Lesson 1: Measuring Development
First Task - Download the Development Dynamics Workbook - choose the format that works best for you.
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Starter:
Before beginning the lesson, make sure you have read pages 52-53 in the textbook or click on this link to access the same information if you can't get into Kerboodle. Next, answer the two starter questions for Lesson 1 in your workbook. |
Task 1:
Watch this video about development. Next, outline the different types of development and what they mean. Challenge - can you think of any ways those different types could be measured? Task 2: Complete the gap fill task provided in your workbook. |
Task 3:
Answer the exam style questions on HDI based on the stimulus tables and map provided. Plenary/Task 4: Attempt the exam style questions to illustrate your knowledge from the lesson. Extention/Take your learning further: Complete the Development Indicators worksheet task. |
Lesson 2: Development and Population
Starter:
Before beginning the lesson, make sure you have read pages 54-55 in the textbook or click on this link to access the same information if you can't get into Kerboodle. Next, complete the starter questions provided for Lesson 2 in your workbook. |
Task 1:
Complete the tasks in the workbook under the subtitle - Demographic Data. Task 2: Read over this page from the BBC about Population Pyramids. Next, complete the tasks on Population Pyramids in the workbook pages for lesson 2. |
Task 3:
Complete descriptions of what the sample population pyramids show using the instructions under task 3 in your workbook. Task 4: Watch this video about the demographic transition model. Now complete the tasks under the subtitle - Demographic Transition Model. Plenary/Task 5: Read over the information about Malawi and then use it to support your response to the exam questions available. EXTENSION - Take your learning further In your workbook is a link to a worksheet from Edexcel to help you practice your maths skills and to deepen your knowledge about development indicators. Complete the sheet and submit to your teacher for extra credit points. |
Lesson 3: Why does inequality exist?
Starter:
Before beginning the lesson, make sure you have read pages 56-57 in the textbook or click on this link to access the same information if you can't get into Kerboodle. Next, complete the starter task provided for Lesson 3 in your workbook. |
Task 1:
Underneath the map provided, DEFINE what is meant by the Global North and the Global South. |
Task 2:
Use the detail on the World Bank's ranking of global shares of wealth (this is explained on page 56 of the Kerboodle textbook if you are stuck) to DESCRIBE the distribution of wealth between the countries of the world. Note TEE means Trend, Examples/Evidence, Exceptions. Task 3: CREATE a mind map of reasons you think can create inequality in the world. Watch the video link provided in the workbook to help you with ideas. Next, choose 3 of your causes and complete the table provided to explain them in detail. Plenary/Task 4: Complete the exam style question practice. Extension - Take your learning further Test your knowledge of what you know about development so far by using the Seneca link provided. |
Lesson 4: What is holding Malawi back?
Starter:
Before beginning the lesson, make sure you have read pages 58-61 in the textbook or click on this link to access the same information if you can't get into Kerboodle. Next, COMPLETE the starter tasks describing the location of Malawi using the map provided in your workbook and explain why corruption might be a barrier to development within a country. |
Task 1:
EXPLAIN, using the population pyramid provided for Malawi, what does Malawi’s population pyramid show about the level of development in Malawi? Think about birth rate, death rate, life expectancy. Extension/Challenge: what can we learn about literacy rates, access to clean water, the number if doctors per 1000 people for Malawi? Research this information and use it to describe levels of development in Malawi. Task 2: Using your knowledge from the reading, fill in the table to examine the physical and environmental barriers to development in Malawi. |
Task 3:
Again, using your knowledge from your reading in the starter task, fill in the second table, this one illustrating the economic and political barriers to Malawi's development. Task 4/Plenary: Complete the exam question practice to illustrate your understanding of the learning today. Extension/Challenge: Read over the model paragraph in response to the 12 mark question (8 marks for content 4 marks for SPAG). Use it to help guide the rest of your response. |
Lesson 5: Theories of Development
Starter:
Before beginning the lesson, make sure you have read pages 62-63 in the textbook or click on this link to access the same information if you can't get into Kerboodle. Next, complete the starter match up task. |
Task 1:
WATCH the video link under the subtitle: The Rostow Model. Use what you learn from the video to complete the model in your workbook with the names of the 5 stages of the Rostow Model and examples of countries that are at each stage. Stuck? Review the detail of the Rostow Model on page 62 of the Kerboodle textbook. On the next page of your workbook, COPY the correct information from your reading to help describe what happens in each stage of the Rostow Model. For example, you would write 'In stage 1, also known as...' Finish off your understanding of Rostow, by reading over the criticisms of his model. |
Task 2:
Review your understanding of Frank's Dependency Theory (page 63 in the Kerboodle textbook). Next, complete the diagram to illustrate how Frank's Dependency Theory works. Beneath the model, define what is meant by the core and the periphery and examples of countries that would fit in each category. Finish off by reading why Frank disagreed with Rostow and what criticisms exist for Frank's Dependency Theory. Task 3/Plenary: Read over the model response to the exam question provided. Highlight where you can see the author has used PEEL effectively to ensure they have gained 4 marks. EXPLAIN in the space provided why this is an excellent response to the question. Extension/Challenge: Try out the exam questions we have not yet attempted from sections 2.4-2.6 in the Kerboodle textbook (they are the questions that are surrounded by a blue box on the odd numbered pages in the textbook). |
Lesson 6: Development in a Globalised World
Starter:
Before beginning the lesson, make sure you have read pages 64-65 in the textbook or click on this link to access the same information if you can't get into Kerboodle. Next complete the starter tasks A, B and C in your workbook. |
TASK 1:
Using Figure 1 provided in the workbook, DESCRIBE how GDP has changed in different regions of the world from 1980-2010. |
TASK 2:
Using your knowledge from the reading, in the table provided under the graph, explain what happens in each stage of the Clark Fisher Model. TASK 3: Explore the table of information comparing Malawi, Vietnam and the UK. Annotate/label around the table what you notice about their differences and where you think each belongs on the Clark Fisher Model. Next, using your understanding from the reading of page 65 in the Kerboodle textbook, explain how industrialisation has given Vietnam a higher GDP than Malawi - apologies for the typo in your workbook. You will also then need to explain why the UK has a much higher GDP than Vietnam even though its manufacturing industry is lower. Plenary: Read over the key terms from the entire topic and try to create a visual icon for as many as you can to help you remember what they are and how they relate to development. Extension/Challenge: Test your understanding using this Google Quiz - let your teacher know if you plan on or have decided to attempt this task. |
Lesson 7: Introducing India
Download the second workbook which will focus on your case study country - INDIA!!!
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