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S1 MODERN STUDIES

CATHKIN HIGH SCHOOL

HUMANITIES

THE DEVELOPING WORLD

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What and where is the developing world?

I will:

Identify where the developing world is.

Describe some of the problems faced by people in the developing

world.

Compare ‘development indicators’ of the UK with a developing country

of your choice.

‘Developing’ is the term we use for countries considered poor (i.e. not yet

developed). Most of the countries found in the North of the world are

developed. They are often called North, Rich, More Economically Developed

countries (MEDCs) or Developed. You may also sometimes hear them referred

to as ‘First World’ countries.

Most of the countries found in the Southern half of the world are considered

poor and they are most often referred to as South, Poor, Less Economically

Developing Countries (LEDCs) or Developing. They are also sometimes known as

‘Third World’ countries.

However, not everybody who lives in the south experiences poverty. Some

people live in comfortable houses, wear good clothes and eat good food, so to

say that everybody who lives in the south is poor would be exaggerated.

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Task

Glue the following blank world map handout your teacher will give you into your jotter. Read pages 28-31 of the

following website: http://hdr.undp.org/sites/default/files/hdr15_standalone_overview_en.pdf

It is the 2015 United Nations Human Development Index – a ranking of 188 countries in the world according to how

developed they are. Note down the 10 most developed countries and the 10 least developed, then label them on your

blank map by colouring the most developed countries one colour, and the least developed another. Include these

colours in your key. You will have to use the world map on page 3 to help you. Make a conclusion on your finished map.

Key

= 10 most developed countries

= 10 least developed countries

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Problems faced by developing countries

Many do not have safe sanitation facilities, clean drinking water,

heating, electricity or internet access.

There is sometimes a serious shortage of rainfall (drought) leading to a

lack of water and a serious shortage of food (famine) and starvation.

Many people in the developing world are severely underweight.

Many people are illiterate – they are unable to read and write, meaning

they find it difficult to get a good job and earn money.

Some people earn very little money and children are often forced into

working for very little instead of attending school.

Some children are forced into fighting in conflicts as child soldiers.

Housing conditions can be very poor, meaning homes and lives can be

destroyed by natural disasters such as earthquakes and tsunamis.

Schools and hospitals are basic, lack resources are overcrowded, and

there are not enough of them.

http://www.bbc.co.uk/education/clips/zcygkqt

More than 50% do not have access to clean drinking water.

There is a very high population with limited services to help them.

Healthcare is very limited and many children die of diseases which are

easily preventable in the developed world. Diarrhoea, for example, can

be a killer in the developing world, as people there sometimes cannot

replace the fluids lost with clean drinking water, whereas in the

developed world we can.

Diseases such as malaria and HIV/Aids are big killers. There is a high

death rate amongst children and life expectancy is lower than in

developed countries.

Task

1. Use some of the above information to create a poster with the

title ‘Problems faced by developing countries’.

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2. Use the following website to complete the table comparing

‘development indicators’ of the UK with a developing country of

your choice. Where the website does not provide information for

the UK, the answers are already there for you.

http://www.unicef.org/infobycountry/uk_statistics.html

Development

indicator and where

to find it

What this means UK Your chosen

developing

country:

Life expectancy at

birth (years) 2012,

(in ‘basic

indicators’)

The age in years that on

average people are expected to

live to.

Total adult literacy

rate (%) 2008-2012

(in ‘basic

indicators’)

% of population who can read

and write

99%

Primary school net

enrolment ratio (%)

2008-2011 (in ‘basic

indicators’)

% of people who are enrolled at

and attend a primary school.

Low birthweight (%)

2008-2012 (in

‘Nutrition’)

% of babies born under 5

pounds (the average baby born

today weighs 7.5 pounds, below

5.5 pounds is considered low)

Use of improved

drinking water

sources (%) 2011,

total (in ‘Health’)

% with regular access to clean,

safe drinking water.

Adult HIV

prevalence (%) 2012

(in ‘HIV/AIDS’)

% of adults (over 16) with HIV

(Human Immunodeficiency Virus

– a disease that can be

contracted through

unprotected sex and which

causes the body’s immune

system to fail and unable to

fight off other viruses such as

colds and flus)

0.3%

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Trade with the developing world

I will:

Develop an understanding of how developing countries suffer from poor

terms of trade

Much of what we buy, use and consume in the developing world – food, drink,

clothing, jewellery, and technology such as mobile phone parts – comes from the

developing world. The following maps of Africa, Asia and South America show

what each country’s most valuable export (things they sell) is:

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Poor trade terms for developing countries mean they are taken advantage of by

developed countries for the resources they produce and sell. Because in the

developing world they are usually desperate and it is cheaper to pay workers

there, they are forced to sell valuable goods to developed countries for cheap

prices. They have no choice. The following documentary follows a group of Brits

who go to Ethiopia in Africa to experience how coffee is produced:

https://www.youtube.com/watch?v=O3oIXoyYEj0

As you watch, note down any observations you make or questions you have and

we will discuss these afterwards. Try to note at least 3 questions / comments.

