Introducing Global Development
Starter: Complete page 1 & 2 of the worksheet below, before discussing the results as a class.
Objective: To find out how big the gap between rich and poor is.
Lesson plan - Introduction to Development - Teacher Resource
Task 1 - Watch the Teenage Affluenza video beneath. Why is this shown right at the start of a unit on development? How does this affect our approach to viewing the world?
Resource 1- PowerPoint - Introduction to development and the Global Rich List (Slide 1-6)
Task 2 - Watch the two other videos beneath. MTV Cribs and the Make Poverty History Campaign. Fill in this sheet with your responses.
Task 3 - Now complete the diamond 9 activity on the second page of the starter worksheet pack.
Task 4 - Each student should work out how much their 'earn' each week. This could include paper round money and pocket money. Come up with a value and then share with the class. An average value should then be taken and multiplied by 52 to give an average yearly wage for the class.
Enter the data here (whole £/€/$ only. No pennies or cents) into the world wealth calculator or alternatively, you could try this BBC site.
Students should take a note of where they are and their global positioning. What proportion of the global population is still poorer than them? Where do they expect to be in 10 years time.
Lesson plan - Introduction to Development - Teacher Resource
Task 1 - Watch the Teenage Affluenza video beneath. Why is this shown right at the start of a unit on development? How does this affect our approach to viewing the world?
Resource 1- PowerPoint - Introduction to development and the Global Rich List (Slide 1-6)
Task 2 - Watch the two other videos beneath. MTV Cribs and the Make Poverty History Campaign. Fill in this sheet with your responses.
Task 3 - Now complete the diamond 9 activity on the second page of the starter worksheet pack.
Task 4 - Each student should work out how much their 'earn' each week. This could include paper round money and pocket money. Come up with a value and then share with the class. An average value should then be taken and multiplied by 52 to give an average yearly wage for the class.
Enter the data here (whole £/€/$ only. No pennies or cents) into the world wealth calculator or alternatively, you could try this BBC site.
Students should take a note of where they are and their global positioning. What proportion of the global population is still poorer than them? Where do they expect to be in 10 years time.
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Click to enlarge
Task 5 - So, how does wealth and development vary across the world?
The world has traditionally been divided into two. The Rich North & The Poor South. This was called the Brandt Line. Any country above this line was developed and wealthy and anything below was less developed and considered to be poor.
But, how relevant is this line in 2017?
Click on the blue tab below to access a worksheet that contains your task.
The world has traditionally been divided into two. The Rich North & The Poor South. This was called the Brandt Line. Any country above this line was developed and wealthy and anything below was less developed and considered to be poor.
But, how relevant is this line in 2017?
Click on the blue tab below to access a worksheet that contains your task.
Food Supply and Malnutrition
Objective: To learn a little more about the issues facing people with limited access to food around the world and the features and extent of malnutrition.
Resources
Wider World - Geography Textbook page 110-111
Starter - Watch the video underneath that was produced by school students in New Zealand (MEDC). Make notes using the guidelines to the right of the video. You might want to copy and paste these questions into a word document or print out and fill in by hand this worksheet.
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Task 1 - Study this PowerPoint presentation carefully.
Task 2 - Turn to page 110 and 111 in Geography Wider World. Read over the text carefully, study the maps and diagrams then complete this worksheet. Task 3 & Homework - Click here to be taken to the geographyalltheway section on global food issues. Using the resources on the page, complete the interactive worksheet. *You will need the log on code from your teacher* |
Questions about Global Food Crisis (GFC)
0:00. How many people are 'hungry' in the world in how many different countries? 1:30 - How has the global food crisis been affected by price of food? 2:40 - What is the difference between the % spend on food in an MEDC and an LEDC? 4:40 - How does climate affect global food supply. Give examples. 6:03 - How has the lack of recent Research & Development helped the food crisis to develop and force more people to live in cities? 7:00 - How does the cost of oil affect the price of food? 3 examples. 7:50 - How do bio fuels contribute to the Global Food Crisis? 8:56 - How does an increase in population contribute to the GFC? 10:28 - How can a shortage of food lead to higher food prices? 11:20 - How can we react to the GFC? Outline at least three ways. |
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Higher Level Video Current Global Food Issues
Food Distribution - The Cake Game
Europe with nearly 1/3 of the whole cake!
