Teaching Social Studies in Senior Years EDUB 1230 A32

Team Teaching Topic: Sustainable Development

Michelle Levesque 6750174 Alisha Long Nick Jones Due: October 20, 2011

Teaching Social Studies in Senior Years EDUB 1230 A32 Michelle Levesque, Alisha Long, Nick Jones
Grade: 12 World Geography Unit Topic: Unit 4 Canada in the Global Context/Teaching Lesson Formats Lesson Topic: Sustainable Development using Jigsaw Lesson Duration: 60 minutes Date: October 20, 2011 Geographic Portals: Interactions, Geographic Value Judgment (Shown in focus questions during the Expert Group phase.) Major Concepts/Generalizations/Understandings That sustainable development is essential for our world today. Aims and challenges of sustainability. Sustainability knowledge - Skills, Values, and Life Practices. Lesson Objectives/Outcomes Students will be able to (SWBAT) define important key words in the topic of sustainable development. (knowledge) SWBAT describe and define information pertaining to sustainable development and the 3 pillars through peer teaching, listening and group participation. (k, skill) SWBAT explain what they learned in class through reflection. (k) SWBAT work independently, in small groups and as a whole class. (social) SWBAT understand the importance of sustainable development and will devise a plan on what they can change in their lives to contribute towards a sustainable future. (attitude, geographic value judgment critical thinking skill) TCWBAT describe the need to implement education for a sustainable future and describe how, why and when to implement the jigsaw method. (k) Learning Resources Handouts for the four expert groups (colored and numbered) Visual handout for each expert group Poster paper for each home group, coloured paper with numbers and tape Lesson Procedures Jigsaw Introduction [ Prezi Presentation] 10 minutes Introduction to Jigsaw as a teaching strategy. How, why, and when to implement Jigsaw in the class. 1. Lesson Introduction (Activating strategies) [Vocabulary List] 5 minutes Provide a list of vocabulary words from the text. Ask students what each word means and correct any misconceptions about them. 1. sustainable (to be maintained without hurting the environment) 2. development (growth, progress) 3. economy (management and productivity of the resources of a country) 4. society (organized group of people in a community) 5. environment (everything in the earth, where one lives) 2

6. industrial country (where most people have a high standard of living with many goods and services there are 19 countries, less than 20% of the worlds population) 7. developing country (a poor agricultural country that is seeking to become more socially and economically advanced) 8. fossil fuels (a combustible organic material (ex. oil, natural gas, coal) 9. gross national product (GNP) (total monetary value of all goods and services produced in a year) 10. renewable resource (a natural resource that can replenish itself over time) Ask some activating questions from the list: 1. Who is responsible for sustainable development? (individuals, communities, corporations, governments, etc.) 2. What are some sustainability issues/concerns that you know of? 2. Development (Acquiring strategies) [Jigsaw] 45 minutes (35 minutes for Teacher C) A) Reading 10 minutes (5 minutes for TC) Handout the coloured paper to students along with the handouts. (Each colour represents an expert group and each number represents the home group.) Have students read the handouts silently to themselves. Suggest highlighting or note taking. B) Expert Groups 15 minutes (15 min for TC) Explain to students that they will break off into groups (according to their number/colored paper). Once in their groups they will discuss what they read (by answering the focus questions provided on a worksheet) to become experts in their areas. (Stress to students that they are going to be taking this information to another group where they will be the expert on this area. Give students time to discuss the main points and prepare their presentation). Students will also answer the questions provided. Break students off into their expert groups, directing them to specific areas of the room. Ex. I want all the students with red papers over here. Once all students know where they will go, have them move and begin. Float around the room and make sure students are on task and that all students are participating. (Practice in Interactions and Geographic Value Judgment) C) Home Groups 20 minutes (15 minutes for TC) Explain to students that they are going to move into their home groups (the number on their paper). Students will then share what they learned about sustainable development and its 3 pillars, taking a maximum of 2 minutes per person. The timekeeper is to ensure this. The note-taker will jot down important points, the leader will choose who goes first, second, etc. and the monitor will ensure students are speaking well (not too quiet or fast.) Move students into their groups and float to ensure they are on task. Provide the note-taker with a large piece of paper and a marker to write down important points. Write on the board: 1. Provide a definition of sustainable development and its 3 sections. 2. Pick an issue and describe who is responsible for working towards a solution and how? How does this issue affect environment, economy and society? Have students post their notes on the wall. Conduct a teacher-led discussion of 3

