Content Standard H4.0-International Relationships & Power -Students understand the interaction and interdependence of nations around the world. Students understand the impact of economics, politics, religion, and culture on international relationships
Washoe County School District Social Studies Standard (Pamela Miller; Incline High School)
Lesson Plan: Source World Savvy (www.worldsavvy.org/) Resources Tab: Lesson Plans “Living on $500/year
Summary: Students look at World Bank data that shows the discrepancy in GDP between The United States and Sub-Sahara Africa. Site also shows enormous disparity in growth of income over time.
The Essential Question: What can be done to improve standards of living around the world?
To facilitate understanding of what it is like to live on $500 per year, there is a scenario for the students to read, describing how you will get by, and all the things that you will give up.
Class Discussion: How to live on $500 per year. Describe what your life will be like.
Then you create 6 groups of student each with a different situation card. The question becomes: What can you do to improve the standard of living? (Cards are: Your class, United Nations, Government Advisers in Country, Agency for International Development, Etc.)
Each group comes up with suggestions based on their framework. Class discussion of how our definition of poverty is tremendously different from poverty in underdeveloped nations.
This lesson involves all the objectives of global competence:
1. The student will need to use creative thinking, and problem solving skills to figure out what can be done to improve standard of living.
2. The students will explore possible solutions to global problem of poverty.
3. The students are in in 6 groups with 6 different Situation Cards: they will need to understand how the world’s people and institutions are interconnected and how critical international economic, political, technological, environmental, and social systems operate interdependently across nations and regions.
4. The students will understand the history of major world events and cultures and utilize this understanding to analyze and interpret contemporary world issues, because there will be a class discussion about the legacy of European colonialism in Africa.
5. The student will have the experience of achieving expertise by researching, understanding, and developing new knowledge about a world culture or an internationally relevant issue. Understanding the disparity of wealth between the “haves” and the “have not’s” of the world is necessary to achieve global competence.
Washoe County School District Social Studies Standard (Pamela Miller; Incline High School)
Lesson Plan: Source World Savvy (www.worldsavvy.org/) Resources Tab: Lesson Plans “Living on $500/year
Summary: Students look at World Bank data that shows the discrepancy in GDP between The United States and Sub-Sahara Africa. Site also shows enormous disparity in growth of income over time.
The Essential Question: What can be done to improve standards of living around the world?
To facilitate understanding of what it is like to live on $500 per year, there is a scenario for the students to read, describing how you will get by, and all the things that you will give up.
Class Discussion: How to live on $500 per year. Describe what your life will be like.
Then you create 6 groups of student each with a different situation card. The question becomes: What can you do to improve the standard of living? (Cards are: Your class, United Nations, Government Advisers in Country, Agency for International Development, Etc.)
Each group comes up with suggestions based on their framework. Class discussion of how our definition of poverty is tremendously different from poverty in underdeveloped nations.
This lesson involves all the objectives of global competence:
1. The student will need to use creative thinking, and problem solving skills to figure out what can be done to improve standard of living.
2. The students will explore possible solutions to global problem of poverty.
3. The students are in in 6 groups with 6 different Situation Cards: they will need to understand how the world’s people and institutions are interconnected and how critical international economic, political, technological, environmental, and social systems operate interdependently across nations and regions.
4. The students will understand the history of major world events and cultures and utilize this understanding to analyze and interpret contemporary world issues, because there will be a class discussion about the legacy of European colonialism in Africa.
5. The student will have the experience of achieving expertise by researching, understanding, and developing new knowledge about a world culture or an internationally relevant issue. Understanding the disparity of wealth between the “haves” and the “have not’s” of the world is necessary to achieve global competence.