Bilingual Geography G8: The Developing Gap: Disparities in the World

Transcription

Bildungsplan 2004
Allgemein bildendes Gymnasium
Umsetzungsbeispiel
für Geographie
Bilinguales Modul für Klasse 8
Disparities in the World
The Development Gap
Landesinstitut
für Schulentwicklung
Qualitätsentwicklung
und Evaluation
Themenfeld 2: Eine Erde – eine Welt
Stefan Rukatukl
Mörike Gymnasium Esslingen
Schulentwicklung
und empirische
Bildungsforschung
Bildungspläne
August 2007
INHALTSVERZEICHNIS
1 Das Thema im Bildungsplan
1
2 Fachwissenschaftliche Überlegungen
2
3 Methodisch-didaktische Überlegungen
3
4 Verlauf der Unterrichtseinheit
4
4.1 Development – A World of Two Halves
5
4.2 Measuring Development
7
4.3 Explaining the Development Gap
12
4.4 Consequences of the Development Gap
12
4.5 Aid – Reducing the Differences
18
5 Das „WaterAid“-Projekt
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6 Fazit
21
7 Quellen- und Literaturverzeichnis
22
8 Anhang
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Umsetzungsbeispiel für das Gymnasium
Seite i
Bilingual Geography Year 8
Disparities in the World – The Development Gap
1 Das Thema im Bildungsplan
Der Geographieunterricht am Gymnasium hat – gemäß dem Bildungsplan 2004 –
die Aufgabe, die Schülerinnen und Schüler für die „Herausforderungen unserer Zeit“
vorzubereiten. Zu diesen gehören unter anderem die „sich verschärfende[n] Disparitäten“ und die „ungleiche[r] Entwicklung“ auf der Erde [BILDUNGSPLAN 2004, S. 238].
Ein Blick in die Presse zeigt, wie dringlich und allgegenwärtig diese Herausforderungen sind. Bei der Recherche für diese neue Unterrichtseinheit im Geographieunterricht Klasse 8 (G9) zeigten schon wenige Artikel aus der Stuttgarter Zeitung, dass
das Ziel „Eine Welt“ noch weit entfernt ist und wie wichtig es ist, die Schülerinnen
und Schüler von heute für dieses Thema zu sensibilisieren: „Das große Sterben der
ganz Kleinen – Mehr als zehn Millionen Kinder in armen Ländern erleben jedes Jahr
ihren fünften Geburtstag nicht“ [20.09.06]; „Zahl der Hungernden auf 852 Millionen
gestiegen – ‚Schande für die Menschheit’“ [28.10.06]; „Zu wenig Nahrung in rund 40
Ländern“ [11.10.06].
Die Vereinten Nationen haben sich mit den Millenniums-Zielen hehre Ziele gesetzt. Aber nicht nur den heutigen Entscheidungsträgern, sondern auch den zukünftigen, also den heutigen Schülerinnen und Schülern, muss klar sein, dass die Lebensbedingungen auf der Erde alles andere als gleich sind, dass eine Vielzahl von
Menschen in größter Armut lebt (und stirbt) und dass es „uns“ hier in Mitteleuropa,
trotz aller Probleme, gut geht. Diese Untergerechtigkeit zu erkennen, zu beschreiben,
zu erklären und schließlich zu verstehen ist eine grundlegende Voraussetzung dafür,
„um an einer nachhaltigen Entwicklung in der Einen Welt mitwirken zu können“
[BILDUNGSPLAN 2004, S. 238], und somit eine zentrale Aufgabe des modernen Geographieunterrichts.
Aus diesem Grund sieht der Bildungsplan für Klasse 7 und 8 das Themenfeld „Eine Erde – Eine Welt“ vor, in dem „disparitäre Entwicklungen auf der Erde im Zusammenspiel vielfältiger Faktoren“ erarbeitet werden sollen, um im Anschluss daran
„Maßnahmen für eine ausgleichsorientierte Entwicklung in der Einen Welt [zu] erörtern und Lösungsansätze nachhaltigen Wirtschaftens“ aufzuzeigen [BILDUNGSPLAN, S.
241]. Eng damit verknüpft sind weitere Bereiche dieses Themenfeldes, die sich mit
Aspekten wie dem generativen Verhalten, demographischen Entwicklungen, globalen
Warenströmen oder dem liberalisierten Weltmarkt auseinandersetzen, und sich in-
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haltlich in das Thema „Disparitäten auf der Erde“ einbeziehen lassen oder nahtlos
daran angeschlossen werden können.
Dabei geht es, wie so oft in der Geographie, nicht nur darum, Fakten zu betrachten und Wissen zu vermitteln, sondern auch darum, die Schülerinnen und Schüler
persönlich anzusprechen, bei ihnen, durch den Vergleich mit der eigenen Situation,
Anteilnahme und Empathie und damit Interesse für das Thema zu erwecken, sie so
für die Probleme der Erde zu sensibilisieren und sie dazu zu bringen, sich von sich
aus für Eine Welt einzusetzen.
2 Fachwissenschaftliche Überlegungen
Das Themenfeld „Disparitäre Entwicklungen und ausgleichsorientierte Entwicklung
in der Einen Welt“ [BILDUNGSPLAN 2004, S. 241] beinhaltet zentrale geographische
Begrifflichkeiten und Sachverhalte, v. a. aus dem Gebiet der Anthropogeographie. Es
handelt sich um Aspekte, die nicht nur für die Geographie wichtig sind, sondern auch
für den heutigen politischen und gesellschaftlichen Alltag, so z. B. die Themen Nachhaltigkeit, Armut, Unterentwicklung und Entwicklungshilfe. Dabei spielt es keine Rolle, dass diese Themen in den Klassen 11 und 12 (G8) erneut im Bildungsplan erscheinen, da sie dann, dem Alter entsprechend, vertieft werden können. Es ist wichtig, diese Begrifflichkeiten und Sachverhalte den Schülerinnen und Schülern schon
früh nahe zu bringen, zu einem Zeitpunkt, zu dem es ihnen unter Umständen noch
leichter fällt, sich für diese Themen (emotional) zu begeistern, Empathie zu empfinden und auch zu zeigen.
Zentrale geographische Themen und Begriffe, die im Rahmen dieser Einheit behandelt werden (können), sind:
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die Begriffe „arm und reich“, sowie die „Relativität“ von Armut und Reichtum
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Kennzeichen von Entwicklung und Unterentwicklung
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Klassifikationssysteme zur Gruppierung von entwickelten und weniger entwickelten Staaten, so
wie deren Vor- und Nachteile (z. B. Gross Domestic Product; Human Development Index; More /
Less Economically Developed Countries, Newly Industrialized Countries)
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Ursachen von Entwicklung und Unterentwicklung: historische, soziale, kulturelle, naturräumliche,
wirtschaftliche Gründe
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Konsequenzen von Unterentwicklung anhand von ausgewählten Beispielen (z. B. Hunger und Ernährung; Wasserversorgung und Hygiene; Kinderarbeit; etc.)
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Gründe für Entwicklungshilfe, sowie verschiedene Arten von Entwicklungshilfe und Organisationen, die diese gewährleisten
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die Millenniums-Ziele der Vereinten Nationen, deren konkrete Maßnahmen und Erfolge.
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Obwohl bei diesen Themenfeldern die Anthropogeographie – im Gegensatz zur
Klasse 8 im alten Bildungsplan – sehr stark im Vordergrund steht, wird die physische
Geographie nicht völlig an den Rand gedrängt, denn Disparitäten sind nicht nur das
Ergebnis von anthropogenen Prozessen, sondern auch Folgen der naturräumlichen
Ausstattung, so dass es wichtig ist, in regelmäßigen Abständen auf die Inhalte in
Klasse 7 (Natur-, Lebens- und Wirtschaftsräume in unterschiedlichen Klimazonen)
Bezug zu nehmen [BILDUNGSPLAN 2004, S. 241]. Überdies bietet das Thema Disparitäten viele Ansatzpunkte für fächerübergreifende Ansätze innerhalb des Fächerverbundes Geographie – Wirtschaft – Gemeinschaftskunde bzw. zum Fach Geschichte, da
die disparitären Entwicklungen auf der Erde ohne geschichtliche, politische, wirtschaftliche und sozialwissenschaftliche Bezüge nicht erklärt werden können.
3 Methodisch-didaktische Überlegungen
Die Unterrichtseinheit „Disparitäten“ bietet eine Reihe von Möglichkeiten, wichtige
fachspezifischen methodischen Kompetenzen der Schülerinnen und Schüler zu fördern. Den Forderungen des Bildungsplanes [2004, S. 241] kann ohne Schwierigkeiten nachgekommen werden, denn die Arbeit mit Tabellen und thematischen Karten,
das Visualisieren und Interpretieren von Informationen in Form von Fließschemata,
Netzwerken oder Kreissektorendiagrammen, sowie das Erstellen und Präsentieren
von Ergebnissen in Form von Postern oder kleineren Ausstellungen, lässt sich sehr
gut in die inhaltliche Arbeit integrieren. Die Arbeit mit Computern und dem Internet,
zur Recherche und zur Darstellung von Ergebnissen (z. B. bei der Erstellung einer
HDI-Weltkarte) oder zur eigenständigen Vertiefung oder Vorbereitung auf den Unterricht, kann ein wichtiger Bestandteil der Unterrichtseinheit sein. Methodisch bieten
sich viele verschiedene Arbeitsformen an, je nachdem, welche Inhalte bearbeitet
werden (z. B. Gruppenpuzzle für die Erarbeitung der Ursachen der Unterentwicklung).
Wenn es gelingt, die Schülerinnen und Schüler für die Ungerechtigkeiten der Erde
zu sensibilisieren, persönlichen Bezug zu schaffen und Empathie zu wecken, dann
bieten insbesondere die abschließenden Aspekte wie Hunger, Wasserversorgung oder Kinderarbeit und das Thema Entwicklungshilfe die Chance, mit der Klasse ein
Projekt zu entwickeln und durchzuführen, wie dies im Rahmen der hier dargestellten
Unterrichtseinheit geschehen ist (s. Kapitel 5). Den Schülerinnen und Schülern war
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es sehr wichtig, nicht nur von den Disparitäten zu erfahren und diese zu verstehen,
sondern selbst etwas dafür zu tun, dass noch mehr Menschen (durch ihre Klasse)
von diesen Missständen erfahren und den Menschen in unterentwickelten Gebieten
durch das Sammeln von Spenden am Tag der Offenen Tür geholfen wird.
