1. The World as 20 People: How Different is Your Life to Others?
1a) Using the Worksheet "If the World Were 20 People" we will provided estimates of how we think the population of the world is distributed.
1b) Using our class as the example, arrange yourselves in groups accordingly as Ms. StPierre gives you the reality.
1c) Back in the classroom, graph the reality against your estimates. How close were you? How far away were you? Complete a graph illustrating your guesses and the reality of different categories. Then answer the reflection questions below.
REFLECTION QUESTIONS:
How were your guesses different from the reality? Why might this be the case?
In what categories were you the minority? The majority?
1a) Using the Worksheet "If the World Were 20 People" we will provided estimates of how we think the population of the world is distributed.
1b) Using our class as the example, arrange yourselves in groups accordingly as Ms. StPierre gives you the reality.
1c) Back in the classroom, graph the reality against your estimates. How close were you? How far away were you? Complete a graph illustrating your guesses and the reality of different categories. Then answer the reflection questions below.
REFLECTION QUESTIONS:
How were your guesses different from the reality? Why might this be the case?
In what categories were you the minority? The majority?
2. A World of Information: Statistics for Geographic Understanding
2a) Using the website NationMaster we will conduct some research on the "top ten countries" of various areas of study: economics, criminology, natural resource use, land area, transportation, media and military. 2b) In pairs or individually, you will choose 2-3 headlines from the Map Headline List and then create world maps highlighting the "top ten" countries in your category. - Do we see any patterns between the graphs? - What did you see that surprised you? That you already knew? - How does using statistics help us to understand our planet? |
3. Interpreting Our ResultsAs a class we researched many different variables on population demographics. What did you find? What was surprising? Can you make any comparisons?
Definitions to know: Statistics, Demographics, Population |
4. LEDC or MEDC? Easy to See?By looking at images and clues within those pictures we make assumptions about our world. What does it mean when we say "rich world, poor world?"
Definitions: LEDC and MEDC |
5. Indicators of DevelopmentWell how do we know if a country is developed more or less than another? We look at indicators, or numbers (statistics) that tell us about the population.
Worksheet: Measuring Development Link: Human Development Index |
6. Country Profiles: Measuring Development
Choose six countries and do your own research! Find these indicators of development on the internet. Decide whether each country is a LEDC or MEDC. Definitions: GDP, Fertility Rate, Infant Mortality Rate, Urban Population, and Life Expectancy Worksheet: Country Profiles |
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7. Five Themes of Geography:
Now Meet Ghana After watching the videos, use the Five Themes of Geography and textbook pages 10 - 11 to describe an example of an LIC - Ghana Definitions: location, place, movement, region and human-environment interaction |
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8. Five Themes in Practice...
Now Meet Bahamas... Describe our MIC the Bahamas using the five themes. Did you know all of this already? ...And Australia... Our highest developed country, now meet Australia using the five themes... HOW ARE THE BAHAMAS, AUSTRALIA AND GHANA DIFFERENT IN DEVELOPMENT? |
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9. The Development Gap: Why are some countries rich and others poor?
Station ONE:
1) WATCH the VIDEO below and answer the following questions.
The Effect of European Colonization on Native Americans...
Station TWO:
2) Answer Questions 1 on page 19, using the comic strips to find answers. Please ensure you read the comic strip first!!
Station THREE:
3) Do a GOOGLE SEARCH to define "corruption" and record the definition in your book.
THINK about how corruption might affect the development of countries. Discuss in your group.
When you are finished the stations....
Station ONE:
1) WATCH the VIDEO below and answer the following questions.
The Effect of European Colonization on Native Americans...
- What were European explorers searching for when they left in the 14th century?
- How did they affect Native American populations?
- How might this affect the development of these areas (South and Central America)?
Station TWO:
2) Answer Questions 1 on page 19, using the comic strips to find answers. Please ensure you read the comic strip first!!
Station THREE:
3) Do a GOOGLE SEARCH to define "corruption" and record the definition in your book.
THINK about how corruption might affect the development of countries. Discuss in your group.
