Title
Socioeconomic inequalities and
global conflicts.
Unit description
This unit covers global inequalities. It begins by
analysing the traditional and contemporary indicators used to measure
inequalities, focusing on the study of the most significant indices. These
indices show the development of the countries of the world on three levels:
high‑development countries, low‑development countries and emerging countries. The
domestic and international causes for inequalities are analysed and the challenges
and solutions to inequality are considered. These involve increasing economic
aid, improving human development, increasing citizen participation, putting an
end to domestic inequalities and stopping environmental damage. The unit ends
with a brief analysis of armed conflict and inequality. The ‘Techniques’
section addresses creating digital presentations and posters and is particularly
suited for viewing and synthesising the unit’s content.
The various activities presented throughout the unit
are designed to help students acquire knowledge on the following:
- How are inequalities measured?
- Degrees of development.
- Causes of development inequalities.
- Recent evolution of global inequalities.
- Today’s human development issues and their
solutions.
- Armed conflict and inequality.
- Developing the core competences.
2. TEACHING OBJECTIVES
1. To
understand how development inequalities are measured and know their basic
indicators.
2. To
contrast the different degrees of development and differentiate high‑development
countries from low‑development and emerging countries.
3. To
analyse the causes of development inequalities.
4. To
explain the recent evolution of global inequalities.
5. To consider
the future challenges of human development and some of their solutions.
6. To
promote the core competences.
3. UNIT
CONTENT / ASSESSMENT CRITERIA / ASSESSABLE LEARNING STANDARDS / CORE
COMPETENCES
Core competences (CC): competence in linguistic
communication (CCL), competence in mathematics, science and technology (CMCT),
digital competence (CD), learning to learn (CAA), social and civic competence
(CSYC), sense of initiative and entrepreneurship (SIEP), cultural awareness and
expression (CEC).
Content
|
Assessment criteria
|
Learning standards
|
CC
|
- How are inequalities measured?
|
1. Know the indices used to measure
development, as well as certain basic indicators.
|
1.1. Handles
different welfare indicators.
|
CMCT
CSYC
|
- Degrees of development.
|
2. Differentiate and locate developed,
underdeveloped and emerging countries.
|
2.1.
Classifies countries according to their degree of development.
|
CSYC
CAA
|
- Causes of development inequalities.
|
3. Explain the causes of inequality among
countries.
|
3.1. Independently draws a diagram classifying
the causes of inequality.
|
CSYC
CAA
|
- Recent evolution of global inequalities.
|
4. Show understanding of the recent evolution
of inequalities among countries.
|
4.1.
Analyses graphs showing HDI.
|
CMCT
CSYC
|
4.2.
Analyses graphs on the evolution of economic growth.
|
|||
- Today’s human development issues and their
solutions.
|
5. Show understanding of the future challenges
of human development and display interest in finding possible solutions.
|
5.1.
Explains global objectives for development.
|
CSYC
CCL
|
5.2. Suggests solutions for poverty.
|
|||
- Check the progress of certain core
competences.
|
6. Progress
in learning and applying the core competences.
|
6.1.
Develops the core competences.
|
CMCT
CSYC
CD
CAA
CCL
|
UNIT 11 – Concepts: SOCIOECONOMIC INEQUALITIES
GDP – GDP
per capita, PPP (at purchasing power parity) – Human Development
Index –
More developed
countries – Emerging economies –
Less developed countries – Decolonisation – Neo-colonialism – Foreign
debt – Debt relief –
UNDP
(United Nations Development Programme) –ODA (Official
Development Assistance) –
NGOs (non-governmental organisations)
Activities: (Please copy questions on your notebook)
1. What indicator would you try to find to know a country´s wealth?
2. What does GDP stand for and what does it mean?
3. Are there any other indicators of development? What do they measure?
4. Find out what “carbon footprint” means (keep it simple)
5. Read point 2 "Degrees of development" and do exercise number 1 in page 230. (Pressure on the environment = carbon footprint)
6. We have learnt that underdeveloped countries were colonies in the past.
Explain what consequences that had for those countries.
7. What is neo-colonialism. What is the role of those old colonies in the new globalised world.
8. Why do some countries request international credit?
9. How do we call the money these countries owe outside their territory?
2. What does GDP stand for and what does it mean?
3. Are there any other indicators of development? What do they measure?
4. Find out what “carbon footprint” means (keep it simple)
5. Read point 2 "Degrees of development" and do exercise number 1 in page 230. (Pressure on the environment = carbon footprint)
6. We have learnt that underdeveloped countries were colonies in the past.
Explain what consequences that had for those countries.
7. What is neo-colonialism. What is the role of those old colonies in the new globalised world.
8. Why do some countries request international credit?
9. How do we call the money these countries owe outside their territory?
10. Let´s comment on this table.
Choose three countries: one from the triad, one from the BRIC group and an underdeveloped one.
Write
a text in which you compare GDP per inhabitant, percentage of GDP from
agriculture and infant mortality rate for those three countries.
11. Look at the map "African foreign debt". Describe the map.
Answer the questions:
According to this map on foreign debt, which are the countries with the highest debt in Africa?
Why do we say their foreign debt is unsustainable?
