Edexcel Geography Unit 3 Scheme of Work

“Topic 5: Bridging the Development Gap”

Background: The wealth of traditional and rising superpowers contrasts sharply with the continuing poverty of some peoples and nations. The gap between wealth and

poverty can be measured in a variety of ways, but is generally taken to be increasing. A range of theoretical concepts can help explain the geography of the development

gap, and its pattern can be illustrated through the study of trade and investment flows. The development gap can be seen in terms of rural and urban divides, and in terms

of ethnicity and gender.

Development can reduce the gap, and raise people out of poverty, but it often comes with social and environmental costs, and it has not occurred in all locations. The

challenge is to begin to reduce the development gap in countries and regions which have so far failed to benefit from the processes of globalisation. There are numerous

ways this might be achieved, but there is no universal agreement of which way might be best. [From Specification September 2007]

Please remember to incorporate work on “The Technological Fix” into your lessons, referring students back to work completed in the summer.

Please be proactive in updating ideas for Teaching & Learning and Resources – up-do-date material is always welcome. Please share all resources in Staff Documents

Geography A Level Work Unit 3…. Please share scholarly articles in the A-Level Digital Library available in Common Geography A-Level Digital Library.

Lesson Learning Outcomes Teaching & Learning Resources Homework / Exam Questions

The causes of the ‘development gap’: What is the nature of the ‘development gap’? How has it risen?

1 What is development? Outline the A2 course and expectations

Introduce definitions of development – see what students come up with first, development ‘code breaker’, write down definition

Discuss the difference between Standard of Living and Quality of Life – how are they linked?

Introduce the ‘Development Cable’ and ‘Development Compass Rose’

Blank world map – students use own knowledge to identify ten wealthy countries, ten poor countries; draw on Brandt Line and discuss limitations; think about demographic and socioeconomic characteristics of developed and developing countries

General course documents

Development Gap key words

BtDG PPT

Development playing field cartoon

Development ‘code breaker’

The Development Compass Rose (PDF)

Blank world map outlines

KT 132-133

Parrot 180-183

GF147 Development Gap

GF140 LDC

http://www.worldmapper.org/

Get a file and dividers!

2 How is the development gap measured?

“Students should investigate the advantages and disadvantages of different ways to measure and quantify the development gap.”

Brainstorm ways of measuring development

BtDG PPT

‘Development Indicators and HDI’ worksheet

KT 133-137

Use the Internet to research and then produce an A4 poster about the MDGs:

“The global development gap can be measured by traditional economic indicators (GDP) and broader quality of life indicators (literacy rates, HDI, etc)”

“The MDG provide a framework for measuring the development gap and progress towards reducing it.”

Discuss problems with economic measures

Introduce Purchasing Power Parity (PPP)

Introduce Human Development Index (HDI) and Physical Quality of Life Index (PQLI) – look at global trends & patterns, compare

Development Indicators and HDI worksheet – have a go at calculating HDI, discuss

Millennium Development Goals – see homework

Parrot 180-183

GF52 Measuring Development

For MDG Homework: MDG Goals and Targets worksheet MDG Report Progress 2008

KT 172-173 (MDGs)

Parrot 214-217 (MDGs)

GF186 Millennium Goals

www.un.org/millenniumgoals

Background & history; What are they; Importance; Current level of success globally; Future + one or two case studies

Exam Q: Using information in Figure 4 and your own knowledge, explain why it is difficult to measure development. [10] (Jan10)

Exam Q: Using named examples, assess the advantages and disadvantages of contrasting ways of measuring development. [15] (June 2012)

Exam Q: Suggest reasons for the variable progress towards achieving the Millennium Development Goal targets. [10] (June 2012)

3 & 4 What are the causes of the development gap?

“There are a range of theories (eg development, dependency, core/periphery, the role of debt) that can be used to explain the widening gap between the developed and developing economies.”

“Students should develop an awareness that geographical disparities arise from different social, economic and political systems, and an understanding that these allow wealth and advantage to accumulate in unequal ways”

At some point spend 15 minutes feeding back from MDGs homework task (see slides on BtDG PPT)

Brainstorm, using blank Development Compass Rose, the reasons (social / economic / environmental / political) why some countries are better developed than others – discuss, check with Table 5.4 KT 136 and Development Cable KT 137

Introduce ‘moderate poverty’ and ‘extreme poverty’, and highlight inequality in global wealth distribution – e.g. Worldmapper wealth

BtDG PPT

A3 sheet ‘Chronology of Development Theory’

The Development Compass Rose (PDF)