Case study of trade – bananas

Ecuador is a country in South America. One of its most key exports is bananas.

http://www.bbc.co.uk/education/clips/z36g9j6

http://www.bbc.co.uk/programmes/p00w4pfx

Your teacher will give you cards explaining the various stages of banana

production from their beginning in a developing country to them being sold in a

developed country using the following website.

Read these cards and estimate how much you think the people in each stage

should receive if a single banana costs 30p, before the answers are revealed:

http://cafod.org.uk/content/download/843/6730/version/3/Secondary_Fairtr

ade_enrichment-day_banana-split_game.pdf

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Enquiry Skills - Conclusions

I will

Be able to draw conclusions by analysing graphical sources

We learned how to answer conclusions questions in the Living in a Democracy

unit. As we go up the school, you will be asked to make conclusions on specific

bullet point headings, and you will also have to provide evidence from the

sources to justify your conclusion. Make and justify conclusions on the given

headings using sources 1 and 2 below:

Source 1

Make and justify one conclusion with evidence about the following heading:

The largest region of undernourished people

Conclusion Structure

Make a conclusion – ‘One conclusion about ______(the heading in the bullet

point you were asked to make a conclusion on)______is

____________________________________________________’.

Justify the conclusion – ‘Evidence to support this conclusion is shown in source

____ where it says/shows ____________________________________’.

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Source 2 – Life expectancy in the developing world

Make and justify one conclusion with evidence about the following heading:

Life expectancy in the developing world

Conclusion Structure

Make a conclusion – ‘One conclusion about ______(the heading in the bullet

point you were asked to make a conclusion on)______is

____________________________________________________’.

Justify the conclusion – ‘Evidence to support this conclusion is shown in source

____ where it says/shows ____________________________________’.

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Enquiry skills - Options

I will:

Be able to make a decision using sources of information

Be able to justify this decision with source evidence

The UK currently gives approximately 0.7% of its overall budget to developing

countries in foreign aid (‘international development’ or ‘overseas aid’). Some

people think this should continue, whilst others think we should give less

foreign aid to developing countries. Answer the following options question.

Source 1 – UK foreign aid spending compared with other countries

Option 1

Continue with current levels

of foreign aid the UK gives

to developing countries

Option 2

Reduce the current levels of

foreign aid the UK gives to

developing countries

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Source 2 – Breakdown of UK Government spending

Source 3 – Selected views on an internet forum on UK overseas aid

‘There are people in the UK living in poverty too – why should our government use

our taxes to help people overseas when many of us need it too? That money could

be spent on our health and education’ - Jason

‘We must continue to meet current overseas aid levels as we have a moral

responsibility to help people in developing countries who need it most’ - Ann

‘We can afford to spend money on international development – spending on

foreign aid is only a tiny proportion of our overall spending. We’re a rich country

– we should be able to help others and still help ourselves’ – Gary

‘We already spend more than a lot of other countries on overseas aid as a

percentage of our overall budget, we shouldn’t stop foreign aid altogether but we

should reduce it’ – Louise

‘We must help developing countries but aid should be cut as it’s not helping – it’s

just teaching them to rely on us too much instead of helping themselves’ - Ben

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Options structure

Remember we also introduced Options in the Living in a Democracy unit. Look

back if you need to remind yourself of how to answer, but here is the structure

again:

Use the following template to help you answer, filling in the red with source

evidence:

I choose Option _____, to _______________________________.

I chose this option as Source ____ says “evidence that backs up your option”,

which is backed up by Source ____, which shows that ‘more evidence to back up

your Option’.

I chose this option as Source ____ says “evidence that backs up your option”,

which is backed up by Source ____, which shows that ‘more evidence to back up

your Option’.

I chose this option as Source ____ says “evidence that backs up your option”,

which is backed up by Source ____, which shows that ‘more evidence to back up

your Option’.

Try to provide between 2 and 4 pieces of evidence in favour of your option.