Canadian & World Studies · Grade 12

Active learning ideas

Global Health & Pandemics

Active learning helps students grasp the complexities of global health crises by connecting abstract concepts to real-world decisions. Simulations and collaborative tasks let them experience the tensions between public health, economics, and politics firsthand, making the topic more tangible and memorable.

• Ontario Curriculum Expectations
• ON: Global Issues and Challenges - Grade 12
• ON: Interactions and Interdependence - Grade 12

• 25–75 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Simulation Game
• 75 min · Whole Class

Simulation Game: The WHO Emergency Committee

Students represent different countries and health experts on a WHO committee. They must decide whether to declare a 'Public Health Emergency of International Concern' and what recommendations to give regarding travel and trade.

Analyze how the COVID-19 pandemic exposed weaknesses in international cooperation.

Facilitation Tip

During the WHO Emergency Committee simulation, assign clear roles (country representatives, WHO officials, NGOs) to ensure every student contributes meaningfully.

What to look for

Facilitate a class debate using the prompt: 'Resolved: Vaccine nationalism is a necessary evil for protecting a nation's citizens during a global pandemic.' Ask students to present evidence from different countries' experiences and international health organization reports.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 02

• Inquiry Circle
• 50 min · Small Groups

Inquiry Circle: Vaccine Equity

Small groups research the distribution of COVID-19 vaccines globally. They compare the vaccination rates of wealthy vs. poor nations and analyze the impact of 'COVAX' and other initiatives to ensure equitable access.

Critique 'vaccine nationalism' as a threat to global health security.

Facilitation Tip

For the Vaccine Equity investigation, provide a mix of data sources (WHO reports, news articles, inequality indices) so students can cross-reference evidence.

What to look for

Present students with a hypothetical scenario: A new, highly contagious virus emerges in Southeast Asia. Ask them to write a short paragraph identifying two immediate actions the WHO should take and two potential challenges they might face in coordinating a global response.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 03

• Think-Pair-Share
• 25 min · Pairs

Think-Pair-Share: Health vs. Economy

Students are given a scenario of a new outbreak. They discuss with a partner the trade-offs between strict lockdown measures to protect health and the economic impact on small businesses and workers, and how to find a balance.

Evaluate the role of international bodies like the WHO in managing global health crises.

Facilitation Tip

In the Health vs. Economy think-pair-share, give students 2 minutes to jot down their initial thoughts before pairing to ensure all voices are heard.

What to look for

Students draft a short policy brief (1 page) proposing solutions to improve international cooperation during future pandemics. They exchange drafts with a partner and use a rubric to assess the clarity of the problem statement, the feasibility of proposed solutions, and the evidence used to support their claims.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Experienced teachers approach this topic by balancing urgency with rigor, avoiding oversimplification of complex systems. Use case studies from COVID-19 to ground discussions, but also highlight historical precedents (e.g., SARS, Ebola) to show patterns in global health failures. Avoid framing the WHO as either a hero or a villain; instead, focus on its structural limitations and the political choices that shape its work.

Students should leave with a clear understanding of how global health governance works in practice, not just in theory. They should be able to identify the strengths and weaknesses of international cooperation during crises and articulate why equity matters in pandemic response.

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Watch Out for These Misconceptions

• During the WHO Emergency Committee simulation, watch for students treating the pandemic as purely a medical problem without considering economic or social factors.

  Use the ‘Social Determinants of Health’ map in the simulation brief to require students to justify their policy positions based on factors like income, access to healthcare, and urban density.

• During the Vaccine Equity investigation, students may assume wealthy nations acted purely out of altruism or selfishness.

  Have students analyze vaccine distribution data by country income levels and map these against trade agreements or pharmaceutical lobbying efforts to uncover structural incentives.

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Methods used in this brief

• Simulation Game
• Inquiry Circle
• Think-Pair-Share