it. One reason, Instagram’s executives
said, is that teenagers often don’t report bullying when it happens to them. Some fear social
repercussions or retaliation from their bullies, while others fear that their parents will take away their
phones.

(10) Eventually, the company hopes its A.I. will be good enough to identify and remove all types of
bullying on its own, without the need for human review. But, executives cautioned, that day may be
distant, especially outside the English-speaking world, where it has fewer moderators and less local-
language data available to train algorithms. “Our algorithms aren’t yet as good as people when it
comes to understanding context,” Ms. Fairman said.

(11) Instagram’s critics probably won’t be satisfied that, after making billions of dollars in profits and
contributing to what researchers say is an epidemic of teenage depression and anxiety, the
company is now trying to dismantle the culture of social media bullying it helped to create. “Where
were they five years ago? It’s about time, honestly,” said Jim Steyer, the chief executive of Common
Sense Media, a nonprofit watchdog group that advocates better protections on children’s
technology. “This has been a huge issue for years, and most of these companies buried their heads
in the sand until they were under pressure to do something about it.”

(12) It’s true that Instagram’s anti-bullying effort may be useful for generating good public relations,
and that the company seems to be making up some of the details as it goes along. It’s also true that
Instagram has a multitude of serious problems on its hands — including anti-vaccine misinformation
and rampant hate speech and extremism — and that building A.I. to detect bullying is probably a
more convenient challenge than rethinking the ad-driven business model and platform design issues
that encourage antisocial behavior in the first place. But better too little, too late than nothing, ever.
Instagram’s bully-detecting A.I. is a good idea, and a step toward giving young people an easier time
navigating the vicissitudes of 21st-century adolescence. For their sake, let’s hope it works.

14
1. Vocabulary
a. Link the following expressions to their definitions or synonyms

1. inducement a) to support sth publicly

2. misdemeanour b) manager of a company or organisa;on

3. subtle slights c) ac;on that sb takes against sb who has harmed them

4. ar;ficial intelligence d) making computers copy intelligent human behaviour

5. harassment e) obvious insults

6. chief execu;ve f) bad result (effect) of an ac;on that may happen a\erwards

7. gathering g) ac;on that is bad or unacceptable but not very serious

h) former boyfriend or girlfriend that one broke up with in an unkind
8. jilted ex
way

9. to capture i) sth that is given to sb to persuade them to do sth

10. derogatory term j) the act of annoying or doing unpleasant things to sb

11. bland k) a mee;ng of people

12. repercussion l) insul;ng word

13. retalia;on m) containing nothing that is interes;ng or important

14. to advocate n) to succeed in ge^ng control of

b. Look at the highlighted expressions in the text, and define them or find synonyms

inten;onal _________________________________________________
to contain _________________________________________________
to be vulnerable _________________________________________________
to encounter _________________________________________________
to prohibit _________________________________________________
menacing _________________________________________________
to trigger _________________________________________________
endearment _________________________________________________
to taunt sb _________________________________________________
to generate _________________________________________________

15
 c. Find the matching words in the text

- to no;ce (5): ________________________________________________________

- not respect the rules (6): ______________________________________________
- not allowed to be men;oned (6): _______________________________________
- a situa;on in which sb treats sb else in an unfair way, especially to make
money (6): __________________________________________________________
- not likely to upset or offend (7): ________________________________________
- to take apart (11): __________________________________________________

d. Fill in the gaps with some of the newly taught words

1. Any decrease in steel produc;on could have serious ____________________ for the local
economy.
2. Smoking in public places has been _______________ for many years.
3. This topic______________________ a lot of discussions last year.
4. The bomb aback at a concert was in _________________________ for the recent arrest of three
well-known terrorists.
5. He made some ________________ comments about her appearance that were highly
inappropriate.
6. The journalist has been accused of _____________________ a famous star’s privacy by taking
pictures of her kissing a man.
7. Diabetes specialists ________________________a diet low in sugar.
8. Lina’s brother hurt her ____________________ because he is jealous of her being praised all the
;me by their parents.

