Examining First vs Third World #withmathican
1 Active Hook
Population Education is a company that provides interactive lessons that focus on population issues. This active hook is based on their lesson called the Unfair Race.
Each student participating has a list of statistics on a card. The teacher will read a statement and based on the statement, students either move forward, move backwards, or stay the same. The race is unfair (thus the activity name) and some students finish way ahead of other students.
At the end you debrief with the students. What was each country in the race? Where did they fall in the race? What does the place in the race represent? (standard of living). What did they learn? How did they feel during the race?
Explain that a cartogram “a map on which statistical information is shown in diagrammatic form.” Show Mapping Worlds changes the sizes and shapes of the countries to represent the quantity of the information.
View Business > Global Brands > McDonald’s as an example. In the margin the countries are ranked. But you can also hover over a country to see it’s ranking and the total number and percentage.
Working with a partner, students should explore categories that relate to the development of the country: rural populations, illiteracy, children not in school, malaria, TB, under-5 mortality, arable land, water, metals and minerals, GDP, technology, transport, War & Conflict, and Tourists.
Afterwards, ask them to write a brief reflection about their observations, possibly as a post on Google Classroom or another course management system.
If you are limited with technology resources, the maps can be projected for the class and you can verbally have the students state their observations.
3 Partner Discovery
Students will work with a partner to fill in Google Sheets for different countries. Some of them will be developed some of them will be developing. Possible countries include the United States, Mexico, Canada, Haiti, Argentina, Spain, India, Libya, and a few left up to student choice. The countries selected can be customized to the area of the world the students are studying that year.
They will search the atlas for information relating to life expectancy, literacy rates, land use, natural resources, average population density, and climate zone.
4 Text Dependent Analysis
Students will be provided with a link to a Newsela text set that provides articles about the standard of living of the countries in the table. They should choose two different articles to read, one that focused on a developed country and one that focuses on a developing country. They must provide text based evidence to support why one country is first world (developed) and another country is third world (developing). Emphasize that they are selecting two countries to focus on so they can find quality evidence and probably more than a single quote.
Review with students the ELA/Social Studies standards and expectations for quoting, citing, and explaining the text they select.
Provide the students with the opportunity to share. Ideally, different countries will be covered, and evidence will be heard for each location.
Students will use Canva, Google Drawings, PicCollage or another infographic creation tool to create an infographic to show the basic difference between the developed (first world) and the developing world (third world). They should incorporate Creative Commons images, like from Pixabay, to provide visual evidence of the characteristics they mention.
Students can have a choice to do either First World, or Third World, or a comparison of the two.
Develop a simple rubric with student imput on what they think should be graded. The importance with the lesson was the entire process. This is just the final product.
Key Standards Supported
Write arguments focused on discipline-specific content.
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.