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Globalisation and development

Key Questions Knowledge, Understanding, Skills, Content Activities Resources
·        What is Development?

·        What are Quality of Life and Standard of Living?

·        to have an understanding of what development is

·         to give students an understanding of the complexity of the topic

·         to have an understanding of the terms QoL and SoL

·         to appreciated that QoL and SoL are not necessarily linked

·         Powerpoint presentation of images of developed, under-developed and un-developed areas of the world set to Band Aid’s ‘Do They Know It’s Christmas’ to aim to start a discussion on what development is

·         Introducing Development powerpoint

·         Students copy down a definition of QoL and SoL

·         Prep: complete a title page for Development

·         Powerpoint presentation of development images

·         Introducing Development powerpoint

·         What do under-developed places look like?

 

·         to appreciate that ‘under-development’ can have many different images ·         Groupwork: students work in groups of 4-5. Each group is given a picture of an under-developed area and will answer the questions in the boxes around the image.  After about 10-12 minutes, students will feed back their thoughts and ideas on their image.

·         Prep: the world compared worksheet

·         Groupwork images on paper and on powerpoint

·         The world compared WS

·         Can we map development? ·         to understand that we can map development around the world: the rich North and the poor South

·         to know what the Brandt Line is and where it can be found

·         read p.20-1

·         complete Q.1-7

·         Geog.3
·         How can we measure development? ·         to understand how we can measure development

·         to appreciate that some measurements are more effective than others

·         talk through ways in which we measure development and what each indicator means

·         students write a development report for Japan or Bangladesh to reflect learning of the above task

·         in pairs, students cut out the nine boxes and put them into the order that they believe is most important in terms of development

·         complete ‘Indicators of Development’ WS from the Teacher’s Pack

·         compare Ghana and Nigeria on ‘African Contrasts’ WS from the Teacher’s Pack

·         Indicators of development sheet

·         Development report worksheets

·         boxes of development factors

·         ‘Indicators of Development’ WS

·         ‘African Contrasts’ WS

·         What effect has History had on development?

·         What is the development gap and how has it grown?

·         to understand what the development gap is and how it has grown over time

·         to appreciate the direct impact History has had on the rate of development in LEDCs

·         read p.22-3

·         complete Q.1-3

·         read through ‘Carving up the Colonies’ WS

·         complete ‘Are the poorer countries catching up’ WS

·         Geog.3 books

·         ‘Carving up the colonies’ WS

·         ‘Are the poorer countries catching up’ WS

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·         How important are women in the process of development? ·         to appreciate that women are not always given the same value and respect in LEDCs as they are in MEDCs

·         to understand that development is often linked to women’s education

·         go through worksheet and answer questions as a class ·         Women and Development WS
·         What is Third World Debt and why is it a problem? ·         to understand what Third World debt is, why it occurred and why it is a problem ·         read p.26-7 in Geog.3

·         complete Q.1-3

·         Geog.3 books
·         Should we cancel Zambia’s debt? ·         to begin to understand the complexity of issues that surround the nation of Zambia

·         to go through the decision-making process of whether or not Zambia’s debt should be cancelled

·         locate Zambia on a world map

·         do mapwork

·         set up task by reading task sheet

·         students to complete tasks in groups

·         atlases

·         maps

·         task sheet

·         What is Ghana like as a country? ·         to examine a Development Case Study ·         read p.24-5

·         complete Q.1-5 in groups

·         higher ability complete Q.6 for prep

·         Geog.3 books
·         What is Aid? ·         to understand the types of aid

·         to understand that not all types of aid are beneficial to all the people

·         brief Q&A to establish what Aid is

·         read p.90 in Interactions

·         complete Q.1-2 and Extra

·         read p.92 in Interactions

·         complete Q.1

·         play ‘The Road to Development’ game

·         PP to show the types of aid

·         Interactions sheets

·         ‘The Road to Development’ game

·         What charities exist to help poorer countries? ·         to understand what charities do and why it is important to help them ·         Read through task sheet

·         Students to then research a charity of their choice and answer the questions

·         task sheet
·         Where does our coffee come from? ·         to understand where our coffee comes from and how it is made ·         show Programme 2 of ‘Geldof in Africa’ series

·         read p.80-1 in Geog.3

·         complete Q.1-3

·         Geldof in Africa

·         Geog.3

·         How easy is it for coffee farmers to survive? ·         to understand that it is difficult for a lot of coffee farmers to make a living ·         read p.82-3 in Geog.3

·         discuss Q.1-5

·         students to complete Q.1-2 & 4-5

·         Geog.3
·         What is fair trade? ·         to begin to realise what fair trade is and why it is necessary ·         read p.86-7

·         discuss all questions

·         complete Q.1-3

·         Geog.3
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