The Connection between Literacy Rate and GDP

We spent today looking at a lot of data - and trying to make sense of it.  It was very similar to what the students did at Station 5 on Tuesday - but much more in depth.

We started off by looking at 4 countries in Africa that had low literacy rates: <70%.  Most students noticed that the GDP was also low.

Then, we looked at 4 countries in Africa that had high literacy rates: >90%.  Students could also pick up on the GDP being fairly high in those countries.

So then I asked the question, why?  Why do countries with low literacy rates have a low GDP, and why do countries with high literacy rates have a high GDP?

Some possible answers we came up with were:  People who can read and write have more human capital, and will be able to secure better jobs - raising the GDP of the country.  People who cannot read and write will have a much more difficult time finding a job and raising the country's GDP.

Also, if a country doesn't have enough money - they won't be able to pay for teachers. If they can't pay for teachers, it will lower the literacy rate of the country.

The next obvious question is - which is causing which? Is a low literacy rate causing low GDP? Or is low GDP causing low literacy rate? Or both?

Well, we skipped the obvious question, for now - and looked for outliers. Were there any countries that had a high GDP and low literacy rate, or vice versa?

We didn't find any countries with a high GDP and low literacy rate. But we DID find a couple countries with a high literacy rate, and low GDP.

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I know that being a teacher, I should write a solid concluding paragraph. But looking up at the clock, I noticed that as a teacher I'm also pressed for time. And there's no way I'll get the whole lesson written down into a blog post.

Still, if any of my students want extra credit, they may read and discuss this blog with an adult. To prove that you were here today, write down definitions for literacy rate and GDP.

Then, have the adult sign the paper. Make sure your name, date, and hour are on it, and turn it in tomorrow.

Stations! Stations, Everyone!

Ancient Civilization Quiz grades will be entered soon.  If students weren't here on Friday, they should make up the quiz on Wednesday.

Today and tomorrow we're working on stations.

In past years, I haven't done as good of a job as I've wanted reviewing throughout the year.  That changed today.  Around the room, I made 7 stations.  Students had a little over 10 minutes to complete each one.

Almost all of them focused on something we had studied earlier in the year.

Here's a picture from each

Station 1:  Globalization, Industrialization, Urbanization

Supply, Demand, and GDP

We're jumping around a little bit here - between culture, standard of living, and economics.  Maybe, just by reading that sentence you can see how those things all relate.  Standard of living is one of the ingredients of culture.  The economy is a fairly reliable indicator of standard of living.

Of course, a teacher can't just say "economy" and expect the kids to know what he's talking about.

Yesterday, we reviewed the 4 types of economies:

• Traditional
• Market
• Command
• Mixed

We discussed the common thread between them - they all deal with how things are made, sold or traded for, and bought.

We also looked at their differences.  A traditional economy is based off of necessity and availability.  A market economy is based off supply and demand.  In a command economy, the government dictates production, distribution, and consumption.

And of course, a mixed economy is a mix of the others.

For instance, here in the United States, we're primarily a market economy.  However, the government does tell us there are certain things we're not allowed to make.  Can you think of any?

So, although we're a market economy, we're at least partially a command economy as well.

We discussed supply and demand - the less you have of something people want, the greater the value.  To illustrate this point, I told students a couple stories about aluminum.  (Students, if you remember any of the stories, quickly retell them now.  ...If not, feel free to click this link.)

We'll be discussing the economy (and how it ties in with culture) for the next several days.  Often, we'll do this through the lens of The Hunger Games, which depicts each type of economy.

One of the last things we studied and learned about was GDP.  Yesterday, after the bellwork, we played a computer game organizing countries by GDP.  (One might argue we were also looking at the standard of living for each of those countries, but it's a little more complicated than that.)

You should check out the game, too.  In fact, students, to get extra credit today, challenge whoever it is you're reading this blog post with.  Let me know who wins.  Write it down on a scrap of paper, along with what they thought of the game.  Make sure your name, date, and hour are on it.  Turn it in tomorrow.

Here's the link.

China's Oil Imports

So... honestly, I didn't like my lesson today as much as I thought I would.  It was rather boring.  Sorry about that.  I promise you'll like it tomorrow.  Well... I'd better not promise... but you'll probably like it.

Today we continued discussing GDP, and we looked at China's oil imports.

I don't want to take up more of your time today, so I'll just get to the E.C.

Find out if your kid knows what an import is.  Ask them the opposite of import.  Ask them how GDP and standard of living are similar.  How are they different?  Why does China need to import more oil this year than they did in 2005?

Finally, ask them what currency means.  I was shocked, shocked, when I saw how many students didn't know what currency means.  In one class, I didn't have a single student who could answer it.  (Most classes it was about 50-50...)  My definition of "pounds" was "British currency."  Unfortunately, the students didn't know what currency meant.  Oh well, it's not like it's that common of a word.  Besides, they know it now.  (Hopefully.)

If you want the extra credit today, write the following phrase on a scrap of paper: "Riba ribi grize rep."  Then, have the parent or adult you discussed the blog with sign the paper.  Make sure you include your name.

GDP

We had a nice discussion about GDP today.

I had a District Technology Committee meeting today in the afternoon, and the meeting just ended - so I don't have time to type up a blog right now.

Extra credit if you discuss what we talked about in class:

What does GDP stand for?
What is GDP?
How is it measured?
Why can't it be measured in number of products?
What happened to China's GDP between 1949 and 2000?
What are some reasons that happened?

If you discuss those questions with an adult, write the following phrase on a scrap piece of paper:  I never knew gross meant total.  I discussed GDP with __________________________.


Then, have the adult you discussed the blog with sign the the line.  (Make sure you have your name on it as well.)