Lesson 1
Subject/Grade Level: 10th Grade Human Geography- Molly Bonnett
Unit: Development and Economics
Primary Question: Why does development vary among countries?
Question designed to motivate students, encourage critical thinking;
Focuses on significant concept of development
Concepts:
More Developed Countries (MDC)
Less Developed Countries (LDC)
Human Development Index (HDI)
Core Region
Generalizations:
1. MDC and LDC refer to the country’s location on an economic development
continuum.
2. The relationship between MDCs and LDCs is seen by some as exploitation and by
others as a means to economic development.
3. The HDI is comprised of economic, social, and demographic factors.
4. LDCs generally have less access to the world centers of the core region.
Learner Outcomes:
By the end of this lesson, students will be able to:
1. Define key concepts: MDC, LDC, and HDI.
2. Compare and contrast MDC and LDC.
3. Develop an equation for HDI.
Materials:
Worksheets
Poster paper and markers (if available)
Introduction:
Make general comments on the projects. Introduce the unit and the primary question.
Anticipatory Set:
Place students in areas of the room labeled MDC and LDC based on accurate world
population percentages. As a class determine the percentage of the world’s population
that lives in each section. Label students based on country. For example, 2 of the 5
students in MDC might be labeled U.S.A. Discuss results. Was the outcome what you
expected? Any surprises? What does it mean to be developed as a country? (10 min)
Simulation to motivate students, encourage critical thinking.
Developmental Sequence:
As a class, define MDC, LDC, and HDI. Students will use their graphic organizer to take
notes and then manipulate information individually. (20 min)
Graphic organizer to help students categorize information.
As a class, discuss the worksheet. Does everyone agree on the placement of the countries
on the continuum? Why or why not? Why did you choose the factors you did for the
HDI? Use the fist to five method to discuss agreement and dissent. Turn in worksheets.
(10 min).
Introduce dialogue poems. Explain how they are used to compare and contrast 2
perspectives. Complete an example as a class. (5-10 min)
Dialog poems to develop writing and perspective-taking skills.
Assign students to random groups of 3. Complete a poem using MDC and LDC as the
two perspectives. (20 min)
Random grouping used as a classroom management tool, and to
promote positive social interaction among students.
Closure:
Share poems as a class. (5 min)
Assessment:
Students will be assessed informally through in class discussion and formally on their
worksheets and poems.
Name:__________________
Period:________
What is a developed nation?
More Developed Countries (MDC):
Less Developed Countries (LDC):
Human Development Index (HDI):
Use the map on page 306 to place the following countries in the appropriate
location on the development continuum.
Iraq
Somalia
India
Argentina
Vietnam
China
Laos
France
Sudan
Libya
U.S.A.
Mexico
Brazil
Israel
Italy
Create an equation for HDI. Think about the factors you believe would be
most important in determining a country’s level of development. Why did you
choose those factors?
Question requires students to synthesize and evaluate
information.