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This global citizenship resource explores how unequal opportunities and poverty affect the lives of many young people in different parts of the world. It gives students the opportunity to think critically about the problems associated with differences in income and access to essential services and to focus on these issues in their own community. The activities effectively demonstrate the relevance of math in the world around them. Students use real data from case studies to address a number of middle level and early high school math outcomes including include fractions, decimals, percentages, problem solving and data management.
With survey results collected through interviews with young people, parents and community representatives from different parts of the world, students apply data management tools to compare development indices among different countries. (GDP, average income, internet use and mobile phone use, access to water, life expectancy, infant mortality, poverty level, access to electricity, carbon dioxide emissions per capita, and education) Gender inequality is also addressed in both a rural/urban and economic context.
The Think-Learn-Act Approach also gives young people the opportunity to learn about the UN Sustainability Goals, think critically about how to achieve them and to take action as responsible global citizens.
Activities and resources are meant to support teaching rather than guide it.
After discussing what inequality means, students calculate the cumulative wealth of the world’s 80 richest people and use a palma-ratio to measure in-country inequality. They then express a multiplicative ratio between the incomes of the richest ten percent of a country’s population and the poorest forty percent.
After discussing what development means students compare the indicators for different countries, discuss why some countries are more developed than others and identify some different ways that development is measured. They use scatter plots to describe patterns and relationships between the different indicators.
Students examine their own daily activities and record how long they spend doing them. After discussing the value of a large sample size they use frequency distribution tables of young people’s time use in Ethiopia to calculate mean, median and mode values. The data is used to compare how time use in Ethiopia is affected by gender and place of residence (urban vs rural)
In-country Gaps 2
Students use equality terms to compare time use data between boys and girls living in urban and rural areas. After discussing ways of presenting data they construct pie charts to represent their own time use data and that for young people in Ethiopia, Vietnam, Peru and India.
Between Country Gaps
Students explore some development indicators in detail and then answer questions about a set of tabulated data for the United Kingdom, Ethiopia, Peru, India and Vietnam. They consider different ways that data can expressed and then convert developmental indicators from percentages to fractions.
Changing Gaps Over Time
Students explore some ways in which access to water, sanitation and electricity in the four countries have developed over time and draw line graphs to represent these changes. They discuss factors that may have contributed to the change and make predictions about the future.
Reflecting and Sharing
Students reflect and evaluate their learning and understanding about the causes and consequences of poverty and inequality, using an evaluation wheel. They consider possible ways in which governments can make the world a fairer, more just place without poverty. They work in groups to discuss, plan, and carry out an activity to share their learning with others.
This resource can be used as a cross-curricular unit for middle level and early high school students focusing on mathematics, geography and language arts. Certain lessons can also be pulled out to address specific math outcomes at different grade levels. As well, the education for global citizenship methodology, which is paramount in this resource, is appropriate for social studies or geography classes in promoting awareness to, and empathy for, current world problems.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Good|
Students interpret real-life data obtained through surveys, and reflect on authentic and detailed case studies.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
The resource highlights the interconnections of poverty, economic opportunity, climate change and access to clean drinking water.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
The data and case studies do highlight the complexity of theses real world problems. The activities also emphasize the complexity of finding solutions.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
Students are encouraged to plan action to bring awareness to the issues highlighted in the resource by sharing their knowledge with their peers and the community, pressuring government to take action and fundraising.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
The discussions which follow the interpretation of the data management activities will provide some opportunities for value clarification as do some guiding questions.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Very Good|
Case studies, development trump cards and survey data encourage empathy and respect for young people living in poverty and dealing with inequalities in their everyday lives.
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Satisfactory|
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
Students are encouraged to compare their own daily activities,and living conditions with young people from other less -developed countries. This brings local focus and may encourage them to take on global citizen responsibilities.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
The past and present are described using detailed case studies and real life survey data. The future is seen as positive only if awareness is brought to these issues on a global scale, sustainable environmental choices are made in both the developed and developing world, and if governments start to implement policies to level playing fields.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
Students interpret data and reflect on case studies and are encouraged to suggest solutions for the problems that they see.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning||Very Good|
Although primarily a math, social studies and geography resource, there are opportunities to address outcomes in language arts and science.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Students are able to discover some answers on their own using a guided inquiry approach.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
There is a variety of activities used to portray and examine the lives of young people in developing countries. These include survey data tables, real life case studies, Power Point slides, and pictures and videos of real people in real situations. There is some differentiation suggested in a few of the activities.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
Learning takes place using real world data and authentic case studies. It require3s an examination of the student's own daily living activities.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
Some discussion questions are given and students must complete and answer some specific number and data management assignments as well. There are no rubrics provided to assess student work but some answer keys are provided.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Very Good|
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Satisfactory|
The resource encourages students to delve deeper into issues that interest them. Links with additional information are provided to help with this.
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|