Dangerous School Runs Worldwide Explained
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Edith Mutindi KavooDangerous School Runs Worldwide Explained
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Edith Mutindi KavooAre These the Most Dangerous School Runs in
the World? Answers
1. Why do you think the author begins the text with a rhetorical question?
The author attempts to make the reader consider their own reasonably simple route to
school. This will encourage interest and empathy with the children in the article.
2. What words can you find in the article that mean the same as dangerous or difficult?
There are a number including precarious, life threatening, no easy feat and arduous.
3. What makes Syria so dangerous for students?
Syria has been in a civil war since 2011. There are reports of over 4000 attacks on schools
and many children killed while trying to get to school.
4. Why might the author have used the subheading Dangers of a Different Kind?
The subheading connects the previous natural difficulties with those in this section
(man-made dangers) including war and crime.
5. Explain the effectiveness of two layout features in the text. You might consider headings,
subheadings, text boxes or image choices.
Answers may vary here.
6. What do you think the author’s personal view on education for all people is? What evidence
do you have for this?
Answers may vary but reference to the first and last sections of the article should be
made by students. The author mentions that, while the UN has declared education a
priority, studying is not always easy for poor and remote pupils. The author highlights
the usefulness of education in bringing about economic growth to poor areas indicating
that there is a need for it. The writer also reminds the reader of how easy education
is for many of us, showing a respect for those who go out of their way to reach school:
‘The passion and determination that some students and their families show in trekking
frozen, baking, flooded or mountainous miles to get to school is a testament to how
important education is to everyone around the world.’
7. How might children in Chile and Myanmar get to school?
Children might reach school by mule or bull.
8. Explain what you think a ‘non-legally binding instrument’ is based on the text of the article.
Answers may vary but some understanding that the term is defined in the later part of
the same sentence is necessary. The author writes that this means that the Declaration
doesn’t have to be followed by governments but that it has great political and moral
power.
9. Who has documented the journey across the Zanskar River in the Himalayas?
BBC’s Human Planet program.
10. List three events from the daily life of a child in the Thar Desert region.
Events include: rising early to collect water and bathe, travelling at 7am for one and
a half hours of walking, burning feet and nose bleeds, staying at school for two hours
after regular hours to complete homework since there is no electricity at home.
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Are These the Most Dangerous School Runs in the World? Answers
Extension
One pupil wrote ‘The author of the article seems to be deeply troubled by the difficulties faced by
some children around the world.’ To what extent do you agree with this assessment?
Answers will be varied here but students should attempt to use evidence from the text to
help their response.
Research one of the dangerous school runs mentioned in the article. You might use the School
Runs Fact File to record the information you discover. What more can you find out?
Students might watch one of the highly interesting and informative videos on Youtube.
A search for ‘Dangerous School Runs’ shows many interesting results including quick
summary programs and more in depth material. A series of these from ‘Free Documentary’
are particularly involved and there are ones for various areas around the world. Each of
these runs about 48 minutes but is a very in depth and interesting look at the broader lives
of these children as well. All Youtube content should be reviewed by teaching staff before
children view as content may change at any point.
The article talks about the Universal Declaration of Human Rights. Find out more about this
document and the United Nations in general. There is a specific branch of the UN that oversees
the rights of children. What rights should all children around the world have? Do you agree with
those chosen by the UN? Why or why not?
Students might create a fact file about the UN Convention on the Rights of a Child. There
are 12 rights in total. Use the UNCRC website as a starting point: https://www.unicef.org.
uk/what-we-do/un-convention-child-rights/. Students might have a lively debate about
what else should be included or what they think is redundant in the Convention. Are these
rights noticeable in the world today? What about in Britain? Students might also look at
the addresses to the UN of Malala Yousafzai and others in relation to education for girls
and women.
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