ࡱ> PROy Bbjbj C{{. NNNNNbbb8$b2c2e2e2e2e2e2e2$57R2N=T@@==2NNz2=RNNc2=c2/|K10o5y^O0O2202a08^8$K18NK1B22KX2====8 :  Teachers Notes  Please refer to the curriculum map for learning objectives for the Rio de Janeiro theme. The resources link to the scheme of work Unit 11 Year 8 Investigating Brazil. Activity One Key question How has Rio de Janeiro developed? Resource Factsheet: History of Rio Tasks Ask students to identify 8 key dates and to illustrate this through a timeline. What events do they consider the most important and how did they decide which events were of greater significance. Activity Two Key question Why have people moved to Rio de Janeiro? Resource Factsheet: Migration to Rio Activity Sheet: Moving to Rio Tasks As an introduction to this topic, brainstorm and reinforce the basic concepts of migration with particular reference to rural-urban migration. Discuss the reasons for migration and the impact that it has on the area of both destination and origin. The main push factors responsible for rural to urban migration have been: the mechanisation of agriculture which has reduced the demand for farm labour in most parts of the country; the merger of farms and estates, particularly by agricultural production companies; the poor conditions of rural employment. Employers often ignore laws relating to minimum wages and other employee rights; desertification in the Northeast and deforestation in the North; unemployment and underemployment poor social conditions particularly in terms of housing, health and education Introduce the activity sheet and explain that the pupils will be researching information from the factsheet and the internet. They will use this information to create a powerpoint or similar presentation on the effects that migration has had on Rio de Janeiro. Activity Three Key question Is there inequality in Rio de Janeiro? Resource Factsheet: Differences of development in Rio Activity sheet: Different Lifestyles in Rio Task This section will be looking at inequalities in Rio de Janeiro and evaluating the effects of differences in development on the quality of life of different groups of people. The students can access the factsheet on favelas and attain an understanding of the history and current situation of these impoverished areas of the city. They should find out further information from the internet about other, more affluent areas of the city, using the website address and a search engine and appropriate key words for information and images. The students task is to imagine that they are creating a documentary programme on differing life-styles in Rio. Part of the documentary should be an interview of two people from very different areas of the city. They should script the interview then they could role play it to the rest of the class. 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