Eine lange und anspruchsvolle Unterrichtseinheit auf diese Art und Weise beenden zu können, sorgt bei den Schülerinnen und Schüler, ebenso wie bei der beteiligten Lehrkraft, mit Sicherheit für mehr Zufriedenheit, als eine zur Überprüfung des
Lernfortschrittes geschriebene Klassenarbeit.
4 Verlauf der Unterrichtseinheit
Die Darstellung des Verlaufs der Unterrichtseinheit „The Development Gap –
Disparities in the World“ erfolgt stundenweise und in der chronologischen Abfolge, in
der die Einheit in der Klasse 8b am Mörike Gymnasium in Esslingen durchgeführt
worden ist. Da am Mörike Gymnasium vor zwei Jahren das Doppelstundenmodell
eingeführt wurde und die bilinguale Erdkunde in der 8. Klasse dreistündig stattfindet,
zeigt der Verlauf i. A. einen Wechsel zwischen Einzel- und Doppelstunden. Allerdings
sind die Inhalte und der Verlauf ohne größeren Aufwand auf reine Einzel- oder Doppelstunden übertragbar.
Zur Leistungsmessung wurde im Rahmen der Einheit ein unangesagter Wiederholungstest (Länge ca. 30 Min., mit Bezug auf die vorhergegangenen zwei Unterrichtsstunden) und eine Klassenarbeit von ca. 60 Minuten Dauer geschrieben. Diese sind,
wie die andere Unterlagen, im Anhang der Dokumentation zu finden. Aus urheberrechtlichen Gründen muss auf copyright-geschützte Abbildungen und Texte verzichtet werden. Jedoch stehen an den entsprechenden Stellen Hinweise, wo sich die erwähnten Darstellungen finden (z. B. Internetseiten, Literaturverzeichnis). Die Tafelanschriebe oder Lösungsvorschläge für einzelne Arbeitsphasen oder Aufgabenstellungen dienen lediglich der ersten Orientierung (wie sich in der Praxis gezeigt hat),
sind vom Kenntnisstand der jeweiligen Klasse abhängig und haben deshalb keinerlei
Anspruch auf Vollständigkeit.
4.1
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Development – A World of Two Halves
Die ersten Stunden der Unterrichtseinheit dienen der Sensibilisierung der Schülerinnen und Schüler sowie der Hinführung zum Thema „Disparitäten“. Ausgehend vom
eigenen Lebensumfeld sollen sich die Schülerinnen und Schüler Gedanke über „Armut und Luxus / Reichtum“ machen, ihre eigene Lebenssituation mit der anderer
Menschen auf der Erde vergleichen, die grundlegenden menschlichen Bedürfnisse
kennen lernen sowie die Ungerechtigkeit der Verteilung von Gütern und Chancen
erkennen, um die Bedeutung des Begriffes „Entwicklung“ zu verstehen.
Lesson 1: Characteristics of Developed and Less Developed Countries
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Starter
Holiday destinations / countries of the class. (mind map / magnets & paper)
Grouping of these countries according to different categories:
first: vegetation; continents; climate; etc. (revision class 7)
then: religion, regions, languages, living standards, development, etc.
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Activity
What makes a country a “developed country” (e.g. Germany)?
What are characteristics of more / less developed countries? Make two lists.
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Summary
Chart: Characteristics of more / less developed countries (with examples).
Defining “developed / developing / less developed / development”
Title / Outlook: “The Development Gap – Disparities in the World”
How can development be measured? Why are there such disparities? Why should we care?
What are the consequences? What can be done / can we do? How can we help?
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Homework
Worksheet: A World of Two Halves
Lösungen / Antworten / Tafelanschriebe
THE DEVELOPMENT GAP – DISPARITIES IN THE WORLD
Characteristics of developed / less developed countries
characteristics
typical
examples
developed countries
tar roads
many doctors
education for everybody
electricity
high literacy rate
good education system
high life expectancy
low infant mortality
enough to eat
good diet
safety
fresh / clean water
good / comfortable housing
safety
etc.
Germany, Switzerland, Norway,
Canada, Australia, Japan, etc.
less developed countries
dust roads
bad provision of medical car
high illiteracy rate
little / no electricity
bad education system
high mortality rate
low life expectancy
high infant mortality
corruption / criminality
no / polluted water
no / few sewage systems
pavement dwellers / slums
poor housing for many people
not enough food / bad diet
etc.
Niger, DRC, Kenya, India, Myanmar,
Cambodia, Bolivia, etc.
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Î Developed countries have a high standard of living; less developed countries suffer from a low standard of
living. They still have to “develop” their standard of living, that is improving their people’s lives; that’s why they are
often called developing countries.
Î Development means to improve people’s lives.
Material / Quellen
Das Arbeitsblatt für die Hausaufgabe basiert auf der Abbildung aus Î geog.GCSE (S. 260). Folgende
Aufgabenstellung kann der Vertiefung und Vorbereitung für die nachfolgende Stunde dienen.
Task:
1. Continue the conversation between the two teenagers. Write four more speech bubbles for each of them.
Remember, the boy is from a developed country and the girl from a less developed country.
2. Why do we in Germany / in Europe need to know / learn about less developed countries?
Why should we in the developed world care about the less developed world?
Lesson 2: Development – A World of Two Halves
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Homework
Presentation of dialogues in class (see above)
Discussion of dialogues / contents in class
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Activity
Brainstorming “luxury / poverty” (personal ideas)
What does “luxury / poverty” mean for a person in a more / less developed country?
Defining “luxury / poverty”
Poverty:
having very little money and therefore a low standard of living (Dictionary of Contemporary English, DCE)
having little money; not having enough money for basic needs (Oxford Advanced Learner’s Dictionary, OALD)
Luxury:
a condition of great comfort provided without any consideration of the cost (DCE)
the enjoyment of special and expensive things, particularly food and drink, clothes and surroundings (OALD)
Lessons 3 & 4: Life in Different Parts of the World – Basic Human Needs
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Starter
Speculation on different living conditions in the world
If the world was a village of a hundred people, how many of them wouldn’t have enough to eat /
wouldn’t have electricity / wouldn’t have clean, safe water to drink?
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Activity
Visualizing the worldwide distribution of wealth / poverty in class: Î Anhang
Divide the pupils into three groups, representing the three income groups in our world today: 15%
of the pupils represent the high-income group, 30% of the pupils will be in the middle group, and
the rest of the pupils (55%) represent the low-income group.
Tell the high-income group to stand at one end of the classroom. Have the middle-income group
sit at desks near the middle of the classroom. Have the students in the low-income group sit on
the floor at the other side of the room.
Ask the pupils to describe what is typical of their group in general. The pupils with the examples
should read out their texts. The pupils summarize the disparities in the world themselves.
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Activity
Worksheet: What is life like in different parts of the world? (exercises no. 1 & 2) Î Anhang
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Activity:
Despite the differences in the standard of living all over the world, there are some basic things all
the people in the whole wide world need for their lives (exercise no. 2). Î Anhang
Seite 6
Partner / group / class activity:
1) Find on your own 10 things that a human being needs in everyday life.
2) With your partner, agree on 7 things that are absolutely necessary for human life.
3) With a team, agree on 5 things that are absolutely necessary for human life.
4) Let’s collect your findings in class.
5) Naming / grouping of the examples on the board in class.
6) Developing a network / flow chart to show how the basic human needs influence each other
and why aid always has to make sure that more than just one basic human need is provided for.
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Homework
Why should we care / learn about less developed countries?
What is life like in different parts of the world?
High-income group (15%)
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income €7,000 or more
healthy daily diet
best medical care
good education for children
access to credits / loans
comfortable / safe housing
at least one car / two TVs
yearly two-week holiday
job security
Î good life
Middle-income group (30%)
Low-income group (55%)
• income €570-7,000
• always endangered by poverty
• income under €570
• daily routines: finding water /
through illness / drought
• parents often badly educated Î
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jobs as day labourers, migrant
workers, domestic help
children go to school for a few
years, mainly boys
own no land
live in overcrowded houses with
bad plumbing
can use electricity only now and
then
sometimes they can get small
loans / credits
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food, working on fields, caring
for children
school is a luxury, especially for
girls
no healthcare, so many children
/ family members die early
homeless or poor shelters
often hungry / don’t get the
number of calories needed
jobs: tenant farmers; landless
day workers
Î life is a struggle to survive
Î live always under pressure
Basic human needs
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well-paid work
enough & healthy food / water
health
education
housing / shelter
Î money to buy things, pay rent / doctor / education / etc.
Î stay healthy, be able to work, etc.;
Î grow old, be able to work, etc.;
Î get a job; career, social advancement, etc.;
Î security, health, a place to rest, etc.
Material / Quellen
Arbeitsblatt / Folie: If the world was a village of one hundred people … Î geog.GCSE, p. 259
Visualisierung und Arbeitsblatt (Î Anhang) verändert nach
Î http://www.un.org/cyberschoolbus/poverty2000/introclass.asp
4.2 Measuring Development
Im Zentrum des zweiten Themenblockes stehen die Ungleichheit der Ressourcenverteilung und die Messbarkeit von „Unter- / Entwicklung“. Die Schülerinnen und
Schüler sollen verschiedene Indikatoren (v. a. wirtschaftliche und soziale) kennen
lernen, anhand derer versucht wird Entwicklung zu messen. Dabei sollen sie verstehen, dass Entwicklung ein sehr komplexer Begriff ist und nicht alle Indikatoren gleich
aussagekräftig und gleich sinnvoll sind. Mithilfe des Human Development Index lerUmsetzungsbeispiel für das Gymnasium
Seite 7
nen die Schülerinnen und Schüler die gängige Klassifizierung des Entwicklungsstandes eines Landes der Vereinten Nationen kennen, dem sich die Untergliederung der
Länder der Erde in MEDCs, LEDCs und NICs anschließt. Im Anschluss fertigen sie
eine eigene HDI-Weltkarte mit ausgewählten Beispielländern verschiedener Kategorien und Kontinenten an, wodurch sie einen Überblick über den Entwicklungstand
einzelner Länder und Kontinente erhalten.
Lesson 5: Measuring Development: Lead-in & the Gross Domestic Product
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Starter
Recent photos of refugees trying to enter Europe (e.g. Melilla, Ceuta, Canary Islands).
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Homework
Why should we care / learn about less developed countries?
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Starter
How can we find out / make sure that a country is a more / less developed country?
Which indicators could we use? (Brainstorming / mind map)
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Activity:
Measuring development with the help of the Gross Domestic Product
Worksheet: The distribution of wealth in the world (exercises no. 1-2); describing the general pattern of poor and rich countries in the world (according to the GDP) and exceptions
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Homework:
Worksheet: The distribution of wealth in the world (exercises no. 3-4)
Definitions
GDP – Gross Domestic Product (Bruttoinlandsprodukt) – stands for the value of goods and services a country
produces in a year. It is measured in dollars. Usually it is divided by a countries’ population to give GDP per capita.
