1.1 What details do you remember most about the video & articles?
1.2 Describe what happens when footballers endorse a holiday destination.
1.3 Can you name the head of sports council in dubai?
1.4 How is the Kafala system morally problematic?
1.5 Which famous footballers holiday in Dubai?
1.6 Describe the benefits of sportswashing for Dubai
1.7 Describe how the Kafala system treats immigrant workers
1.8 What other countries use the Kafala system?
1.9 Describe how Marcus Rashford used his celebrity to help people.
2.1 How would you explain / describe the importance of human rights policies?
2.2 Since migrant workers are willing to come to Dubai, why do they need the Kafala system?
2.3 How can Dubai validate the Kafala system?
2.4 Do you trust the sources of this articles to be objective and factual?
2.5 How do footballers “Sports-wash” Dubai’s reputation/brand?
2.6 Analyse the responsibilities of celebrities.
2.7 Compare Christian Ronaldo and Marcus Rashford
2.8 Knowing what you do about the Kafala system, would you holiday in Dubai? Why or why not?
3.1 What would happen to Dubai’s economy if the Kafala system was abolished?
3.2 Generate a plan for your favourite celebrity to help you support a good cause.
3.3 How could the Kafala system be changed to help migrant workers?
3.4 How could you could you personally support the rights of migrant workers?
Core assignments for students
Discover whether you master the essence of this case by completing the corresponding core assignments. If necessary, you can share your answers with your teacher or supervisor.
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?
Storytelling | Content-based
Presentation of poems, eye-witness reports, etc. The more authentic, the better.