what students learned. Discuss the questions on the board. Closing 10 minutes (TC 5 min) Have students write a reflection on what they learned today and what they think they can change in their lives to contribute towards a sustainable future. If there is not enough time in class, this will also be for homework. Jigsaw Closing 5 minutes Debrief, discuss what the pros and cons of Jigsaw are. Take questions on sustainability/jigsaw Write on the board: Why is it essential to teach sustainable development in schools? How will this benefit your community, your country, your world? Assessment/Evaluation of Lesson (link this with lesson objectives) Students will be able to (SWBAT) define important key words in the topic of sustainable development. [Vocabulary List] SWBAT describe information pertaining to sustainable development and the 3 pillars through peer teaching, listening and group participation. [three expert groups, home groups, whole class] SWBAT define and understand sustainability and development in terms of the environment, economy and society. [expert groups, home groups, whole class] SWBAT explain what they learned in class through reflection. [reflection] SWBAT work independently, in small groups and as a whole class. [reading, group work, whole class learning] SWBAT understand the importance of sustainable development and will devise a plan on what they can change in their lives to contribute towards a sustainable future. [reflection, homework] TCWBAT describe the need to implement education for a sustainable future. [closing] TCWBAT understand how, why and when to implement the jigsaw method. [intro presentation and jigsaw closing] the Are students actively engaged and able to explain what they have learned to their peers? [teacher floating to observe home group] SWBAT reflect on the information they learned in class today. (Closing) SWBAT think analytically and concretely of solutions linked to sustainability. [concrete: recycling information learned, analytically: thinking further with solutions, home groups, homework] Reflections of the Lesson: Evaluate the lesson by asking yourself questions: Were our instructions understood by the class? Did students work well independently as well as cooperatively in their Jigsaw groups? Could students record and summarize important points from handouts on sustainability and use the information for their group discussions? Did we properly manage a three teacher environment? Did we follow the lesson plan? Which of the learning objectives were not achieved and why? 4

Could students answer focus questions on sustainable development? What can we learn from this experience? Assess the process through which the content knowledge was gained and shared through both groups. Did all students in their expert/home groups contribute their ideas - newly attained knowledge?

Homework For homework students are to think of one habit they can change that will contribute to sustainable development. Explain. For example, recycling will decrease the amount of garbage put into landfills, which helps minimize their growth and aids in preserving natural habitats. It also helps conserve energy and saves trees. Students must be prepared to discuss their ideas with the class. Teacher candidates may choose to look at a list of references to aid them in future lessons. How are students learning differences and multiple intelligences addressed in the lesson? Learning Style Differences Auditory learners - small group discussions; whole class discussions, listening Visual learners - writing on the board, chart paper Multiple Intelligences Visual/Spatial Intelligence writing on chart paper, power point, reading. Verbal/Linguistic Intelligence - reading, talking with others, brainstorming Interpersonal Intelligence - Interacting and cooperating with two separate groups in sharing ideas on sustainable knowledge. Intrapersonal Intelligence Self-reflection How is the flexible grouping utilized in this lesson? Students have the opportunity to work alone, in larger and smaller groups (6 and 4) as well as participants in classroom discussions. The Next Lesson Plan: (done by Michelle for Teacher and Technology) Note: A follow up lesson to this one can be found in the blog titled Urgent Games Needed In Our Schools http://www.reachtheteach.blogspot.com/ Near the end of this blog, there is a link to Lesson 1, which is this lesson and lesson 2: Sustainability Using Games. To go directly to this lesson you can go to https://docs.google.com/document/d/1cnjDzM8q82MG5PLOLiuwzGHzX4bBSHQfN7Z OJ68Oqz0/edit?hl=en_GB

