Scheme of Work for Topic 5: Global development Lessons Key ideas and learning objectives Content (vocabulary, concepts, processes, ideas) Place exemplification Integrated skills Teaching activities and resources 1–2 lessons (1–2 hours) Key idea 5.1 Definitions of development vary as do attempts to measure it. Suggested learning objectives To know the different definitions of global development. To understand how different factors contribute to human development of a country. 5.1a Contrasting ways of defining development, using economic criteria and broader social and political measures. 5.1b Different factors contribute to development of a country: economic, social, technological, cultural, as well as food and water security. Key development (social, economic and political) life expectancy death rate birth rate Gross Domestic Product (GDP) inequality corruption Student could compare the UK (developed country) with India (emerging country) and Afghanistan (developing country). Starter Ten Students to write ten words they associate with the term global development. Students share ideas with justification for their chosen words. Main activity Show definitions for social development, economic development and political development as a match-up activity. Review students’ suggestions for these key terms. Can they offer an example for each type of development? Introduce the development indicators (life expectancy, education, death rate, birth rate) and get students to create a mind map using examples from developed, emerging and developing countries. Students suggest reasons for the difference in the development indicators. Provide question to encourage higher order thinking skills. Plenary Reflection pyramid: Students write three key terms they have learned from the lesson, explain two of the key terms and suggest a follow-up question for the next lesson. 1 lesson (1 hour) Key idea 5.1 Definitions of development vary as do attempts to measure it. 5.1c How development is measured in different ways: Gross Domestic Product (GDP) per capita, the Human Student could compare the UK (developed country) with India (emerging country) and Comparing the relative ranking of countries using single versus Starter Scramble: Provide the definition of Human Development Index (HDI) as a scrambled phrase. Students try to the words to form the correct definition.
1 lesson (1 hour) Key idea 5.2 The level of development varies globally. Suggested learning objectives To have an awareness of the factors that have caused spatial variations in the levels of development. 5.2b Factors (physical, historic and economic) that have led to spatial variations in the level of development globally and within the UK. Key words inequalities spatial Interpreting choropleth maps. Starter Match-up: Give students a series of pictures and statement cards that represent the key reasons for variations in global development. Once matched, review and discuss as a class students thoughts. Main activity (1) From the starter activity, get students to produce a mind map with the different factors and their own illustrations. Students number the reasons on mind map in rank order from the factor they believe has the greatest to least effect on variations in development. Main activity (2) Comprehension task looking at why are variations within the UK: Plenary My word: Give students (or let them choose) a word related to the lesson. One student chooses someone in the class to give the meaning. That student then chooses another student to pose a word. 2 lessons (2 hours) Key idea 5.3 Uneven global development has had a range of consequences. Suggested learning objectives To appreciate that uneven global development has a 5.3a Impact of uneven development on the quality of life in different parts of the world: access to housing, health, education, employment, technology, and food and water security. Key words UK Brazil Starter True or A review exercise on the definition of the key development indicators: life expectancy, death rate, birth rate, etc. Main activity Provide two contrasting stories on the quality of life in the UK and Brazil. Make references to the following quality of life indicators: education (average years in education and literacy/illiteracy rate), access to Internet, doctors per 1,000 people, calorie consumption, % with access to clean drinking water, life expectancy, car ownership and employment rates.
range of consequences. literacy life expectancy Students produce a concept map to show the differences in the quality of life between the two stories and suggest how the differences have consequences for people. Plenary Top five: Students write five sentences to summarise their learning for the lesson. 2–3 lessons (2–3 hours) Key idea 5.4 A range of strategies has been used to try to address uneven development. Suggested learning objectives To recognise the different types of international strategies used to reduce uneven development. To understand the possible advantages and disadvantages of top-down and bottom-up development projects. 5.4a The of international strategies (international aid and agreements) that attempt to reduce uneven development. 5.4b Differences between (government or transnational corporation (TNC) led) and development projects (community led). Their advantages and limitations in the promotion of development. Key words transnational corporations (TNC) aid top-down development bottom-up development Starter Create a bingo-style grid with the different definitions for the types of aid. Put images of the different types of aid on PowerPoint and get students to match each type of aid to the correct description on their grid. Main activity (2–3 Lessons) Discuss the differences between top-down and bottom-up development projects. students into groups of three or four and provide a series of fact sheets (each group has a different type of project) based on the following types of aid projects. Top-down development projects: or Bottom-up development projects: or Provide each group with a series of key learning questions to cover in their groups to produce a presentation on their project. Possible questions could be: What are the main points of the project? Does it focus on the real needs of people? Is it appropriate? Does it give support to those who need it? Are people better off because of it? up
context in the world. Suggested learning objectives To understand how and why the rate of development varies in India. Key words political social cultural environmental identifying the differences in life in relation to employment, housing, infrastructure and services. Then they summarise the key differences identified in a two-column table, as below: Students suggest reasons why the differences exist. Share ideas as a class and direct the discussion from the ideas expressed by students. Plenary One-minute challenge: Students tell a partner what they have learned about the unevenness of development within India. 1 lesson (1 hour) Key idea 5.6 The interactions of economic, social and demographic processes influence the development of the chosen developing or emerging country. Suggested learning objectives To know the differences between primary, secondary, tertiary and quaternary sectors. 5.6a Positive and negative impacts of changes that have occurred in the sectors (primary, secondary, tertiary and quaternary) of the chosen country’s economy. Key words primary secondary tertiary quaternary Using numerical economic data to profile the chosen country. Starter Definition Students work out the correct definition for each of the economic sectors. Main activity Give students a copy of the following table: Provide a series of case study examples for farming, the textile industry, tourism and call centres. Students summarise their findings in the table. Plenary Heads and tails: Students match up heads and tails, facts, figures and
To understand how changes to economic sectors have positive and negative impacts on India’s economy. more detailed information on the different sectors in 1 lesson (1 hour) Key idea 5.6 The interactions of economic, social and demographic processes influence the development of the chosen developing or emerging country. Suggested learning objectives To understand the characteristics of India’s trade and aid involvements. 5.6b Characteristics of international trade and aid and the chosen country’s involvement in both. 5.6c Changing balance between public investment (by government) and private investment (by TNCs and smaller businesses) for the chosen country (homework task). Key words trade aid Using proportional flow line maps to visualize trade patterns and flows. Starter True or false: A review exercise on the definition of trade (import and exports) and different types of aid. Main activity Show examples of proportional flow line for other countries. Provide a ‘how to’ guide for students on creating their own proportional flow line map. Use the data from the following website: Students produce their own maps to show the main imports and exports for India. Plenary Mime: In pairs, one student mimes key learning/ideas/concepts while the other tries to guess what it is. 1 lesson (1 hour) The interactions of economic, social and demographic processes influence the development of the chosen 5.6d Changes in population structure and life expectancy that have occurred in the last 30 years in the chosen country. Interpreting population pyramids. Starter Describing patterns: Show a graph of India’s population for males and females. Students describe the general trend of the graph using the following technique: PQE technique (the general pattern, qualifications, exceptions).