Adapting Instruction



Lesson: Economic Development and Global Population Growth.

Class: 10th Grade World History II (WHII.16a), 90 minute block period.


Objectives SWBAT:

  • Know four differences between developed and developing world.
  • Should be able to explain the relationship between developing countries and economic development.
  • Know about population growth and its effect on the environment. (two effects)


Prior information needed.

  • The aftermath of WWII (Beginning of the European Union)
  • Causes and Effects of the  Cold War
  • Technology advancement
  • Colonialism after WWII
  • Basic understanding of map reading


Skills needed.

  • Able to analyze different kinds of maps
    • Google earth maps showing different kinds of information.
      • Populations map
      • Night time image.
      • Ability to interpret statistics given


Information to be taken from lesson

  • Understand the effects and causes of  globalization
  • Differences between developed and developing countries and their stand in the world.
  • How population growth effects the environment.


SOL’s Standards:


  • The student will demonstrate knowledge of cultural, economic, and social conditions in developed and developing nations of the contemporary world by assessing the impact of economic development and global population growth on the environment and society, including an understanding of the links between economic and Political freedom.



NCSS Standards:

IX. Global Connections

  • c. examine the effects of changing technologies on the global community
  • d. explore causes, consequences, and the possible solutions to persistent, contemporary, and emerging global issues, such as pollution and endangered species;


Key terms:

  • GDP
  • Globalization
  • Raw materials (cover in Graphic organizer)
  • Developing country
  • Economic growth
  • Birthrate/death rate
  • National industry


Teaching Strategies (different kinds of intelligences)

  • Google Earth (Spatial, body consitetic, intra personal)
  • Case Studies. For group work. (Verbal intelligence, logical/mathematic and inter personal)
  • Anticipation guide (intra, inter, logical)
  • Presentation/poster (verbal, Spatial)
  • Graphic organizer (spatial)
  • Spiral Map (spatial)


Materials need for Lesson.

  • Projector which can be hooked up to a computer.
  • Poster paper
  • Markers
  • Graphic organizer worksheet.
  • Anticipation guide worksheet.
  • Case studies on Nigeria, India, and Israel
  • Transparencies
  • PowerPoint. 
  • Timer
  • Internet Access
  • Notes on presentation worksheets


Set For Class:

Set up computer and projector. Have both Google earth KMZ files ready and PowerPoint ready to go before class if possible to cut down on transition times.

Introduction to lesson/ Bell Activity:

Google Earth : (10mins)

Task: Students will be making observations on KMZ file and answering anticipation guide.

The KMZ file is the image of the Earth at night. Students should be commenting on were the light is concentrated or not concentrated. For example the eastern United States is light up between Washington DC, Baltimore and New York.


  • Earth at Night (KMZ File )
    • As students walk in have the Google earth KMZ file on the over head projector.
    • Once class starts hand out anticipation guide, read the questions out load explaining the task and allow 5 mins for students to work in the anticipation guide or when it seems that student are done with answering anticipation guide.


3 Questions to go with Google Earth (questions will be on the anticipation guide hand out)

  • Where is the most Light? Why do you think that is?
  • Why do you think there is less light in other locations?
  • Do you think there are more people were there is more light compared to areas with less light?


  •  Allow 5 mins for discussion on questions from hand out.
  • Teacher- writes on a poster board or overhead the students thoughts from the questions. Keep a copy on their thoughts to reference back to.


Transition to next activity (1min)

Handout Case study sheets, while explaining the directions for Case studies. Have a colored mark on each sheet to identify groups. Allocate were groups should sit.

  • There will be six groups total. Two groups for each country. Each group will have different subject matter.
  • Explain the case studies as handing out the sheets
    • Directions on case study sheets


First Activity:

Case studies on developing countries at different stages:  35mins

Task: Students will read case studies (which will be written and provide to students by teacher), compare countries in case studies with the United States and create a spiral map with information provided. The categories for the spiral map will be provided to student through the heading in the case studies.

Modeling of Assignment (5mins) (see attach handout for model spiral map)

  • Before allowing students to work on their own. Do an example of how the students should create a Spiral map by using the United States as an example ( by using USA as an example, this will allow students to compare the developing country with a develop country).
  • Countries being used will be Israel, India and Nigeria.
  • Once finished with modeling set timer to indicate to students when they should be moving onto the next step. Once the first step is finish reset the time again. The timer will only be used when students are working in on assignment in groups.

