WORLD MAP A DEVELOPING WORLD

NEWFOUNDLAND AND LABRADOR GRADE 9

Human Development Index

Lesson Overview An analysis of the Human Development Index (HDI) and its importance in assessing international development using a multifactor tool. Grade Level Grades 9 ! (secondary school)" #ut the lesson can #e modified for middle school Time Required $%&% minutes Curriculum Connection Newfoundland and LabradorWorld Geo ra!"# $%&% '() %.&.% '() %.&.$ '() .... '() ....! '() ....0 '() ....1 *xplain +hy it is #eneficial to use more than one indicator +hen assessing a country,s level of economic development -elate selected social and economic indicators to level of economic development *xamine /uality of life indicators in a city in the developing +orld *xamine /uality of life indicators in a city in the developed +orld Develop strategies to improve /uality of life in a city Assess one,s personal /uality of life preferences

Link to Canadian National Geograp ! "tandards E''en()al Ele*en(' +, -Grade' 9,%./ 2he 3orld in 'patial 2erms countries countries E''en()al Ele*en(' +1 -Grade' 9,%./ 2he 7ses of Geography 8ocal" regional" and +orld policies and pro#lems +ith spatial dimensions Demographic transition *conomic development #y +orld regions" country" and regions +ithin 4ap" glo#e" and atlas use 4ap pro5ections for specific applications (hanges in places and regions over time (ritical issues and pro#lems of places and regions -egional analysis of geographic issues and /uestions 6opulation characteristics #y +orld regions" country" and regions +ithin

E''en()al Ele*en(' +% -Grade' 9,%./ 6laces and -egions

E''en()al Ele*en(' +0 -Grade' 9,%./ Human 'ystems

(anadian (ouncil for Geographic *ducation

WORLD MAP A DEVELOPING WORLD

NEWFOUNDLAND AND LABRADOR GRADE 9

Geo ra!")2 34)ll' +, -Grade' 9,%./ As9ing Geographic :uestions 6lan and organi;e a geographic research pro5ect (e.g. specify a pro#lem" pose a research /uestion or hypothesis" and identify data sources) 'ystematically locate and gather geographic information from a variety of primary and secondary sources 'ystematically assess the value and use of geographic information 'elect and design appropriate forms of maps to organi;e geographic information 'elect and design appropriate forms of graphs" diagrams" ta#les" and charts to organi;e geographic information 7se /uantitative methods of analysis to interpret geographic information 4a9e inferences and dra+ conclusions from maps and other geographic representations 7se the processes of analysis" synthesis" evaluation" and explanation to interpret geographic information from a variety of sources <ormulate valid generali;ations from the results of various 9inds of geographic in/uiry *valuate the ans+ers to geographic /uestions

Geo ra!")2 34)ll' +% -Grade' 9,%./ Ac/uiring Geographic Information

Geo ra!")2 34)ll' +$ -Grade' 9,%./ )rgani;ing Geographic Information

Geo ra!")2 34)ll' +0 -Grade' 9,%./ Analysing Geographic Information

Geo ra!")2 34)ll' +5 -Grade' 9,%./ Ans+ering Geographic :uestions CID# $ap 2he (anadian Geographic(IDA map A De6elo!)n World +ill form an integral part of the lesson. 6articular emphasis +ill #e placed on the HDI +hich is explained and used on this map. 2he on=line version of the map can #e found at +++.canadiangeographic.ca>+orldmap. (lassroom sets of the printed map are availa#le. -e/uest maps. #dditional Resources% $aterials% and &quipment Required 'tudent Activity 'heets (provided) *valuation ru#rics (provided) ()ptional) Go to +++.undp.org for more information on the HDI $ain O'(ective 'tudents +ill develop an overall understanding of international development on a glo#al scale #y analysing clear and recogni;a#le patterns using the HDI.

(anadian (ouncil for Geographic *ducation

WORLD MAP A DEVELOPING WORLD

NEWFOUNDLAND AND LABRADOR GRADE 9

Learning Outcomes 'tudents +ill? refine their 9no+ledge of the concept of industrial development@ appreciate the importance of measura#le indicators in assessing glo#al data@ use the map as a visual organi;er in analysing patterns of international development@ #e a#le to understand and utili;e the HDI and its colour=coded system. T e Lesson
Teac er #ctivit! Introduction "tudent #ctivit!

Introduce the HDI. Discuss +ith students the complex and sometimes controversial nature of international development. Inform students that +e no+ have a very valua#le resource to aid us in this difficult tas9. Distri#ute copies of the (G(IDA map or direct them to the on=line version at +++.canadiangeographic.ca>+orldmap -evie+ +ith students the ma5or features and layout of the map. Guide students to the #ox that descri#es ho+ the HDI +or9s. As9 the /uestion? Ho+ does this index help us +hen assessing the development levels of countries in our +orldA

As a large group" students should #e guided through a discussion of their prior 9no+ledge of international development in general. 'tudents should then #e as9ed +hy it is important for us to have large amounts of data on the different countries that ma9e up our +orld. 'tudents +ill provide a variety of responses.