Objective: To find out about the inequalities that exist with the supply and provision of food in the developed and developing world (and to eat some cake)
Lesson Plan
PowerPoint
Table Labels
Chance Cards
Continent Cards - To be picked out by each student
How to divide up the cake
This takes some organisation and just about fits in to an hour lesson.
Lesson Plan
PowerPoint
Table Labels
Chance Cards
Continent Cards - To be picked out by each student
How to divide up the cake
This takes some organisation and just about fits in to an hour lesson.
Follow Up Task - Gathering our thoughts about global food supplies.
"Moving up the development ladder does not free a country from the effects of malnutrition". To what extent do you agree with this statement?
Paragraph 1. Write a summary paragraph of which continent you were placed in and your thoughts about how much cake you ate compared to other students in the class. Were you overfed, underfed or just got enough? Study the PowerPoint above, the Chance Cards and the 'How do Divide up the Cake' link too.
Paragraph 2 - What does malnutrition mean and how is it different to undernourished?
Paragraph 3 - What type of malnourishment affects global LEDC"s and what causes this?
Paragraph 4 - What type of malnourishment affects MEDC's and what is the cause of this?
Paragraph 5 - Suggest at least one solution to combat the unequal distribution of food around the world.
Paragraph 6 - Higher Level Extension (economics study) - what are the disadvantages of Food Aid? How can it actually harm local food production?
"Moving up the development ladder does not free a country from the effects of malnutrition". To what extent do you agree with this statement?
Paragraph 1. Write a summary paragraph of which continent you were placed in and your thoughts about how much cake you ate compared to other students in the class. Were you overfed, underfed or just got enough? Study the PowerPoint above, the Chance Cards and the 'How do Divide up the Cake' link too.
Paragraph 2 - What does malnutrition mean and how is it different to undernourished?
Paragraph 3 - What type of malnourishment affects global LEDC"s and what causes this?
Paragraph 4 - What type of malnourishment affects MEDC's and what is the cause of this?
Paragraph 5 - Suggest at least one solution to combat the unequal distribution of food around the world.
Paragraph 6 - Higher Level Extension (economics study) - what are the disadvantages of Food Aid? How can it actually harm local food production?
Fast Food Consumption Globally
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Global Village - 100 People
Objective: To discover important global development patterns by shrinking the world to one small village.
Lesson Plan - Teacher Resource
Background Interactive Research - Click here to be taken to a town representing 100 people on earth. You will need headphones for this task. Have a good look around the city. Remember three facts to share with the class after 5 minutes.
ICT Resource - Click here
Resource 1
PowerPoint - Introduction to the concept
Resource 2*
Task Sheet
Resource 3*
Mark Scheme
*Resources created by Ann Cousins and Anne Harper at Meadowhead School.
Resource 4 - Infographic
This activity takes approximately 2 lessons and the end product is an imaginative display showing the global inequalities that exist. Students normally give a brief oral presentation to say why and how they came up with their design.
Lesson Plan - Teacher Resource
Background Interactive Research - Click here to be taken to a town representing 100 people on earth. You will need headphones for this task. Have a good look around the city. Remember three facts to share with the class after 5 minutes.
ICT Resource - Click here
Resource 1
PowerPoint - Introduction to the concept
Resource 2*
Task Sheet
Resource 3*
Mark Scheme
*Resources created by Ann Cousins and Anne Harper at Meadowhead School.
Resource 4 - Infographic
This activity takes approximately 2 lessons and the end product is an imaginative display showing the global inequalities that exist. Students normally give a brief oral presentation to say why and how they came up with their design.
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Snakes & Ladders & Speed Dating!
Objective: To find out how big the global development gap is and to find out what the world is trying to do to reduce this (Millennium Development Goals)
Task 1 - In pairs, using this Snakes and Ladders board and dice, complete as many games as you can in 15 minutes. Make a note of all the factors that help and hinder development on the worksheet below.
The Snakes and Ladders rules are here just in case.
