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Key Enquiry Question 3: What are the consequences of globalisation for global development and the physical environment and how should different players respond to its challenges? Lesson 13 LO: To be able to examine how globalisation has complex outcomes for development and the environment. Concept Checker: 3.7a. Economic measures (both single and composite indices) of development (income per capita, economic sector balance) contrast with those focused on social development (Human Development Index (HDI), Gender Inequality Index (GII)) and environmental quality (air pollution indices). Key terms: Absolute poverty Millennium Development Goals Relative poverty Informal sector

What does the term development mean? In pairs, write down your thoughts.

Development Cable Pupils to read through the Key Concept insert on page 198 and summarise what is meant by development as a complex process. Will need to look at figure 14.3 as well to see how social changes sometimes follow when the world’s poorest farmers receive a boost in earnings.

Measuring development There are different ways of measuring development. Traditionally this was done by looking at a countries GDP. However this no longer works. The distribution of people living in poverty, as well as elite groups, has become more complex in the era of globalisation.

Economic Indicators Economic indicators focus on the wealth of a country. To standardise them they are measured in US dollars

Economic Measures of development and welfare Pupils to explore GDP and sectors balances of named countries after reading pages 198-199.

Human Indicators Human development indicators are used to assess the well-being of a nations’ people.

Social Measures of development and welfare Pupils to explore GII and HDI measures for named examples after reading pages 199-200

Environmental Indicators Environmental indicators are used to assess the environmental quality of a nation’s people. Challenge – explore an index of air pollution Pupils will research and summarise how their chosen example works and compare from the named examples.

Over to you Using your A3 maps, you will identify your example countries, annotate with the measures you have explored, and compare the levels of development between your examples. Named countries – UK, USA, Japan; Nigeria, China, Ukraine; Angola, Afghanistan, Ethiopia

Introduce to pupils the MDGs and share on Showbie the Guardian article about progress made from the goals. http://www.theguardian.com/global-development/datablog/2015/jul/06/what-millennium-development-goals-achieved-mdgs

And introducing… Plenary - Pupils to suggest why the sustainable development goals focus on the 17 key areas from this slide.

Homework Read the geofile on the development gap. Answer the exam style questions to show your comprehension of your reading.