Lesson Plan

• Describe why economic welfare is measured beyond GDP.
• Explain the limitations of traditional aggregate measures such as GDP and GNI.
• Compare alternative welfare indicators (HDI, Gini, GPI) and identify contexts where each is most appropriate.
• Apply a multi‑indicator approach to evaluate a policy scenario.

• Projector and screen
• PowerPoint slides summarising the measures
• Handout with the comparative table of indicators
• Calculator or spreadsheet for simple calculations
• Whiteboard and markers

Begin with a quick poll: “What factors make a country a good place to live?” Capture responses on the board, linking them to prior discussions of GDP. Explain that today’s success criteria are to identify the strengths and weaknesses of different welfare measures and to justify the choice of an appropriate indicator for a given policy.

1. Do‑now (5'): Students list ways they think welfare can be measured; share ideas (activates prior knowledge).
2. Mini‑lecture (10'): Overview of GDP, GNI and their limitations using slides (knowledge building).
3. Group activity (15'): Analyse the comparative table; match each measure to its strengths and weaknesses (application).
4. Case‑study discussion (15'): In groups evaluate a renewable‑energy subsidy using GDP per capita, HDI and Gini; present findings (synthesis).
5. Quick check (5'): Exit ticket – write one advantage and one drawback of the most suitable measure for the case (formative assessment).

Summarise that economic welfare is multi‑dimensional and no single metric suffices. Collect exit tickets to gauge understanding and assign homework: students research a country’s latest HDI and Gini scores and write a short paragraph on what the figures reveal about its welfare.