Ho-hum, interesting fact, that’s a problem
When we read print material, especially charts, graphs and maps, much of what is remembered is coloured by our feelings. In interpreting statistical information, the background and experience of the reader, as well as his or her motivation for acquiring that information, is important for understanding the meaning it has for that person. In this activity, students are asked to uncover their own biases towards the information they are reading. It is accomplished by having students categorise information in one of three ways: ho-hum, an interesting fact or a problem.
Give each student several bits of information. This could be a page or two from a statistical report, almanac or atlas. Some information should include positive solutions and outcomes. Ensure that positive outcomes and solutions are included in the list. The following is an example of the information that could be used:
- The proportion of people living on less than US$1 a day in East Asia and the Pacific (excluding China) fell from 26.6 per cent in 1987 to 15.3 per cent in 1998.
- During 1990 - 97 the number of people infected with HIV/AIDS more than doubled, from less than 15 million to more than 33 million.
- The strongest wind ever recorded in Australia (at Onslow, WA in 1975): 246 km/h.
- Over the past fifty years life expectancy has risen by more than 20 years (from 41 to 62 years).
- The proportion of China’s population living on less than US$1 a day fell by 30 per cent between 1987 and 1998, even though the population grew by 160 million.
- Number of nuclear reactors known to be lying on the ocean floor: 50
- Every year nearly 3 million people die from air pollution - more than 80% of them from indoor air pollution.
- In 1970, the proportion of the world’s population that was in the world’s poorest 20 countries: 47.8%; in 1999 the proportion was 7.3%.
- Between 1960 and 1987, the world spent approximately $7 trillion on military activities.
- The percentage of the population with access to clean water has doubled from 35% to 70% in half a century.
- Initial print order for the German postcode directory on July 1, 1993: 42.3 million.
- Around 1 .5 billion people are not expected to survive to age 60.
- Area covered by the Great Barrier Reef: 260 000 square kilometres.
- More than 260 million children are out of school at the primary and secondary levels.
- Income inequality in the world fell by 10 per cent between 1965 and 1997.
- Longest stay on the moon’s surface (by two crew on the Apollo 17 mission): 74 hours, 59 minutes, 40 seconds.
- Infant mortality rates have more than halved in the last fifty years.
- Nearly 340 million women are not expected to survive to age 40.
- Average number of calories burned during an ‘extremely passionate’ one-minute kiss: 26.
- At the end of 2000, there were nearly 12 million refugees.
- In 2001 more information can be sent over a single cable in a second than in 1997 was sent over the entire Internet in a month.
- More than 880 million people lack access to health services and 2.6 billion access to basic sanitation.
- Longest possible eclipse of the sun: 7 minutes, 31 seconds.
- Most people rescued by one dog (Barry, a St Bernard in the Swiss Alps): more than 40.
- Every year more than 5 million people die from diarrhoeal diseases caused by water contamination.
- Between 1960 and 1987, the world spent approximately $10 trillion on health care.
- The assets of the world’s three richest men exceed the combined Gross Domestic Products of the world’s 48 poorest countries.
- Adult literacy has risen from less than half the population to about two-thirds in the last fifty years.
- E-mailing a 40 page document from Chile to Kenya costs less than 10 cents, faxing it is about $10, and sending it by courier $50.
Have each student look at his/her sheet(s) of information and classify each item as either 'ho- hum' (it is rather boring; who cares?), 'an interesting fact,' (that's interesting, I'll think about that), or 'that's a problem' (we really ought to do something about this).
If all the students have received the same sheet(s) of information, you could go through each item and ask the students to vote. Tally the votes and note the extent of agreement and disagreement. If students have received different sheets of information, group the students in twos or threes and have each group read one 'ho-hum,' one 'interesting fact,' and one 'that's a problem.' Students listen to each other explain their categorisation, then see if they agree or disagree with the various group choices.
After the voting is completed, or the statements have been read, ask them to clarify their reasoning. Here are some questions you might want to use to guide the discussion:
- How much of their response is based on feelings?
- What kind of feelings?
- How much of their response is based on what they think about the world and how it should work?
- What accounts for the differences in the responses in the class?
- What would have to happen for all the students to respond to the data in the same way?
- If all, or a majority, of the students respond to the data in the same way, does that mean their interpretation is the right one?
- What other categories can the students suggest for evaluating the data?
A final note - voting isn't necessary. This activity usually sparks good discussion about the information's clarity and accuracy and about the issues raised by the information.
Have students bring in their own statements about the state of the world or of their community. These statistical statements are to be found everywhere and are a way to study world issues and trends and find where students have an interest in keeping tabs on what's going on in the world around them. The students should be directed to bring positive outcomes and solutions as part of their statements.
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