Learning Objectives

This lesson introduces students to the impact that that social and economic inequalities have in achieving the MDGs. This lesson also develops geographic literacy skills through map-reading and map-making.

Teaching Process

1. Using TakingITGlobal’s interactive MDG maps: http://www.takingitglobal.org/explore. Have students explore the different maps, looking at each and noting any trends or information they find interesting. These trends could range from “the same areas of the map are always red” to a more complex analysis about particular countries or issues.

2. As a class or in smaller groups, create a map of the local community, defining community boundaries as a group or based on the previous Goal Setting activity. Referring to the examples from the Newspaper and/or Mind Mapping activities, students should plot the presence of the MDGs on their community map. For example, the location of schools on the map might represent a point plotted for Goal 2: Achieve Universal Primary Education. The points they choose to identify can be both community needs and places were targets are not being met.

3. As much as possible, map out different or conflicting perspectives to encourage inquiry and debate. For example, a food market might be point for both achieving Goal 1: Eradicating Hunger, and preventing it, for those who cannot afford to buy food. Encourage students to be creative, and to be specific in describing how each point represents each Goal or target.

4. Once the community maps are complete, ask students to put their maps aside and gather around a blank piece of paper. As a group, collaboratively create a new community map that shows the necessary components of a community where all the MDGs are achieved. Students may wish to refer to their previous map to consider where Goals are not being met and what elements should be added or removed to ensure that the Goals are achieved.

5. Discussion Questions:
• What additions does our community need to ensure that the MDGs are met for everyone?
• Are there any elements on the map of our existing community that should be left out of the envisioning map? Why or why not?

Teachers Notes

This activity was developed as part of the Educator's Guide to the Millennium Development Goals, created by TakingITGlobal and One World Youth Project