In World Geography 3202, my class recently covered a section on development of nations that includes discussion of measures used to determine relative levels of development around the world.
As can be seen from the unit outcome above, most of the emphasis here is on economic indicators of development, with five out of seven delineations specifically involving this content. It is important to realize, however, that while economic development is certainly important social development indicators are vital as well. What’s more, there is nothing in the outcome here that has students explore how a country may work towards improving its level of development and assessing challenges that may exist in doing so. I feel that, though it’s technically not in the outcomes, it’s important for students to explore this in order to gain a better understanding of the topic as a whole.
One activity I had my class try was to do a little research on what goals have been set internationally to address socio-economic problems and, therefore, increase quality of life globally. To do this, students engaged in a controlled inquiry of the UN Sustainable Development Goals for the purpose of discovering what challenges the UN has identified as needing immediate attention and what is actually involved in doing so (it’s easy to say poverty should be wiped out, but what is involved in making that happen?). The activity sheet looked as follows (click to download):
Due to time restraints and the fact that I didn’t want to stray too far from the outcomes for this course, this isn’t as indepth an exploration as I would like. I would also like to expand it to include assessment of significance and student judgement of which issues they would consider the most important to tackle by developing criteria to do so. What it does provide, however, is an opportunity for students to research content related to course material that is much more updated than what is provided in the student resource (before this activity, there would be mention of the UN Millennium Goals, the timeframe for which elapsed last year).
The activity is open enough to allow students to collect information on the Sustainable Development Goals, while picking and choosing details that they feel to be the most interesting to them. In column two, they must provide at least two details for each goal (most goals have at least six or seven), so there is some choice on their part and they must question and use their own judgement, informally, to determine which they will focus on.
In a course that desperately needs updating (it places far too much importance on knowledge and memorization over higher level competencies) and a shift of focus to increase relevancy, this kind of short activity can add a little bit more to how students experience the curriculum. It’s a small example of how the teacher can bring the inquiry model into the classroom. Most students enjoyed the activity and were quite engaged during the inquiry process.