Map skills

Geology

Development

Weather and climate

World of work

The geography of the Middle East

Rivers

Population

Coasts

Tectonics

Issues of urbanisation

The geography of Africa

Ecosystems

Climate change

Life in an emerging country

Glaciation

Energy

The geography of Russia

Geography

Y7 Geography

Key Stage 3

Year 7

UNIT

In this lesson, we will be studying the social, economic, environmental and political elements of development.

What is development?

﻿Hi, my name is Ms. Earthrowl and welcome to lesson one in the key stage three unit of work on development. I'm excited to be teaching most of this unit to you, as development is a really interesting subject, but it can be quite complex. So I'm excited to explore with you the different ways in which we can understand how developed or undeveloped a country is. But to start off with, we need to answer the very important question, which is what is development? And we're going to do that in today's lesson. So please get yourself a pen or a pencil, a piece of paper, or an exercise book to write in and try and find yourself a quiet space away from any distractions so that you can focus on your learning. So gather those items, get yourself ready, and press play when you're all set to go. Welcome back. So this is the key question of today, and it's also the title. So if you want to write down on your piece of paper or exercise book, please make sure you write down what is development and underline it neatly, and then we'll be good to go. Great. So what is the answer to this question? Development is how rich or poor a country is compared to other countries. Now although this statement is true, it is a very simplistic view of what development is because it only really seems to consider how rich or poor a country is. And therefore suggest that we're only looking at the economic development or the amount of money that a country has. Now this is a really important part of development because a lot of the other factors are dependent on the amount of money available in the country to invest in improving things like services. But we do need to consider those other factors when we're trying to come up with a view of how developed nation is. Those factors are, social, to do with people, environmental, to do with the quality of the built and natural landscape and also political, to do with how the country is run. So let's go in a bit more depth to each of these, to find out what they actually mean. Economic development. So this is a level of a country's wealth and standard of living. Now, when we're looking at economic development, we are mostly looking at the amount of money that a country or a population has. So we'll be taking into consideration things like the average income. If we can work out how much on average people earn, it's a good suggestion as to how much money taxes they need to pay. And therefore, if they're paying more tax to the government, the government has more money to invest in those all important services that help improve the development of the rest of the population. We also might look at things like the type of employment. So the type of jobs that people do because this also suggests how developed a country is and how much they will earn. For social development is the level of access to services and the wellbeing of people. So it's anything to do with people. For example, the services might include things like health care, maybe the number of hospitals or the quality of this hospital and medical care provided, or it could look at education, perhaps the number of people that have the opportunity to go to school. So therefore the level at which they can access those particular services. So which two factors are considered to be an indicator of social development? Is it one, average income, two, access to education, three, access to healthcare or four, type of employment. When we're talking about social development, it is to do with people. So which term these are most likely to be to do with people and the way they live their lives. It's going to be two, access to education and three, health care. The other two options are to do with economic development and the amount of money that our country has. Environmental development is the quality of the built and natural environment. We'd consider things like access to safe, clean water. If a country's more developed, it's more likely to have clean water coming into people's houses. We also might consider waste management. If a country is more developed and it's wealthier, it has more money to invest in services such as recycling or waste refuge collection. Therefore, this is a good indicator of how developed the environment is because these obviously impact on the quality of the surrounding area. Political development is the stability of the government. Now this means how effectively the country is run and the freedom and rights of the people who live there. So we might consider things like freedom of speech or perhaps whether the people of the country have the right to vote, to say who they want to run their country and who they want in power. We also might look at the corruption levels. In a lot of countries around the world, there might be some corruption and this is where money or goods are exchanged and for favours, or to allow the leaders of the country to gain more wealth. Which two factors are considered to be an indicator of political development? Are they one, access to safe water, two, waste management system, three, freedom of speech or four, corruption levels? It would be political development would be the freedom of speech aspect and corruption levels. Really well done if you manage to remember those two. Now these are key words that we're going to be using throughout this lesson on the unit of work. So I'd like you to complete this mix and match exercise where you've got the definitions on the left hand side. Sorry, yeah, the key words on the left hand side and the definitions on the right. So economic development is the amount of money a country has. You can see that they're not directly opposite each other. So take some time now, pause the screen and write them down if you want to so that you can work out what each of these actually mean. Great, so let's see if you've managed to get it right. Environmental development is the quality of the built and natural environment. Social development is the level of access to services and the wellbeing of people and political development is the stability of the government and how effectively the country is run. If you haven't already pause the video now to make sure you can get these definitions written down. Well done for