|
Title |
Year |
Description |
Rating |
 |
Web research exercise:Transnational Corporations (TNCs or MNCs) |
Secondary |
Students use the internet to research the negative impact TNCs have on people living in the South. Students are encouraged to critically assess... |
0 |
|
Life on Less Than $1 a Day (2/20) |
Secondary |
One billion people must live on less than $1 a day. This lesson highlights children who live in such abject poverty that they cannot go to school.... |
0 |
|
The World in a Classroom (3/20) |
Secondary |
This lesson focuses on diversity and the disparity among groups. The class is posed the question: If the world were composed of a hundred people,... |
0 |
|
What Are the MDGs? (5/20) |
Secondary |
This directed reading activity is designed to help students digest a considerable amount of information. Students read information packets about... |
0 |
|
Why is Goal 8 Important for Development? (7/20) |
Secondary |
Students work to understand Goal 8 through a cooperative learning activity in which they teach their fellow students about the goal’s targets and... |
0 |
|
Who Are the Players in Global Development? (8/20) |
Secondary |
Students are introduced to the major organizations whose work is instrumental in achieving the goals. Working in teams, they explore the unique... |
0 |
|
U.S. Aid Policy Explained (9/20) |
Secondary |
Students analyze the 2005 Congressional Research Service paper explaining U.S. foreign aid policies and programs. Working in pairs, they read the... |
0 |
|
The United States and the MDGs (10/20) |
Secondary |
All UN member states agreed to the MDGs. This lesson shows how the United States the most powerful partner—views its role in furthering and funding... |
0 |
|
Countries Successfully Moving toward Achieving Goal 1 (13/20) |
Secondary |
In pairs, students read case studies and research indicator data for countries that are having success in achieving the targets associated with MDG... |
0 |
|
Identifying and Analyzing Poverty Data to Determine the Progress Made to Eradicate Global Poverty (14/20) |
Secondary |
Students create thematic maps from six separate data sets and use the maps to analyze progress made in eradicating global poverty.
This is part 14... |
0 |
|
Why Are Children and Adults Still Suffering From Hunger in the 21st Century? (15/20) |
Secondary |
Students work in groups to analyze hunger data for specific countries. They read country case studies in order to get an overview of how a country... |
0 |
|
What Is the Connection/Correlation between Percentage of Underweight Children and the Proportion of the Undernourished Population? (16/20) |
Secondary |
Students work in pairs to identify the proportion of population in selected countries that is below minimum level of dietary energy consumption... |
0 |
|
Malnourishment and Poverty (17/20) |
Secondary |
Students learn how poverty impacts people in many developing countries. They use data on numbers of children suffering from Vitamin A deficiency... |
0 |
|
Understanding the MDGs through Service (19/20) |
Secondary |
Students begin to effect change locally, and thus globally, through a service learning project. The lesson offers multiple ideas on how you can... |
0 |
|
How to Effect Change (20/20) |
Secondary |
To wrap up the service learning project or as a method of periodically assessing your students’ knowledge of a topic and preparing them for... |
0 |
|
Mobile Phones |
Secondary |
Students discuss mobile phones and the impact this technology has on their lives. They then research ways mobile phones are currently benefitting... |
0 |
|
Perspectives on Globalization |
Intermediate / Middle, Secondary |
Through this three-lesson unit, students will learn about the complex issue of food
security and the factors affecting household food security in... |
0 |
|
Renewable Energy Technologies |
Secondary |
The Renewable Energy Technologies project is similar to the project: Where does all My Stuff go in that it is an extension of the film the... |
0 |
|
Renewable Energy Technologies |
Secondary |
The Renewable Energy Technologies project is similar to the project: Where does all My Stuff go in that it is an extension of the film the... |
0 |
|
Polar Day: Diamond Mining in Canada's North |
Secondary |
In this activity, students will use various geographic and research skills to examine geographic, social, and/or economic issues related to diamond... |
0 |
|
Who Likes Chocolate? |
Primary / Elementary, Intermediate / Middle |
This workshop is about Fair Trade. It looks at how chocolate is produced and how the present trading system works. We discuss the choices we make... |
0 |
|
Globalization and the Econonomic Crisis |
Secondary, Post-Secondary (College/University) |
News of a global economic crisis has dominated the headlines in recent months. Reports of the effects of this crisis come from as far as Iceland,... |
0 |
|
Activities on Child Labour |
Primary / Elementary, Intermediate / Middle, Secondary, Post-Secondary (College/University), Other, Adult Education |
Activity 1:
This activity is designated for schools in countries where child labour is not a key issue. It encourages students to envision what... |
0 |
|
Development in Motion |
Secondary |
Understanding a large amount of data from different countries can be overwhelming for students. However, through the use of interactive graphs on... |
0 |
|
Food for Thought |
Intermediate / Middle, Secondary |
This activity is designed to demonstrate how differences in population and resource use in five regions of the world combine to impact the quality... |
0 |
|
economics |
Intermediate / Middle |
i need micro teaching lesson plans of economics and commerce n tabular form.. |
0 |
|
Cast Your Vote |
Intermediate / Middle, Secondary, Post-Secondary (College/University) |
Students learn about the “hidden ingredients” in every day products and practice voting their values by “buying” different kinds of items. |
0 |
|
Cast Your Vote |
Intermediate / Middle, Secondary, Post-Secondary (College/University) |
Students learn about the “hidden ingredients” in every day products and practice voting their values by “buying” different kinds of items. |
0 |
|
Where in the World? |
Secondary, Post-Secondary (College/University) |
Students “shop” for T-shirts to help them make the connection between what they wear and the conditions under which it’s made. |
0 |
|
Michael Norton: How to buy happiness |
Other |
At TEDxCambridge, Michael Norton shares fascinating research on how money can, indeed buy happiness -- when you don't spend it on yourself. Listen... |
0 |
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