Lesson 1: What is development?
First Task - Download the Dynamic Development Workbook
dynamic_development_workbook.pdf | |
File Size: | 798 kb |
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dynamic_development_workbook.pptx | |
File Size: | 5544 kb |
File Type: | pptx |
Task 1: (5 minutes)
Using the image in your booklet:
Task 2: (2 minutes) Write down what you think the geographical definition of 'development' is. |
Task 3: (15 minutes)
How can we measure development? Using the table in your booklet, explain why we would measure each of these aspects to look at how developed a country is. Stretch: Complete the political column on your table. Task 4: (5 minutes) Why do we use lots of different measures for development? What would be the problem with only using income, or levels of education to measure how developed a country is? |
Task 5: (3 minutes)
Using the definitions for countries in your booklet, give real examples of countries that are HICs, NICs and LICs. Task 6: (15 minutes) Look at the map of the Brandt line in your booklet. This is an imaginary line that divides the world in 'developed' and 'developing' countries. It was based on economic development only, however, we don't use it anymore as there are several issues with it. In your booklet, explain what some of the issues might be. Stuck? Think about why we need more than one measure of development. Think about the different categories that we put countries into. |
Lesson 2: How do we measure development?
Task 1: (5 minutes)
Define Gross National Income (GNI) per capita. Make sure you understand the definition that you write down, don't just copy it word for word! Task 2: (5 minutes) Using the map in your booklet, answer the questions alongside it. Task 3: (10 minutes) When we measure economic development, we look at how much money a country has. In order to help us understand why a country has a certain amount of money, we need to look at the types of jobs that people have. In LICs, more people work in PRIMARY and SECONDARY jobs. In HICs, more people work in TERTIARY and QUATERNARY jobs. Using these definitions, complete the table in your booklet to define what these types of jobs are, and give some specific examples. |
Task 4: (10 minutes)
In your booklet, you now have definitions for some of the social indicators we use to measure the development of a country. Using these key terms, you must decide, in the table, if you would expect the value to be HIGH or LOW in the specific country stated. Stuck? Think carefully about what is being measured - would you expect to have a high value or a low value depending on a country's level of development? Use the map form task 2 to help you. STRETCH: Why do you think a particular country will have a high or low value for some of these indicators? Explain your reasoning in your booklet. |
Task 5: (10 minutes)
Using this link for Iceland, and this link for Mozambique, complete the Top Trumps cards for both countries in your booklet. Stretch: Can you notice any major difference between the two? Why do you think this is? Task 6: (5 minutes) From your Top Trumps cards, can you make a decision on which country we would class a HIC and which country we would class as a LIC? Why do you think this is? Remember to include evidence for your decision. |
Lesson 3: What is the Human Development Index?
Task 1: (5 minutes)
What is the human Development Index (HDI)? Use this website to write a definition. Remember to include the 3 different aspects that it measures. Task 2: (5 minutes) Using the map in your booklet, describe the pattern of HDI across the world. Give specific examples of countries and what their HDI score is. STRETCH: Are there any that surprise you? |
Task 3: (10 minutes)
Using the tables in your booklet, what do you think is the most important measurement included in the HDI? Why do you think this? Stuck? Remember to include figures from the table to back up your points. STRETCH: Do you think that the GNI of a country should have such a big impact on the HDI level? Why? Task 4: 5 (minutes) Using this website, fill in the table in your booklet with the positive and negative aspects of using HDI to measure development. |
Task 5: (25 minutes)
You must now take on the role of a geographical researcher who is advising the United Nations (if you're not sure what they do, check here). You must make a decision on whether the UN should keep using HDI as a measure of development, or move to another form of measurement. You also need to back up your decision with evidence and facts and figures. What should you be including in your BIG WRITE?
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Lesson 4: What does inequality of development look like?
Task 1: (5 minutes)
Complete the spider diagram in your booklet with as many new key terms as you can remember from this topic so far. Task 2: (30 minutes) Watch this YouTube documentary on inequality in different parts of the world. Write down as many facts and figures as you can in your booklet - you will need these for the following tasks. |
Task 3: (5 minutes)
What are the most important things you have learned about inequality form the documentary? Was there anything that shocked you? Write this down in your booklet. Task 4: (5 minutes) How did the documentary make you feel about unequal development? Why do you feel this way? What do you think we should do? |
Task 5: (10 minutes)
Pierre Simmons says that “inequality can never be a good thing”. Do you agree with him? Explain your answer. Remember to use data and key terms to support your view. |
Lesson 5: What are the causes of uneven development?
Task 1: (5 minutes)
What do you think are the causes of uneven development? Create a spider diagram of all the reasons you can think of. Task 2: (5 minutes) Categorise the reasons in your booklet into:
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Task 3: (10 minutes)
Using the reason in the table, you need to explain how each aspect can cause uneven development. STRETCH: Use specific countries in your explanations if you know any. Task 4: (5 minutes) Using your information so far, complete the true or false quiz in the booklet. |
Task 5: (20 minutes)
Using the photo in your booklet, and the knowledge you have gained so far from this topic, you need to write 'a day in the life of....' for the boy in the photo. Things to include: 1. What do you think this boy’s life is like? 2. How is it different to your life? 3. Why do you think he has ended up in his current situation? |
Lesson 6: What is being done to close the development gap?
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Lesson 7: How can bottom-up projects promote development?
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Lesson 8: How can top-down projects promote development?
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Lesson 9: How can development be sustainable?
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Edit this text to make it your own. To edit, simply click directly on the text and start typing. You can move the text by dragging and dropping the Text Element anywhere on the page. Break up your text with more than one paragraph for better readability. |