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Disaster relief

Overview of the set

This set of images illustrates some of the conditions related to disaster relief facing developing countries and the efforts made by the Canadian International Development Agency (CIDA) to address these challenges. Students are asked to draw conclusions regarding daily life, make inferences about quality of life and/or create powerful titles or captions for the images.

The Global development picture sets have been assembled with the support of the Government of Canada through the Canadian International Development Agency (CIDA).

Click on the thumbnails below to view enlarged images in a new window.

Download the complete set of pictures to your desktop.  

Development challenges

1. Earthquake in Colombia |



2. Earthquake fallout |



3. Drought and desertification |



4. Rescue |



5. Tsunami in Sri Lanka |



6. Lost father |

 

CIDA efforts

1. Flood in Bolivia |



2. Displaced persons |



3. Hurricane Mitch |



4. Food drop in Honduras |



5. Indonesian Red Cross |



6. Water from UNICEF |

Image viewer

Using the image viewer

Instructions for displaying the images without revealing the captions and annotations:

  • Enlarge: Click on an image to enlarge it.
  • Navigate: Click the right/left arrow that appears on the image or use the scroll wheel on your mouse.
  • View image number: Roll over the image to display the image number and roll off to hide it.
  • Save image: Right click the image to save it to your desktop.
Development challenges CIDA efforts

Student tasks

Suggestions for possible critical tasks:

  • Use the 5Ws to examine clues and draw conclusions about daily life of the people in the images.
  • Use evidence (explicit and implicit) from the challenges images to make inferences about the effects of this development challenge (agriculture and rural development)  on quality of life.
  • Select an image that shows efforts being made to address the development challenge (agriculture and rural development) and make inferences about if/how this effort would contribute to enhanced quality of life.
  • Write a powerful title for each of the images in the set that is consistent with the information in the image and the caption.
  • Rewrite the captions or add a speech balloon, for one or more of the images in the set, from the perspective of a person in the image.

When considering daily life in developing countries you may want to consider the following aspects:

  • art/entertainment
  • clothing
  • community life
  • diet/health
  • economic activity
  • freedoms
  • globalization
  • government
  • religion/spirituality
  • shelter/housing
  • transportation

When considering quality of life in developing countries you may want to consider the following aspects:

  • comfortable and sturdy place to live
  • parents or other adults who care
  • food and nutrition
  • opportunity to be alone
  • caring family and friends
  • freedom to act on one’s beliefs and wishes
  • sense of purpose in life
  • access to education
  • feeling safe
  • affordable health care
  • treated with respect and fairness
  • clean water and reasonable sanitation
  • meaningful leisure time

Teacher notes

The following notes include applicable support materials for teachers and students and background information specifically selected for this topic and set of images.

  • Support materials for use with this Picture Set:
    • Teacher resources:
      • Explain the image
      • Reflect on the image
    • Student handouts:
      • Overview of the picture set
      • Explaining the image
      • Reflective journal
  • Grade level range: middle/senior
    • This Picture Set is targeted for use at the grade level range(s) specified above. The tasks and support materials may be adapted for use at other grade level ranges

Using the picture sets

View our online guide for ideas about how you might use Picture Sets.

Strategies for investigating pictures

Use or adapt these resources to suit your needs.

Student tasks

The following suggestions for critical thinking tasks invite reasoned judgments by students. The tasks may be revised or adapted to meet diverse learning needs and/or address specific curriculum content, attitudes and skills:

  • Use the 5Ws to examine clues and draw conclusions about daily life of the people in the images.
  • Use evidence (explicit and implicit) from the challenges images to make inferences about the effects of this development challenge (disaster relief)  on quality of life.
  • Select an image that shows efforts being made to address the development challenge (disaster relief) and make inferences about if/how this effort would contribute to enhanced quality of life.
  • Write a powerful title for each of the images in the set that is consistent with the information in the image and the caption.
  • Rewrite the captions or add a speech balloon, for one or more of the images in the set, from the perspective of a person in the image.

When considering daily life in developing countries you may want to consider the following aspects:

  • art/entertainment
  • clothing
  • community life
  • diet/health
  • economic activity
  • freedoms
  • globalization
  • government
  • religion/spirituality
  • shelter/housing
  • transportation

When considering quality of life in developing countries you may want to consider the following aspects:

  • comfortable and sturdy place to live
  • parents or other adults who care
  • food and nutrition
  • opportunity to be alone
  • caring family and friends
  • freedom to act on one’s beliefs and wishes
  • sense of purpose in life
  • access to education
  • feeling safe
  • affordable health care
  • treated with respect and fairness
  • clean water and reasonable sanitation
  • meaningful leisure time

Background information for teachers

The following notes on topics addressed in the picture sets are intended to enhance teachers’ understanding of the images and ability to guide students in interpreting them:

  • Global development briefing sheet: Disaster relief