KT 136-141

Parrot 154, 186, 192-193

Worldmapper Animation of Global Income

http://www.worldmapper.org/

Horrible Histories Colonialism http://www.youtube.com/watch?v=bWedTbuAtR4

The Scramble for Africa – video on the system (also on YouTube)

Globalisation PPT (from AS)

Global Networks PPT (from AS)

Finish A3 sheet ‘Chronology of Development Theory’ – make sure students complete sections requiring Parrot book in lessons and use KT at home

Exam Q: With reference to theories of development, explain why the development gap between developed and developing countries is getting wider. [SAM]

animation

*A3 sheet ‘Chronology of Development Theory’* o Rostow’s Model (KT) o Dependency & Development Theory

and links to Colonialism (Parrot) o Friedmann’s Core & Periphery plus

Myrdal’s Growth Pole Model (KT) o Theory of Economic Man &

Neoliberalism (Parrot) o Globalisation (KT) - see also

Globalisation PPT from AS Unit 1 o Debt (Parrot & KT) – brief summary on

A3 sheet, but supplement with additional notes from PPT, KT 139-141, Parrot 186-188 & 203, SAPs Global Challenges PDF – see also Global Networks PPT from AS Unit 1

Make sure students can use models to help explain WHY there is a development gap

SAPs Global Challenges PDF

Edexcel Revision Guide

GF172 Challenge of Globalisation

5 Who are the global players involved in development?

“Global players and organisations eg World Bank, IMF, TNCs, governments and NGOs have differing roles and contrasting perspectives in relation to the development gap.”

“Students should examine the role of players and how the actions of some global economic and geopolitical organisations can exacerbate the development gap.”

Start by revisiting ‘Global Groupings’ from AS Unit 1 – all students should have completed Global Groupings Worksheet and TNCs Benefits and Costs table

Complete Global Players and the Development Gap card sort, plus positives and negatives – see table in Edexcel Revision Guide for answers

BtDG PPT

Global Groupings PPT (from AS)

Global Groupings Worksheet (from AS)

TNCs Benefits and Costs worksheet (from AS)

Global Players and the Development Gap – card sort and A3 sheet

KT 141-145

Edexcel Revision Guide

Exam Q:???

6 What role do trade and investment play in the development gap?

“Trade and investment play a key role in the development gap, and global wealth distributions; the importance of ‘terms of trade’, and ‘north-south trade flows’. Exemplification of trade patterns in, for example, coffee or bananas in exemplar countries.”

“Students should develop an understanding of how the global balance of trade maintains the development gap, both now and historically.”

Use maps on PPT to compare global distribution of wealth and global trade – refer back to AS Unit 1 work on ‘Globalisation’ and ‘Global Networks’

Introduce definitions of trade, imports, exports, balance of trade, trade surplus, trade deficit, current account balance

Discuss terms of trade and link to development

The role of trade in economic growth and the virtuous cycle of development

BtDG PPT

Globalisation PPT (from AS)

Global Networks PPT (from AS)

Blank world map outlines

KT 145-148

http://www.ugandacoffee.org/

Extension: o IMF North South

Linkages(PDF) o South South Trade Vital

for Development (PDF)

Case Study: trade patterns in coffee

Exam Q: ???

Provide students with blank world map outlines and use maps/charts on PPT to understand the nature and changes to global trade flows (north-south and south-south) – what are the implications in terms of development?

Case Study: Trade patterns in coffee - use KT 147-148 and the Internet to produce a detailed Case Study Fact File (full instructions on BtDG PPT)

The Trade Game – classic, but unlikely to have the time! http://learn.christianaid.org.uk/YouthLeaderResources/trading_game.aspx

The consequences of the ‘development gap’: What are the implications of the ‘development gap’ at different scales for the world’s poorest people?

7 & 8 What does the development gap mean to people in the most disadvantaged countries?

“The development gap has social, economic, environmental and political consequences for people in the most disadvantaged countries – for example sub-Saharan Africa, women and caste divisions in India.”

“Students should identify the ways that the development gap results in different impacts upon different people.”

