NAME:
Development
Economic and social well-being can be measured using a variety of indicators.
Economic indicators include:
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GNP (Gross National Product) per head (person). Higher in MEDCs
Value of exports – higher in MEDCs
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Value of imports – higher in MEDCs
Energy consumption per person – higher in MEDCs
Average income
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Percentage home ownership
Length of time at work to earn a Big Mac meal.
Percentage two car families.
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TV sets or computers per 1000 people
Employment structure – many primary workers in LEDCs.
Social indicators include:
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Children per woman (fertility rate)
Birth rate
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Infant mortality rate
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No. of people per doctor
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Life expectancy
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Death rate
Literacy rate
Advantages of using economic and social indicators.
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Give simple easy consistent comparison e.g., UK (MEDC) v. Kenya (LEDC)
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Can help planners to target problem areas.
• Shows progress or lack of it over time.
Disadvantages of using indicators.
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Can become outdated quickly.
Social indicators are not easy to measure reliably.
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National figures don’t show variations within society e.g., women have lower
literacy rates in LEDCs, ethnic minorities may be poorer. They are average
figures and can hide large gaps between sections of society.
Development means more than economic development.
What is meant by development?
‘Development is more than the passage from poor to rich, from a traditional rural economy
to a sophisticated urban one. It carries with it not only the idea of economic betterment
but also of greater human dignity, security, justice and equity.’ Willy Brandt 1980.
Development includes economic (wealth), social (the interaction of people in families and
communities) and cultural (works of art, music, and religious aspects).
How are countries at different stages of development identified?
Indicators include:
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Income per head e.g., GDP per head; often expressed in US $ for easy comparison.
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Infant mortality rate – the number of babies that die in the first year of their
life; usually expressed as a rate per 1000 live births.
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Life expectancy – how long the average person can expect to survive. Higher in
MEDCs than LEDCs and often higher for females.
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Population structure: usually LEDC have a pyramid structure with many children –
showing high
birth rates and few elderly – showing high mortality rates.
Usually, MEDCs have a top-heavier structure with fewer children and more elderly showing reduced birth rate and death rates with higher life expectancy.
What are the different levels of development?
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MEDCs – more economically developed
countries LEDCs – less economically
developed countries NICs – newly
industrialised countries
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Or Tiger Economies – the NICs of SE Asia like Taiwan, S. Korea, and Malaysia.
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Oil rich states like those in the Middle East may have high GDP per head but
wealth may be in the hands of a small minority.
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Social indicators may show a different pattern to that of economic indicators.
What are the advantages of using the LEDC and MEDC classification?
The Brandt Line on world maps divide the world into the ‘North’ MEDCs of North
America, Europe, Russia, Japan, and Australasia.
The LEDC is South America, Africa and South Asia including China.
The division is simple and clear cut and gives a clear map of the distribution of rich and
poor countries.
What are the disadvantages of the division into LEDCs and MEDCs?
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How do we group the former Soviet Republics?
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How do we group the oil rich Arab states?
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How do we group South Africa, which has a wealthy minority (mainly white)
population and a large majority poor (mainly black)?
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How do we group NICs, which have made quick strides forward in some ways (but
not all) e.g., Malaysia?
If you look at the world there is a development continuum – a gradual change not a
simple divide – i.e., it is not just black or white there are a range of shades of grey in
between. Development is dynamic – it changes over time and all the time. There have
been many countries that were once in the front row which have now slipped behind and
vice versa. One of the biggest factors affecting development now is trade and the
MEDCs tend to dominate this now at the expense of the LEDCs – i.e., the pattern of
trade is unfair.
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Activity 1
Development Indicators
View the following videos before doing the activity.
Teenage affluenza: https://youtu.be/KFZz6ICzpjI
How can having so called 'teenage affluenza' affect our view the world around us?
First world problems: https://www.youtube.com/watch?v=fxyhfiCO_XQ
Make a list of the so-called First World problems as shown in the video.
