Units 11 & 12 – Dignity

• SDG 16 – Peace, Justice and Strong Institutions
• SDG 6 – Clean Water and Sanitation

After every two Units you are offered a choice of extension tasks. Depending on what area you most want to develop, choose and complete a relevant task. You are welcome to complete as many as you like.

These are not tests, and no marks are awarded. They are opportunities to develop your language further, based on a self-assessment of your needs.

NOTE: It may be that in your local context you are not able to access the videos on YouTube. They’re included here alongside other free-to-access resources, so hopefully you will still have plenty of choice.

Develop your knowledge of the SDGs

1. Test your knowledge of SDG16 & SDG6 with Go Goals digital board game

Go Goals is a ready-to-use board game developed by the United Nations that helps you understand the Sustainable Development Goals, and how each of us can contribute to realising the goals. Access this link to the game and click on the white circle next to goal 16 and goal 6 and answer the set of quiz questions that appear. Check your answers when you are done.

2. Input any text into the OSDG Wheel  and you will be able to see any key SDGs in the text along with their estimated relevance scores (%), followed by any additional SDGs found in the text. Try inputting one of the texts you’ve been reading in these 4 Units.

Develop your writing

In the Speaking section of Unit 11 you learned that the effects of climate change interact with other pre-existing threats and drivers of instability to contribute to security risks. Read the graphic and think about ways the climate emergency interacts with the other factors listed there.

Write a paragraph about the interaction between climate and peace. Use some of the terms and definitions from the 8 Pillars of Positive Peace infographic, as well as any ideas you had in response to the discussion questions in the Speaking section.

Develop your reading – Read for interest

Access the link and read one (or more) of the texts. Practice your skim reading first to get a general idea of what the text is about, and then read in more detail, focusing on the parts that interest you.

Articles from The Conversation:

• Oklahoma is and always has been native land.
• Why Kenya’s urban poor are exploited by informal water markets (this text accompanies the listening in Unit 12)

From UNHCR

• The 1951 Refugee Convention and its 1967 Protocol are the key legal documents that form the basis of UNHCR’s work.

Develop your listening

Access one (or more) of the links and listen to the text/video. Listen once for general idea and then listen again for detail, focusing on the parts that interest you.

1. In the listening in Unit 11 you heard from Anne Spice. This video includes the clip mentioned in the introduction to the listening which shows the Royal Canadian Mounted Police pointing a gun at the land defenders and Spice can be heard shouting ‘we are unarmed, and we are peaceful’.

To see the transcript click ‘watch on YouTube’. When you are in YouTube, click the 3 dots in the bottom right under the video and select ‘show transcript’.

2.

3. University of Sussex Open Lectures, Dr Mo Ibrahim: YouTube video Governance in Africa (10 mins)

4. Resources from TedEd:

• We need to talk about an injustice, Bryan Stevenson.
• Human trafficking is all around you: this is how it works, Noy Thrupkaew
• Fresh water scarcity: an introduction to the problem, Christina Z Peppard. (Also available on bilibili).
• We are running out of clean water, Balsher Singh Sidu.

4. The Global Oneness Project – Living with less water,

5. The Conversation, Pasha podcast – What it will take to build the toilets of the future? & Conversation text.

Develop your reading and listening

Liberation struggles (SDG 16). Read about Toyi-toyi, Southern Africa’s Protest Dance.

And listen to the video Toyi-toyi (3 mins).

To see the transcript click ‘watch on YouTube’. When you are in YouTube click the 3 dots in the bottom right under the video and select ‘show transcript’.

Develop your speaking

1. Work with a partner and discuss this poem about water/being bilingual/being an immigrant to America.

2. Design and deliver a Pecha Kucha (Japanese for chit-chat). This presentation format is based on using 20 presentation slides but only talking about each of them for 20 seconds (each presentation should be 6 minutes and 40 seconds long).

• Only still images on the slides – no text or videos
• Each slide only stays on the screen for 20 seconds only
• What you say should be about the slide that is showing

Choose one of the topics below, and find 20 relevant images.

1. What you’ve learned in these two Units:  Create a presentation with images of different topics or themes you have studied.
2. One of the Goals: Create a presentation with images based on one of the SDGs.
3. A story: Create a sequence of images of people places and things related to one or both of the SDGs.
4. An initiative you would like to be involved with: Research an initiative happening somewhere in the world. Create a sequence of 20 images.

Configure your slide timings so that the slides automatically change after 20 seconds. This will oblige you to be very concise!

You can practice recording/timing your presentation here:

Develop your Vocabulary

1. Graph words is a free English visual dictionary and thesaurus that helps you find the meanings of words and show connections among associated words. Type a word into the box at the top and you’ll get a visualisation of how the word connects with others. Below the graphic you can see the meaning of the connected words.
2. BBC Learning English News Review – Slippery toilets could save water.
3. VoiceTube – Water scarcity.
4. Open University mini lecture – Crime.

Take action

1. Access the link to Goal 16 and/or Goal 6 and select an action you can take in your everyday life to help meet the aims of these SDGs.
2. Or choose an action from The Good Life Goals.
3. Or choose an action from 170 Actions.

Sing

Choose one (or more) of the songs to listen to. When you have listened record your response to the song. This could be:

• • a short, written response
  • a drawing
  • an infographic
  • a video of yourself talking about it (made on your phone)
  • any other mode that allows you to respond to the song

1. ‘Chain Gang’, by Sam Cooke (1960)

Chain Gang is a song by the American singer-songwriter Sam Cooke. While on tour, Sam Cooke and his brother Charles saw a chain gang of prisoners on the highway. They were moved by what they saw and wrote this song.

You can find the song here on YouTube.

2. ‘Don’t go near the water’, by Johnny Cash (1974)

Listen to the song here and decide what message Cash is trying to convey.

3. ‘Have You Ever Seen the Rain’, by Creedence Clearwater Revival, 1971.

Many meanings have been given for this song, such as the rain being symbolic of bombs falling from the sky in the Vietnam War.

Go to the lyricstraining website to listen to the song and practice your listening skills by filling in some of the words as you listen. You may need to click the ‘go to web’ button at the top of the screen to get started. You don’t need to create an account – just click ‘maybe later’ when you see the prompt on the screen. Try the ‘intermediate’ level (where you have to fill in 25% of the words as you listen) and if you can do that quite easily switch to the ‘advanced’ level (50%). Use the arrow keys below the video to listen again or to skip and have the word revealed if you can’t catch it.

Something else?

Is there something you’ve spent time studying that hasn’t been covered above? What is it? Explain in detail either in writing or as an audio file on your phone.

Use the menu bar on the left-hand side of the screen to access Section 4.