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This series of lessons is merely an introduction based on the time allowance of six, forty minute lessons. A lot more can be done on this topic depending on the time available and the interest of the group. It is also a topic that lends itself to discussions and debates, which can hopefully develop out of the ICT work. World Development is a very topical issue with countless new case studies that can be explored. The ideas suggested in this scheme can also just be used as a framework on which to build in your own examples and use new Internet sites as you come across them.
Detail
Lesson 1: Development is a very vocabulary based topic. Some of the pupils will know some of the vocabulary already however many will not. For the students to carry out the following scheme effectively and to be able to access the relevant Internet sites fully, it is important for students to become clearly familiar with the key words and their meanings. There is a grid with the definitions and examples underneath and also the completed grid for teacher use.
Task: An electronic worksheet. This is saved as a read only file. Pupils first need to copy and paste the grid and definitions onto a new page. Then pupils match key words with definitions from a selection at the bottom of the page. They do this using cut and paste techniques. They then match up the examples from a list. Once completed the students print out their completed glossary, which they can refer back to during the series of lessons.
Lesson 2: This lesson is to introduce the idea that there are inequalities in the world, between countries and also within countries. Pupils are going to look up ways you can differentiate between countries. The lesson needs to start by introducing the idea of social and economic indicators and thinking about how they can show if a country is developed or developing. Students are then going to compare 10 countries and decide on the facts if they are LEDC’s or MEDC’s and state why.
Task: As an introduction: There are a series of pictures of countries in various states of development, (you can also provide your own) pupils have to pick out ways you can tell if it is developed or developing. This could be brainstormed orally; probably to better effect and if you had access to a projector the images could be thrown up on the board. If you wanted to only use the computer, 2 spider diagrams could be constructed by the pupils on Microsoft world, one for economic indicators and one for social indicators.
Main Task: Using 2 main websites students are to fill in the table for 10 countries, if students want to add other indicators or choose there own that is fine, but check for availability on these 2 sites.
Websites: www.worldpop.org/prbdata.htm
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Country |
GNP |
Birth rate |
Death Rate |
Life expectancy |
Maternal mortality |
Literacy |
Infant mortality |
Access to safe water |
LEDC/MEDC |
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Lesson 3:
Part 1: Using the data collected from the last lesson, pupils have to fill in a series of statements about the table and social indicators to get them thinking about their results and what they show. Pupils then decide whether their countries are rich or poor and fill in the final column of their table.
Part 2: Looking for correlations between GNP (wealth of a country) and a different social indicator of pupil’s choice, plot a scattergraph using Excel. There are guidelines to this. They then decide if there is a positive or negative correlation or no correlation. Pupils then describe their results, following an outline of what to include. Faster students can plot another indicator and describe that.
The end of the lesson can then be used to brainstorm results and think about reasons for their results. If there is access to a projector students could present their own work and explain their findings.
Lesson 4: To provide a deeper understanding of the conditions in an LEDC and an MEDC and to try and limit stereotypical images and misunderstandings.
Using a series of websites produce two posters or fact files; one about an MEDC and one about an LEDC. If there is a lack of time divide the class in half. Pupils have a framework in which to produce their poster, look at various indicators, history and culture and find a map, 4 images (2 positive and 2 negative).
This again offers the opportunity for pupils to present their work to the rest of the class.
Extension question: what sort of issues do you think need to be tackled and improved in LEDC’s and MEDC’s?
Lesson 5: Looking at the inequalities in the world and thinking of ways to tackle poverty and this situation. Brainstorm ways of tackling poverty and different organisation the students then look at the DFID website. There is an electronic worksheet to go with it asking about the organisation what the main aims are and how they intend to achieve those aims. Pupils then to choose from a variety of NGO websites eg: Oxfam, Tear Fund, Christian Aid, World Vision. Pupils using this information then have to produce in pairs a five minute presentation. They have to imagine they are a fundraiser for the charity and they are trying to their audience to give money their project. The presentation has to include the following information.
1) Information about the organisations aims
2) Information about when the organisation was set up.
3) Information about the project you are raising money for – map of area, 2 illustrations and some basic information about the problems the area faces.
4) The ways the charity is going to tackle the problem (an outline of the project)
5) Reasons why people should support your cause.
Extension: E-mail an NGO requesting information about their project to include in your presentation
Lesson 6/Follow On: Presentation of ideas if possible using power point and a projector if not possible students to print out pictures and use an OHP. Pupils then mark each others presentation based on content and delivery and decide which project they would give money to and why.
This is a very short time frame and you could extend all the activities especially Lesson 4. There are also possible extension activities and plenty of room for discussion, debate, brainstorming and pupil presentation. I have crammed it into this short space of time due to the constraints of the Key stage 3 curriculum. The lessons can be taken as a series or as individual lessons. Some parts I feel could be used for a higher Key Stage, perhaps as a revision exercise or a homework.
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