2. Reading comprehension: multiple-choice questions

Choose the correct answer.

a. FOMO implies that users are scared of

o not being informed about the latest social events

o being bullied online

o being harassed psychologically

o being menaced by their close environment

16
 b. Instagram has developed an an&-bullying programme that involves

o both technological and human interven;on

o only ar;ficial intelligence

o only people reviewing the content of social messages

o technological devices and law enforcement

c. One of the aims of the an&-bullying programme is

o to abempt to block all the swearwords

o to ban the bullies from the pladorm

o to detect the intent behind the language used online

o to train the users to be respecdul

d. According to the text, adolescents do not always admit being bullied because they

o feel embarrassed and humiliated

o are afraid of other users’ reac;ons

o do not want to involve their teachers

o do not want to get other people in trouble

e. According to the text, Instagram has been accused of spreading

o rumours

o gossip

o false facts

o inten;onal lies

f. It is perhaps easier for Instagram to create an an&-bullying programme than to

o ques;on the set-up of their pladorm

o increase the number of ads they post

o confront the users of Instagram

o expose people who encourage hate speech

17
VII. Education - Introduction
List 3 things that you like about education in the 21st century and 3 things that you think could be
improved.

+ -

Pink Floyd - Another Brick in the Wall Part 2

Think about the title of the song. Look at the wall on the left – it is made of bricks all of the same
size. Imagine you are one of the bricks. How do you feel? (supported, proud, helpful, without
identity, lonely, in good company?)

Watch the video for Pink Floyd’s song and answer the questions.
1. Complete the lyrics for the chorus
We don't need no ___________________
We don’t need no ___________________ control
No dark _________________ in the _________________
Teacher _________________ them kids _________________
Hey! Teacher! _________________ those/them kids _________________!
All in all it's just another brick in the wall
2. The song uses ‘education’ in a negative sense. What does it mean to the children singing, and
what should it mean (its positive sense) in your opinion?

3. The first two lines are grammatically incorrect. How do you feel this affects the message of the
song?

4.The positive sense of ‘education’ is the exact opposite of ‘thought control’. What metaphors are
used to illustrate the idea of ‘thought control’?

5. Do you think the video provides an accurate portrayal of modern education?

18
VIII. School dress codes
1. Quick-write prompt. What do you think about your school’s dress code? Do you think it’s
fair to all students? What would you change about it, if you could?

On social media, conversations about

#imnotadistraction are gaining popularity, and school
dress codes are coming under fire from students
who say these policies can be sexist and racist.
Critics say school dress codes often target clothing
items and hairstyles primarily worn by women and
people of colour, like tank tops, short skirts and
dreadlocks. Others argue strict dress codes are
necessary for a safe learning environment and to
prepare students from the workplace. This lesson asks you to explore the pros and cons of
dress code policies. In the Above the Noise video, you will hear student voices from a variety
of perspectives and be asked to weigh the evidence before making up your mind.

2. Useful vocabulary. Match the words on the left with their correct definitions/explanations.

biased (adj.) to reduce

critical not showing too much of a person’s body

to instill extremely important

showing an unfair tendency that some people or

to minimise
ideas are better than others
to gradually cause so. to have a certain feeling or
modest
adopt certain habits

19
3. Above the Noise video (https://tinyurl.com/3jspe2nj). Take notes on evidence in the video.

Evidence in favour of less strict dress

Evidence against less strict dress codes
codes

4. Personal opinion. Which evidence do you find most convincing and why?

20
IX. Types of education

What are the pros and cons of the following types of schools: public schools, private schools,
boarding schools and homeschooling.
Fill in the Google document shared with you on Google Classroom. Afterwards, pick the type of
school you like best and explain why.

21
X. Alternative schools and methods of education
Watch the videos corresponding to the alternative types of education listed below and complete the
texts.

1. Waldorf school education

Waldorf education is based on the principles of Anthroposophy
by Rudolf Steiner. Steiner founded the first school in 1919
Stuttgart, Germany to educate the children of the factory workers
from the Waldorf Astoria Zigaretten Fabrik - hence the name. All
kids, i___________________ of social status or talent received the
same i_____________________, which made the school a pioneer
of social j___________________ in education. The goal of a
Waldorf education is to develop free, but m__________________ responsible individuals equipped
with a high degree of social competence and creative capabilities. Factual knowledge, homework
and tests scores receive less a______________________. Storytelling and experimentation are the
main method of instruction, Over the twelve-year curriculum, students learn math, literature, history
and science as well as a wide variety of arts and hands-on skills. Elementary students paint, knit,
weave and sculpt with wax. Older ones make patterns, books, pottery and sculpt in stone.
Everybody learns to do music. First all play the flute, then some play string instruments and others
join the c______________. Students play non-competitive games and learn to dance eurhythmy.
Waldorf schools therefore consider computers useful to children only in their t_________________,
after they have mastered fundamental, time-honored ways of discovering information and learning.
In the spirit of personal development and empathy, competition and g____________________ are
being avoided. Teachers instead a_____________________ the student’s individual growth of
character. Steve Jobs once told a tech journalist who asked whether his children like the new iPad
that they haven’t used it and continued: “We limit how much technology our kids use at home.”
Acclaimed psychiatrist William Glasser famously said that we learn 10% of what we read, 20% of
what we hear, 30% of what we see, but _______________________of what we experience. One could
argue that despite their low-tech approach, the experimental learning method of Waldorf education
is exceptionally contemporary. What do you think? Please share your thoughts in the comments
below!