PPP – purchasing power parity (Kaufkraftparität) – means that the GDP has been adjusted because a dollar
buys more in some countries than in others.
The Distribution of Wealth in the World – Gross Domestic Product
Richer, and more economically developed countries (MEDCs) are mostly in the north (exceptions: South Africa,
Australia, New Zealand, Argentina, Saudi-Arabia and the United Arabic Emirates), whereas poorer, less economically developed countries (LEDCs) in the south. This is also called the North-South-Divide.
Material / Quellen
Die Arbeitsblätter für die Unterrichtsstunde und die Hausaufgabe basieren auf den Abbildungen aus
Î geog.GCSE (S. 260). Es ist sinnvoll, die Abbildung in Farbe auf Folie zu kopieren, um sicher zu
stellen, dass die farblichen Unterschiede von den Schülerinnen und Schülern erfasst werden können
und gleichzeitig die drei blauen Boxen zu entfernen bzw. lediglich deren Anfänge zu nutzen, damit
diese von den Schülerinnen und Schülern selbst ergänzt werden können. Folgende Aufgabenstellungen sind möglich / sinnvoll:
Task:
1. Look at the map. Describe the distribution of wealth. Then finish the three sentences in the map.
2. Which countries do not fit the general pattern? Name them. Can you explain why?
3. Is the GDP a good indicator for development? Why? / Why not?
What does the GDP per capita not show (Î think about the basic human needs)?
4. Which other / better indicators can you think of to measure development?
Seite 8
Lessons 6 & 7: Measuring Development – Different Indicators
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Homework
Worksheet: The distribution of wealth in the world (exercises no. 3-4)
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Activity
Understanding / explaining / talking about different kinds of social indicators (e.g. health, population, adult literacy, etc.) in class.
Transparency: Development and development indicators
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Activity
Partner activity in two groups:
Comparing countries and their social indicators; finding general patterns concerning MEDCs and
LEDCs
Worksheet: Development and development indicators (exercises no. 1-2)
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Homework
Preparing / writing a speech:
Worksheet: The development gap – An unfair distribution of resources (exercises 1-4) Î Anhang
GDP per capita is not such a good indicator because the fact that a country is rich does not necessarily mean
that it is developed and all the people have got enough money. That’s why rich countries are not necessarily
MEDCs and poor countries not necessarily LEDCs.
Development and Development Indicators
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Kenya
very low GDP
very high birth / death rate / infant mortality /
natural increase
low life expectancy
very few doctors per person
high percentage of adults with HIV/AIDS
medium adult literacy
many people in farming
low urban population
India
low GDP
high birth rate / low death rate / high infant mortality / high natural increase
low life expectancy
few doctors per person
low percentage of adults with HIV/AIDS
low adult literacy
high percentage of farming population
very low urban population
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United Kingdom
high GDP
low birth / death rate / infant mortality / natural
increase
high life expectancy
many doctors per person
low percentage of adults with HIV/AIDS
very high adult literacy
very few people in farming
high urban population
Japan
high GDP
very low birth / death rate / infant mortality /
natural increase
very high life expectancy
many doctors per person
very low percentage of adults with HIV/AIDS
very high adult literacy
few people in farming
average urban population
Typical patterns of development indicators of LEDCs (and MEDCs)
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LEDCs have higher birth / death / infant mortality rates and often a higher natural increase and a lower life
expectancy
LEDCs have a lower level of literacy and fewer doctors for the population
LEDCs have more jobs in the primary sector (e. g. farming)
LEDCs have a smaller urban population
Seite 9
Material / Quellen
Die Folie bzw. das Arbeitsblatt für die Unterrichtsstunde basieren auf der Abbildung aus Î geog.GCSE (S. 261). Es hat sich als sinnvoll erwiesen, den Schülerinnen und Schülern eine kurze Erläuterung der Indizes an die Hand zu geben (s. u.). Folgende Aufgabenstellungen zum Arbeitsblatt
sind denkbar.
GDP per capita
Birth rate
Death rate
Natural increase
Infant mortality
Life expectancy
People per doctor /
Access to health care
Adult literacy
Farming population
Urban population
The total value of the goods / services produced in a country in a year divided by the population.
The number of children born per 1,000 people per year
The number of deaths per 1,000 people per year
The birth rate minus the death rate for a place, given as % of the total population
The number of babies out of every 1,000 born alive who die before their first birthday
How many years a new baby can expect to live, on average
The number of people who have to share one doctor
The percentage of the population with access to health care
The percentage of persons aged 15 and over who can read and write
The percentage of the population having agricultural jobs
The percentage of the population living in urban areas
Tasks:
1. Look at the table with the different indicators.
Describe and explain the main differences between: a) Kenya and the UK; b) Japan and India.
2. Name typical differences between MEDCs and LEDCs.
3. How far do you think is it possible to divide the countries in the table into MEDCs and LEDCs?
Das Arbeitsblatt für die Hausaufgabe (s. Anhang) kann schon früher in der Unterrichtseinheit verwendet werden, wurde aber an dieser Stelle eingesetzt, um im Rückgriff auf die ersten Stunden noch
einmal die Ungerechtigkeiten bei der Ressourcenverteilung zu visualisieren und verbalisieren, zu
einem Zeitpunkt, an dem die Schülerinnen und Schüler schon über mehr Informationen zum Thema
Entwicklung verfügen. Es basiert auf Daten aus Î Complete Geography (S. 156).
Lesson 8: Measuring Development – The Human Development Index
•
Homework
Visualizing the development gap by comparing the pie charts and the symbols chosen
Giving a speech: The Development Gap – An unfair distribution of resources
•
Starter
What could be done to make working with the numerous indicators easier?
Which indicators could be grouped / put into one category? Does this help? How? Why?
•
Activity
Worksheet: The Human Development Index (HDI) (exercises no. 1-2)
Understanding the principles of the HDI
Describing / summarizing the HDI patterns worldwide
•
Homework
The Human Development Index (HDI)
2.
Describe the pattern of development shown on the HDI map of the world.
It is very similar to the rich / poor divide from other maps: Western Europe, Australia, New Zealand and North
America have the highest figures, LEDCs (especially Africa) the lowest.
Exceptions are e.g. Argentina and Chile which have high HDI figures.
Material / Quellen
Das Arbeitsblatt für die Unterrichtsstunde basiert auf den Abbildungen aus Î geog.GCSE (S. 263).
Es ist sinnvoll, die Abbildung in Farbe auf Folie zu kopieren, um sicher zu stellen, dass die farblichen
Unterschiede von den Schülerinnen und Schülern erfasst werden können. Aktuelle Zahlen, Karten
und Abbildungen zum HDI lassen sich im Internet finden (Î http://hdr.undp.org/). Folgende Aufgabenstellungen wurden für das Arbeitsblatt verwendet:
Seite 10
Tasks:
1. Read the text about the Human Development Index. Make sure you understand how it works.
Then explain it to your partner.
2. Describe the pattern of development worldwide shown on the HDI map of the world.
3. Compare the pattern on this map with the map of the GDP.
Try to explain the differences between the two maps.
4. Why do you think the 3 indicators life expectancy, adult literacy, GDP per capita were chosen for the HDI?
5. Do you think the HDI is a better measure of development than other indicators, such as GDP? Why?
Explain your answer.
Lessons 9 & 10: Measuring Development – The Human Development Index
•
Homework
Comparing the patterns of the HDI and the GDP; trying to explain the differences
Assessing and evaluating the HDI
•
Activity
Worksheet: MEDC, LEDC or NIC? Î Anhang
Introduction of the term NIC with the help of a typical example (e.g. South Korea, Brazil)
Classifying / categorizing countries (MEDC, LEDC, NIC) according to their HDI figures
•
Activity / Homework
Worksheet: Human development in different parts of the world
Group activity in the multimedia room: Creating a HDI poster, presenting the results in class
The Human Development Index (HDI)
3.
4.
5.
Compare the pattern on this map with the map of the GDP.
Try to explain the differences between the two maps?
There are not too many differences (Î because literacy and knowledge depend somehow on the wealth of a
country) between the two maps: Africa comes out poorest, North America, Australia and Europe are high on
both maps.
The most important differences are the southern parts of South America, with relatively high HDI figures and
some variations in Asia.
Why do you think the 3 indicators life expectancy, adult literacy, GDP per capita were chosen for the HDI?
Because these are indicators from three different and important areas of life (Î health, education, wealth)
which show what the quality of life in a country is like.
Do you think the HDI is a better measure of development than other indicators, such as GDP? Why)?
Explain your answer.
It is a composite indicator and thus likely to be more precise than just one indicator, e.g. the GDP.
The HDI gives a broader picture of the quality of life in a country and the distribution of wealth.
Material / Quellen
Das Arbeitsblatt bzw. die Transparenzfolie basiert auf Daten der Vereinten Nationen und dient der
Einordnung von Ländern in das HDI-Ranking bzw. dem Vergleich von Ländern anhand ihrer HDIDaten (Îhttp://hdr.undp.org/reports/global/2005/pdf/HDR05_HDI.pdf). Die Karte der Klasse 8b ist
als Foto im Î Anhang zu finden.
Lesson 11: Revision Test – Measuring Development: A HDI World Map
•
Revision Test
Worksheet: Revision Test Î Anhang
•
Presentations
Presenting the poster with the continent, the countries and the HDI figures in class
Seite 11
4.3 Explaining the Development Gap
Dieser Teil der Unterrichtseinheit beschäftigt sich mit den Ursachen der unterschiedlichen Entwicklung weltweit und versucht – ohne zu sehr ins Detail zu gehen –
den Schülerinnen und Schülern, die verschiedenen Ursachen (Geschichte, Naturraum, Politik, Industrie, Schulden) näher zu bringen und zu zeigen, dass eindimensionale Ansätze unzureichend sind und nur über ein Netzwerk an Ursachen Unterentwicklung wirklich erklärt werden kann.
Lessons 12 & 13: Explaining the Development Gap
•
Presentations
Presenting the poster with the continent, the countries and the HDI figures in class
•
Starter
Why is there a development gap? Which reasons can you think of?
•
Activity
Group puzzle: Explaining the development gap
Part 1: Expert groups (history, industry, politics, environment & hazards, debts)
Part 2: Main groups (informing each other; summarizing the most important facts in the form of a
mind map, etc. on a poster)
Presenting / introducing the posters / results in class
•
Homework
Role play an interview between a person representing an LEDC and a person representing an
MEDC. The interview is about the reasons for differences in levels of development.