(anadian (ouncil for Geographic *ducation

WORLD MAP A DEVELOPING WORLD

NEWFOUNDLAND AND LABRADOR GRADE 9

T e Lesson (cont,d)
Teac er #ctivit! Introduction (cont,d) "tudent #ctivit!

6rovide an overvie+ and instructions of ho+ the lesson +ill proceed. = Assign groups = -efer students to the map = Assist students in locating information in the map = Distri#ute and explain 'tudent Activity 'heet B .

2hey +ill li9ely lin9 the idea of development +ith that of progress. 2he importance of the data lies not in the num#ers themselves" #ut in ho+ they are interpreted. DEno+ledge is po+er.F 2he data +ill ena#le us to #etter understand the challenges faced #y developing countries. 'tudents find their groups on the list. 'tudents examine the (G(IDA map and the description of the HDI.

Co+ that students are familiar +ith the map and the multifactored colour= coded HDI" it is time to loo9 more closely at the varia#les that ma9e up the index. 'tudent groups can #e assigned a list of countries or may #e given the option of choosing their o+n" +ith the idea that all of the colours #e represented in their selections. Instruct students to complete the organi;er sheet ('tudent Activity 'heet B ) to #ecome comforta#le +ith the index. -evie+ the concept of /uality of life>standard of living. -evie+ the factors that are ta9en into account +hen measuring these terms. Discuss +ith students that improving standards and /uality re/uires /uantifia#le data. (ompanies and schools use similar data #y #rea9ing do+n the information gained from research into component parts and doing an analysis of each item. 2hose +or9ing in international development can use the (G(IDA map and the HDI in a similar +ay.

'tudents complete 'tudent Activity 'heet B .

Lesson Development

(anadian (ouncil for Geographic *ducation

WORLD MAP A DEVELOPING WORLD T e Lesson (cont,d)

Teac er #ctivit! Lesson Development (cont,d)

NEWFOUNDLAND AND LABRADOR GRADE 9

"tudent #ctivit!

2he 9ey is to identify areas that clearly need attention and improvement" and focus resources in those areas in order to maximi;e results. *xplain to students that the HDI provides us +ith the data. It is no+ time for us to use our geographic s9ills to dra+ some meaningful conclusions. Distri#ute 'tudent Activity 'heet B!.

'tudents participate in the discussion. 'tudents analyse the map for the presence of any patterns in the distri#ution of countries shaded in yello+" orange" red" grey" etc. *ach group +ill then transfer this information to 'tudent Activity 'heet B!. 2hey are also to include some reasons +hy each pattern may exist. 'tudents +ill li9ely see that yello+ countries are found mostly in Corth America and *urope. 2hey may cite reasons such as education systems" health care" sta#le governments" temperate climates" etc. 2hey may suggest that the grey countries are not reporting their information #ecause of +ar" turmoil" or unsta#le governments" +hich may #e em#arrassed #y or not +ant to disclose the level of health care" education" and so on that they are providing. 'tudents are then to use 'tudent Activity 'heet B! to organi;e these colour patterns. (omplete 'tudent Activity 'heet B!.

Assist students +ho may need help reading the map.

Conclusion

2he main purpose of the presentation is to allo+ students to share their +or9. 2eachers may decide to assign each group a particular country or continent for the presentation. 'tudents can indicate the continent or country to the class on the +all=si;e map" and proceed to discuss the HDI ran9ing" as +ell as the reasons that may account for this level of development.

(anadian (ouncil for Geographic *ducation

WORLD MAP A DEVELOPING WORLD

NEWFOUNDLAND AND LABRADOR GRADE 9

T e Lesson (cont,d)
Teac er #ctivit! Conclusion (cont,d) "tudent #ctivit!

If time permits" an extension -'ee below. of this idea may #e made" +here#y the student groups present or de#ate +hat +e as (anadians" or the countries themselves" could do to improve their ran9ing. 'tudents should then #e encouraged to #ring economic theory" scientific principles" and moral o#ligations into the discussion>de#ate. Arrange a D5igsa+F for presentations" in +hich one student from each group +ill first meet in a master group to discuss their individual group,s thoughts. Distri#ute the enclosed evaluation sheets (optional). At the end" the teacher +ill lead a de#riefing" summari;ing the material in the students, presentation and filling in any points missed. It is important to stress to students that common data +hich can #e analysed and interpreted are valua#le tools for those +or9ing in the field of international development. 2he teacher should stress that the (G=(IDA map and the HDI are very effective in that they not only provide data" #ut also present that data in a very useful and effective form.

'tudent groups ma9e presentations.

'tudents complete evaluation sheets (optional).