2. The flipped classroom

The Flipped Classroom is a new method of teaching that is

turning the traditional classroom on its h_______________. Every
day, thousands of teachers deliver the exact same lesson in class
to millions of students. Every night, millions of students sit over
the exact same homework, trying to figure out how to solve it.
The Flipped Classroom is turning this upside down. Traditionally
students listen to l___________________ and take tests in class
and read textbooks and work on problem sets at home. In flip teaching, students first study the topic
by themselves, typically using video lessons on YouTube and then apply the knowledge by solving
problems and doing practical work in class. Modern schools who flipped their classroom report
many benefits: 1. It allows all students to learn at their own p_____________________ as videos can
be watched again. 2. It’s more efficient, as students enter the classroom prepared to contribute. 3. It
e______________________ the lesson as more time can be spent on group work and projects.

22
4. Doing homework in class allows students to help each other, which benefits both the advanced
and less advanced learners. Flipping also brings changes for teachers. Traditionally, teachers
e______________________ most with the confident students who ask questions. Flipping allows
teachers to target the students who really need help instead of just those who are confident. Also,
instead of instructing from the front, teachers “g______________________ on the side”. Many
scholars also argue that the flipped classroom model p__________________ equal learning
opportunities as all kids get the same attention when doing their homework.

3. Democratic school education

Democratic Education is based on the belief that children

themselves know best what is good for them. The job of a school
is to provide a democratic structure in which kids can discover
their interests and learn how to live in a community that solves
conflicts together. The ideal: to grow up in absence of fear and to
become responsible, e__________________ and self-determined
citizens. The idea is not new. In 1693 the philosopher John Locke
wrote that "things children learn, should never be a b______________________ to them." Some 200
years later the writer Leo Tolstoy opened a school for peasant children on his estate in Russia. The
school evolved from ideas introduced by teachers and pupils. One of the principles was that the
students had the right to not listen to the teacher. The first democratic school that still exists, is
Summerhill in Suffolk, England. It was founded in 1921 by A.S. Neill who believed that a school
should be made for the child, rather than the other way around. Class attendance is
v___________________. At weekly school meetings, staff and students gather to solve conflicts.
Once a conflict is brought to the meeting, everybody in the school can speak up,
m__________________ or come up with a solution. After the conflict was discussed and
democratically processed, harsh feelings are often buried and staff and students leave peacefully.
The meetings are also used to work on the school regulations and anybody can make a proposal for
a change of the rules. If one student requests a change, members discuss and then decide by
popular vote whether the new idea will be implemented. Sometimes the kids may vote for the
a______________________ of all rules. But after a few days of total chaos, students usually use the
same democratic process to re-implement order. Almost as if they all naturally s_____________
structure. Albert Einstein famously said: “The only thing that interferes with my learning is my
e______________________”.

4. The IB programme

IB programs encourage personal and academic achievement they

are fun and academically c_____________________ at first and
h i g h l y d _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ l a t e r. To d a y a ro u n d
_______________ schools all around the globe offer IB programs.
Some IB Diploma students say it is a very stressful experience
with little time for anything else but studying all day and evenings.
Others say that it's hard work and challenging, but once they
g_______________ they look back to a good and valuable time in their life.

23
XI. Education and technology
1. Read both texts then write a structured response (200-250 words) in which you do the following:
- compare and contrast the main arguments put forward by each author concerning
mindfulness
- explain which author you agree with and why

Text A Text B

A couple of weeks ago I was asked what I As a culture, we are finally waking up to the
thought the future of technology in education dark side of new technology. Yet while geeks,
was. By its very nature, technology changes the public and politicians grow disenchanted,
at a fast pace and making it accessible to schools seem intent on pushing more and
pupils, teachers and other stakeholders is an more screens and devices into the learning
ongoing challenge. environment.