- Go to this website: Transparency International
- Pick two that are LICs, two that are MICs, and two HICs from the interactive map
- For each, record the "Corruption Perception Index" and the "HDI" rank in your book
When you are finished the stations....
- Create a scatter graph in your notebook, labeling "corruption" on the X-axis and "HDI" on the Y-axis
- Record your data on the graph. What pattern do you see? Describe it in your book.
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10. How Developed is Ghana?
10a. Which is more developed? Ghana or Nigeria? Can we tell from these videos? Record your observations from the videos then complete this worksheet to find out the true development level: from our development indicators!
10b. How well do you know Africa? Take this Africa Countries Quiz to find out!
10c. From your notebook, read pages 22 and 23 and complete questions 1-3 to complete a timeline of Ghana's development
Extension: Complete an essay outline with information from the text (and your timeline). Answer the Question: "Why is Ghana an LIC?"
10a. Which is more developed? Ghana or Nigeria? Can we tell from these videos? Record your observations from the videos then complete this worksheet to find out the true development level: from our development indicators!
10b. How well do you know Africa? Take this Africa Countries Quiz to find out!
10c. From your notebook, read pages 22 and 23 and complete questions 1-3 to complete a timeline of Ghana's development
Extension: Complete an essay outline with information from the text (and your timeline). Answer the Question: "Why is Ghana an LIC?"
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11. Different Aid Types: Does One Size Fit All? 11a. Introduction to Aid Types Powerpoint What are the differences in the following types of aid? Short-term Long-term Tied or Conditional Aid Appropriate Aid 11b. The Akosombo Dam: An Example of Tied Aid - Describe the positives and negatives of the Akosombo Dam. - How effective was the Akosombo Dam as development aid? 11c. The Village of Bimma: An Example of Appropriate Aid How can we make aid most appropriate to this village? - Describe village life - What do the villagers believe they need? The best way to develop? - What do you believe the village needs? |
12. Sustainable Development - Basic Human Rights
Access to water is a basic human right, nearly one billion people on earth today do not enjoy. Similarly, about 2 billion people do not have access to improved sanitation. Sustainable aid campaigns to improve safe access to clean water and to end open defecation target the health of populations by helping communities improve their access to these facilities. a) Watch Nepal's Sanitation Campaign in class and listen to the statistics presented about access to water from your teacher b) Appropriate Aid and Sustainable Development Powerpoint c) Using the Peace Corps WebQuest, complete questions: #2, #3, #5 |
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13. The Millenium Development Goals
13a. What are the World's Biggest Problems? Come up with 10 most important. Rank them in your opinion from 1 to 10 13b. The UN Millenium Development Goals were a series of goals decided by the United Nations in 2000 with the aim of improving the quality of life in the world on a global scale by 2015. See the "UN Millenium Declaration Video" for a brief overview. 13c. Millenium Development Goals Powerpoint 13d. Answer the questions below (from the powerpoint) in class using the UN Development Goals Website and the goals on the right side of this webpage page. For the last two goals you can use the second video. 1.What are the Millennium development goals? 2.When were the goals made? 3.What is the target date to reach the goals? 4.Who decided on the goals? 5.Find one fact that supports the fact that the MDG’s are not working 6.Find one fact that supports the fact that the MDG’s are working 7.What is your opinion? |
14. MDG 'Speed Networking' Event
Next class you will attend a meeting to discuss the Millenium Development Goals. You will have the opportunity to talk to lots of people. It will be your job at the meeting to represent ONE of the Millenium Development Goals to try and make sure it stays on the agenda for next year. Your teacher will assign you a MDG to represent for the meeting. Some of you will be arguing for the addition of new goals to the MDGs. This class you will spend researching your MDG. Using the Millenium Development Goals Website and your own research write a two minute speech which includes the following: a. Name and number of goal b. Two quick but important facts c. The target and whether it's been met d. Where do we stand now - what else is there to be done? e. Two named places and examples of where progress is being made This speech MUST be ready for Tuesday's class!! |
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