Siehe Î Anhang
Material / Quellen
Die Arbeitsblätter zu den einzelnen Themen History, Industry, Politics, Environment & Hazards, Debts
wurden mit Hilfe der Texte aus Î Complete Geography, S. 156f. und Î geogr.GCSE, S. 262 zusammengestellt, annotiert, auf verschiedenfarbiges Papier gedruckt und laminiert, dann den Expertengruppen ausgehändigt und vor der Rückkehr in die Stammgruppen eingesammelt, so dass die
Schülerinnen und Schüler sich mit Hilfe ihrer Notizen gegenseitig die Ursachen erklären und ihre Poster gestalten konnten. Im Î Anhang befindet sich eine Zusammenfassung dessen, was zu den Punkten auf den Postern erarbeitet werden kann, sowie Beispiele für Ergebnisse des Gruppenpuzzles.
4.4 Consequences of the Development Gap
Beispiele für mögliche Auswirkungen von Unterentwicklung bilden den inhaltlichen
Schwerpunkt in den folgenden Unterrichtsstunden. Die Schülerinnen und Schüler sollen anhand von einzelnen Problembereichen erkennen und erfahren, wie sich Unterentwicklung und Armut auf das alltägliche Leben in Entwicklungsländern auswirkt.
Zwei Bereiche wurden hierfür exemplarisch ausgewählt, da es sich um Aspekte handelt, die von den Schülerinnen und Schülern problemlos nachvollzogen werden können: Wasser und Nahrung. Ein weiteres, sicherlich dankbares Problemfeld ist Kinderarbeit, das aber aus Zeitgründen hier nicht mehr mit aufgenommen werden konnte.
Seite 12
Lessons 14 & 15: Living in Poverty: Water, a Matter of Life and Death I
•
Activity
Presenting / introducing the (remaining) posters / results from last lesson in class
•
Homework
Presentation of the role plays
•
Starter
Bring a bottle / glass of dirty, brown water to the lesson and ask the pupils whether they would like
to drink dirty, brown water. Tell them that about 1 billion people do have to drink such water and
ask them why.
•
Activity
Worksheet: Water supply and safe water worldwide (exercises no. 1-3)
•
Homework
Worksheet: Water, a matter of life and death 1 & 2 (exercises no. 1-2)
Half of the class has to read and summarize text 1, the other half text 2
Uneven water supplies
•
•
enough water: North America, Europe, Russia; East Asia and Southeast Asia; Southern Africa, most of
South and Central America
not enough water: western parts of the USA; southern parts of South America; north-eastern parts of Brazil;
south-west Africa; North Africa; Arabian peninsula and Middle East; Australia
Access to safe water
•
•
access to clean water is no problem in North America, Europe, Russia, Australia, southern parts of South
America and South Africa
access to clean water is a serious problem in many countries of North and Central Africa, in the Middle
East, in South and Southeast Asia, as well as in Central America and central parts of South America
Comparison with GDP / HDI
Î Generally, water supply and access to safe water are best in MEDCs, and in those countries where the HDI is
relatively high (e.g. Argentina, Chile), even if they have only little water in general; in contrast, especially LEDCs
often don’t have enough water or safe water for their people
Material / Quellen
Unterrichtsmaterial zum Thema Wasser lässt sich u. a. auf der Homepage der Organisation WaterAid
Î www.wateraid.org finden bzw. dort bestellen (u. a. auch eine DVD und Material für eine Ausstellung bzw. Spendenaktion):
Das Arbeitsblatt für die Unterrichtsstunde basiert auf den Abbildungen aus Î geog.GCSE (S. 264).
Es ist sinnvoll, die Abbildung in Farbe auf Folie zu kopieren, um sicher zu stellen, dass die farblichen
Unterschiede von den Schülerinnen und Schülern erfasst werden können. Folgende Aufgabenstellungen wurden für das Arbeitsblatt verwendet:
Tasks:
1. Describe the pattern of the water supply in the world with the help of the first map.
2. Describe the pattern of access to safe water shown in the second map.
3. Compare both maps with the distribution of the GDP / HDI in the world. What conclusion can you draw?
Die Arbeitsblätter für die Hausaufgabe bzw. die nächste Stunde basieren auf Texten von WaterAid
Î Text 1: http://www.wateraid.org/uk/what_we_do/the_need/default.asp /
Î Text 2: http://www.wateraid.org/uk/learn_zone/educational_resources/775.asp
und wurden für den Unterricht überarbeitet und annotiert.
Seite 13
Lesson 16: Living in Poverty – Water, a Matter of Life and Death II
•
Starter
Transparency: Walking for water – How far would you go?
Ask them how far they have to walk for a glass of clean water and how far they guess people in
developing countries have to walk to get some water (even if it is not clean!).
To illustrate how hard it is to carry water from a well to your house you can make your pupils try to
carry up to 20 atlases (about 20 kg) on their heads.
•
Activity / Presentation
Group activity (make sure that at least one or two pupils from each text are in a group):
Summarize your homework in your group.
Concentrate on one of the aspects given on the transparency.
Prepare to present your results in your own words in class.
•
Homework
Find out how much water your family uses per day.
Write down the way the water is used and how many litres approximately.
Siehe Î Anhang
Material / Quellen
Texte und Fotos: Walking for water – How far would you go?
Î http://www.wateraid.org/uk/get_involved/events/event_news/4999.asp
Lessons 17 & 18: Living in Poverty – Water, a Matter of Death and Life III
•
Homework
How much water does your family use per day.
Can we group these different types of water consumption?
Let’s compare your findings with some official calculations.
•
Activity
Worksheet: Water use and abuse (exercises no. 1-2)
•
DVD
WaterAid DVD “Water for life”
Characteristics of WaterAid projects
•
Homework
Worksheet: Water Facts and Statistics (Matching exercise) Î Anhang
Worksheet: A to Z of water saving tips (Find three saving tips that you can take over in your daily
life in order to save water and write them into your folder.)
Water consumption worldwide: Water use and abuse
Water consumption in the world is very unequal: while some regions use much more water than they need
(e.g. Europe, America), some regions have less than the minimum (50 litres) needed for everyday life (e.g.
Sub-Saharan Africa).
1.
In MEDCs (e.g. UK / USA) the greatest amount of water usage is for industry (about two thirds Î coolant).
Domestic and agricultural consumption are quite low. In the USA agriculture uses much more water then industry (Î irrigation); in the UK it’s vice versa.
2.
In NICs (e.g. Brazil / China) agriculture still uses most water (about two thirds or more), but because of the
industrial growth and the changing lifestyles domestic and industrial consumption have increased a lot.
3.
In LEDCs (e.g. India) agriculture uses by far the greatest amount of water (more than three quarters). Industry and domestic consumption are very low.
Seite 14
What can be done?
MEDCs: Î being rich, they can afford more costly measures to fight water shortages; they should also help
LEDCs to cope with water shortages (Î give money and share / pass on know-how)
•
•
•
•
•
Drip irrigation
Treating and reusing waste water
Tackling water pollution
Large-scale projects: build dams, etc.
Using and reusing water more efficiently
LEDCs: Î being poor, they cannot afford costly measures without the help from rich countries; they have to
concentrate on smaller projects or cooperate with their neighbouring countries
•
•
•
Small-scale projects: build wells, supply pumps
Use underground supplies
Using and reusing water more efficiently
Characteristics of “WaterAid” Projects
•
•
•
projects are planned and carried out together with the communities Î identification
they use locally available / cheap material Î reduce costs / maintainable by community
sustainable projects Î not just for a few weeks
Material / Quellen
Average Water Consumption in Germany per person and day: 127l
Î http://www.quarks.de/dyn/15866.phtml
•
•
•
•
•
•
•
Shower / bath: 46 litres
Flush: 34 litres
Laundry: 12.7 litres
Watering the garden / washing the car: 8.9 litres
Washing the dishes: 7.6 litres
Cooking / drinking: 5 litres
Miscellaneous: 13 litres
Das Arbeitsblatt für die Unterrichtsstunde basiert auf den Abbildungen und Texten aus Î geog.GCSE
(S. 265). Es ist sinnvoll, die Abbildung in Farbe auf Folie zu kopieren, um sicher zu stellen, dass die
farblichen Unterschiede von den Schülerinnen und Schülern erfasst werden können. Folgende Aufgabenstellungen können für das Arbeitsblatt verwendet werden:
Tasks:
1. Contrast and summarize the way in which water is used in the countries shown in the pie charts.
Give an example of at least one type of water use from each sector in the graphs.
2. The list above shows you what can be done about water shortages.
For each solution, suggest whether you think it would be more suitable for MEDCs or LEDCs. Explain why.
Die Arbeitsblätter für die Hausaufgaben basieren auf folgenden Quellen:
Water Facts and Statistics Î http://www.wateraid.org/uk/what_we_do/statistics/default.asp
A to Z of water saving tips Î http://news.bbc.co.uk/go/pr/fr/-/2/hi/in_depth/2945018.stm
Lesson 19: Living in Poverty: Food and Nutrition
•
Homework
Worksheet: Water Facts and Statistics (Matching exercise)
Worksheet: A to Z of water saving tips (What can you personally do to help saving water?)
•
Starter
Water is one basic thing we need to live. Many poor countries often do not have enough of it.
Which other basic need may be a problem in LEDCs? Why is food so important?
•
Activity
1) How much food do you eat during a day? Write down all the things you eat on an average day.
2) How much food do you need? How is the amount of food that you eat measured?
Do we need the same amount of food all over the world?
3) What type of food do we need?
Which things in the food exactly do we need? What do we need them for?
Seite 15
•
Homework
Find out what consequences malnutrition may have.
Poverty and Food
Enough food and a healthy balanced diet
Dietary energy supply (DES) measured in calories:
•
•
People living in temperate climates need at least 2,600 calories a day.
People in tropical climates need at least 2,300 calories, because they need less energy to keep warm.
Everybody needs:
•
•
•
Proteins (meat, eggs, milk) Î for the body to grow and repair itself
Carbohydrates (cereals, potatoes, sugar, fat) Î for energy
Vitamins and minerals (fruit, vegetables, fish, meat) Î help prevent disease
Material / Quellen
Inhalte, vgl. Î geog.GCSE (S. 268)
Lessons 20 & 21: Living in Poverty – Food, a Matter of Life and Death
•
Starter
Describing / explaining photos of children who suffer from nutritional deficiency diseases.
•
Homework
Collecting / summarizing some nutritional deficiency diseases, their causes and consequences.