Brainstorm ‘what are the consequences of the development gap in LEDCs?’ using the Development Compass Rose template

Discuss changes in global poverty rates (see graph on PPT or KT 149), introduce differences between countries and within countries, outline case studies

Case Study: Uganda (major case study) – complete ‘Uganda Case Study’ A3 sheet using Parrot 184-189 & 202-205 and Internet (see Resources)

BtDG PPT

Development Compass Rose template

KT 148-150

Uganda Rising (video clip)

Uganda Case Study A3 sheet

Parrot 184-189

GR0212 Ugandas Oil http://en.wikipedia.org/wiki/Uga

nda

http://news.bbc.co.uk/1/hi/world/africa/country_profiles/1069166.stm

Complete Uganda Case Study A3 sheet using the Internet

Exam Q: Using named examples, examine the extent to which the development gap occurs within countries as well as globally. [15] (Jan 2012)

9 Why is poverty becoming increasingly concentrated in developing megacities?

“The development gap is increasingly problematic in developing megacities, where the growth of the urban poor is increasing, for example cities such as Nairobi, Bangkok and rapidly growing cities in Africa”

“Students should investigate the growth of megacities and the reasons for the concentration of poverty in these locations”

Refer students back to their work on ‘World Cities’ completed in AS Unit 1 – they worked in groups to produce posters on LA, USA and Mumbai, India – how much can they remember?

Use maps to discuss spatial distribution of megacities, looking at size (Asia) and rates of growth (Africa) – give reasons!

Case Studies: Dhaka, Bangladesh and Mumbai, India (from AS) - complete A3 sheet ‘Megacities and Development Gap’ using KT 150-154, GF37 and notes from AS

BtDG PPT

World Cities PPT (from AS)

Mumbai posters (from AS)

GF37 Megacities

KT 150-154 (Dhaka)

Complete A3 sheet ‘Megacities and Development Gap’

Exam Q: Using named examples, examine the extent to which the development gap occurs within countries as well as globally. [15] (Jan 2012)

10 How can the rapid development of megacities expose cultural

This lesson ties in with both lesson 9 and lesson 11, and is a fascinating case study that brings together a number of ideas from both AS (‘World

BtDG PPT

Parrot 198-201

Bangalore Case Study sheet:

Complete Booming Bangalore A3 sheet

Questions from Parrot

differences between people?

Cities’ and ‘Globalisation’) and A2.

Case Study: Bangalore, India – complete Bangalore Case Study sheet “Bangalore, India: opportunities and challenges in a developing megacity” using Parrot 198-201, DVD “Challenges of Urbanisation: Inequalities in Bangalore” plus if time DVD “Emerging Superpower: India’s Booming Bangalore” and The Untouchables’ video clip with particular focus on the socio-religious caste system and the disparities in wealth and opportunity that result (see Parrot p200)

“Bangalore, India: opportunities and challenges in a developing megacity”

Photocopy of Parrot p200

DVD “Challenges of Urbanisation: Inequalities in Bangalore”

DVD “Emerging Superpower: India’s Booming Bangalore” (if time!)

‘The Untouchables – India’ video clip in Resources folder

p201:

What are the benefits and problems of an economy with growth driven by foreign companies?

Explain why the caste system is more likely to break down in urban than rural areas.

Exam Q: Using named examples, examine the extent to which the development gap occurs within countries as well as globally. [15] (Jan 2012)

11 What are the ethnic and religious dimensions of the development gap?

“The development gap often has an ethnic and/or religious dimension such as in South Africa, Indonesia and East Timor; and can be associated with migrations, social unrest and new political movements”

“Students should investigate how and why social and political unrest can result from geographical disparities in wealth and opportunity”

Refer students back to their work on ‘On the Move’ completed in AS Unit 1 – they studied the causes, benefits and problems associated with migration within the EU; disparities in wealth and opportunity are a key driver of migration, but often lead to social and political unrest.

Discuss ‘Booming Bangalore’ case study completed in lesson 10, identifying the disparities in wealth and opportunity that result from the socio-religious caste system.

Case Study: South Africa – start with brainstorming what they know about South Africa, then introduce Apartheid and show brief YouTube clip (+ other clips if time) and pictures on BBC website, read/talk through ‘The Development Gap in South Africa’ and students use information to complete their own annotated timeline on the ‘South Africa Timeline’ template

BtDG PPT

On the Move PPT (from AS)

KT 156-157 (Migration)

Booming Bangalore A3 sheet – completed in lesson 10

KT 154-155 (South Africa)

Parrot 194-197

Intro to Apartheid: http://www.youtube.com/watch?v=8VR5inB7IBA&feature=related

2x Apartheid videos in Resources folder – there are plenty on You Tube!

Pictures of Apartheid: http://www.bbc.co.uk/news/in-pictures-18242214

‘The Development Gap within South Africa’ A4 summary sheet

‘South Africa Timeline’ template

Q: In 500 words explain why there is a development gap in South Africa.

Q: In 500 words, explain why South Africa is becoming a more unequal society.

