Literacy As a Force In the World

"We are here because we know that literacy is the key to unlocking the cage of human misery; the key to delivering the potential of every human being; the key to opening up a future of freedom and hope".

Kofi Annan, UN Secretary General

Overview

Students engage in comparative research and data mining to look at U.S., Nepal, and other countries. They explore economic factors, and discover how literacy can be a force for change in the world.

Subjects: Social Studies with many Economics and Math curricular connections
Grades: 4-12
Time Needed: two or three 50-minute class periods
Materials: Maps, reference books, Internet resources, Computer connected to the Internet and a digital projector to share maps and data resources with class.

Learning Goals

  • Students will use primary source data to draw conclusions from demographic information
  • Students will understand factors that influence quality of life in Nepal

Key Concepts and Vocabulary

  • Demographics
  • Income (as pertains to national averages)
  • Quality of life (what does this concept mean to students?)
  • Literacy
  • Per capita
  • Gross National Income (GNI)

Additional Resources and Learning Connections

Instructional Procedures

  1. Introduce the following lesson by reviewing what students have learned about Nepal. By now students have listened to Nepalese music, heard stories read in Nepalese, learned about the culture and people and history. Now we step back and look at Nepal as one country among many. What is its quality of life? How does it compare to other countries? What factors influence economic growth? How does the literacy rate influence or indicate quality of life?
  2. Have students make rough calculations to determine how much income each would need to live a basic lifestyle for a year. Let them individually determine their criteria for "basic" and provide fifteen minutes or so for each to craft their "annual basic living budget". (Teachers may choose to extend this lesson to use spreadsheet software in a computer lab, or introduce tables in a word processing program, as an authentic use of technology.)
  3. After students have created their rough budgets, ask them to share their plans and compare to others. Discuss the income estimates and the criteria students used to determine their income needs.

    Note: If teaching younger students, modifications may be necessary to understand the math and statistics integrated below. Teachers should preview and identify parts appropriate for their students' abilities.
  4. Introduce the concept of "per capita". Ensure students have been introduced to the key concepts and vocabulary above. Explain that an important statistic for any country is its "per capita" income, reported as Gross National Income (GNI) per capita. This is derived by dividing the total income of a country (total value of goods and services produced together with income received from other countries) by its population.
  5. Ask students to guess the U.S. GNI per capita, then display this number: US$37,870 (source: World Bank Data and Statistics, 2004). Compare their original personal budgets with this figure, explaining that this number is the U.S. per capita income average. Discuss the factors that went into their calculations compared to the GNI calculation.

    (The U.S. GNI per capita may seem high to them. Since it is an average, the GNI does not measure the distribution of wealth among a population-- when a small minority holds great wealth the resulting average is skewed, and is much different from the median income. Many extension opportunities arise here for older students, including related global economics lessons, or learning about the difference between median and average for younger students. Consider showing how an average can mask distribution of income. Compare average to median and mode by finding each for this set of incomes: $50,000; $5,000; $50; $50; $50; $50; $50; $50; $5.)
  6. Ask: Where do you think the U.S. ranks in GNI per capita in the world? Why do you think so? Suggest some countries and guess their per capita incomes? What about Nepal? (Nepal's GNI per capita is US$240 per year.) Ask what characteristics or resources similar countries might share, both those known to be "poor" or "wealthy". Discuss.
  7. Choose 7a or 7b, below:
    1. Have students research the GNI per capita for several countries including Nepal, using Web resources listed in Resources and Connections, above. Discuss findings and possible reasons for the wide disparity in wealth distribution across the world.
    2. Explain that Nepal's GNI per capita is US$240 per year, compared to US$37,870 for the U.S. Discuss: How could this be possible? Ask students to imagine what factors contribute to the difference, including cost of living, informal but extensive economies such as bartering, and subsistence farming in Nepal.
  8. Ask: What can be inferred about the relationship between income and the quality of people's lives? Countries are often compared by this statistic, but does it tell the whole story? What other factors might be weighed to determine quality of life? Discuss.
  9. Read this list to students: shelter, food, health care, clean water, sanitation, freedom from oppression, access to education, and literacy. Ask: What other factors can they think of that influence economic growth and quality of life? Add any others to this list.
  10. Next, help students narrow the focus to literacy. Show this video clip from the documentary In the Shadow of the Himalayas: How People Live in Nepal - Schools and Literacy Issues. Ask students to reflect and write answers to: What is the difference between a privilege and a right? What do you consider the basic rights every human should enjoy? For a chart on Nepal's literacy rates, please see: http://www.uis.unesco.org/ev.php?ID=4959_201&ID2=DO_TOPIC
  11. Have students pair and discuss, then discuss as a class. Help students develop a list of "human rights". Education or literacy is likely to make the list. Explain that the goal of achieving a basic education has been on the international agenda since a Universal Declaration of Human Rights was created in 1948, affirming that "elementary education should be made freely and compulsorily available for all children in all nations".
  12. Have students compare Nepal's literacy rates with other factors. Consider several variables: Whether a person is male or female, or whether he or she lives a rural or urban life. Discuss the differences and the impact literacy (or a lack thereof) may have on quality of life.
  13. Closure activity: Ask students to read Kofi Annan's speech on global literacy. Have students write Kofi Annan a letter. Let them choose what to emphasize, ask, or respond to. Though they may not receive responses, the activity will generate thoughtful reflection.
    (Also, review suggested extensions below for more options for culminating activities.)

Extension

  • How Can We Help?
    Have students learn about Room to Read to learn more about what people are doing to nurture literacy worldwide: www.roomtoread.org

    See also:
  • My Budget in Nepal
    Ask students to consider their original "basic budget" for living. Since they now know the difference between the U.S. average income and Nepal's ask them to imagine the differences between a teenager in Nepal and one in the US - if one were to use the average incomes as a guide. What would they have to change or do differently? What would a Nepali choose to change if he or she moved to the U.S.? These could generate class discussion, additional research projects, or writing activities.
  • Women Unite!
    Kofi Annan's speech proclaims "the first two years of the Decade will be focused on 'literacy and gender'". Why does he link literacy with gender? Create a project where gender is understood in terms of opportunity, both here and worldwide. This is a critical emerging issue, and students would benefit by understand this challenge through this lesson.
  • What is Quality of Life Worldwide?
    The United Nations sponsors an annual Human Development Report, which looks at many indices of quality of life, including GNI. Have students study the tables from appendices 2 and 4 of the Nepal 2004 Human Development Report, as well as development reports from other countries to see if they can determine relationships between the various indicators of quality of life. An example might include comparing female literacy rates to female access to education (both are low).

    To learn about the relationship between human development indicators and income growth worldwide see United Nations Human Development Reports - Human Development Growth 2004 (Flash animation)
    http://hdr.undp.org/docs/statistics/data/flash/2004/HDT2004.html
Downloads

Nepal - Lesson 5 (105kb PDF)

Schools (16,300kb RealVideo)