Task 1 - In pairs, using this Snakes and Ladders board and dice, complete as many games as you can in 15 minutes. Make a note of all the factors that help and hinder development on the worksheet below.
The Snakes and Ladders rules are here just in case.
Introducing the Human Development Index
Watch the first 1 minute 10 seconds of the video below and make notes on the following:
Between 1990 - 2015..
i. What was the fall in countries classed as the LDC's?
ii. What was the reduction in the number of people living in these LDC's?
iii. What are the barriers to development in certain countries?
Between 1990 - 2015..
i. What was the fall in countries classed as the LDC's?
ii. What was the reduction in the number of people living in these LDC's?
iii. What are the barriers to development in certain countries?
Measuring Development - HDI League
(Norway & Sierra Leone)
Objective: To find out what HDI is and how is it calculated? To look for and to explain patterns in HDI around the world.
Download the worksheet beneath and add your name and form to it.
Read 182 & 183 of New Wider World.
Task 1 - Answer the following questions: Use this worksheet to complete the following tasks.
1. What does HDI stand for?
2. Name the three composite indicators that are included in HDI.
3. On what scale is HDI measured?
4. Which is the highest and lowest value?
5. Give examples of values and what those represent.
Task 2 - Click here to be taken to an interactive world map and graph of countries linked to the HDI rating.
Individually, click on Sierra Leone, Norway, France and your home country (Spain, Germany etc). Look underneath the graph and record the key data for each country on your worksheet.
Using your worksheet, describe the trends shown on the graph that opens up making sure you talk about the value in 1990 and the value today as well as the shape of the line and anything unusual that happens.
Task 3 - Working in pairs, add a table with two rows and two columns. Spend 5 minutes compiling a fact box on either Norway or Sierra Leone. When complete, share your facts with your partner and they can fill in their table with information
PowerPoint - Sierra Leone and Norway Comparison
Download the worksheet beneath and add your name and form to it.
Read 182 & 183 of New Wider World.
Task 1 - Answer the following questions: Use this worksheet to complete the following tasks.
1. What does HDI stand for?
2. Name the three composite indicators that are included in HDI.
3. On what scale is HDI measured?
4. Which is the highest and lowest value?
5. Give examples of values and what those represent.
Task 2 - Click here to be taken to an interactive world map and graph of countries linked to the HDI rating.
Individually, click on Sierra Leone, Norway, France and your home country (Spain, Germany etc). Look underneath the graph and record the key data for each country on your worksheet.
Using your worksheet, describe the trends shown on the graph that opens up making sure you talk about the value in 1990 and the value today as well as the shape of the line and anything unusual that happens.
Task 3 - Working in pairs, add a table with two rows and two columns. Spend 5 minutes compiling a fact box on either Norway or Sierra Leone. When complete, share your facts with your partner and they can fill in their table with information
PowerPoint - Sierra Leone and Norway Comparison
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MDG's (2000-2015)
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Starter - Watch the video to the right hand side and make a list of the eight goals in order in your book.
Task 1 - Go to this website that covers each of the eight MDG's and add it to your 'Favourite Bar' Task 2 - You will be split into eight groups. You must study the relevant Goal section of the website in task 1 and also download the relevant fact sheet below. Task 3 - You will have one hour to thoroughly research your goal and to practice your five minute presentation. You must cover the following:
a. Name, number & logo of Goal (use same colour scheme) b. Two facts about the Goal & why it was set c. Two targets associated with the Goal. d. Where do we stand? - Click on 'Progress' on the website. e. Two named places and examples of where progress is being made. f. Still to do - click on the 'to do' tab on the website. For large groups You will be given five minutes to cover your goal with the aim of educating the audience about the goal and covering tasks a-e above. You should also produce an A5 fact sheet to take away and use for revision for the end of year exams. Or For Small Groups - The Speed Dating Process Goal teams 1, 2, 3, 4 will present to Goal teams 5, 6, 7, 8 and will work their way down the line. You will have 3 minutes to get through your speech and impress the other side. Romantic music will be playing throughout to add to the occasion! Each group must record their date information on a sheet and then give their opposite partner a grade out of 10 - where 1 = No hope to 10 = Love at first sight! Recording sheet can be found here or on the tab below (enlarge to A3). |
How does Speed Dating Work? |
Millennium Development Goals - After the Speed Dating.....You are now in the position to be able to have an overview of seven of the eight MDG's, where we are in 2014 and the progress with each.