Exam Q: Using Figure 4 and your own knowledge explain why some groups of people within a country have a lower level of development than others. (Jun10)

Exam Q: Using named examples, examine the extent to which the development gap occurs within countries as well as globally. [15] (Jan 2012)

12 What are the positive and negative consequences of

“Students should weigh the positive (often social and economic) against the negative

BtDG PPT

Global Challenges for the Future PPT (from AS)

Finish ‘China Bridging the Gap’ A3 sheet

countries moving out of poverty?

“There are positive and negative consequences for countries which are developing and reducing poverty; as development and the environment are rarely compatible unless carefully managed, for example India or China”

(often environmental and social) consequences of countries moving out of poverty”

Refer students back to their work on ‘Global Challenges for the Future’ completed in AS Unit 1 – particularly ecological footprint

Case Study: China – start with ‘Bridging the Gap Consequences in China’, then complete ‘China Bridging the Gap’ A3 sheet using China section of DVD “China and Brazil: Tales from Two Cities” (TV Choice), KT 157-158, PPT and Internet.

KT 157-158

‘Bridging the Gap Consequences in China’ worksheet

‘China Bridging the Gap’ A3 sheet

China section of DVD “China and Brazil: Tales from Two Cities” (TV Choice)

Emerging Superpowers: India and China (Miller and Warn, 2010: Geographical Association)

GF238 China air pollution

GF239 China water pollution

GF190 Global economic Impact - China

Exam Q: ???

Reducing the ‘development gap’: How might the development gap be reduced and by whom?

13 What are the main theories and approaches that underpin attempts to reduce the development gap?

“There are a range of theories and approaches that underpin attempts to reduce the development gap (For example Modernisation and Neo-liberal, Marxist and Populist approaches, against grass roots approaches); these tend to be mutually exclusive”

“Students should develop an understanding of why private, public and voluntary organisations may have different philosophies in resolving the development gap; and that each may develop initiatives that reflect these philosophies”

Start with ‘Theories and Philosophies of Development’ matching exercise, then discuss with reference back to ‘Chronology of Development Theory’ A3 sheet from lesson 3 & 4; Modernisation Theory (Rostow), Neo-liberalism, World Systems theory (Friedmann and Myrdal), Marxism, Populist, Post-Development Theory (also see PPT and Edexcel Revision Guide)

Refer students back to the Global Players and Development Gap card sort completed in lesson 5, then complete ‘Key Players in Development’ worksheet

BtDG PPT

KT 158-160

Parrot 192-193

Edexcel Revision Guide

‘Theories and Philosophies of Development’ worksheet

‘Chronology of Development Theory’ A3 sheet (from lesson 3 & 4)

‘Key Players in Development’ worksheet

Complete ‘Key Players in Development’ worksheet

Exam Q: Using named examples, evaluate the success of two contrasting strategies used to narrow the development gap. [15] (Jan 2011)

14 & 15 What are the characteristics of top-down and bottom-up aid and investment strategies, and how do they compare?

“Aid strategies including top-down, capital-intensive, tied aid, government led (for example

“Students should investigate the differences between investment and aid; and how the nature of investment and aid can reflect the source, nature and expectations of the investor or donor and their relationship with the recipient”

Introduce aid, investment, top-down development and bottom-up development

Set homework – see homework

Development Case Studies & Synoptic practice:

BtDG PPT

Aid (Extra Material) PPT

Parrot 206-213

KT 160-163

‘Aid or Investment?’ worksheet

http://news.bbc.co.uk/1/hi/business/4662297.stm

Photocopied booklets of Parrot 207-213 (synoptic resources)

ICT access preferable

Complete ‘Aid or Investment?’ worksheet, including researching two NGOs involved in the giving of aid.

Synoptic Question from Parrot p213:

Outline and justify the criteria you would use to evaluate each of these

Pergau) approaches; contrasted with local, ‘bottom-up’ approaches (for example the work of NGOs, UNICEF and local democracy in Kerala), in terms of funding source, aims and winners and losers”

Provide all students with photocopy of Parrot 207-213, put into seven groups, allocate each group one of the seven projects, each group produces an informative and engaging PPT (or poster if no ICT) that must address:

o Name and locate project o Background, key facts and figures o What issues is it trying to address? o Aid (type?) or Investment? Who from? o Top-down, bottom-up or populist? o Role of technology? o Benefits (S.E.E.P?) o Problems (S.E.E.P?) o Has it been a success? What criteria did

you use to evaluate the project? o Is it sustainable? Future?

Groups then present to rest of the class who make notes on the relevant photocopied page.

For homework students complete the Synoptic Question from Parrot p213.

