Step 3 aims to:

• enable students to investigate the main features of the issue and its causes, effects and possible solutions
• develop and extend skills in enquiry - think about and research an issue with sensitivity and objectivity; analyse and evaluate information from different sources, and draw and justify conclusions; communication - contribute to exploratory group and class discussions and take part in debates; participation - appreciate and express other people's values and attitudes on issues.

Email globallinks@actionaid.org.uk with any new lesson ideas and/or examples of student's work. We'll put these in the Global links gallery.

Issue tree
Draw the outline of a tree on a large piece of paper and write your issue onto the trunk. Label the roots with possible causes of the issue, the branches with effects and the fruit with solutions. Discuss how useful the tree is for understanding the issue? Which is the most important part? Are some solutions more important than others? Are there gaps on your tree? What further information do you need?

Internet search
A lot of the information you need will be on this website. Think about which sections you will need to visit (eg Live to India, Countries). You may have to look at other websites and books to get further information, or ask other people, either in person or by writing letters. Use the worksheet to help you plan your research.

» Research worksheet (.rtf)

Sausages game
One person sits at the front of the class and the others take it in turns to ask him/her questions. The person has to reply 'sausages' without smiling or laughing. If the person says something else, or smiles their turn is over.

Stop-think drama
Prepare a role-play about your issue and present it to the class. The audience shouts out 'Stop and think Sarah' (a role-play character) and Sarah says what she was thinking in character.

Summary
Present the research findings to the group using the writing frame, or your own ideas.