Unit 4 Canada in the Global Context Solutions

Sustainable Development: An Inquiry All people have to right to participate in, contribute to, and enjoy economic, social, political, and cultural development, and at the same time enjoy all human rights and basic freedoms. Sustainable Development A Solution Sustainable development helps meet the needs of the present without compromising the ability of future generations to meet their own needs. Human Development Controlling world population growth will reduce demand for our scarce natural resource (Address resource scarcity). Technological Development Develop Industries that can clean technologies. Reduce, reuse, and recycle. Everywhere. Transfer technology to developing countries so that they can help themselves to reduce pollution. Reduce use of fossil fuels and find alternative sources of energy. Environmental Development Natural resources such as soil and fisheries that are needed for food production should be protected. Protect the land by avoiding overuse of chemical fertilizers and pesticides. Stop erosion by keeping agriculture off hills. Protect water supplies. Economic Development Reduce the consumption of non-renewable resources, especially fossil fuels such as oil, coal, and natural gas. Use new technologies such as wind and solar power. Provide people with basic food, shelter, and clothing so that they feel they have a share in the future. Solution Through Education Students require a particular set of values in order to make decisions and engage in life practices that reflect sustainability. A student who embodies the values of sustainability respects him or herself, values his or her own health, and does not subject him or herself to unnecessary health risks. is informed and cares about local, national, and global issues, and cares about the future. demonstrates respect for the environment; consumes less; refuses, replaces, reduces, reuses, recycles, restores, and revitalizes. advocates for the health of the environment and for government policies that support the environment. demonstrates awareness of how his or her actions affect both others and the environment and makes choices to contribute to the common good. advocates for a strong economy and for government policies that support a strong economy. is willing to share. respects, cares for, and works cooperatively with others. 6

participates in the community and is involved in community service. works cooperatively to identify and address common concerns and opportunities.

These students are the decision-makers of tomorrow. Although specific issues related to sustainability are likely to change over time, a model for sustainable decision-making has longevity and should be able to be applied to new situations. Students should be encouraged to research sustainability issues, to think critically, and to form and defend their opinions. They need to learn how to find creative solutions for complex problems related to sustainability, and to be aware of the future consequences of their decisions. In doing so, they will develop skills needed to engage in informed and sustainable decision-making. Educating ourselves and our younger generations to act toward becoming more sustainable or to continue down the unsustainable path we are on (educate and empower). Furthermore, the integration of sustainability concepts within new and existing curricula helps students develop the ability to use integrative approaches to learning. work cooperatively to identify and address common concerns. develop and apply critical thinking skills to complex local, regional, and global issues. think creatively, question established ways of doing things, and be selfdirected. research, access, acquire, and apply knowledge. respect diverse positions. propose creative solutions to sustainability problems, and contribute to a sustainable future. Ex. Solutions through regulation, commitment to personal lifestyle changes that place common good above our individual desires and current way of life, innovation in education, marketing, eco-design, and cleaner production. Rationale: Education for a Sustainable Future can effect change and provide students with hope. It can instill a desire to work for the collective good of the planet, and inspire needed changes in behaviours that will help ensure our survival. If this paradigm shift is to occur, sustainability must become both a Canadian and global priority. Global governance and the role of nation states, the community, and the individuals are apart of three solutions towards sustainable responsibility: 1. Effective Global Governance 2. Effective Nation States 3. Effective Individual Action

Education for a Sustainable Future. A Resource for Curriculum Developers, Teachers, and Administrators, Manitoba: Manitoba Education and Training, 2000.

Handout: Canada in the Global Context

Education for a Sustainable Future. A Resource for Curriculum Developers, Teachers, and Administrators, Manitoba: Manitoba Education and Training, 2000.

FOCUS QUESTIONS: Sustainable Development 1. Can industrial countries maintain their standard of living at the same time as ensuring that future generations will have the resources to enjoy a high standard of living?

2. Pick one issue in sustainable development today (ex. A lack of oil) and hypothesize the best way to deal with this issue.

3. Is it the responsibility of industrial countries to aid developing countries so that they may improve their social and economic growth? In the perspective of the industrialized country, what are the pros and cons in doing this?

Social Development and Social Issues

The goal of sustainable development is to improve living standards and the quality of peoples lives, both now and for future generations. Social issues are an important piece of the development "puzzle." The need for social services is universal All people in a society must have access to certain basic goods and services in order to lead healthy, fulfilling and productive lives. Education and training must be available, so that everyone has the chance to earn a decent living and learn new skills. Girls must have the same opportunity as boys to go to school or to get jobs. Women must have access to basic family planning services and adequate health care and nutrition for themselves and their children. The elderly must receive the medical care, social security and pensions they need to support themselves as they grow older. Ensuring fair access to basic services is an essential task of governments around the world. Local issues/global issues Social concerns in one country can have impacts that reach beyond national borders. For example, unequal access to education or lack of job opportunities can lead people to migrate. This may cause profound changes in the country they leave, as it adjusts to the loss of certain groups. And the countries in which immigrants settle may face the challenges of increasing demands on educational and health care systems, as well as of integrating diverse groups into society. Increasingly, the social concerns of one country may affect other countries around the world. Linking social sector issues with the economic and the environmental sectors Social sector issues are closely linked to economic issues such as poverty. In any society, it is the poor who are least likely to receive adequate health care, education, and family planning services. Higher birth rates may result, making it difficult for these families to meet their basic needs and break out of the cycle of poverty. Social issues are also linked with environmental concerns. In many countries, contaminated water and polluted air are responsible for an increase in waterborne diseases and respiratory problems, all of which place an extra burden on local health care systems.