Steps students will take with case studies.

  1. 1.      Read through case studies. (5mins)
  2. 2.      Create a spiral map with the information provided from case studies.(10min)                (Hand out graphic organizer for note taking while other students present findings)
  3. 3.      Present finding to class.(10mins)(before students present explain that they will be expected to take note from other groups)
  4. 4.      Discussion about the case studies (5mins)
  • Lead a discussion of finding students learned about developing countries.
    • Questions:
    • What are some differences you found out about developing countries vs. developed countries?
    • What do you think is important for a country to have in order to become a developed country?

All case studies worksheets are attached

Transition to next activity: (1-2mins)

Have students move back to their original sheets and hand out the graphic organizer.  While explaining, to student that they will be taking notes with the graphic organizer.


Second Activity:

Graphic Organizer/ Lecture on developing countries (10min)

Task: Student will be taking note on graphic organizer and pulling their observation from the case studies to contribute to the teacher’s discussions.

  • Place a transparent on the over head and fill out graphic organizer. See attached handout with notes.
  • Draw from the case studies the themes students found.
    • Example: What is the main industry in a developed country compared to a developed country?


Transition to next activity: (2-3 mins)

Student will pull out books, paper and find definitions on Globalization, Birth rate/ death rate and GDP. While Teacher sets up for the Google earth KMZ file.


Third Activity:

Google Earth, population map with discussion (8mins)

Task: Students will make observations of KMZ file and answer questions on the board on a separate sheet.

Similar directions to previous KMZ but without anticipation guide.

  • Students will be told to pull out a piece of paper and answer the following questions on the board.
  • Teacher writes the following question on the board.


  1. What do you notice about this map?
  2. Which countries have the highest population?
  3. What are some discrepancies you notice with the map?


Note: be prepared to explain discrepancies. Definition: Are there any bias you can think of on this map.


Allow (3mins) for students to answer questions.

Then lead discussions on questions on KMZ file.

  • Focus on what countries have the highest population and which one have the lowest populations.
  • Question to ask in discussion:
    • What countries do you hear a lot about who are also developed countries and how do their populations compare to other countries?
    • Do you think a countries influence in the world depend on their population?
    • Follow up questions depending on where the student discussion leads.


Transition to next activity (2min)

Allow students to continue with vocabulary. Pull up the power point and allow a student who is finished with vocabulary to pass out power point lecture notes.

  • Hand out key word sheet (Fill in the blank to accompany the PowerPoint will be part of power point)


Fourth Activity:

Notes/lecture on population growth and its effect on the environment. (10mins)

With PowerPoint.

Task: Students will fill in the blanks on handout of the power point.

  • Attach is the power point with teachers notes


Transition to next activity: (1min)

Ask students to pull out Anticipation guide from bell activity and re-answer the questions on sheet.


Graphic organizer from first activity (8mins)

Task: Students re-answering questions on the anticipation guide and discussing questions.

After students have finished writing their thought on the anticipation guide, go back to original questions and discusses what students learned.

  • Pull out notes from student responds from earlier.


Ask student to hand over anticipation guide.


Test questions.


  1. Using India as an example, why is using GDP per capita a more accurate measure of wealth than GDP?
  2. Israel had many characteristics of a developed country why is it considered a developing country?
  3. List four differences between developed and developing world?
  4. List two effects of population growth on the environment?


Accommodation for students who have IEPS:

Have a copy of power point notes with answers.

Copy of all worksheets with notes.

Graphs in case studies.

In large copies of material handed out.



In my fifth week of early field experience in Blacksburg Middle School, I got to sit in and observe an IEP meeting.  I was not hands on at the adaptation of the material for the student, but was there to take notes.  After making sure it was fine with the parents we started the meeting.  Halfway through the meeting my mentor teacher had to leave for lunchroom duty.  I opted to stay and observe the meeting in her place.  I got a chance to speak a little bit about the student’s performance in the classroom, particularly his social studies habits.  I, of course, had mostly positive things to say about the student, and confidently displayed how much I get to know and interact with the students themselves.  I found it to be a great learning experience.


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