•
Activity
Worksheet: Malnutrition in the world (exercises no. 1-3)
•
Activity / Presentation
Group activity
Transparency: Why are people still hungry?
Different groups work on different aspect of the topic of the mind map, try to explain the different
reasons for hunger in the world and present their ideas in class, where they should be discussed
•
Homework
What kind of problems do MEDCs have with food? Which diseases are caused by overnutrition?
Why is it ironic that people die from diseases caused by overnutrition?
Malnutrition and Nutritional Deficiency Diseases
If the diet is not balanced / one-sided (like for many people in LEDS whose diet is based on carbohydrates like
rice, wheat and maize, lacking protein, vitamins and minerals) or you do not have enough to eat you suffer from
malnutrition. This may have the following consequences:
•
•
•
•
You are hungry or even die under extreme conditions.
You lose your ability to work / to earn money / work in the fields.
You are less resistant to diseases.
If you’re a child you may develop not properly.
¾ a lack of vitamin A can cause blindness
¾ a lack of vitamin B can result in a wasting of the limbs
¾ a lack of vitamin D can cause deformities in the bones (esp. spine / legs)
¾ children who do not eat enough food are very thin and to not grow
¾ children who eat too many cereals and not enough protein have swollen bodies, very dark and peeling
skin and their heir turn orange
General Pattern of Malnutrition Worldwide and Changes
•
The highest percentage of malnourished people (20-35%) in the world can be found in Africa (especially
Sub-Saharan Africa) and in South Asia. Î LEDCs
The smallest numbers of malnourished people (less than 5%) live in North America, Europe, Australia,
Russia, Japan, Chile and Argentina Î MEDCs
Seite 16
•
Most regions in the world were quite successful in fighting malnutrition; they have at least halved malnutrition from 1970 to 2000; the highest percentage is 22% in South Asia.
Only in Sub-Sahara Africa fighting malnutrition has been a failure because malnutrition has increased from
1970 to 2000; today 42% of all people there suffer from malnutrition.
Material / Quellen
Inhalte, vgl. Î geog.GCSE (S. 268f.); Î http://www.scienceclarified.com/Io-Ma/Malnutrition.html
Das Arbeitsblatt für die Unterrichtsstunde basiert auf den Abbildungen und Texten aus Î geog.GCSE
(S. 269). Es ist sinnvoll, die Abbildung in Farbe auf Folie zu kopieren, um sicher zu stellen, dass die
farblichen Unterschiede von den Schülerinnen und Schülern erfasst werden können. Folgende Aufgabenstellungen können für das Arbeitsblatt verwendet werden:
Tasks:
1. Describe the general pattern of malnutrition in the world.
2. Which areas have been most / least successful in fighting malnutrition?
3. Why are so many people in the world suffering from malnutrition? List reasons you can think of.
Lösungsvorschläge für die Gruppenarbeit im Î Anhang
Lesson 22: Living in Poverty – Malnutrition vs. Overnutrition
•
Starter
Describing / interpreting a cartoon on “obesity”
•
Homework / Activity
What causes obesity? In which parts of the world do we find it mostly? Why?
What health problems are caused by obesity?
Which effects does it have on the society?
•
Activity:
Partner activity / in class
Actually, there’s enough food in the world.
What could be done to make sure that everybody has got enough to eat?
Possible Consequences of Overnutrition
Obesity (Fettleibigkeit) is a typical disease of civilization (Zivilisationskrankheit) and can be cause by eating too
much food or a one-sided balance. It can cause the following health problems:
•
•
•
•
•
•
Diabetes (Diabetes)
High blood pressure / cholesterol (Bluthochdruck; hoher Cholesterinspiegel)
Heart attack (Herzinfarkt)
Hormonal disturbances (Hormonstörungen)
Heart, kidney, cardiovascular, circulatory diseases (Herz-, Nieren, Herz-, Kreislauferkrankungen)
Stroke (Schlaganfall)
Î Obesity is not just dangerous for every individual; it also costs the state / the health system a lot of money
which could be spent on more useful things.
There’s enough food for every one …
•
•
•
•
•
•
•
•
•
short-term aid if necessary
fair trade Î no subsidies, no price dumping, no trade barriers
reduce the growth of the world population
grow food crops for the local markets instead of cash crops for the world market
help the people so that they can produce their food themselves (sustainability) and do not (have to) rely on
food aid
governments have to be forced to help their own people
reduce conflicts and wars all around the world
include / involve the local people in the projects
offer more / better jobs
Seite 17
Material / Quellen
Cartoons zum Thema „Fettleibigkeit“ finden sich im Internet, u. a. unter:
Î http://www.pritchettcartoons.com/jumbo2.htm;
Î http://www.claybennett.com/pages/child_obesity.html
Lessons 23 & 24: Class Test
•
Class Test Î Anhang
4.5 Aid – Reducing the Differences
Zum Abschluss der Unterrichtseinheit sollen die Schülerinnen und Schüler mit
dem Thema „Hilfe“ konfrontiert werden. Sie sollen verschiedene Arten von Hilfe und
deren Nutzen kennen lernen, sowie mögliche Vor- und Nachteile. Dabei sollte auch
der Begriff „Nachhaltigkeit“ eingeführt und erläutert werden. Zur Zusammenfassung
der Einheit und als Auftrag und Ausblick auf zukünftige Entwicklungen eignen sich
die Millenniums-Ziele der Vereinten Nationen, anhand derer wichtige Aspekte der
Unterrichtseinheit wieder aufgenommen und zusammengeführt werden können.
Lesson 25: Different Types of Aid – Sustainable Aid
•
Starter
Describe the cartoon in detail. What is criticized?
What could be done to make sure that the people really get the aid?
What is aid? Who gives aid? Why? What types of aid can you think of?
•
Activity:
Worksheet: Different types of aid Î Anhang
Find out more about “aid” with the help of the information in the boxes. Match and arrange them
so that you get a mind map which explains the most important facts about “aid”.
•
Activity:
Introduction of the term “sustainability”
Worksheet: Sustainable aid Î Anhang
•
Homework:
Worksheet: Food aid for Niger & Urgent Appeal for Zimbabwe
Material / Quellen
Ein passendes Cartoon zum Thema „Hilfe“ für Simbabwe findet sich z. B. unter: http://www.libertynews.com/showCartoons.php?index=Government%20is%20Wasting%20Our%20Tax%20Money&sub
Index=&src=
Inhalte zum Thema „Hilfe“, vgl. Î geog.GCSE (S. 276f.)
Das Arbeitsblatt „Sustainable aid“ befindet sich im Î Anhang (abgeändert nach geog.GCSE, teacher’s handbook, S. 285)
Das Arbeitsblatt für die Hausaufgabe basiert auf den zwei Texten und Abbildungen aus
Î geog.GCSE (S. 276) sowie auf folgendem Arbeitsauftrag:
Task: Finish your mind map “aid” and describe with its help the nature of the two projects.
Seite 18
Lessons 26 & 27: Advantages & Disadvantages of Aid – The Millennium Goals
•
Homework
Worksheet: Food aid for Niger & Urgent appeal for Zimbabwe
Revision: Different types of aid
•
Activity
Aid has got advantages and disadvantages.
Think about aid with your partner and write down arguments for / against giving aid.
•
Activity
Transparency: Donators in the MEDCs
Who do you think gives most money worldwide? Why do you think so?
Is it a lot of money these countries give?
•
Activity
Group activity
Worksheet: The UN Millennium Goals Î Anhang
Pupils work in groups of three to four on one / two of the Millennium Goals and present their results in class; a discussion about the individual goals, their importance and the way they can be
achieved should follow the presentations
Food aid for Niger
•
•
short term / emergency aid Î food aid because of food shortages
UN’s plans to stop large-scale food because people rely on it Î reduce food prices in the country which
went up during the food shortages
Urgent appeal for Zimbabwe
•
Long term / sustainable aid Î sharing techniques with farmers (building earth dams for irrigation) so that
people can help themselves in future
Advantages and Disadvantages of Aid (Examples)
Advantages
Governmental Aid
Can provide grants for students to
study in MEDCs
International
Aid
Helps LEDCs develop new crops,
raw materials and industry
Voluntary
Aid
Short term
Aid
Long term
Aid
Not tied
Helps with emergencies
Encourages low-cost, self-help
schemes
Benefits poor people
Not tied
Provides help when needed
Goes to people who need it most
Not tied
Provides people with new skills
Helps develop farming, small industries and schools
LEDCs don’t get into debt
Disadvantages
“Tied” means the LEDC has to buy goods from the donor
Money is given for specific projects, like big dams, which
don’t benefit poor people
If the LEDC can’t repay the money, they get further into
debt and rely more on the donor
Not meant to be tied but unlikely to be given to countries
with unfavourable economic and political systems
Encourages farming and industry – but products are
exported to MEDCs
LEDCs depend on aid and get into debt
Money available depends on how much people give
Material / Quellen
Vor- und Nachteile verschiedener Art von Hilfe nach Î geog.GCSE, S. 278.
Abbildung zu den Geberländern aus Î Terra GWG Geographie Wirtschaft 3/4, S. 225.
Seite 19
5 Das “WaterAid”-Projekt
Nachdem sich insbesondere bei der Besprechung der
Folgen von Unterentwicklung und Armut bei den Schülerinnen und Schülern große Betroffenheit zeigte und von ihnen
das Bedürfnis geäußert wurde,
selbst etwas dafür zu tun, um der Ungerechtigkeit
entgegen zu wirken, beschloss die Klasse, der Organisation
„WaterAid“ (Î www.wateraid.org) in London – von der sie
im Unterricht erfahren hatten – eine Spende zukommen zu
lassen. Dies zeigt, dass viele der Schülerinnen und Schüler
auch emotional „bei der Sache“ waren.
Schon bald kam die Idee auf, die Spendenaktion auf
eine breitere Basis zu stellen und den Tag der Offenen Tür am
Mörike Gymnasium zu nutzen, um Eltern, Mitschülerinnen und
Mitschüler auf das Problem „Wasserversorgung“ aufmerksam zu
machen und Geld für „WaterAid“ zu sammeln. Deshalb beschloss
man, frühzeitig mit der Planung für das
„WaterAid“-Projekt zu beginnen: Es
wurden Arbeitsgruppen gebildet, die sich um Präsentationen, Plakate, Spiele, Werbung, sowie um das leibliche
Wohl der Besucher kümmern wollten. Nach Rücksprache
mit „WaterAid“ stellte die Organisation Tipps und Material zur Verfügung.
