International Assistance and Non-Governmental Organizations (Ngos) a Statistical Analysis

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International Assistance and Non-Governmental Organizations (NGOs) A Statistical Analysis

Provided by The York Region Board of Education

Last updated: June 22, 2007

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Table of Contents

Summary of Lesson Plan

Lesson Plan

Appendices...... 6

Feedback Page...... 14

Summary of Lesson Plan

Grade 12

Students graph data about international assistance and analyze the trends. Students read about acceptable levels of donations, and assess Canada’s giving. Students consider our nation’s spending and justify any reallocation of funds.

This lesson plan may identify specific resources to support certain activities. While the expedition team will attempt to gather all the required resources, we cannot guarantee that all photo, audio, video will be captured as listed.

Small World Big Picture, Expedition Africa 2006

International Assistance and Non-Governmental Organizations (NGOs)

Division:Grade 12

Topic: International Assistance – A Statistical Analysis

Resources:Chart paper and markers

Country Donations Data(Appendix B & E)

Graph Paper

Graph Analysis Questions (Appendix C)

Textbook (one of):On the Threshold, pages 72-75

Global Connections, pages 208-212

Geonexus, pages 340-351

Article (Appendix D)

Computer lab (for electronic graphing only)

Canadian Government Spending Statistics (Appendix G)

Description:Students graph data about international assistance and analyze the trends. Students read about acceptable levels of donations, and assess Canada’s giving. Students consider our nation’s spending and justify any reallocation of funds.

Learning Expectations:

• identify ways in which countries and regions of the world are becoming increasingly interdependent;
• identify the social, economic, cultural, political, or ecological components of selected geographic issues;
• produce a variety of maps (e.g., thematic, choropleth), diagrams, and charts, following accepted conventions, to illustrate local or global patterns and relationships.

• analyse examples of international cooperation to explain how people in different countries can work together to solve international problems.

• evaluate the nature and quality of Canada’s influence within selected world and regional organizations (e.g., United Nations, International Olympic Committee, Organization of American States, Group of Eight [G-8], la Francophonie).

• evaluate the extent to which Canada’s reputation as a humanitarian nation is merited (e.g., Canadian treatment of Aboriginal peoples, Canada as a destination for escaping slaves in the nineteenth century and refugees in the twentieth century, peacekeeping efforts, United Nations rankings).

• analyze ways in which Canada has tried to assist other countries with economic development, international business capability, and opportunities to benefit from international business.

HOOK: View interviews and pictures of NGO program participants in the visited parts of Africa.

Assessment Opportunities/Suggestions for Assessing Expectations:

Formative Assessment:

Teacher will monitor students’ progress while working in groups and graphing in class.

Summative Assessment:

Graphs and answers to questions will be evaluated by the teacher. Learning skills (Works Independently, Work Habits, Initiative) may also be assessed.

Teaching/Learning Strategies:

1. Students will identify the possible motives of countries to provide aid. This will be done in a placemat format in groups of 4 or 5 (Appendix A). Groups share their ideas with each other by posting placemats in the classroom. Motives may be reinforced later if textbooks are used.

2. Students will use data about the Official Development Assistance (ODA) of 27 selected countries (Appendix B) to create a multiple bar graph. This graph should show the ODA as a percent of Gross National Income (GNI) for all countries in 1990 and 2003. Students analyze graphs based on questions given and assess Canada’s position relative to other nations (Appendix C). See Appendix F for a definition of GNI.

3. Students will read about Official Development Assistance in a textbook (see resources) or an appropriate article (Appendix D) to ascertain the donation level that countries are expected to meet. They will identify which countries meet or exceed this expectation.

4. Students will create another graph showing Canada’s ODA by region over the three time periods provided (Appendix E). Students will need to decide what form of graph will be most effective in displaying Canada’s trends in giving.

5. Using the data on Canadian government spending (Appendix G), students will assess the division of funds across the various ministries and departments. Then students will determine if more or less money should be allocated to Foreign Affairs and International Trade (which oversees Canada’s ODA through CIDA). If students propose changes, they will need to explain how the money will be redistributed across the other departments/ministries and justify their decisions. Students will share their decisions and justifications with each other in an inside-outside circle (3 to 4 rotations) (Appendix H). Students will then reassess their decisions after hearing from others and share their thoughts in a class discussion facilitated by the teacher.

NOTES TO TEACHERS:

Accommodations/Modifications

The teacher may:

Allow students to graph the information using a computer program such as Excel.

Suggest that students, who are colour blind, use cross hatching to distinguish different bars in their graph.

Partner and group ESL students with each other in the inside-outside circle.

Have students who are uncomfortable sharing with others in the inside-outside circle, share with the teacher instead.

Set up x and y axes and scales on graphs for students who find simple graphing difficult.

REFERENCES:

Cartwright, F., Earle, K., & Hurlington, K. (2002). On The Threshold. Toronto: Gage Learning.

Clark, B., & Wallace, J. (2003). Global Connections. Toronto: Pearson Education.

Draper, G. & Healy, T. (2003). Geonexus. Toronto: Thomson-Nelson.

