Dependency 2 lessons (2 Key idea 2.3 Approaches to development vary in type and success. Suggested learning objectives: To know the difference between top-down and bottom-up development projects. To understand the different characteristics of top-down and bottom-up development projects. To understand the advantages and disadvantages of different approaches to development. 2.3a Characteristics of and bottom-up strategies in terms of their scale, aims, funding and technology. The processes and players (Transnational Corporations (TNCs), governments) contributing to globalisation and why some countries have benefitted more than others. 2.3b Advantages and disadvantages of different approaches to development: NGO led, intermediate technology, governmental organisation (IGO)- funding large infrastructure and investment by TNCs. Key words: Top-down Bottom-up Top Down case studies – Three Gorges Dam, China OR Madeira River Project, South America. Bottom-up case studies – Project Peru Intermediate technology case studies – Mukri, Bangladesh OR Kenya Starter - Create a bingo style grid with the different definitions for the types of aid. Put images of the different types of aid on a PowerPoint and get student 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. Split students into groups of 3-4 and provide a series of fact sheets (each group has a different type of project) based on the following type of aid projects: Top-down development projects: OR Bottom-up development projects: OR Provide each 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 aims of the project? Who is the project at? Does it focus on the real needs of people? Is it appropriate? Does it give support to who need it? Are people better off because of it? What funding is used to enable the implementation of the project?
1 lesson (1 hour) Key idea 2.5: Globalisation causes rapid economic change in the emerging country. Suggested learning objectives: To understand the role of globalisation and government policy in the development of India. 2.5b The role of globalisation (advances in communications and transport technology, TNCs and outsourcing) and government policy (receipt of tied or multi-lateral aid, education and infrastructure investment, pro-FDI policy) in the development of the chosen country. Key words: Tied aid Multi-lateral aid Infrastructure TNCs Outsourcing Starter Powerful Images – Show a thought provoking image like women sifting through the rubbish tips and ask students to create two questions – Who? What? When? Where? Why? How? Main activity Set up a series of learning stations that allow students to investigate the impacts of rapid development in India. The learning stations could be focused on the following: Infrastructure - Mumbai’s eastern freeway, trains and solar park in Gujarat Urbanisation – metro cities Education – online education and distant education Healthcare - National Rural Health mission Power - the Eleventh Plan (2007-12) Tourism. Students circle the room gathering the information on the positive and negative impacts from the six different sectors. Students then produce a detailed mind map of the impacts categorising them firstly into economic, social and environmental. Then highlighting which are positive and negative. Provide opportunity for a class discussion to review students understanding. Plenary Chinese whispers - In groups or a class, send whispers round summarising the learning. Compare the end result with the summary and then explore the learning, maybe referencing communication, memory and listening.