Von Anfang Januar bis Anfang März 2007 wurde die Einzelstunde jede zweite Woche für die Vorbereitung verwendet. Die Schülerinnen und
Schüler stellten ihre Ideen bzw. Ausarbeitungen der Klasse
vor, über die dann im Plenum
diskutiert und abgestimmt wurde.
Viele Schülerinnen und Schüler
der Klasse waren mit sehr großem Engagement dabei, so
dass sich das zur Verfügungstellen von Unterrichtszeit als
absolut gerechtfertigt herausstellte. Lediglich zweieinhalb weitere Stunden zur Vorbereitung waren vor dem Tag der Offenen Tür nötig, um das Projekt fertig zu stellen.
Seite 20
Das mit Postern und Luftballons geschmückte Zimmer war
ein Besuchermagnet und die Spendenbereitschaft größer als
erwartet, so dass etwa 520 € an Spenden zusammenkamen.
Die Zuschauer lauschten gebannt den zehnminütigen, zweisprachigen PowerPoint-Präsentationen zu „WaterAid“, die die Schülerinnen und Schüler selbst zusammengestellt hatten. Zwischen den Vorträgen konnten die Besucher nicht nur eine Kleinigkeit essen und sich mit Hilfe
der Poster informieren, sondern sich selbst aktiv mit dem Thema
auseinander setzen, z. B. indem sie ein „WaterAid“-Brettspiel oder
„WaterAid“-Memory spielten. Andere konnte am eigenen Leibe
erfahren, was es heißt 10kg Wasser in einem Kanister mehrere Runden um Hindernisse tragen zu müssen.
Alles in allem war der Tag der Offenen Tür ein angemessener Abschluss für ein gelungenes Projekt, das gezeigt hat, dass Schülerinnen
und Schüler gerne bereit sind, Energie in zusätzliche Arbeit außerhalb
des eigentlichen Unterrichts zu „investieren“, wenn sie sich für das Thema begeistern
lassen. Dies bestätigte sich auch durch das durchweg positive Feedback von Seiten
der Eltern und Kollegen, die vom großen Engagement der Schülerinnen und Schüler
überrascht und begeistert waren.
6 Fazit
Abschließend kann man sagen, dass sich die neue Unterrichtseinheit „Develop-
ment“ im bilingualen Erdkundeunterricht sehr gut umsetzen und durchführen lässt,
auch wenn die Materiallage alles andere als ideal ist. Allerdings kann man mit Hilfe
englischsprachiger Schulbücher und dem Internet (s. Quellen- und Literaturverzeichnis) anschauliches, interessantes und aktuelles Unterrichtsmaterial zusammenstellen,
das einen modernen schüler- und handlungsorientierten Unterricht möglich macht.
Inhaltlich hat sich gezeigt, dass sich die Schülerinnen und Schüler gerne auf diese
neuen und durchaus anspruchsvollen Themen einlassen, wenn man diese schülernah
und altersgemäß aufbereitet und dass diese gute, vielleicht sogar bessere Möglichkeiten bieten, die Schülerinnen und Schüler persönlich und emotional mit in den Unterricht einzubeziehen, sie in ihrem eigenen Lebensumfeld „abzuholen“, als dies die
eher landeskundlich orientierten Themen in Erdkunde bisher in G9 taten.
Seite 21
7 Quellen- und Literaturverzeichnis
Bücher
•
CHAPMAN, S. ET. AL.: Complete Geography, Oxford University Press, Oxford, 1998
•
KING, A., ET.
ford, 2006
•
KING, A., ET. AL.: geog.GCSE, Oxford University Press, Oxford, 2006
•
Longman Dictionary of Contemporary English, Langenscheidt / Longman, 2nd
edition, London, 1987.
•
MINISTERIUM FÜR KULTUS, JUGEND UND SPORT BADEN-WÜRTTEMBERG: Bildungsplan 2004,
Allgemein bildendes Gymnasium, Baden-Württemberg, Stuttgart, 2004
•
OBERMANN, H. (Hrsg.): Terra GWG Geographie Wirtschaft 3/4, Gymnasium BadenWürttemberg, Ernst Klett Schulbuchverlage, Stuttgart, Leipzig, 2005
•
Oxford Advanced Learner’s Dictionary of Current English, Oxford University Press,
7th edition, Oxford, 2005.
AL.:
geog.GCSE – Teacher’s handbook, Oxford University Press, Ox-
Zeitungen
•
STUTTGARTER ZEITUNG
Internetadressen (Stand: 21.03.2007)
•
http://caglecartoons.com/viewimage.asp?ID={63F497C4-7B9F-4DF8-B80C683069194361}
•
http://hdr.undp.org/
•
http://news.bbc.co.uk/go/pr/fr/-/2/hi/in_depth/2945018.stm
•
http://www.claybennett.com/pages/child_obesity.html
•
http://www.libertynews.com/showCartoons.php?index=Government%20is%20Wasting%20Our%20
Tax%20Money&subIndex=&src=
•
http://www.pritchettcartoons.com/jumbo2.htm
•
http://www.quarks.de/dyn/15866.phtml
•
http://www.scienceclarified.com/Io-Ma/Malnutrition.html
•
http://www.un.org/cyberschoolbus/poverty2000/introclass.asp
•
http://www.wateraid.org/uk/get_involved/events/event_news/4999.asp
•
http://www.wateraid.org/uk/learn_zone/educational_resources/775.asp
•
http://www.wateraid.org/uk/what_we_do/statistics/default.asp
•
http://www.wateraid.org/uk/what_we_do/the_need/default.asp /
Seite 22
8 Anhang
Material Lessons 3 & 4
24
26
27
Material Lesson 11
31
32
Material Lessons 14 – 16
37
40
41
Material Lesson 25
43
45
Seite 23
MATERIAL LESSONS 3 & 4
Low-income group
I’m Jant Omar. I live in the Democratic Republic Kongo, Africa. I live a hard life. As a girl at the age of
13, I was told that I had to quit school to help my mother find clean water and food each day. I don’t
think this is fair, because my older brother still goes to school, but my mother is ill and needs help with
the daily household tasks to feed the family. I feel hopeless about my situation, and don’t see a happy
future ahead for myself.
Low-income group
I’m Jose Martin. My dad was hurt today at his job picking coffee, which allowed him to supply the basics for our family in El Salvador. He does not have enough money to go and see a doctor and he is
worried about where the money will come if he cannot work while getting better. I’m also worried
about what will happen to our family if my father cannot work.
Low-income group
I’m Anna Hernandez. I live down the street from Jose and my parents make a living by selling fruit grown
in our yard at a local market each day. Because Jose and many of our parents’ customers have lost their
jobs at the nearby coffee plantation they are buying less from my parents, and they won’t be able to
come up with the money for enough corn for our family.
Middle-income group
I’m Sam Baker. I live in a big city in America with my mom who works at a clothing factory. I have all the
things I need in everyday life, but my mom never feels quite secure. She would like to buy her own car
but can’t seem to save enough money ever and the bank won’t give her money, too.
High-income group
I’m Katrina Vaclavkova. I live in the Czech Republic. My mother is a nurse and my father works in a bank.
I’m able to buy clothes, music and other things that I want. My family lives in a nice apartment. I go to a
good school and all the things I need I usually get.
High-income group
I’m Edward Simpson. I live in England with my family. My parents both have high-paying jobs; me and
my three sisters have more than we really need. Our family lives in a big house, has got three cars,
and a housekeeper. Of course, I get weekly pocket money from my parents.
You belong to the 15% of the world’s population with a high income. Go to the front of the classroom
and wait there – standing – with the other members of your group.
You belong to the 30% of the world’s population with a middle income. Go to the centre of the classroom where the desks are and wait there – sitting – with the other members of your group.
You belong to the 55% of the world’s population with a low income. Go to the back of the classroom
and wait there sitting on the floor with the other members of your group.
Seite 24
What is life like in different parts of the world?
Everyone on this earth has the same basic needs; it is only the situation we are living in which is different.
15 percent of the world’s population have an income per capita of about €7,000 per year or more.
This group has enough money to have a healthy daily diet. They also have the right to get the best
medical care. Children go to school and the only uncertainty is how many years they will study after
high school.
The families of this income group have the chance to get credits and money that most others do not.
They live in comfortable and safe housing and they have at least one car, and most likely two televisions. When they take their yearly two-week holiday, they don’t worry about losing their jobs. It’s a
good life because they can get everything they need and they have the security to enjoy it.
This group represents about 30 percent of the world’s population. The parents earn between €570
and €7,000 a year. The families are the people who live on the edge. It would take losing only one
harvest to drought, or a serious illness, to throw these families into poverty.
The parents work as day labourers, domestic help, or perhaps as migrant workers. Children may go to
school - for a few years at least - especially if they are boys. The parents were born into this hard life
and hope that their children will have a chance for a better one.
Most families do not own land and live in overcrowded housing with poor plumbing. The villages or
towns offer electricity, but many families must control their use. If the parents could get better skills
training, they might have a chance at a higher-paying job. Maybe, if the parents are lucky, they can
find a way to join a community credit group to get a small loan.
So, like everyone stuck in the middle, these families feel under pressure, and they just hope that the
bottom doesn’t fall out from their world.
This group represents the majority of the world’s population - about 55 percent. The average income
is €570 a year - about €1,60 a day - but many of the families earn much less. Most of them are from
poor countries such as Ethiopia, Bangladesh, Haiti, or Cambodia.
Every day is a struggle for the families to meet their basic needs. Finding food, water, and shelter can
use up their day. Many mothers walk five to 10 miles to find clean water; spend several more hours
working in the fields and of course taking care of the children. School is a luxury, few of the children
will ever get to know. Most of the girls don’t even dream about school. Healthcare is out of the question, so for most families death is all too familiar, with families expecting to lose two to three of their
children before they turn five.
Many of the families are homeless or live in buildings so weak that a hard rain or strong wind becomes serious. Many of the family members are regularly hungry. It is quite likely that they don’t get
the minimum number of calories their hardworking life needs.
If the parents do work, they are most likely tenant farmers or landless day workers. They earn little
money with the crops they work on; they would prefer to grow food for themselves.
Vocabulary:
per capita – pro Kopf; diet – Ernährung; uncertainty – Unsicherheit, Ungewissheit; security – Sicherheit, Gewissheit; day
labourers – Tagelöhner; domestic help – Haushaltshilfe; plumbing – Wasserleitungen; loan – Darlehen, Kredit; majority –
Mehrheit; struggle – Kampf; shelter – Schutz, Unterkunft, Heim; tenant – Pächter
Tasks:
1.
Read the text about the different groups of people in the world and their lives and underline / mark in the
text what is typical of their way of life.
2.
