Wealth:  Distribution of Wealth and Emerging Economies
Balancing social justice with economic development

A Learning and Evaluation Situation (LES) for Contemporary World
History and Citizenship Cycle 2 Year 3

NOTE that this LES has been reviewed but not piloted.   The most up-to-date draft version, including several activity suggestions and many valuable resources, links, and evaluation tools, is available in to the LEARN community immediately.  Click here.  Login with your LEARN password may be required.

Guiding Question
How can emerging economies generate wealth in a socially just way?

Learning Situation Overview
Students will consider whether wealth can be generated in countries with emerging economies, in a way that is socially just?  Students will also consider our own actions as consumers of products from emerging economies.   In the process, students will understand and apply select concepts/knowledge,  consider multiple perspectives, and then form an opinion on a world issue in line with the guiding question.

Students first "interpret the contemporary world problem" (Competency 1) by examining different ways Disparity exists world-wide.  A route to "analyzing" the problem is then suggested, whereby students interpret the basic features of Capitalism itself, the way that Industry drives Economies, and how the very generation of Wealth itself can create Social Gaps.

Students then begin to "take a position" (Competency 2) by first understanding emerging economies.  Students consider the way media here is used to sell us the products they produce. Students "establish critical distance" by considering both the perspective of those who gain wealth here (shareholders in companies) and the perspective of those who live in countries where certain items are produced. (shareholders there, but also workers, local populations, etc).

Complex Task
A final complex tasks asks students to bring together the above competencies, knowledge and concepts in order to take and support a position, to situate themselves in a real world outcome. Students must create a balanced public service announcement (PSA) for the UN that responds to the guiding question. 

Some of the sub-questions which are explored or implied throughout this LES:
What is the definition of wealth?
How is wealth distributed at all? By whom?
Who decides what is fair?
What is meant by social justice?
Why does poverty exist?
What is a middle class?
Does the existence of a middle class justify extremes in poverty?
Why has the mainstream media been hesitant to expose disparity in emerging countries? 

Process overview of steps:

Engage students
-->  Introductory activities that hook students, but also make connections with their own lives and those in different countries.

Competency 1 Interpretations
--> Activities that define the problem in local and global terms, in terms of historical phenomena.

Competency 1 Interpretations
--> Activities that help to analyze and reflect on the problem in terms of economic theory, emerging economies

Competency 2 Developing and taking a position
--> Activities that outline emerging economies, take into account media influences, consider actors and their interests. 

Complex Task
--> PSA Project in response to guiding question.  Evaluation, reflection.