B2. Inquiry: Development and Quality of Life Issues
Specific Expectations
B2.1
formulate questions to guide investigations into issues related to global development and quality of life from a geographic perspective (e.g., the social, political, and economic impact of educating girls or of the AIDS pandemic in sub-Saharan Africa; the social, political, economic, and/or environmental implications of fair trade; social, political, economic, and/or environmental considerations relating to the increase in foreign ownership of natural resources; the social, political, and economic impact of foreign debt or of forgiving a country’s foreign debt)
- What impact might an increase in education spending have on a population? What impact is it likely to have on employment opportunities? What do we know about how improved access to education for girls can affect a society? How might an increase in education spending affect the health of the people in a country? How might it affect the environment? Why might a government choose not to increase education spending?
B2.2
gather and organize data and information from a variety of sources and using various technologies to investigate issues related to global development and quality of life from a geographic perspective (e.g., demographic data from the United Nations on specific countries; demographic maps and other information from the websites of intergovernmental organizations on population trends; information and data from a national government on poverty and education rates and on government expenditures in that country; articles from development agencies on children’s quality of life in a specific country; images showing housing in different regions; information from a website of a corporation doing business in a developing country)
- What are some sources of data on quality of life indicators?
- Where might you find demographic data for this country?
- Whose point of view does this source represent? How do you know that? Have you consulted sources representing other points of view?
- When you are gathering information from websites, why is it important to be aware of the purpose and perspective of the agencies or corporations whose sites you are accessing?
B2.3
analyse and construct digital and print maps as part of their investigations into issues related to global development and quality of life (e.g., analyse issue-based maps to help them investigate spatial patterns in HDI rankings; construct an issue-based map using GIS to help them explore the correlation between life expectancy and literacy rates; analyse flow maps to help them determine trade patterns between countries; construct an annotated map to show foreign ownership and use of agricultural land in Africa or Asia)
- What information would you need to include on an issue-based map showing the impact of water-borne diseases?
- What patterns can you see when you compare a demographic map showing fertility rates around the world to one showing infant mortality rates?
- Why might a flow map be a useful way to illustrate the sources of fair trade products available at your local store?
- What can you determine about the quality of life in this country based on this collection of demographic maps?
B2.4
interpret and analyse data and information relevant to their investigations, using various tools and spatial technologies (e.g., interpret the data in multiple bar graphs to determine the per capita gross domestic product and literacy rate in countries where there is a high level of child labour; interpret information from GIS as part of their investigation into shifts in population in developing countries; analyse images to help them determine differences in quality of life for various groups in the same country; use a graphic organizer to help them interpret different perspectives on their topic)
- What do these photographs tell you about the quality of life of the people in the picture? What are the social and economic implications of what you see? Are these implications supported by information or data you have obtained from other sources?
- What does this population pyramid showing a rapidly growing population suggest about quality of life issues for this country?
B2.5
evaluate evidence and draw conclusions about issues related to global development and quality of life
- Based on your findings, why do you think it is important to fund the education of girls in the developing world? What social and economic benefits stem from the education of girls?
- What did you find out about the benefits of fair trade? Are there any disadvantages to fair trade? What are some barriers to increasing fair trade?
- What are the main factors accounting for patterns in the distribution of wealth in Africa? What strategies do you think are needed to improve quality of life in African countries?
B2.6
communicate the results of their inquiries using appropriate vocabulary (e.g., demography, per capita, quality of life, developed/developing countries, gross national product [GNP], gross domestic product [GDP], literacy rate, correlation, exploitation, competition, fair trade) and formats appropriate for specific audiences (e.g., create an interactive presentation on foreign debt in Africa, using an electronic white board; use GIS in a presentation on the impact of desertification; create a photo essay with accompanying text or oral comments on conditions in a city in the developing world; write an article for the school newspaper on the impact of water privatization)
- What format will have the greatest impact on your intended audience? How might you use visual images to enhance the impact of your presentation?
- How might you use different media to inform your audience and promote action?