Lesson Plan: Causes of Shanty Towns in Asia

Subject: Social Sciences

Year Level: 11

Duration: 60 minutes

Class Size: 22 students

Curriculum Area and Level:

The lesson fits within the New Zealand Curriculum for Social Sciences, specifically focusing on understanding about people and environments at Level 6 (Years 11-13). This curriculum subject is crucial for helping students make sense of the complex social world around them by examining historical and contemporary issues such as urbanisation and economic disparity.

Lesson Overview:

This lesson aims to explore the causes of shanty towns in Asia. Students will be encouraged to investigate the economic, social, and political factors that lead to the formation and expansion of shanty towns, and how this reflects broader global trends and issues.

Learning Objectives:

By the end of this lesson, students will be able to:

1. Identify and explain key factors that contribute to the development of shanty towns in Asia.
2. Analyse how economic and social policies impact different populations within Asian countries.
3. Discuss the implications of urban poverty on communities and urban planning.

Resources Needed:

• Laptop/Projector for presentation
• Whiteboard and markers
• Resource packs consisting of case studies, articles, and statistics (provided)
• Link to the NZ Curriculum Social Science Standards

Lesson Detail:

Introduction (10 minutes):

• Teacher Presentation: Brief introduction to what shanty towns are and where they are located in Asia.
• Engagement Question: Ask students what they already know or think they know about shanty towns.

Activity One: Case Study Analysis (20 minutes):

• Group Work: Students are divided into groups of four. Each group is given a case study packet that includes photographs, articles, and facts about specific shanty towns in different Asian countries such as the Philippines, India, and Indonesia.
• Task: Each group identifies the key causes presented in their case study. Groups should consider factors like migration, economic policies, societal factors, and government action or inaction.

Activity Two: Group Discussion and Sharing (15 minutes):

• Groups Discuss: Each group discusses their findings and prepares a short presentation.
• Sharing Session: Groups take turns presenting their case study analysis to the class, highlighting the key causes they identified.

Wrap-up Discussion (10 minutes):

• Class Discussion: Lead a discussion about the common themes and differences observed in the various case studies.
• Critical Thinking Question: Encourage students to think about potential solutions or measures that could be implemented to alleviate the problems faced by inhabitants of shanty towns.

Conclusion (5 minutes):

• Recap: Summarise the learning for the day and reinforce the key findings from the student presentations.
• Homework Assignment: Students are to write a brief essay on how New Zealand’s approach to urbanisation and social care could be applied or not applied to situations like those in the studied shanty towns.

Assessment:

Assessment will be ongoing through class discussions and the final group presentations. The homework essays will be marked according to the Level 6 Social Sciences achievement standards, focusing on the student’s ability to analyze social issues and express their thoughts clearly.

This lesson aims to not only educate about a significant social issue but also develop empathy and a deeper understanding of global societal structures. By comparing these situations to New Zealand’s context, students gain a more grounded perspective of their own country’s social policies.