Have you seen The Telegraph’s video? Please answer the questions below.
1.1 Why are people in Belarus protesting, according to The Telegraph?
1.2 How does the Belarussian police respond to the protests, according to The Telegraph?
1.3 Who is Alexander Lukashenko?
1.4 For how many years did Alexander Lukashenko rule Belarus?
Let’s get to the Russia Today’s article.
1.5 What is ‘blacklisting’?
1.6 Which EU member states want to blacklist Alexander Lukashenko, according to RT?
1.7 Which EU member states do not want to blacklist Alexander Lukashenko, according to RT?
1.8 What is ‘Minsk’?
1.9 According to RT “Washington has been openly pushing for Lukashenko to be ousted.” Explain what this means.
1.10 What did the foreign ministries of the EU member states decide at an informal meeting in Berlin, according to RT?
2.1 Why do some EU member states want to take measures on Alexander Lukashenko?
2.2 Why, do you think, are the Baltic States and Poland harsher on Alexander Lukashenko than Germany, France and Italy? Please motivate your answer while using valid arguments.
2.3 Why, do you think, are people protesting when Alexander Lukashenko won the last elections with a landslide?
3.1 In general: do you think countries should interfere in other another country’s domestic problem(s)? Motivate your answer and use valid arguments.
“In their [France, Germany, Italy] opinionBeing able to know whether something is fact or opinion, is very important when reading news or watching an advert for example. • A fact is something that can be proved to be correct. • A…, his [Alexander Lukashenko’s] blacklisting would lead to a complete suspension of dialogue with Minsk.” – Russia Today.
3.2 Do you agree with France, Germany and Italy that blacklisting is a bad idea, or do you agree with the Baltic States and Poland that blacklisting is a good idea. Explain your answer and use valid arguments.
Core assignments for students
Recommended by teachers
Corner debate | Group activity
For making a choice or deciding on a point of view
The students are given a question/assignment/proposition with a list of choices. Each of these choices is assigned a particular location in the classroom, for example, a corner. Individual students choose one of these corners. (The choices are quickly written down on paper, so that you can’t see what your friends have written).
Students go to their ‘chosen’ corner. They talk in pairs about their choice and look into the arguments. This can lead to a class discussion. If necessary, students join another group. Which group is able to attract the most ‘defectors’?
Students return to their places and write down the most important arguments for each of the choices.
Group discussion (or problem-solving discussion) | Dialogue
Reflective discussion as part of a group, pooling knowledge/ideas/opinions with the aim of learning from this. A stimulus to creative, problem-solving and evaluative thinking.
Someone (teacher or student in a smaller group) is appointed as moderator. Without impinging on the subject matter, this person guides the discussion through the different phases (defining the problem, defining the scope of the subject, dissecting the problem, seeking solutions, discussing propositions, formulating the conclusion).
Pitfall: students must have sufficient background knowledge.
Variants: one empty chair, carousel discussion, triangular discussion, forum discussion/panel, debate, with or without a role.
Learning discussion (or evaluation or discussion method) | Dialogue
Students learn how to find solutions for themselves (via diagrams, plans, outlines, etc.)
Discussion (individual or as part of a group) about the learning experiences of the student; the teacher acts as moderator and remains in the background. The emphasis is on (learning) how to identify learning moments: what could have been improved and how?
Teacher-led class discussion | Dialogue
A carefully managed dialogue in which students - through questioning - are invited to contribute their own ideas in a direction desired by the teacher. Effective control of the questioning is crucial.
Tip? Ask clear-cut questions, try to involve all the students, probe further, etc.