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Human Development Index Canada and World Issues CGW4U, Grade 12

Please download the complete lesson plan for the worksheets, resources and rubrics. Below is an overview of the lesson plan.

Lesson Objectives

Students will develop an overall understanding of international development on a global scale by analyzing clear and recognizable patterns using the HDI.

Students will:

  • refine their knowledge of the concept of industrial development;
  • appreciate the importance of measurable indicators in assessing global data;
  • use the map as a visual organizer in analyzing patterns of international development;
  • be able to understand and utilize the HDI and its colour-coded system.

Requirements

  • Student Activity Sheets (included)
  • Evaluation rubrics (included)
  • Go to www.undp.org for more information on the HDI

 

Activities

Introduction - Teacher Activities

  • Introduce the HDI.
  • Discuss with students the complex and sometimes controversial nature of international development. 
  • Inform students that we now have a very valuable resource to aid us in this difficult task.
  • Distribute copies of the CG–CIDA map or direct them to the on-line version at www.canadiangeographic.ca/worldmap
  • Review with students the major features and layout of the map. 
  • Guide students to the box that describes how the HDI works.
  • Ask the question: How does this index help us when assessing the development levels of countries in our world?
  • Provide an overview and instructions of how the lesson will proceed.
    • Assign groups
    • Refer students to the map
    • Assist students in locating information in the map
    • Distribute and explain Student Activity Sheet #1.
  • Now that students are familiar with the map and the multi-factored colour-coded HDI, it is time to look more closely at the variables that make up the index.
  • Student groups can be assigned a list of countries or may be given the option of choosing their own, with the idea that all of the colours be represented in their selections.
  • Instruct students to complete the organizer sheet (Student Activity Sheet #1) to become comfortable with the index.

Student Activities

  • As a large group, students should be guided through a discussion of their prior knowledge of international development in general.
  • Students should then be asked why it is important for us to have large amounts of data on the different countries that make up our world.
  • Students will provide a variety of responses.
  • They will likely link the idea of development with that of progress. The importance of the data lies not in the numbers themselves, but in how they are interpreted. “Knowledge is power.” The data will enable us to better understand the challenges faced by developing countries. Students find their groups on the list.
  • Students examine the CG–CIDA map and the description of the HDI.
  • Students complete Student Activity Sheet #1.

Lesson Development

Teacher Activities

  • Review the concept of quality of life/standard of living.
  • Review the factors that are taken into account when measuring these terms.
  • Discuss with students that improving standards and quality requires quantifiable data. Companies and schools use similar data by breaking down the information gained from research into component parts and doing an analysis of each item. Those working in international development can use the CG–CIDA map and the HDI in a similar way. 
  • The key is to identify areas that clearly need attention and improvement, and focus resources in those areas in order to maximize results.
  • Explain to students that the HDI provides us with the data. It is now time for us to use our geographic skills to draw some meaningful conclusions.
  • Distribute Student Activity Sheet #2.
  • Assist students who may need help reading the map.

Student Activities

  • Review the concept of quality of life/standard of living.
  • Review the factors that are taken into account when measuring these terms.
  • Discuss with students that improving standards and quality requires quantifiable data. Companies and schools use similar data by breaking down the information gained from research into component parts and doing an analysis of each item. Those working in international development can use the CG–CIDA map and the HDI in a similar way. 
  • The key is to identify areas that clearly need attention and improvement, and focus resources in those areas in order to maximize results.
  • Explain to students that the HDI provides us with the data. It is now time for us to use our geographic skills to draw some meaningful conclusions.
  • Distribute Student Activity Sheet #2.

Conclusion

Teacher Activities

  • The main purpose of the presentation is to allow students to share their work.
  • Teachers may decide to assign each group a particular country or continent for the presentation. Students can indicate the continent or country to the class on the wall-size map, and proceed to discuss the HDI ranking, as well as the reasons that may account for this level of development.
  • If time permits, an extension (see below) of this idea may be made, whereby the student groups present or debate what we as Canadians, or the countries themselves, could do to improve their ranking. Students should then be encouraged to bring economic theory, scientific principles, and moral obligations into the discussion/debate.
  • Arrange a “jigsaw” for presentations, in which one student from each group will first meet in a master group to discuss their individual group’s thoughts.
  • Distribute the enclosed evaluation sheets (optional).
  • At the end, the teacher will lead a debriefing, summarizing the material in the students’ presentation and filling in any points missed.
  • It is important to stress to students that common data which can be analyzed and interpreted are valuable tools for those working in the field of international development.
  • The teacher should stress that the CG-CIDA map and the HDI are very effective in that they not only provide data, but also present that data in a very useful and effective form.

Student Activities

  • Student groups make presentations.
  • Students complete evaluation sheets (optional).

 

Lesson Extension

An extension of the presentations or a follow-up lesson could examine what kinds of things we as individuals or governments can do to improve the quality of life for those people living in developing and developed countries. This idea is discussed above.

Review the web sites of various Canadian organizations to se what they are doing to improve the lives of people in the Global South.

Examine Canada’s response to the MDGs in the International policy Statements, 2005 at www.acdi-cida.gc.ca/ (Click on “development”)

Evaluate Canada’s response to the MDGs as discussed in the International Policy Statement, in terms of the ability to meet MDG targets related to the issues which arose from the case studies, and discuss what, if any, role Canadian NGOs can play in the achievement of the MDGs. Write your response in an essay.

Read the New Internationalist Article:  Official Aid:  A Brief History – discuss how aid has changed over the last few decades.

 

**The Student Activity sheets and Presentation evaluation forms and a brief history of official aid are attached in the complete lesson plan.

 

Please download the complete lesson plan for all activities, worksheets and detailed information of the lesson plan.

This is an overview of the lesson plan.