Summarize the most important facts about the standard of living of each of these groups in a chart.
3.
Despite the differences in the world, all people have the same basic human needs. Make a list of the basic
human needs every person has and put them into a ranking, starting with the most important one.
Adapted from: http://www.un.org/cyberschoolbus/poverty2000/introclass.asp
Seite 25
The Development Gap – An unfair distribution of resources
Although the developing world has got 75% of all
people in the world, it has only got 18% of the
world’s export earnings, 30% of the world’s food
grains, 5% of world science and technology, 6%
of the word health expenditure, 8% of the world
industry, 15% of world energy consumption, 11%
of the world education spending and 17% of the
world’s GDP.
Vocabulary:
export earning – Exporteinnahmen; food grains – Getreide
als Nahrungsmittel; health expenditure – Gesundheitsausgaben; energy consumption – Energieverbrauch; education spending – Bildungsausgaben; GDP (gross domestic
product) – Bruttoinlandsprodukt
Tasks:
1. Label the different pie charts with the help of the text.
2. Write down the percentages into the pie charts.
3. Draw a fitting symbol for the different pie charts.
4. With the help of the pie charts, write a speech for presentation to a school assembly with the title An unfair world.
Developing World
Developed World
People in the world
25 %
75 %
Seite 26
MEDC, LEDC or NIC?
Data: HDI
2005
Life expectancy at birth
(years)
79.4
(0.91)
60.6
(0.59)
68.7
(0.73)
Adult literacy
(% aged 15
and above)
no data
49.0
(0.51)
88.3
(0.82)
GDP per capita (PPP US$)
HDI rank &
value
37,670
(0.99)
889
(0.36)
6.772
(0.70)
1
(0.963)
151
(0.489)
94
(0.750)
HDI rank &
value
6,180
(0.69)
29,632
(0.95)
835
(0.35)
125
(0.627)
3
(0.955)
177
(0.281)
HDI rank &
value
7,277
(0.73)
27,756
(0.94)
1,742
(0.48)
64
(0.792)
20
(0.930)
153
(0.475)
MEDC, LEDC or NIC?
Data: HDI
2005
(years)
48.3
(0.39)
80.3
(0.92)
44.4
(0.32)
Adult literacy
(% aged 15
and above)
85.0
(0.80)
no data
14.4
(0.17)
MEDC, LEDC or NIC?
Data: HDI
2005
(years)
71.3
(0.77)
78.7
(0.90)
51.6
(0.44)
Adult literacy
(% ages 15
and above)
97.3
(0.89)
no data
51.9
(0.50)
Data from http://hdr.undp.org/reports/global/2005/pdf/HDR05_HDI.pdf
Seite 27
Human Development in Different Parts of the World
Group 1: NORTH AND CENTRAL AMERICA
Group members: ____________________________________________________________
Tasks:
1. Find three states with a high human development, three states with a medium human development and three states with a low human development with the help of the chart on the Human
Development Report homepage: http://hdr.undp.org/reports/global/2005/pdf/HDR05_HDI.pdf.
(Î sometimes there may be no country in your part of the world for one of the categories given)
2. Present the data of the countries you find in a clearly structured chart
(HDI data: life expectancy, adult literacy rate, GDP per capita, HDI value and rank).
3. Find and use maps, flags, etc. for your countries and use them for your chart as well.
4. The result of your group has to fit onto one piece of paper (A4).
5. Be prepared to present your results in class.
Group 2: SOUTH AMERICA
Group members: ____________________________________________________________
Tasks:
Group 3: EUROPE
Group members: ____________________________________________________________
Tasks:
Seite 28
Group 4: AFRICA
Group members: ____________________________________________________________
Tasks:
Group 5: ARABIA
Group members: ____________________________________________________________
Tasks:
Group 6: EAST ASIA, SOUTHEAST ASIA, SOUTHERN ASIA
Group members: ____________________________________________________________
Tasks:
Seite 29
Group 7: AUSTRALIA AND OCEANIA
Group members: ____________________________________________________________
Tasks:
A World Map of the Human Development Index
(Klasse 8b, Mörike Gymnasium Esslingen)
Seite 30
MATERIAL LESSON 11
Revision Test No. 1
NAME: _________________________ Points: ____ / 21
I.
MARK: ____
The Development Gap
Explain in a few words why the world and the distribution of resources
can be called “unfair”.
Give three examples in your explanation. (6 POINTS)
II.
The Human Development Index
Explain how the Human Development Index works. (6 POINTS)
III.
LEDC, MEDC or NIC?
Have a look at the following indicators for human development.
Then compare the data of the two countries and decide if they are an
MEDC, a NIC or a LEDC.
What do the indicators tell us about the quality of life in these countries?
(9 POINTS)
Data: HDI
2005
Life expectancy at
birth (years)
Adult literacy
(% aged 15 or older)
GDP per capita
(PPP US$)
Country A
43.4
66.8
1,050
Country B
48.4
82.4
10,346
Seite 31
Explaining the Development Gap
History
Colonies
•
•
•
Europeans took raw materials from the colonies and sent them to Europe
Europeans limited the economic, social and political development
Europeans changed borders without thinking about the native population
Î Countries were left with economic, social and political problems
Slavery
•
•
Slaves, often the strongest / most competent men / women, were taken to America
Goods brought to Africa often had negative effects on the development (e.g. guns, alcohol, textiles)
Î Extreme effects on the development of the African regions
Industry
Agricultural societies
•
Unlike European countries, many LEDCs haven’t had something like the “Industrial Revolution”
Î Thus they have not developed the same way as MEDCs (so far) and they are still traditional,
agricultural societies
Politics
Political mismanagement
•
•
•
Political instability, incompetent governments, dictatorships, enormous / expensive administrations
No freedom of speech, poor civil rights
Bribery, corruption, tribal loyalty, family promotions
Î The social, economic and political development has been slowed down / blocked by political
mismanagement in many countries
Environment & Hazards
Vulnerable populations
•
Because they do not have the money, technology and people to cope with natural hazards like we
do, and because of the growing populations …
Î… natural hazards and catastrophes have worse effects in LEDCs.
Debts
Reasons for debts
•
•
In order to develop LEDCs borrow lots of money and often they cannot pay it back
Once they are in debt its very difficult to pay the money back, reduce the debts or the high interests
Î They owe more than they borrowed in the first place
Consequences of debts
•
•
Growing debts leave less money for the development of the country (industry, health, schools, …)
A lot of money earned by exporting products has to be used for repaying the debts
Î LEDC governments do not have enough money for human development
Seite 32
A Mind Map Explaining the Development Gap
Seite 33
Another Mind Map Explaining the Development Gap
Seite 34
MATERIAL LESSONS 14-16
An Example of a Role Play about the Reasons for the Development Gap
Seite 35
Another Example of a Role Play about the Reasons for the Development Gap
Seite 36
1) Water, a Matter of Life and Death
Clean water is important for life, but over a billion people in the world do not have it. This and
the lack of sanitation result in over two million people dying from water-related diseases
every year. The lack of clean water close to people's homes also affects people's time, livelihoods and quality of life.
Many women and children in developing countries spend hours each day walking miles to
collect water. This water is usually dirty and unsafe but they have no alternative. Carrying
heavy water containers is a very tiring task, which takes up valuable time and energy. It
keeps women from doing very important domestic or income generating work and stops children from going to school.
Mangalita Siamajele, returns from the hole where she collects water when the river bed is
dry, carrying a metal bucket filled with water on her head. She struggles to walk as she has a
bad hip. "I am so tired," she says. "Where I have come from is very far, walking with 20 litres
on my head. I am old, I have a bad hip and am always tired, carrying this bucket twice a day,
I need to get home, I need to rest."
Diarrhoea claims the lives of nearly 6,000 children a day. These children are dying because
they do not have access to adequate sanitation or safe water. Their deaths, from common
diseases, are preventable.
Where there is nowhere safe and clean to go to the toilet, people are exposed to disease,
lack of privacy, and indignity. Bad health caused by poor sanitation has a knock-on effect on
the family economy and food. In many cultures women who have no access to a latrine must
wait until it is dark to go to the toilet or have to walk long distances to find an isolated spot.
Where there are no toilets girls are prevented from going to school.
“This slum has existed for 10 years and is in a shocking state," explains Ruby from Balar
Math Slum, Dhaka, Bangladesh. "Hanging latrines feed directly into a rubbish-filled ditch in
the middle of the slum. 5,000 households here have no clean water and no sanitation. Many
people get very ill here and I think it all stems from the open latrines. Smell the stench, it's
disgusting. We get fevers, coughs and terrible diarrhoea and there are no healthcare facilities
that we can use."
To get the full benefits of safe water and sanitation communities also need to know about the
links between diseases and unsafe hygiene practices. Hygiene education focuses on questions such as personal hygiene – the simple act of washing hands with soap and water can
reduce diarrhoeal diseases by a third.
Zeytu, from Hora Boka, Ethiopia, explains the differences that hygiene education has brought
to her community. "We thought it was evil spirits that made our babies sick. But now we have
been taught it is not that which makes our children ill, it is the lack of clean water and the
absence of cleanliness – now we know why our children have problems. We are taught how
to care for our children, about the latrine and hygiene education."
Adapted from: http://www.wateraid.org/uk/what_we_do/the_need/default.asp
Vocabulary:
lack – Mangel; related – verbunden; disease – Krankheit; livelihood – Lebensunterhalt; valuable – wertvoll, kostbar; domestic – Haus-, häuslich; income generating work – für ein Einkommen sorgende Arbeit; bucket – Eimer; hip – Hüfte; diarrhoea – Durchfall; (to) claim – fordern; access – Zugang; adequate – angemessen; preventable – vermeidbar; (to) be
exposed to sth. – etw. ausgesetzt sein; privacy – Privatsphäre; indignity – Erniedrigung, Demütigung; knock-on-effect –
Folgewirkung; latrine – Abort, Senkgrube; ditch – Graben; (to) stem from – zurückgehen auf; stench – Gestank; disgusting –
widerlich, widerwärtig; cough – Husten; healthcare facility – Einrichtungen zur Gesundheitsfürsorge; benefit – Vorteil, Nutzen;
link – Verbindung; diarrhoeal disease – Durchfallerkrankung
Tasks:
1. Which negative effects does the lack of water and sanitation have for over a billion people in the
world? Summarize and explain them with the help of a mind map.
2. What has to be done to help these people?
Name possible measures that could be taken in order to help them.
