University of Washington



Are We Number One? -- Discovering and Comparing Where the U.S. Ranks

Objectives: This project allows students to explore various common indicators and indexes that measure and rank health, economic, environmental, military, and other measures among countries of the world. The components of the exercise facilitate awareness, discussion, and analysis about these measures and allows students to better understand the comparative standing of the United States. As Americans, many of us tend to think that we are number one at most everything – we’re the richest, we have the strongest military, etc. – but when we look at the data, we see that while we rank highly in some areas, we rank quite low in other areas.

The project can serve as a good opening exercise before faculty member introduces other materials relating to the question, What’s the Economy For, Anyway? This assignment will work well if students in class are divided into groups.

Directions:

1. Start with a brainstorming session, asking students two slightly different versions of the same question: (1) What do you want in life? (2) What do you want more of in your daily lives now? Put answers on the board. (Answers can be taken at the same time.)

Answers can lead to discussion with follow-up questions. For example, students can be asked why the things they indicated are important and, perhaps, what they are for. For example, if a student indicates that money is important, you can ask why it is important and/or what it is for. If a student says a good job, ask how one would define that? Does a good job include time-off for family, friends, or leisure? Does it include health benefits?

2. Next, ask how they think we are doing, as a society, in the categories and measures indicated by the students. How do they think we are doing in comparison with other industrialized countries? Another way to look at this is to ask the students to list as many things that they can think of where the United States ranks “number one” when compared to other countries. Answers may include categories already identified above, but can broaden to include other categories such as GDP, military spending, health care spending, number of Nobel prizes won, Olympic medals won, etc.

3. The students now can find out just how the United States is measuring up in these categories.

Divide students into groups. Using resources in our Quick Comparative Rankings, have students find the rankings of the United States in all categories that they find relevant or interesting.

Have the students divide their findings into two categories. One category should be for everything where the U.S. ranks “number one.” The other category should be for all other rankings. The second category should also identify which countries are number one and which countries the U.S. compares with. For example, if the U.S. ranks 40th in life expectancy, it might be interesting to note that Cuba ranks 36th.

If time permits, also have the students, using their own judgment, classify the different rankings of the United States as a.) very good, b) needs improvement, c) bad, and d) not sure how to classify.

Students should note their sources (or Internet paths).

4. Lastly, have the groups share their rankings on a white board, computer projection, etc. and discuss what rankings they discovered, why they classified the rankings as they did, how groups differed in assignments, and what it all means. How does the U.S. compare with non-industrialized countries? How does the U.S. compare with European and other industrialized countries? What surprised the students? What might account for the rankings? Should we be happy with these rankings? If not, what should we do?

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