Task 1 - You task is now to draft a letter to Ban Ki-Moon (Head of the United Nations) outlining at least one of the MDG's that you are most interested in (one could be your specialist + another one you found inspiring) and providing a summary of where we are in 2014 in terms of meeting it. Use your recording sheet from the speed dating exercise and the fact sheets above to improve your knowledge. After all, you are writing a letter to the number one expert in the the world! This letter can be sent to the UN as an email if you meet certain quality criteria. See the instructions below |
Moon's Greatest Hits!
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Suggested Structure. Target 500-600 words
Dear Sir I am a student at the International School of Toulouse, France. In our geography lessons, we have been studying the disparities that exist between different parts of the world and how the Millennium Development Goals are working to try and reduce these. I am particularly interested in Goal number * which is ___________________. I understand that the following targets have been set (explain why each is important) I can see that the best examples of this happening are in (name place) where ____________________ has happened (give further detail & explain how this helps to meet the goal) In June 2014 we are ______________________ (explain where we stand at the moment) I am concerned that there is still work to be done particularly in _________________ (name and state areas where work urgently needs to be carried out) I conclude that we are likely/unlikely to meet this goal that was set in 2000 and I hope that we can ___________ Yours faithfully Primary Education - 1GOAL! |
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Blood Diamonds
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Objective: To understand how and where diamonds form and the impacts that they have on communities around the world.
Task 1 - Click on the blue tab (right) to access the video for this lesson. Videos 1 & 2 are below. **2017 Update** Read this article about a recently discovered diamond in Sierra Leone. Make notes on the characteristics of the diamond, its potential value and why it was so unusual to be found by the Pastor (religious leader). |
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Task 2 - Click here to access some NGO material on Blood or Conflict diamonds.
i. Click on the Infographic and spend five minutes reading through the information. Make a note of what you consider to be the top 5 bits of information within. ii. Blood diamonds cause issues with violence, labour and the environment. Make some notes (not copy and paste) on how the diamonds can promote these problems. iii. What is the 'KIMBERLEY PROCESS'? Why was it introduced and what are the criticisms of it? |
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Global Diamonds - Movers & Shakers
*Thanks to Global Eye, Noel Jenkins and Wycombe High School
Imagine you are one of the movers and shakers in the diamond chain. In groups of five:
Imagine you are one of the movers and shakers in the diamond chain. In groups of five:
- Each choose a different location on the map below.
- Open the documents below to find out who you are.
- Read your profile to find out what you do.
- Ask each other questions to learn about each other’s lives in the diamond chain.
- Together, make a flow diagram to summarise your five lives and how you are connected.
Your Interactive Display
"Who gives a damn about the ice on your hand - If it’s not too complex tell me how many Africans died for the bagguettes on your Rolex ..." Ms Dynamite: "It takes more"
You are now in the position to begin to put together your display. The display should be as interactive as possible to allow student interaction. Possible ways of making this happen are:
1. Lift up flaps
2. QR codes that take students to safe websites where they can find out more.
3. Challenge type questions
The display should aim to educate the reader on the geology, politics and socio-economic factors (positive & negative) that surround blood or conflict diamonds.
The structure of the presentation is up to you, however there needs to be an A3 map of the world as the centre piece showing the countries involved in the diamond trade (above). These locations should be linked together with flow arrows and contain financial information showing how the value of the diamonds increases as they travel through the production process (see resource 3 below).
Resources:
1. Geology and formation of diamonds - Use the information at the start of the unit.
2. The socio economic impacts of blood diamond production - Use this excellent report from Global Witness.
3. How the value of the gems increase as they move through the production chain. - Animation here (click on cash registers)
4. Diamonds - A poem from Sierra Leone
5. How can we avoid buying conflict diamonds? - An information leaflet for UK consumers. Don't forget your work on the Kimberley Process too!
6. PowerPoint with suggested structure - To give you some ideas.