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Population Growth Rate Did you know that in low-income countries more than a third of the population is under age 15, while in high-income countries less than a fifth is. The worlds population is growing by 200,000 people a day. Between 1980 and 2000 total world population grew from 4.4 billion to 6 billion. By 2015, at least another billion people will be added for a total of more than 7 billion. Most of this growth has been, and will continue to be, in the developing world. In 1998, 85 percent of the worlds peoplemore than 4 out of 5lived in low- and middle-income countries; by 2015, it will be 6 out of 7. Global trends in population growth rates Death and birth rates have declined over the past several decades. People are living longer in both industrial and developing countries because of increased access to immunization, primary health care, and disease eradication programs. Many parents are realizing that as health conditions improve, more of their children are likely to survive, so they are choosing to have fewer babies. Due to the slowing of birth rates, population growth rates have started to decline in the many countries, although they still remain high in some countries because birth rates have not fallen as rapidly as death rates. Population growth rate still tends to be higher in low- and middle-income countries than in high-income countries. Even as the population growth rate has been decreasing in these countries, the number of people added to the population each year has been increasing because the population base has become larger. How does the age of its population affect a country? In low-income countries more than a third of the population is under age 15, compared with less than a fifth in high-income countries. This means that a larger portion of the low-income countries population is too young to work and, in the short run, is dependent upon those who can. But the transition to lower population growth rates can pose problems, too. As growth slows, the average age of the population rises and eventually the proportion of elderly, nonworking people will increase. This puts great pressure on the working-age population and on a countrys pension, health care, and social security systems. This is an issue facing some high-income countries today. Three of the most successful strategies to reduce fertility rates are to ensure that people 1) have greater access to primary health care and family planning services, 2) receive a basic education, especially girls and women, and 3) have government services that help protect them when they are sick, old or unemployed.
http://www.worldbank.org/depweb/english/modules/social/pgr/index.html

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Hand out: Social Issues

Figure i): Composition of Population in Low
and High-income Economies in 2000 Figure ii) Predicted Composition of Population in Low and High income Economies in 2030

Figures i) and ii) demonstrate the difference in the composition of population (male and female) in both low and high income countries from today (fig. i) and for the future (fig.ii). It clearly shows trends in both males and females at various ages throughout life. Figure iii): Map of the world showing percentage average annual population growth
rate between 1980-1998 (%)

The Population Growth Rate (PGR) map above shows the percentage population increase of the world in the space of 18 years (1980-1998). It reflects the number of births, deaths and the number of people moving from one country to another. The map demonstrates the varying growth trends throughout the world.
http://www.worldbank.org/depweb/english/modules/social/pgr/index.html

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FOCUS QUESTIONS: Social Issues 1. Examine the information on the handouts provided. What are some key factors that you believe best describe the reasoning behind the population growth of the world. Compare and contrast industrial and developing countries and how these decisions have different levels of impact on the world.

2. In the modern world, there are two opposing population trends, a fast growing number of youth and an increasing number of elderly. Which of these two trends do you believe has a greater impact on our world? Why?

3. Do you believe the 2030 population predictions stated in the chart to be true? What kind of impact will this have on sustainable development?

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Sustainable Development and Economic Issues

