Global Voices Information Sheet

The Seoul Consensus

Courtesy of Reuters

International Development

 International development is aid given by governments and other agencies to support the
growth of economic, social and political systems in developing nations. There are
different kinds of aid, and considerable debate over which is best.
 Humanitarian Aid: This is also known as emergency aid and is given to people of
countries in immediate need of assistance. For example, after the Haiti earthquake, many
nations and individuals gave humanitarian aid for basics like food, water and shelter.
 Development Aid: This is the transfer of financial assistance or resources to eliminate
poverty in the long term.
 There are many different ways development aid can be given. This includes, food aid
(when a country is given food supplies), project aid (when money and resources are
directed towards building a school or water project), or even technical assistance (when
professions like doctors lend their expertise).
 The Seoul Consensus was agreed upon by the G20 nations in Nov. 2010. It takes a new
approach to development by focusing on economic growth. States plan to invest in
infrastructure, job creation and the development of a skilled workforce among other
principles.
Key Terms

 consensus – majority of opinion

 infrastructure – the fundamental facilities and systems serving a country, city, or area,
as transportation and communication systems, power plants, and schools
 investment – the investment of money or capital in order to gain profitable returns, as
interest, income, or appreciation in value
 micro-finance – a means of extending credit, usually in the form of small loans with no
collateral, to nontraditional borrowers such as the poor in rural or undeveloped areas
 poverty – the state or condition of having little or no money, goods, or means of support;
condition of being poor; indigence
 SIM card – a small card used in a mobile phone to store data about the network,
telephone number, etc.

For more information on the Seoul Consensus see http://www.g20.utoronto.ca/2010/g20seoul-development.html

Global Voices Secondary Educator Resources

Note to Educators:
The following activities are designed to stimulate a current events discussion. Generative in nature,
these questions can be a launching point for additional assignments or research projects.
Teachers are encouraged to adapt these activities to meet the contextual needs of their classroom.

In some cases, reading the article with students may be appropriate, coupled with reviewing the
information sheet to further explore the concepts and contexts being discussed. From here, teachers
can select from the questions provided below. Activities are structured to introduce students to the
issues, then allow them to explore and apply their learnings. Extension and conclusion activities are
included to challenge students and finally, encourage them to reflect on the issues at hand.

Ontario curriculum connections charts for grades 6 to 12 are included on the Global Voices
homepage, www.thestar.com/globalvoices.

Since these activities are designed as discussions rather than formal lessons, assessment strategies
are not included.

Themes and Course Connections

 Technology, poverty, budgeting, finance, development, investment, NGOs,
communication, and infrastructure.
 Curriculum Connections: The Arts, Canadian and World Studies, English, Social
Sciences and Humanities.

Materials
 Blackboard
 Chart paper
 Computers and internet
 Global Voices column: Consensus

Specific Expectations and Learning Goals

Students will:
 Learn about methods of communication.
 Learn the value of money, how to budget and the importance of banks.
 Develop their own point of view from evaluating and discussing various news sources.
 Develop and strengthen existing research skills.
 Participate in active group discussions.
 Compare and contrast different developmental strategies in a power point presentation.
 Practice their media literacy skills.
 Argue the benefits of cell phones.

Knowledge and Understanding

1. Money (estimated time: 20 minutes)
a. Ask students to brainstorm the different reasons why they save money. As
students list these reasons, write their answers on the board and ask them to
explain why.
b. Go down the list and ask for estimates on how much money they would have to
save for each item, also identifying where they attain this money and how they
store it.

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 c. Ask students if they have a savings or checking account at the bank? Commence
a general discussion about banks, including asking them to name some different
banks, writing these names on the board.
d. Next, begin a discussion on the types of services that banks provide consumers,
in addition to checking and saving accounts.
(Teacher Note: the list should ultimately include credit cards, investments and
loans)
e. Explain to the students that they will be participating in an activity that will involve
how and why banks provide these services. Begin by dividing the class into two
sides: consumers and lenders. Give each side a piece of poster paper.
f. Ask the consumers to confer and then list the reasons they would put their
money in the bank (for example: safety, security, access to cash, incentives to
save, etc.).
g. Ask the lenders to confer and then list the reasons that banks would provide the
services discussed earlier in the class (for example: helping people achieve their
financial goals, access to capital, generating economic activity, etc.)
h. When these discussions are complete gather the class back together. Ask each
group to report on the items they listed.
i. Following these presentations, generate a class discussion around the reasons
that banks are necessary as financial intermediaries.

