Learning and becoming aware of problems and the complexity of the world could lead to a state of global depression and apathy if we do not also hear about some encouraging cases of cooperation and successful efforts of people to change things for the better – in our circle of people or in the world generally. Such good news serves as inspiration to look for a domain of our own influence and possibilities of changing the current situation that we consider unjust toward people or nature.

Lessons in this chapter offer inspiration for learning about oneself. They help find answers to what shapes, conditions and influences our perception and experiences, or what relativizes our perceptions of others and the world. Students ask themselves these questions more often than usual: How do I feel or experience this? Why do I think this? What influences me? etc.

This chapter includes lessons that evoke feelings and experiences in participants using games that facilitate understanding of some phenomena. Some lessons develop empathy and the ability to imagine the situation of other people by means of roles.

Lessons in this chapter support thinking in contexts; we could even say thinking beyond products or covers. They work with information on frequently fairly surprising consequences of our activities and they help students understand the interdependence of phenomena and people in the world. Their focus is to motivate us to pose questions such as the following: What comes with it? Which consequences does it have?

This chapter offers opportunities for looking at one or two things from several points of view or from an unusual perspective. It makes students ask questions that they have never thought of before and explore the issues that have impacted their perspectives. This chapter focuses on searching for various perspectives in a dialogue with classmates and with voices coming from different environments.

Manuál k dílně obsahuje metodiku a podkladové informace.

Manuál k dílně obsahuje metodiku a podkladové informace s daty aktualizovanými k roku 2013.

Metodika výuky s příběhovou linkou Obr od Bodláčí hory provede vyučující 1. stupně ZŠ deseti epizodami, které se skládají z dramatických vstupů a tipů na návazné činnosti. Součástí je také přehled klíčových kompetencí a učiva, podpůrné aktivity s globálním rozměrem a aktivity od pilotujících učitelů.

Coca-colonization. On multinationals (not only) in countries of global South Teachers' manual for two hours long workshop for the youth 14+ enables to explore the power inequality between multinational corporations and countries and its people on the example of Coca-Cola and the struggle of local people in India and Colombia. Participants search for the ethical choices we have. The workshop is part of the serie “The World in the Shopping Cart”. The purpose of this educational series is to draw attention to the relationship between our consumer behaviour and seemingly unapproachable problems in the countries of the so-called “Global South”. This educational programme was developed by Czech NGO NaZemi in year 2009 and the information background was updated in year 2012.

Teachers' manual for two hours long workshop for the youth 14+ enables to explore the question of the interconnectednes of the consumption patterns and the impacts of rainforest felling on (not just) local people using the case studies of soya production, bauxite and wood extraction. The workshop is part of the serie “The World in the Shopping Cart”. The purpose of this educational series is to draw attention to the relationship between our consumer behaviour and seemingly unapproachable problems in the countries of the so-called “Global South”. This educational programme was developed by Czech NGO NaZemi in year 2009 and the information background was updated in year 2012.