Politics not Aid in Honduras article

GF114 Three Gorges Project

GF163 Burkina Faso

projects. (12)

Using these criteria, evaluate: (a) the development projects in this unit (b) whether aid, investment, or populist policies are more effective in achieving development. (18)

Based on your evaluation, would you recommend that future development projects be managed in a top-down or bottom-up way? (10)

Exam Q: Suggest how the information shown can be considered as both good and bad news for the developing world. [10] (Jan 2011)

16 & 17 What role do trade, investment and economic growth play in reducing the development gap?

“Trade, investment and economic growth have a role in reducing the development gap, but this is controversial and there are alternative approaches, for example fair trade”

“Students should weigh up the different trade and investment strategies in terms of their success in reducing the development gap, and their impacts on different sections of society (including the role of Governments, the WTO and TNCs, and the role of SAPs and the HIPC initiative), for example the RICs and their share of global trade”

Refer students back to work covered on global players in the development process in lesson 5, revise how global players can cause the gap and then think about how they might be able to reduce it.

There are four important tasks to be completed:

1) ‘The HIPC and Debt’ worksheet – refer students back to their work on debt and SAPs in lesson 3 & 4 (‘Chronology of Development Theory’ A3 sheet) and in lesson 7 & 8 (‘Uganda Case Study’ A3 sheet), then complete worksheet (cover or homework).

2) ‘The Importance of Trade’ card sort – refer students back to their work looking at the

BtDG PPT

KT 163-166

Parrot 156 (WTO), 186-189

‘Global Challenges’ text book – SAPs p248-249 (PDF provided in lesson 3 & 4

‘The HIPC and Debt’ worksheet

‘Importance of Trade’ card sort

Globalisation PPT (from AS)

Global Groupings PPT (from AS)

A Fairtrade Future article

How Fair is Fairtrade article

Fairtrade Task sheet

Faritrade Websites sheet – plenty of links to useful websites!

The Chocolate Trade Game – another classic, but unlikely to have the time! http://learn.christianaid.org.uk/YouthLeaderResources/choc_trade.aspx

http://www.bbc.co.uk/news/busi

Complete the four tasks.

Managing Trade and Trade in Uganda homework (see PPT)

Exam Q: ???

benefits of trade and the role of TNCs in lesson 6 – why is trade far more effective than debt cancellation and aid, in the long-term, in enabling countries to develop? Students complete the card sort in three stages, and then complete the two homework tasks on PPT. Discuss Fairtrade, but probably not time to do a full lesson on it (most should be familiar with it from lower down school) – show a couple of clips and provide resources for their notes.

3) ‘International Trade Agreements and Initiatives’ A3 sheet – refer students back to work from ‘Global Groupings’ in AS Unit 1, specifically the ‘Global Groupings Worksheet’ A3 worksheet, then use AS notes, KT, Parrot and the Internet to complete in detail.

4) ‘The WTO and Subsidies’ – provide photocopies of Parrot p156, then answer questions on worksheet (cover or homework).

ness-12925024

‘International Trade Agreements and Initiatives’ A3 sheet

Photocopy of Parrot p.156

‘The WTO and Subsidies’ worksheet

GF49 TNCs – problem or solution

GF136 Brazil Trade

GF57 Reform of the Cap

GF12 Trade in Oil

GF78 Third World Debt

GF117 NAFTA

GF161 Global Shift

GF158 Free or fair trade?

18 What is the future of the development gap?

“For some, the future of the development gap is a stark one, unless difficult choices are made by a range of players, many of whom have conflicting priorities”

“Students should investigate future trends in poverty, based on the range of actions that could be taken”

Each of the proposed ways of reducing the development gap has its merits and advocates, and each is likely to conflict with other approaches.

Students are to complete the final (!) A3 sheet ‘Future Actions for Development’ using KT 167-173: Debt cancellation, tourism, technology, legal rights, South-South links, Millennium Development Goals

Which single action do you think is likely to contribute most to the narrowing of the development gap? Why? Write a detailed letter to the Prime Minister to persuade him of your view on this issue, using real examples to support your argument.

Complete ‘Review Questions’ on KT p173

BtDG PPT

KT 167-173

Parrot 214-217 (MDGs)

GF186 Millennium Goals

www.un.org/millenniumgoals

‘Future Actions for Development’ A3 sheet

Review questions KT p173

GF219 China in Africa

Complete the ‘Future Actions for Development’ A3 sheet

Review Questions KT p173

Exam Q: Using named examples, evaluate the success of two contrasting strategies used to narrow the development gap. [15] (Jan 2011)

Exam Q: Suggest why the people shown have contrasting views on the priorities for development. [10] (Jan 2012)

Congratulations!