Thinking
1. Read the Global Voices column independently. (estimated time: 15 minutes)
a. Reflection:
i. Ask students to record point form notes in response to the article.
ii. Ask students to record 5 questions that they are unsure of from their
initial reading of the article.
b. Discuss the column as a class, ask:
i. What are the main points of the article?
ii. What emotions did this article provoke in you?
iii. What is the nature of the problem that’s identified?

2. Media Literacy (estimated time: 15 minutes)

a. Ask students to practice their media literacy skills by working independently to
identify the following:
i. Title: include the full title of the article (also called the headline).
ii. Author: give the author's full name; if there is no author given, indicate if
the article is an editorial or from a foreign news source.
iii. Newspaper: the full name of the newspaper from which the article is
taken.
iv. Date: the day the article appeared in the newspaper
v. Subject: the overall topic that the article is describing.
vi. Event: what event led to the writing of the article?
vii. Main idea: identify what the article is proving or arguing about the issue.
Is it trying to convince readers to take a side? If so what opinion is it
encouraging?
viii. Evidence: list several facts/arguments that support the main idea and
help to convince the reader or inform them of the issue. Does the author
provide enough factual material to support his/her ideas?
ix. Significance: explain why this issue is important and whom it may affect.
x. Point of view: is the article, in your opinion, true, balanced or biased? Are
different viewpoints presented?
b. When this is complete, bring the class back together and discuss student
answers.

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Communication
1. Cell Phones (estimated time: 20 minutes)
a. Begin this activity with a discussion on cell phones by asking the class the
following suggested questions:
i. How many of you own a cell phone?
ii. How do you use cell phones in your daily life?
iii. How have cell phones made your life easier?
iv. What are the many different ways cell phones are used in our society?
v. How has the introduction of cell phones effected the movement of
people, goods, and ideas?
vi. How has the quality of life improved?
vii. How have cell phones made it easier to become an entrepreneur?
viii. What obstacles to economic growth remain despite the widespread use
of technology?
b. Ask students to explain the benefits that cell phones have brought to Kenya as
outlined in the Global Voices column.
c. When this discussion is finished, engage students in a discussion about your
school cell phone rules, ask:
i. What are these rules?
ii. What is the reason or philosophy behind them?
iii. Do you agree with this restriction?
iv. If cell phones weren’t banned, how do you see students using cell
phones in school?
v. What benefits could come from using cell phones in school?
vi. Do you think cell phones will continue to be banned in schools in a year
from now? Five years? Ten? Why or why not?
d. Ask students to write a reflection on cell phone use in their school, addressing
whether or not they think this ban should stay in place.

Application
1. Development Strategy: Power-point Presentation (estimated time: continuous project)
a. Explain to students that they will be participating in a research project where they
will compare two development strategies: Foreign aid versus development of
infrastructure investment and private-sector growth (i.e. M-PESA)
b. Ask students to make a ten slide power-point presentation where they introduce
both strategies for development, comparing and contrasting the different means
and defining the appropriate terms. Their presentation must end with them taking
a side regarding which strategy is better for development.
c. Students can use the Global Voices column as evidence to support their
argument, as well as other research material they may find on the internet or in
books.
d. When students have completed their presentations, arrange a class presentation
period, allowing each student to present a brief five minute presentation.

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Additional Resources

In addition to the above lesson plans, you may want to share some additional resources with your
students. Listed below are some links to useful online resources:

Multi-Yeah Action Plan on Development - http://www.g20.utoronto.ca/2010/g20seoul-

development.html
About the G20 - http://www.g20.org/about_what_is_g20.aspx
The International Development Research Center - http://www.idrc.ca/en/ev-1-201-1-
DO_TOPIC.html
Division of Sustainable Development United Nations -
http://www.un.org/esa/dsd/index.shtml?utm_source=OldRedirect&utm_medium=redirect&utm_co
ntent=dsd&utm_campaign=OldRedirect

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