Year 9 Geography Work – 2nd June 2020: The Changing Economic World

Introduction:

The Changing Economic World is the first of your GCSE topics. It is quite challenging, as it requires a good understanding of development as a whole, the things that may impact it, and ultimately how it can be made more even. At Rastrick, you learn the initial understanding of development in the first section, before looking at two detailed case studies – one abroad (Nigeria), and the UK.

Section 1: The Development Gap

The key understanding in this section is that development is a process, and countries all develop at different rates at different times. This is usually due to a range of factors that can be loosely categorised as social (people), economic (financial), environmental (the natural environment), and political (usually concerning past governance). In order to judge whether a country is developed, we can use a range of basic measures.

Tasks:

1. Complete the glossary below. Use google to help you with the definitions. 2. Describe the two maps below in the space provided. The first one shows GNI (gross national income) and the second HDI (the human development index). Remember to describe the pattern across the world, making reference to the key of the map and specific countries and continents.

Key Term Definition GNI – Gross National Income HDI – Human Development Index Life Expectancy

NEE – Newly Emerging Economy GNI per Capita

2a.) Describe the pattern of GNI per capita across the world.

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2b.) Describe the pattern of HDI across the world.

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3. Are these both accurate measures of development? Explain your answer.

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Section 2: The Demographic Transition Model

The demographic transition model shows changes over time in the population of a country. It is split in to five stages, each being an important transition in the social development of a country. The DTM is an important model to understand in order to grasp some of the more serious concepts in this unit.

Tasks:

1. Look at the diagram below. Do some research on each stage of the DTM and fill it in below the relevant column. 2. Sort the countries below into the correct stage in the table below and use google to provide some statistics on them; for example birth / death rates and GNI per capita. USA Afghanistan Rainforest Tribes Nigeria Germany

The demographic transition model:

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5

Stage Country Example Description of Country (BR/DR/GNI) 1

2

3

4

5

Section 3: Population Structures

Geographers don’t simply look at population numbers – they also look at population structures. This means the amount of people in each demographic (or age range). The most common way of representing this in GCSE exams is through population pyramids. These show the percentage of the population at each age range in each gender. For example, if the age range of males ages 10-14 is “5”, this means “5% of the whole population”. This is an important understanding – you must be aware that this is not represented in millions etc.

If the pyramid is wide at the bottom, this means the country has a large number of young dependants. These are people below working age (16 is legal working age) and therefore depend on adults to provide for them either through family members or tax. If the pyramid is wider at the top, it means the country has a large number of elderly dependants. This means demand is a little different – with young populations, more schools and nurseries, teachers and care workers are needed. With elderly populations, more doctors, care homes etc are required.

Tasks:

1. Write a comparison between the population pyramids for Uganda and Germany from 2014. Try to compare direct numbers / demographics where you can. 2. Use the stages image below to describe how population pyramids change throughout the demographic transition model.

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Describe how the shape of the pyramid changes through the DTM and what this means.

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Section 4: Causes of uneven development There are many reasons why countries develop at slower rates than others. Physical causes are largely factors that concern weather and climate (for example frequency of tropical storms). These factors make it difficult for countries to address basic issues such as clean water and food, let alone begin to develop rapidly. It can also stretch to resources – for example countries with a wealth of oil (e.g. Qatar) or Coltan (Democratic Republic of Congo) have the potential to develop quickly as they have a valuable resource. Economic causes largely revolve around trade (but can link to natural resources) and how well connected a country is. Better connections mean better / cheaper products in return, making development quicker and cheaper. Historical causes are things such as the slave trade and colonialism. While allowing some countries the ability to develop rapidly, they ultimately starved others of this. Task: Produce a detailed mind map showing the causes of uneven development. You should explain how each of these causes uneven development, and categorise them into physical, economic or historical.

What causes uneven development?