Celebrities: https://youtu.be/l3jxalUzPFE; https://youtu.be/rfAOVKjmDfg
What does Missy Elliott have / What doesn’t he need? Annotate the photo beneath.
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What does the little girl have / What does she need? Annotate the photo below
What 9 Things Does the Street Child Need?
How does wealth vary around the world?
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Describe where the world wealth is concentrated, and where it isn’t in the map above.
What is the GDP per capita of South Africa?
https://en.wikipedia.org/wiki/List_of_countries_by_GDP_(PPP)_per_capita#Lists_of_countries_and_dependen
cies
County:
$______________
Exchange rate calculator – click here
Local currency: _________________
GDP
GDP per capita is a measure of a country's economic output that accounts for its number of people.
It divides the country's gross domestic product by its total population. That makes it the best
measurement of a country's standard of living. It tells you how prosperous a country feels to each
of its citizens.
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Activity 2
Complete the following chart on international development, by opening up the
following URL:http://worldmap.canadiangeographic.ca
Yellow (light grey on the black and white map):
Orange (medium grey on the black and white map):
High Development
Medium
Development Red (darkest grey on the black and
white map):
Grey (lightest shade of grey):
Low Development
Information Not Available
1. Location of Developed and Developing Countries
In the space provided, give five examples of countries at each level of development
Yellow
Countries
Orange
Countries
Red Countries
Grey Countries
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1.
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2.
2.
2.
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3.
3.
3.
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2. Pattern of Developed and Developing Countries.
In the space provided, write the total number of countries in each colour category
for each continent.
Yellow
Orange
Red
Grey
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Textbook activity
Complete Activity 4 – Interpret statistical information on page 34 of your Platinum
textbook.
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Activity 3
PowerPoint presentation: Development Introduction (On Classroom L4 All
Classes)
1.
Define Life expectancy.
2.
Write out this list in order of highest life expectancy to lowest life
expectancy.
Country
Life Expectancy
Argentina
56
Canada
80
Ghana
55
India
60
Japan
82
Kenya
55
Namibia
43
Peru
60
Sweden
81
UK
77
USA
78
Country
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Life Expectancy
3.
Those countries with a life expectancy of less than 65 are poorer. Colour
these in blue on the table above.
4.
Those countries with a life expectancy of more than 65 are richer. Colour
these in red on the table above.
5.
Draw in the position of the Brandt line on the map below.
Development Indicators
1.
Define what a development indicator is.
2.
Explain how the four pictures below can be used as indicators of development.
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HDI-What is it?
Refer to your Platinum textbook page 32.
1.1 What does HDI stand for?
1.2 What is used to measure the HDI of a country?
1.3 Suggest other indicators that could be included to improve the HDI.
Explain how your additions would improve what the HDI shows us about
development.
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Activity 4
PowerPoint presentation: HDI (L4 All Classes on Classroom)
1.
Complete the following table:
INDICATOR
TRANSLATION!
WHAT DOES IT TELL US
ABOUT A COUNTRY?
GNP per capita
Average earnings per person
Wealth; employment;
disposable income; life
choices; afford necessities?
Literacy rate
People able to read and write
Infant mortality
Child deaths
People per doctor
Newspapers per 1000
people
TV ownership per 1000
people
Life expectancy
Average number of years
people are expected to live
% people employed in
farming (Primary industry)
2.
On the map, given on the next page, shade in the areas of the world that have
High, Moderate and Low HDI’’s. Use a key to explain the colours you used.
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Quality of life vs Standard of living
View video: https://youtu.be/u9yJG-tabOs - Quality-of-life vs Standard of living link in
Moodle. Answer the following questions:
1.1
Why can it be argued that standard of living is not equal to quality of life?
1.2
What is meant by a manufactured desire?
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1.3
Why is it more difficult to measure quality of life?