Lesson &xtension An extension of the presentations or a follo+=up lesson could examine +hat 9inds of things +e as individuals or governments can do to improve the /uality of life for those people living in developing and developed countries. 2his idea is discussed a#ove. #ssessment o) "tudent Learning (arry out peer" self=" and>or teacher evaluation of group participation and contri#ution using the attached ru#ric. (arry out peer" self=" and>or teacher evaluation of student group presentations using the ru#rics provided. Assign a 5ournal entry for home+or9.

(anadian (ouncil for Geographic *ducation

WORLD MAP A DEVELOPING WORLD

NEWFOUNDLAND AND LABRADOR GRADE 9

"tudent #ctivit! " eet * +, T e Components o) t e Human Development Index

After discussing the (G=(IDA map and the Human Development Index (HDI) +ith your teacher and small group" turn to the HDI description on the map to complete the follo+ing visual organi;ers" +hich highlight the important components of the index? -ellow Orange Red Gre! High Development 4edium Development 8o+ Development (lassification not availa#le

. (hoose five countries (from different continents) and complete the chart. Countr! "ur)ace #rea .opulation Li)e &xpectanc! .rimar! "c ool &nrolment GD. Colour on $ap

!. Ho+ does the HDI measure each of the follo+ing for a countryA Longevit! /nowledge "tandard o) Living

(anadian (ouncil for Geographic *ducation

WORLD MAP A DEVELOPING WORLD

NEWFOUNDLAND AND LABRADOR GRADE 9

"tudent #ctivit! " eet * 0, Human Development Index .atterns

2urn to the (G(IDA map to complete the follo+ing visual organi;er" +hich loo9s for patterns that may exist among the index colours? -ellow Orange Red Gre! High Development 4edium Development 8o+ Development (lassification not availa#le

. 3here can you find most of each colourA Colour 1ound $ostl! in22 "uggested Reasons 3 !2

-ellow

Orange

Red

Gre!

(anadian (ouncil for Geographic *ducation

&

WORLD MAP A DEVELOPING WORLD

NEWFOUNDLAND AND LABRADOR GRADE 9

"el)4&valuation o) .resentation, How well did !ou do5

<or each item in the ta#le #elo+" score your group,s efforts using the follo+ing scale?
% G *xcellent 1 G 'uperior 0 G Good ! G <air G 6oor

Description . !. 0. 1. %. $. .. &. 9. H 3e +ere +ell prepared for this presentation 3e +ere +ell organi;ed for this presentation 3e 9ne+ the material +ell 3e chose a topic that interested the class )ur presentation +as +ell supported +ith information 3e +ere clear in our explanations )ur presentation +as +ell paced 3e +ere enthusiastic and confident 3e interacted +ell +ith the audience 3e used audio>visual aids or handouts

I 4y favourite part +as? JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ I Cext time" +e should? JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ I I +ould li9e to have had time to? JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ

(anadian (ouncil for Geographic *ducation

WORLD MAP A DEVELOPING WORLD

NEWFOUNDLAND AND LABRADOR GRADE 9

.eer &valuation o) .resentation, How well did t e! do5

<or each item #elo+" indicate your reaction to the presentation. 7se the follo+ing rating scale?
% G *xcellent 1 G 'uperior 0 G Good ! G <air G 6oor

Description . !. 0. 1. %. $. .. &. 9. H Ho+ +ell +as the presentation preparedA 3as the presentation +ell organi;edA Did the presenters 9no+ the material +ellA Did they choose an interesting topic to presentA 3as the presentation +ell supported #y the informationA 3ere the presenters, explanations clearA 3as the presentation +ell pacedA 3ere the presenters enthusiastic and confidentA Did the presenters interact +ell +ith the audienceA Did the presenters ma9e good use of audio>visual aids or handoutsA

I 4y favourite part +as? JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ I Cext time" the presentation should? JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ I I +ould li9e to learn more a#out? JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ

(anadian (ouncil for Geographic *ducation

WORLD MAP A DEVELOPING WORLD

NEWFOUNDLAND AND LABRADOR GRADE 9

Teac er &valuation o) .resentation

'tudent,s Came? JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ Date? JJJJJJJJJJJJJJJJJ

2opic? JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ <or each item #elo+" rate the student,s presentation using the follo+ing rating scale?
% G *xcellent 1 G 'uperior 0 G Good ! G <air G 6oor

Description . *vidence of sufficient preparation (omment? !. *ffective use of class time in planning (omment? 0. )rgani;ation of presentation (omment? 1 Eno+ledge of material (omment? %. (hoice of topic (omment? $. Kalid supporting information (omment? .. (reativity and suita#ility of presentation method (omment? &. *nthusiasm and confidence (omment? 9. Interaction +ith audience (omment? H. *ffective use of audio>visual aids or handouts (omment?

(anadian (ouncil for Geographic *ducation