So what is the future? Is it the iPad? No, I

E a r l i e r t h i s m o n t h t h e c h i l d r e n ’s
don't think it is. For me, the future is not
commissioner for England warned that
about one specific device. Don't get me
children starting secondary school were
wrong, I love the iPad. In fact, I have just
facing a social media “cliff edge” as they
finished a trial to see if using them really does
entered an online world of cyber-bullying and
support teaching and learning – and they
pornography. According to Public Health
have proven effective.
England, extended screen use correlates to
iPads and other mobile technology are the emotional distress, anxiety and depression in
'now'. Although, they will play a part in the children. The American College of
future, four years ago the iPad didn't even Paediatricians associates it with sleep
exist. We don't know what will be the current problems, obesity, increased aggression and
technology in another four. Perhaps it will be low self-esteem.
wearable devices such as Google Glass.
And not only is screen technology harmful to
The future is about access, anywhere children per se, there’s little evidence that it
learning and collaboration, both locally and helps them to learn. A 2015 report found that
globally. Schools, will only need one major the impact of computers on pupil
thing to be prepared for the future. They will performance was “mixed, at best”, and in
not need software installed, servers or local most cases computers were “hurting
file storage. Schools will need a fast robust
learning”. The journal Frontiers in Psychology
inter net connection. Infrastructure is
identifies “an absence of research supporting
paramount to the future of technology in
the enthusiastic claims that iPads will
education.
‘revolutionise education’”. Researchers at
We don't know what the new 'in' device will Durham University found that “technology-
be in the future. What we do know, is that it based interventions tend to produce just
will need the cloud. Schools and other slightly lower levels of improvement”
educational institutions will need to compared with other approaches. Even for
futureproof their infrastructure the best they the head of the e-Learning Foundation,
can. proving technology improves results remains
the “holy grail”.

(adapted from a Guardian article by Matt Britland)

(adapted from a Guardian article by Eliane Glaser)

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The Civil Rights Movement

1. Definitions:

- Civil rights

Civil rights, guarantees of equal social opportunities and equal protection under the law,
regardless of race, religion, or other personal characteristics.

- Social justice

Social justice is the relation of balance between individuals and society measured by
comparing distribution of wealth differences, from personal liberties to fair privilege
opportunities.

2. A crash course in US history: The 1950s

Watch the video (https://youtu.be/S64zRnnn4Po) and write down the most important events.

3. A civil rights timeline: Read the shared material and Google Classroom and complete the
timeline.

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4. Two key figures of the civil rights movement

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 5. The social justice movement today.

- Read the excerpt from ‘How The Struggle For Social Justice Shaped 2020’ (refinery29.com)
- Underline the recent developments that have happened due to the movement.
If there's any baggage to take from 2020 it's this: This was the year of our reckoning, when the
social justice movement took center stage, and activism became a part of more and more people's
lives.
Across the country, countless people were doing the work on the ground, driving large-scale
initiatives like defunding the police, abolishing the industrial prison complex, and fighting, well, the
evils of capitalism. In truth, it's the activists and organizers that set actions in motion that have come
to define 2020. Mass mutual aid movements provided groceries and protective supplies; there's a
renewed attention to housing crises; immigration and deportation have been at the forefront of our
collective conversations; and the repeated killing of unarmed black people by police have inspired
actual policy changes.
In looking at this year through the lens of social justice, it's clear that long-standing problems were
both laid bare for all to see and exacerbated by the pandemic. Nurses and doctors went on strike for
their rights, and showed up to counter-protest anti-maskers across the country. Organizers pushed
for legislation to cancel rent and mortgages, and stave off people being evicted from their homes.
At the onset of the summer, mass Black Lives Matter protests sprung up in every state in the country
in response to police killings of Breonna Taylor, George Floyd, and dozens of other black people.
Demands for social justice — ranging from firing officers to defunding and abolishing the police were
waged, as well as abolishing the whole prison industrial complex — were made from all corners of
society. “Since George Floyd and Breonna Taylor, more people are socially aware of the effects of
police brutality on our society which has made people challenge a lot of beliefs they previously
held,” Glenn Foster, Lead Organizer of The Freedom Neighborhood, an abolitionist collective in
Washington, D.C. says. “It's going to cause disruption, but the positive benefit of the disruption is
the exposure to systems that truly don't benefit the people, one of those being our police.”
Although the protests have slowed down since the summer, they mark one of the biggest
movements to shape this past year — and this decade. Talks of police reform surged in Congress,
and in many states, organizers pushed for their towns and cities to take money away from police
departments to redistribute it to social services. In plenty of places, protesters also toppled statues
of white supremacists and slave traders.

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