KS3 geography Unit 16
It is a complex and ever-changing topic, so this page explains the terms and
provides links to resources for the Unit.
Provide pupils with a selection of statistical charts and maps (including
topographical maps or access to a mapping package/GIS with similar data),
which show world patterns of development. Ask pupils to study the data
carefully and to note what it shows. Ask them about their initial reactions to the
patterns they identify.
Free GIS mapping tools
Google Earth
SmartDraw mapping software
Introduce pupils to a variety of development indicators, eg GNP, GDP, HDI, and
measures, eg life expectancy, education enrolment, educational attainment, real
GDP per capita, GDI. Ask pupils to transform the data into a variety of
charts/diagrams/maps, appropriate to their abilities. This activity provides an
opportunity to introduce techniques of measuring relationships/correlating
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variables. A range of development indicators can be provided in a mapping
package/GIS. Pupils can search for patterns or classify the data and look for
relationships. This can be achieved in different ways, eg best for MEDCs, best for
LEDCs, economic, social. As a summary, ask pupils to record and justify the four
indicators they think will be most useful for showing the world pattern of
development.
Definitions
GNP – Gross National Product: the total market value of goods and services
produced by all citizens and capital during a given period (usually one year).
GDP - the total market values of goods and services produced by workers and
capital within a nation's borders during a given period (usually one year).
HDI - The Human Development Index combines with an economic measure,
national income, with other measures, indices for life expectancy and education
GDI – Gender Related Development Index
MEDC - More Economically Developed Country, for instance, those with a high
GDP, such as the UK, USA.
LEDC - Less Economically Developed Country, based on economic indicators.
Discuss with pupils the terms MEDC and LEDC. Ask them to assess how these
two groups of countries are represented by the indicators. How might different
groups of people interpret these terms?
Developed country describes countries that have a high level of development
according to certain criteria. Economic criteria tend to dominate - one such
criterion is income per capita and countries with a high GDP per capita are
described as developed countries. Another economic criterion is industrialisation
- countries in which the tertiary and quaternary sectors of industry dominate are
described as developed. The Human Development Index, which combines with
an economic measure, national income, with other measures, indices for life
expectancy and education has recently become significant.
World map showing the Human Development Index as presented by the United Nations in 2008. ©Wikipedia
Through a selection of case studies help pupils to explore what the development
indicator statistics might mean for different people in particular localities, eg Are
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the experiences of some people more visible than those of others? Are there
dangers of generalising and, therefore, of stereotyping people from particular
places? Are economic measures necessarily a good indicator of 'quality of life'?
Organise pupils into groups to carry out choropleth mapping exercises which use
a range of indicators at different scales, eg local (such as wards in a city),
national (different regions), and European and global (different countries). Ask
each group to present their maps, talk about the indicators they have used and
describe and attempt to explain the patterns their maps show. Ask them also to
reflect on the usefulness/level of accuracy of the maps as a means of displaying
the information. Alternatively, if a mapping package/GIS with a range of maps
and related data is available, ask pupils to establish a series of enquiries and
then predict and plot the distribution of key indicators. Pupils can then identify
countries or areas which match predicted relationships and plot an indicator(s)
which enables them to answer the enquiry.
Choropleth mapping
A choropleth map is a map which shows regions or areas which have the same
characteristics.
How to Make a very simple Choropleth Map
1. Each dot represents a child playing in the park.
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Number of children in
each square
0-1
2-3
4 and over
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Density
Shading
low
medium
high
light
medium
dark
2. Now colour in the squares according to the shade indicated in the table
above.
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3. Now look at your results. Why do you think children are not spread evenly
across the park? One answer might be that there are some swings / slides
etc. located in this area.
Organise pupils into groups to play a 'world trade game'. This provides a
framework for understanding the complex relationships of international trade
and will raise issues about inequalities (unit 18 'The global fashion industry' uses
a similar game). Carry out a class debriefing at the end of the game. Draw out
real examples of situations that occurred while the game was being played,
stressing possible reasons for differences in development. What are the different
perspectives of people in MEDCs and LEDCs? What are the key questions from
the point of view of producers in LEDCs? It may be appropriate to discuss with
some higher-attaining pupils some of the causes of differences in states of
development.
World trade games can be found on our worksheet ‘What is development?’.
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