Section 5: Uneven development - Wealth Uneven development ultimately leads to lots of issues for either the country concerned, or countries further afield (generally through a knock-on impact). It leads to disparities in wealth and health, and can lead to mass migrations of populations searching for a better quality of life. Task: Produce a case study on China looking at how it has developed. In this you should include information on the populations’ income changes, their overall wealth, products exported and imported. You can use the sources below to help you do this:

• Youtube • Netflix (documentary called ‘History 101’ has an episode entitled ‘The Rise of China’) • https://en.wikipedia.org/wiki/Economic_history_of_China_(1949%E2%80%93present) • https://www.imf.org/external/pubs/ft/issues8/index.htm

Section 6: Uneven development – Health Levels of development are closely linked to health. LICs are unable to invest in good-quality healthcare. In the world’s poorest countries healthcare is often patchy, with good provision in the capital cities but extremely poor provision in rural areas. There is a wide disparity between causes of death in HICs and LICs.

Task: Read through the statements below and classify them in to the two columns below. • 4 in every 10 deaths are among children under 15 years old, and only 2 in 10 deaths are people over 70 • 7 in every 10 deaths are amongst people aged 70 or older • Lung infections are the only main cause of death • Complications of childbirth are one of the main causes of death in children under 5 • Only 1 in every 100 deaths is a child under 15 • Main causes of death are chronic diseases such as heart and lung disease, cancer, dementia or diabetes • Infectious diseases are the main causes of death; HIV/AIDS, diarrhoea-related diseases and malaria combine to cause 33% of all deaths Low-income countries High-income countries

Section 7: Migration Mass migrations can both cause and be caused by uneven development. Loosely defined as ‘movement of people between places’, it can be broken down further in to categories to give a little more clarity. For your GCSE, the two main focus areas are refugee movement (e.g. middle east to northern Europe) and economic migration; a case study for which is eastern European migrants moving to the UK for work. Tasks: 1. Use google to match up the definitions for different types of migrants. 2. Research the refugee crisis in Syria and write a short explanation of the push (reasons that cause them to move out) and pull (reasons that attract them elsewhere) factors for this particular type of migration.

3. Watch the video entitled ‘Poland: Mass Emigration Focus on Europe’ and write a summary of why economic migration from Europe occurs. Types of migration Immigrant A person forced to move from their home but who stays in their country of origin

Emigrant A person who moves voluntarily to seek a better life, such as a better paid job or benefits like education and healthcare

Economic Migrant A person forced to move from their country of origin often as a result of civil war or a natural disaster

Refugee A person who moves out of a country

Displaced Person A person who moves into a country Push and Pull Factors from Syria: ______

Migration from Eastern Europe

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Section 8: Reducing the Gap Reducing the development gap has been a global objective for some time now. The gap between poor and developed countries in 2020 is greater than ever; despite recent changes in some countries, the vast majority of LICs are decades behind HICs on many fronts. Your mind map should show some of the causes of this (although there are literally hundreds!), but this time we are looking at potential solutions. Task:

Below are a range of strategies aimed at reducing the development gap. You should choose two of these strategies, research and produce some information on them, and then analyse them for their strengths and weaknesses. This should be a detailed piece of work that fully explains how these strategies reduce the gap, but also which elements of it may reduce its effectiveness. Strategy 1: Investment Many countries and Trans-National Corporations (e.g. Disney, Coca-Cola, Nike) choose to invest money in LICs to increase their profits. Investment can involve the development of infrastructure such as water supply, roads and electricity, the construction of dams, improvements to harbours and ports, development of new industries, and (crucially) employment. These companies support development of economies, forge new trade links, and begin to involve local people. Investment is not a loan – this is something than benefits countries long term. Good examples of this are hydro-electricity projects in The Democratic Republic of Congo, Walmart in South Africa or power generators in Nigeria. Strategy 2: Industrial Development Industrial development brings employment, higher incomes and opportunities to invest in housing, education and infrastructure. This is called the multiplier effect (below). Countries such as Malaysia, Brazil, Mexico and China have all followed programmes of industrialisation to achieve their current levels of development. A good example of this is car manufacturing in Malaysia. Strategy 3: Tourism For some countries, tourism has helped reduce the development gap. Countries with tropical beaches, spectacular landscapes or abundant wildlife have become tourist destinations. This has led to widespread investment in local infrastructure from abroad, and subsequently employment. Several countries in the Caribbean, such as the Bahamas and the British Virgin Islands, and Indian ocean islands such as the Seychelles and the Maldives have become highly dependant on tourism. This can be an advantage and disadvantage. Tourism can generate a lot of income and create lots of jobs, but in times such as now with COVID-19 or even in the winter, tourism can all but disappear.