Activity 6 – Improving quality of life.
View the short video https://youtu.be/jEVozJa13po and answer the following
questions.
1.4.1 When did the Gumutindo project start?
1.4.2 What is the purpose of this project?
1.4.3 How many farmers are involved in this project?
1.4.4 What farming methods are used by the farmers to grow the coffee beans?
1.4.5 What inspection is carried out on the coffee beans before they
are certified Gumutindo quality?
1.4.6 How have the farmers benefitted from the Gumutindo project?
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1.4.7 What is meant by fair trade?
1.4.8 How do the farmers benefit from a fair-trade scheme such as the
Gumutindo project?
1.4.9 What does Fair Trade Premium mean and what benefits have been derived
from it?
1.4.10 Where is most of the coffee produced by the Gumutindo project sold?
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FACTORS AFFECTING DEVELOPMENT
LEDCs face many difficulties and obstacles as they struggle to improve the
conditions of their citizens. Many solutions have been proposed, with varying
degrees of success, but poverty is still a daily reality for millions of people.
Factors that affect the economic gap between MEDCs and LEDCs.
1. Political factors such as the government, colonial influences that will
2.
3.
4.
influence trading links, and relationships with other countries. The
current political regime in Zimbabwe under Robert Mugabe is a major
factor contributing to the low level of development.
The natural environment such as susceptibility to floods, drought and
other hazards can influence development, e.g., frequent drought in the
Sahel region of Africa is one of the obstacles to development in these
countries.
Economic activity such as wealth generated through industry,
agriculture or availability of natural resources influences
development. The UK is one of the most developed nations due to
these factors, which allowed it to industrialise during the Industrial
Revolution.
Debt – many LEDCs are in debt to MEDCs, which means they must
prioritise paying these off with interest before investing in
development.
Activity 7 – Textbook activity
Refer to page 36 of your Platinum textbook – Do Activity 1. Refer to page
37 to complete the following:
1.
Explain what is meant by Globalisation.
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2.
What role does International Trade play in Globalisation?
Refer to page 38 of your Platinum textbook and do Activity 2.
Activity 8-Fair Trade – Does this lead to Development?
1.
What is Free Trade?
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2.
Watch the video https://youtu.be/yhiRYn6df9Q Free Trade and
answer the following questions:
2.1
Is trade responsible for job losses?
2.2
Are jobs only going from rich to poor countries?
2.3
Does the world need an organization like the World Trade Organization
(WTO)?
Textbook activity
Refer to pages 39-40 of your Platinum textbook and do Activity 3 Activity 9
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Health and Welfare
Study the cartoon given below.
1.
Identify the problem of health services illustrated in the cartoon above.
2.
How does good health care affect development of a country?
3.
How does a lack of welfare support put people at risk?
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Activity 10 - Education as a factor of Development
Click on the video link in Moodle under Lower 4: Education and Development
Use the information on the webpage to complete the following questions.
1.
What is the benefit of having well trained workers?
2.
What make an economy successful?
3.
What are the advantages and disadvantages of labour unions?
4.
How does education and training benefit workers?
5.
How does a country’s economy become more productive?
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Textbook activity
Refer to page 42 of your Platinum textbook and do Activity 5 Refer to page
43 of your Platinum textbook and do Activity 6 Alternative Development
Refer to page 47 of your Platinum textbook and complete the table on the
next page by listing the difference between Conventional and Alternative
development.
Conventional Development
Alternative Development
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Activity 11 – Sewing for development
Use the link http://www.misfa.org.af/wp-data/uploads/2016/01/Story-of-Hamasafinal.pdf and answer the following questions:
1.
Why did Hamasa start a tailoring business?
2.
What is microfinance and how can it be used to contribute to
economic development of a country?
3.
Explain how microfinance in Afghanistan is an example of alternative
development.
Do the revision and assessment on page 52 of your textbook.
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Blank page for notes
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