The goal of sustainable development is to improve living standards and the quality of peoples lives, both now and for future generations. Economic issues are an important piece of the development "puzzle." Everyone plays a role in the economy Economics is a system of deciding how to allocate limited resources that will be used to meet human needs and wants. Whenever we buy, sell, or barter something, we are taking part in the exchange of goods and services that makes up the economy. Examples of such goods and services can vary widelyfrom food, school buses, books, minerals, and military weapons, to bank loans, factories, electricity, hospitals, hair cuts, clothes, and television programs. When a countrys economy is healthy, most people can make, buy, or trade for most of the goods and services they need and want. In some countries these goods and services may be available only to relatively few people. In all countries some people may have more than enough, while others may barely survive. Local issues/global issues To help their economies continue to grow over time, countries strive to develop economic, social, and environmental goals, policies, and strategies for the short and long term. And since economies around the world are increasingly and inextricably linked through trade, the decisions that one country -- rich or poor -makes about its economy can affect many other countries. Developing countries may depend on industrial countries to provide goods and services that they lack the technology or resources to produce. But industrial nations also depend on developing countries, who purchase one-quarter of the goods and services they export. Did you know that of the worlds 6 billion people, more than 1.2 billion live on less than $1 a day. About 60 percent of them live in South Asia and Sub-Saharan Africa. In high-income countries, farmers make up less than 6 percent of the workforce, while in low- and middle-income countries combined, they represent nearly 60 percent of all workers. Developing countries account for almost $1 out of every $4 that industrial countries earn from their exports. Gross national product (GNP) per capita is the dollar value of a countrys final output of goods and services in a year, divided by its population. It reflects the average income of a countrys citizens. Countries with a GNP per capita in 1998 of $9,361 or more are described as high income, between $761 and $9,360 as middle income, and $760 or less as low income. 14

What GNP per capita shows GNP per capita shows what part of a countrys GNP each person would have if this GNP were divided equally. Knowing a countrys GNP per capita is a good first step toward understanding the countrys economic strengths and needs, as well as the general standard of living enjoyed by the average citizen. A countrys GNP per capita tends to be closely linked with other indicators that measure the social, economic, and environmental well-being of the country and its people. For example, generally people living in countries with higher GNP per capita tend to have longer life expectancies, higher literacy rates, better access to safe water, and lower infant mortality rates. Economic productivity and growth Low- and middle-income countries produce about 20 percent of the worlds goods and services, but have more than 80 percent of the worlds population. This trend results in people in low- and middle income countries having a smaller share of the worlds goods and services than people in high-income countries. A general objective of nations is to increase the size of their economies and hence their GNP per capita. Economic growth depends on peopleboth men and womenhaving better health, education, and work skills. It also depends on improving transportation, communication, and energy systems; having better tools and technology; having access to raw materials and capital; getting fair wages and prices for goods and services; encouraging savings and investment; increasing the value and variety of exports; and having better access to world markets to sell these exports. Effects of population growth rate on GNP per capita Between 1980 and 1998, GNP grew moderately in many low-income countries, although in some cases, growth was substantial. However, in many developing countries, economic growth is often counteracted by rapid population growth. As Chart 2 illustrates, between 19801998, GNP per capita has tended to grow at a slower rate in low- and middle-income countries than in high-income countries. Many countries are trying to slow their population growth in order to raise standards of living. In general, countries that have managed to increase their GNP per capita have tended to contain population growth while following sensible economic policies that can encourage stability and increases in both human and physical capital.

http://www.worldbank.org/depweb/english/modules/economic/gnp/index.html

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Handout: Economic Issues

Figure i): Pie Chart to show percentage GNP per capita of the World (1998)
This pie chart is a generalisation of the Gross National Product (GNP) of the low/middle and high economies of the world. Low- and middleincome countries produce about 20 percent of the world's goods and services, but have more than 80 percent of the world's population. The higher percentage of population is roughly represented by the number of people in each section of the pie chart

Figure ii): Map of the world showing Gross National Product (GNP) per capita in 1998

This map demonstrates the average Gross National Product (GNP) of each of the countries of the world. GNP can be defined as the dollar value of a countrys total output of goods and services in the span of a year, reflecting on the average income of its citizens. Figure iii): A chart to show Income Distribution in Three Countries for Percentage of
Households

Figure iii) shows the differences in the distribution of income for three countries in various parts of the world and this can be seen from the thickness of the bars in the chart. The chart also displays the average income of each of the three tiers in each of the three countries. 16

FOCUS QUESTIONS: Economic Issues 1. Analyze the patterns comparing income to goods and services. How does this affect the relationship between countries?

2. In your own words, summarize the effect that population growth can have on the economic productivity and development of a country. What are some factors that influence the decision to emigrate? Consider individuals and groups.

