Politics and Society · 5th Year

Active learning ideas

Global Inequality and Development

This topic addresses the stark disparities in wealth and development between the Global North and the Global South. Students explore the root causes of global poverty, including the legacy of colonialism, unfair trade rules, and the burden of international debt. The unit critically evaluates different models of development and the effectiveness of international aid, moving beyond 'charity' to look at 'justice.'

• NCCA Curriculum Specifications
• Leaving Certificate Politics and Society, Strand 4, LO 4.5
• Leaving Certificate Politics and Society, Strand 4, LO 4.6

• 45–60 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Simulation Game
• 60 min · Small Groups

Simulation Game: The 'Trading Game'

Groups represent different countries with varying 'resources' (paper, scissors, rulers). They must manufacture 'shapes' to sell to the 'World Market.' Some groups start with high-tech tools, others with raw materials but no tools. This vividly demonstrates how the 'rules of the game' favor developed nations.

Why does severe global poverty continue to exist?

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

Activity 02

• Gallery Walk
• 45 min · Small Groups

Gallery Walk: The Legacy of Colonialism

Display maps and short texts showing how colonial borders and resource extraction shaped the economies of specific nations in the Global South. Students move around and identify how these historical factors still impact development today (e.g., 'monocrop' economies).

How does international development aid work?

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Activity 03

• Formal Debate
• 50 min · Whole Class

Formal Debate: Aid vs. Trade

Students debate the proposition: 'Trade justice is more effective at reducing poverty than international aid.' One side researches the impact of 'Fair Trade' and debt cancellation; the other looks at the life-saving impact of emergency and developmental aid. This encourages a nuanced view of development strategy.

What is the impact of multinational corporations on developing nations?

• Analyze
• Evaluate
• Create
• Self-Management
• Decision-Making

A few notes on teaching this unit

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Watch Out for These Misconceptions

• Global poverty is mostly due to bad weather or lack of resources in those countries.

  Many of the poorest countries are actually rich in natural resources. The issue is often 'who owns the resources' and 'who sets the price.' A 'Resource Curse' case study helps students understand the political and economic reasons for poverty.

• Giving aid is always a good thing and always helps.

  Aid can sometimes create dependency or be 'tied' to the interests of the donor country. Peer discussion on 'what makes aid effective' (e.g., being locally led) helps students move from a 'charity' mindset to a 'development' mindset.

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Methods used in this brief

• Simulation Game
• Gallery Walk
• Formal Debate