Seite 37
2) Women and Girls Suffer Most
Thirteen year old Elmas Kassa lives in Addis Ababa, Ethiopia. "I collect water four times a
day in a 20 litre clay jar. It’s hard work." Elmas Kassa said. "I have never been to school as I
have to help my mother so we can earn enough money. Our house doesn't have a bathroom
so I wash once a week and go to the toilet down by the river behind my house. I usually go
with my friends as we're supposed to go after dark when people can't see us."
The lack of sanitation hits women and girls very hard. Without somewhere safe and clean to
go to the toilet they are exposed to disease. In many cultures girls like Elmas have to wait
until dark until they can go to the toilet. Girls are also less likely to go to school if there is no
toilet available, particularly when they are menstruating.
Napoga Gurigo doesn't know her age but is probably about twelve. She lives in Tambuoog
in Ghana. She came to the muddy water hole at 5.30 in the morning to collect water for her
family. So far she had been waiting for over three hours to fill her water pots. It takes her a
long time as she has to wait for the water to slowly seep through the dry ground. She does
not go to school and is engaged to be married. She lives with her future husband's family.
Her friend Adjoa Yinla-Ati collects water with Napoga and said that it normally takes her three
or four hours a day. She said she understood the benefits of a clean water source and felt
that they really needed a safe water source near their village as it would give women time to
do other things or "just sit under the tree like the men!"
Eleven year old Shobu Tara lives in Kallyanpur Pura Bastee Slum, Dhaka, Bangladesh.
The area she lives in is overcrowded and used to have no basic services like water or sanitation. Recently her community has been helped to build water and sanitation facilities here.
She now visits a day care centre while her mother works to earn money for the family. At the
centre children are taught about good hygiene practises which they then teach to their parents and other people. They train for three months and then graduate to spread the message
to other people living in the slums.
"My name is Shobu, which means Star," she says, "and I come here to learn good hygiene. I
will have fewer diseases if I learn well. I already have changed some behaviour by wearing
slippers to the latrine to protect me from getting worms in my feet. I didn't even know about
washing my hands before but now I do.
"I tell my family and neighbours about hand washing and keeping things clean. If I see anyone using a bad hygiene practice I tell them. Initially my parents would tell me to be quiet as I
was just a child. But the group I'm with now get together and then go and tell these adults
together about good hygiene. We are braver in a group and feel like we can tell adults what
to do with that extra confidence."
Adapted from: http://www.wateraid.org/uk/learn_zone/educational_resources/775.asp
Vocabulary:
clay jar – Tonkrug; (to) be supposed to do sth. – etw. wird von jmd. erwartet; (to) be exposed to sth. – etw. ausgesetzt sein;
(to) seep through – durchsickern; (to) be engaged to be married – verlobt sein; recently – vorkurzem; sanitation facility –
sanitäre Einrichtung; (to) graduate – aufsteigen; (to) spread – verbreiten; latrine – Abort, Senkgrube; confidence – Selbstvertrauen
Tasks:
1. Explain why women and girls are mostly affected by a lack of water and sanitation.
2. What can be done to help women, children and their families?
Name possible measures that could be taken.
Seite 38
Water – A Matter of
Life and Death
Wasting Time and Energy
• Especially women and children spend a lot of
time walking miles to collect (often dirty / unsafe) water for their family.
• This is a very tiring task, wasting energy and
time, which they could use for important work
at home or in the fields. Thus they cannot
earn money for their families.
• This has a knock-on-effect on the family income and food.
Water-related diseases
• Over two million people die every
year from diarrhoea, fevers, coughs,
etc. and other water-related diseases
caused by a lack of (clean) water
and a lack of sanitation, with diarrhoea claiming the lives of nearly
6,000 children a day.
• Unclean hygiene practices are still
very common (e.g washing hands
without soap or walking barefooted
to the latrine) because there’s also a
lack of hygiene education.
• A lack of water can lead to unclean
hygiene practices (e.g. washing oneself only once a week and going to
the toilet by the river).
• Bad health itself has a knock-oneffect on the family economy and
food.
Education
• Children, especially girls,
spend a lot of time walking
miles and waiting hours at
waterholes in order to collect (often dirty / unsafe)
water for their family or doing daily chores at home /
on the fields; this keeps
them from going to school.
• The fact that there are
often no toilets in schools
keeps especially girls from
going there.
Privacy and indignity
• Where there’s no safe / clean toilet people suffer from a lack of privacy and indignity; in some cultures, especially
women and girls are expected to wait until it is dark or to walk long distances to
go to the toilet.
What can be done?
• Hygiene education: teach people, especially women and children – who spread their knowledge, about the links between diseases and unsafe hygiene practices (e.g. that washing
hands with soap and water can reduce diarrhoeal diseases by a third)
• Water & sanitation facilities: help people to build water and sanitation facilities
• School toilets: make sure that schools have got toilets so that girls can go to school as well
• Wells and pumps: help people to dig new / deeper wells near their villages or to buy / use
pumps to get water from deeper in the ground
• …
Seite 39
Local Physical
Disadvantages
Poverty
Bad Governance and
Political Mismanagement
Unequal Ownership
of Arable Land
Uneven food
production
Why are people
still hungry?
Growing Cash Crops
Instead of Food Crops
Trade barriers and subsidised crops in MEDCs
Natural Hazards
Growth of the
World Population
Seite 40
Class Test No. 1
NAME: _________________________ Points: _____ / 43
MARK: _____
I. Poverty in the World
Poverty is found all over the world, on all continents and in all countries. But some areas are more
affected by poverty than others.
Colour in the map the areas where the percentage of people living in poverty is high and the areas where only few people suffer from poverty with two different colours. (5 POINTS)
II. The Vicious Circle of Poverty
Poverty and its consequences affect each other in many different ways. Together they form a kind
of “vicious circle” (Teufelskreis) which is difficult to break through.
Explain the “vicious circle of poverty” with the help of a flow chart (Fließdiagramm).
Use only the phrases from the box (5 POINTS).
they do not have adequate sanitation facilities – they cannot earn enough money –
they cannot work well on their fields or in their shops – they suffer from malnutrition –
people are poor – they are unhealthy – they do not have access to safe water
III.Water – A Matter of Life and Death
Unsafe water and poor sanitation “kill” about 4,900 children every day. Billions of people in the
world do not have access to safe water or adequate sanitation, although organizations like
WaterAid can help these people with a small amount of money per person.
Explain how life in a small village in an LEDC can be changed for the better by installing a water
pump or digging a new and deeper well.
Why do especially children, girls and women profit from new wells or water pumps? (8 POINTS)
IV. Food and Nutrition
Malnutrition has got two main causes and a number of consequences.
(a) Name the reasons for malnutrition; then name & describe in a few words two typical nutritional deficiency diseases. (6 POINTS)
(b)
Describe the cartoon in your own words. What is criticized by it? (5 POINTS)
Î http://caglecartoons.com/viewimage.asp?ID={63F497C4-7B9F-4DF8-B80C-683069194361}
It is not easy to make sure that food is fairly distributed in the world. Some of the reasons for this
unequal distribution are very difficult to change. However, some changes or reforms could be put
into action (aus-, durchführen) quite easily.
(c) Explain the changes / reforms by finishing the sentences below. (6 POINTS)
1.
2.
3.
4.
In LEDCs small farmers should be given more land because …
Instead of growing cash crops farmers in LEDCs should …
MEDCs should open their markets and stop paying subsidies to their farmers so that …
Politicians and governments in LEDCs should take care that more jobs are offered because …
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V. Reasons for the Development Gap
The Development Gap cannot be explained by one reason, but only by a number of reasons.
(a) Read the following sentences about different reasons for the development gap. Write (C) into
the left boxes if you think the sentences are correct or (W) if you think they are wrong.
(2 POINTS)
(b) If you think that a sentence is wrong, correct it by crossing out the wrong words and writing
down the correct words (6 POINTS).
Slavery had a negative effect on many Asian countries, because often the strongest
and most competent children were taken to America. Many of the goods which were
brought to Africa, e.g. raw materials, had negative consequences on these regions
too.
Bad governance and political mismanagement help the development in many LEDCs.
Often dictators and their families use the country for their own needs and are not
really interested in the life or the living conditions of their people.
Because LEDCs do not have the people, technology and the money to cope with
natural hazards like hurricanes, earthquakes or droughts they suffer much more from
them than MEDCs.
In LEDCs few people work as farmers or farmhands. In these countries the development has not been the same as in MEDCs because there was no Economical Revolution.
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MATERIAL LESSON 25
Î From international organisations like WHO (World
Health Organisation) or
Monetary Fund (MF), The
European Commission,
which get their money from
governments (multilateral)
Governmental Aid
International Aid
Voluntary Aid
Short term Aid
Long term Aid
Tied Aid
Goods
Money
People
AID
Î Food, machinery, technology, (e.g. tractors, irrigation equipment, electric
pumps), etc.
Î given in case of emergency to cope with immediate problems of hazards
Î Aid given so that people
can help themselves in future without needing further
help; this is also called sustainable help
Î The government / organisations decide what the
money should be spend on,
e.g. education, healthcare,
infrastructure, etc.
Î Given directly from one
government to another one
(bilateral)
Î Teachers, engineers,
health educators, doctors or
other experts with special
skills
Î Private people, companies, etc. donate money to
non-governmental organisations (NGOs), like OXFAM,
Comic Relief or WaterAid to
finance their programmes
Î Grants, loans or credits
which have to be paid back
or are donated
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Sustainable Aid – Different Aid Plans for LEDCs
Think about the following aid plans for LEDCs. Which of them do you think is the most sustainable and thus the most important one? Put them into a ranking and be prepared to explain your decision.
{ A gift of tractors and other farm machinery.
{ Electrical pumps for providing irrigation water.
{ Toilets built by a volunteer organisation such as World Challenge.
{ Two school teachers and school text books from Germany.
{ Two places for teacher training at a German university for two local people.
{ Irrigation equipment.
{ Supplies of grain.
{ A communal meeting house.
{ A medical centre and medical equipment.
{ A doctor paid for 12 months.
Adapted from: geog.GCSE teacher’s handbook, p. 285
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The UN Millennium Goals
Task:
1.
2.
3.
4.
Go together in groups.
Explain in your own words what the Millennium Goals mean and why they are so important.
Think about ways how the Millennium Goals could be achieved.
Do you think it is realistic to achieve the Millennium Goals until 2015? Why? Who not?
(to) eradicate – ausrotten; (to) achieve – erreichen; (to) promote – fördern; (to) empower – (to) give
power to; mortality – Sterblichkeit; (to) improve – verbessern; (to) combat – to fight; (to) ensure –
sicherstellen, garantieren; sustainability – Nachhaltigkeit
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Bilingual Geography G8: The Developing Gap: Disparities in the World

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