3. Give an example of how an industrialized country aiding a developing country would result in a win-win situation.

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Sustainable Development and Environmental Issues

Environmental Sector The goal of sustainable development is to improve living standards and the quality of peoples lives, both now and for future generations. Environmental issues affect everyone Industrial and developing countries alike share environmental concerns. Both must strive to ensure that citizens in both cities and rural areas have clean air to breathe, safe drinking water, and adequate supplies of clean renewable energy. Agriculture and industry must make efficient and responsible use of the natural resources--land, soil, forests, rivers, oceans, mineral deposits--upon which they rely. Local issues/global issues Some environmental issues are highly localized, but many others cross national borders. Industrial and human waste dumped into a river by one country may affect the health and livelihoods of citizens in another country hundreds of miles downstream. Ozone-depleting gases cause changes in the earths atmosphere that may result in rising cancer rates and lower crop yields in countries around the world. As global interdependence increases, solving environmental problems requires greater cooperation and coordination between nations regionally and worldwide. Environmental indicators One way of measuring a countrys level of development is to look at environmental data such as access to safe water, which measures the percentage people who can get all the safe water they need to lead healthy lives. Access to Safe Water Access to safe water is measured by the number of people who have a reasonable means of getting an adequate amount of water that is safe for drinking, washing, and essential household activities, expressed as a percentage of the total population. It reflects the health of a countrys people and the countrys capacity to collect, clean, and distribute water to consumers. What is "safe" water and why is it important? Safe water includes treated surface water, as well as untreated but uncontaminated water from sources such as natural springs and sanitary wells. On average, a person needs about 20 liters of safe water each day to meet his or her metabolic, hygienic, and domestic needs. Without safe water, people cannot lead healthy, productive lives. For example, an estimated 900 million people sufferand approximately 2 million die from water-related diarrheal illnesses each year. Most, but not all, of these people live in low- and middle-income countries, and those at greatest risk are children and the 18

elderly. Millions more people worldwide suffer from other water-related diseases, such as bilharzia, cholera, elephantiasis, and hookworm. Safe water is becoming scarce Aside from the fact that some regions of the world are naturally arid, the increasing, often competing demands for water are cutting into the global supply. Many rivers and watersheds are polluted by industrial, agricultural, and human waste products, while others are drying up because people are using the water faster than nature can replenish it. In areas with heavy rainfall or irrigation systems, people may waste water because it seems plentiful or cheap, ignoring the costs to treat the water. Getting water is more difficultand often more expensivefor the poorest people. In rural areas of developing countries, many women and children spend hoursin extreme cases up to six to eight hourseach day hauling water from rivers or wells. In cities, the poor often do not have water piped to their property; instead, they must buy or take water from other sources. Chart 3 illustrates an example of where people living in an urban metropolitan area in a developing country get their water, showing that only about a third of the population has water piped to either their home or yard. People buying water from other sources may have to pay three to ten times what piped water costs in an area. Moreover, the rapid growth of cities throughout the world can strain the capacity of governments to provide adequate sanitary facilities, leaving inhabitants, especially the poor, to live amid unhealthy open sewage ditches. Untreated sewage also tends to contaminate the water reserves closest to the cities, forcing communities to pipe water from further and further away as cities expand. Industrial countries also are increasingly concerned about water quality and availability. Although these countries have stronger economies and greater capacity to collect, clean, and deliver water to citizens, per capita water consumption can be high as people wash cars, water lawns, and turn deserts into farmland, towns, and cities. They spend enormous amounts of money cleaning up water polluted by industrial waste, energy production, agriculture, and households.

http://www.worldbank.org/depweb/english/modules/environm/water/index.html

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Handout: Environmental Issues

Figure i): Life Expectancy and Improvements in Water Supply and Sanitation in Three French
Cities, 1820-1900

This chart shows that throughout history, when supplies of safe water and hygiene improved, people in general have been healthier and have an increased chance of living longer.

Figure ii): A map to show the worlds access to safe water from 1990-1996

This map shows the total percentage of the population of each country that had access to safe water between 1990 and 1996. Figure iii): A pie chart to show the worlds population and access to safe water

This pie chart shows that there is 25% of the total population of the world (roughly 1.425 billion people) without any access to clean and safe water

http://www.worldbank.org/depweb/english/modules/social/pgr/index.html

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FOCUS QUESTIONS: Environmental Issues 1. Imagine you head up a charity organization that introduces clean water to communities. How do you choose which area receives priority for this service? (Consider the way clean water would affect not only that area but areas surrounding it.)

2. Pick one challenge of sustainable development. How would you tackle the issues and what are the difficulties that arise through your solution?

3. What changes need to be made at the individual level to contribute towards a solution to the clean water issue? What about as a country? As a world?

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