Kielven, J. (2006). Beyond Monet Handbook. Newmarket: YRDSB.

OECD. (2005). Human Development Report 2005.

OECD. (2005). Table 27. Regional Distribution of ODA by Individual DAC Donors and Multilateral Agencies.

Ontario. (2003). Think Literacy. Toronto: Queen’s Printer for Ontario.

The Poor, Alas, Are Still With Us. (2002). New Statesman. Vol. 131 (Issue 4577). Retrieved July 22, 2006 from EBSCOhost Web site:

Treasury Board of Canada. (2005). Backgrounder – Overview of the 2005-2006 Reports on Plans and Priorities. Retrieved July 23, 2006 from Treasury Board of Canada Secretariat’s Web site:

Wikipedia. (2006). Gross National Income. Retrieved July 20, 2006 from Wikipedia Encyclopedia Web site:

Appendix A

Placemat Instructions

In this easy-to-use strategy, students are divided into small groups, gathered around a piece of chart paper. First, students individually think about a question and write down their ideas on their own section of the chart paper. Then students share ideas to discover common elements, which can be written in the centre of the chart paper.

What teachers do

Before

•Divide students into groups of 4 or 5.

•Decide on a question for the students to answer.

•Distribute chart paper to each group.

•Ask the students to divide the chart paper into sections equal to the number of students in the group, leaving a circle or square in the centre of the chart. Note: This middle section can be omitted, depending on the learning task involved.

During

•Direct each group member to think about, then write silently about a question or topic in their personal area of the chart paper for a determined amount of time.

After

•Give a signal for students in each group to discuss their ideas and experiences and find the common elements or ideas. The common elements are placed in the centre of the placemat.

•Have students post the charts to share their group’s thinking with the class.

Ontario (2003)

Appendix B

International Assistance

Appendix C

Graph Analysis Questions

ODA as a % of GNI Bar Graph

Use the graph and statistics to answer the questions below.

1.Who were the top 5 givers of ODA in 2003?

2.Where does Canada rank in its ODA compared to other countries in 1990 and 2003? How did our contribution change?

3.Overall, among all the countries, how has ODA changed between 1990 and 2003?

What could explain these changes?

4.Is the percentage of GNI a fair way to measure the generosity of a country? If so, what would you consider to be an acceptable level of aid as a % of GNI? If not, what other methods could be used?

“The Poor, Alas, Are Still With Us”

Answer the following after reading the article.

5.What is the UN target for ODA?

6.Why does doubling ODA sound very appealing to countries?

Canada’s ODA by Region Graph

Based on your graph of Canada’s ODA by region, consider the answers to these questions.

7.Which region receives most of Canada’s ODA? What connections to we have with these nations?

8.Which regions have seen an increase in Canada’s ODA? a decrease?

9.Do you support these trends? Why?

Appendix D

Suggested Article

“The Poor, Alas, Are Still With Us”

This article is available through EBSCO or at

The article summarizes a number of opinions about the amount of ODA that should be given by each developed country in order to meet the UN Millennium Development Goals.

(2002) The Poor, Alas, Are Still With Us. New Statesman. Vol. 131 (Issue 4577). Retrieved July 22, 2006 from EBSOhost Web site:

Appendix E

International Assistance

Appendix F

GNI Terminology

Previously known as Gross National Product (GNP), Gross National Income comprises the total value of goods and services produced within a country (i.e. its Gross Domestic Product), together with its income received from other countries (notably interest and dividends), less similar payments made to other countries. For example, if a British-owned company operating in another country sends some of their incomes (profits) back to UK, UK’s GNI is enhanced. Similarly, a British production unit of a US company sending profit to the US will affect the British GNI but will not reduce it since it is not included in the first place.

(Wikipedia, 2006).

Appendix G

Canadian Government Spending

Canadian Government Spending Backgrounder

Overview of the 2005-2006 Reports on Plans and Priorities

This is a tabled federal report which is available at the Treasury Board website: It summarizes the expenditure plans for the next three years, including the amount of money allocated to Foreign Affairs and International Trade among other ministries/programmes.

(Treasury Board of Canada 2005)

Appendix H

INSIDE / OUTSIDE CIRCLES: Cooperative Learning Tactic

Inside / Outside Circles

• facilitates dialogue
• builds community
• provides for movement and interaction

Method:

It can be employed with groups of 6 or more (½ in½ out)

Place students in two circles – one circle within the other

Students face each other between circles

Put a question on the board

Ask students to think about it; allow reasonable wait time

Then say, “Person on the inside, tell the person on the outside how you would attempt to solve it. When you are finished sharing, say, ‘pass’, and then the outside persona will share or extend the thinking of the inside person

When finished, outside people rotate one to the left or right

Now they are ready for the next question

Considerations:

How will you deal with students who are weak auditory learners?

If you choose to a reporting system, how will you set it up?

E.g. Group B, pair 2, outside, what is your response…

How will you build in accountability?

Will students have the right to pass on responding?

If you have an odd number, have 2 students act as one on the outside

circle.

(Kielven, 2006)

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International Assistance and NGOs: A Statistical AnalysisPage 1 of 14