doing that, I think you'll find them really useful. Now, why is it important to include all four aspects of development rather than just looking at that economic aspect in the amount of money a country has? Well, considering more than just the wealth of the country, it gives a more rounded picture of what the standard of living in a country or area is like, using just money is considered to be relatively simplistic and a little bit unfair. So we also need to consider social, environmental and political. I want your first task of today's lesson. I want you to complete the following, there are two questions. The first one is what are the four types of development and the second, why is it important to include more than one type when deciding how developed a country is? So pause the video to complete your task and resume when you're finished. Great, Let's see if you've got them right. Now I had given you some very big clues on the screen. So did you get it? The full factors considered when looking at a country's level of development are economic, social, environmental and political. Give yourself four ticks if you managed to get all of those written down. For the second question, you may have written something like this. It's important to include more than one type of development when looking at country's level of development as it gives a more rounded picture of what the standard of living in a country is like. Using just the wealth of the country and the amount of money it has is considered to be simplistic, unfair, under misrepresentation. Very well done, and give yourself a tick if you've managed to get some of those points written down. Now notice is the I've written my answers in full sentences. That's really useful for when you want to look back at your notes in the future, because you'll know what your answers are actually referring to. Well done if you managed to write them in full sentences. You can pause the screen if you want to and make sure that you've got those answers written down in your notes. So how do we categorise countries. Now, development of different countries has been studied for quite a long time, and we've used different terms throughout history to categorise what these countries might be. In this unit of work, we're going to be using these three. We're going to use a developing country, which is defined as often poor compared to others with fewer services and a lower standard of living. An emerging country is one which has rapidly developed and displays some characteristics of a developed country, but not all of them. A developed country often has lots of money, many services and a high standard of living. It's a good idea to get these definitions written in your notes, so that you can refer back to them in the future. So pause the video to get them written down. Great, so if I disappear from the screen, I don't need to, how can we decide if a country is developing, emerging or developed? Now, as I said, development is quite a complex study. There are lots of different factors to consider. And it's hard for us to say and put countries in a box of whether they're developed emerging or developing. Now, is it because it fits on something, what we like to call a development continuum. And that's a sliding scale all the way from being a developing country, as it improves its wealth and services, it becomes more developed. So for example, as a country becomes more developed the amount of wealth of the country or the economic development increases. This means that there's a lot more money available in the country to be able to invest in services such as health care and schooling. So therefore as the money develops, the country develops, and the wealth becomes greater, social development tends to follow suit if the country is well run and the money is infested to improve those services. The same goes for the quality of the built and natural environment. The environmental development is thought to improve as a country becomes more developed. And the political development or the stability of the government is also thought to have a big influence on how developed a nation is. And as a country becomes more developed, it's believed that the political development, the government becomes more stable. Now all of this leads to what we call an improved standard of living. But before we go into what standard of living means, I'm going to give you a quick quiz. So as a country develops its wealth, does it go up or does it go down? It goes up. Well done if you managed to get that right. As a country develops the access to services, does it increase or decrease? It increases as the economic or the amount of money increases, the amount of services tend to increase as well as there's more money to invest in them. Well done if you got that right. As the country develops, the standard of living increases, there's definitely a pattern there, isn't there? So what is standard of living? The standard of living is the wealth and material comfort available to a person or country and it's objective, which means it's based on factual evidence. For lots of this unit of work we're going to be looking at the standard of living of a country. That's because we're going to be using something called development indicators, which are facts and figures, which help us compare and contrast the level of development between different countries. And they allow us to give more of an objective opinion. Whereas we also have the standard of living. I mean, the quality of life, the quality of life is standard of health, comfort, and happiness. And it's subjective, which means it's influenced by people's opinions. Now these two look quite similar in their wording, and they're both looking at how kind of happy people are in terms of their quality of life, their standard of living. And they very often get confused. The main difference is, is that standard of living is based on evidence and is objective. Whereas quality of life is influenced by people's opinions. But it's important to remember that as we're categorising the different countries, the facts and figures might tell us one thing and that gave us a particular view of a country, whereas somebody with a different perspective may have a different view of what the quality of life is like living there. So pause the video to make sure that you can get those two definitions written down. We're going to now look at a measure of economic development. So gross domestic product GDP is the total number of goods and services sold by country within a year. This can be measured as a total. So the total amount of money that our country brings in or per capita, which means it's divided up by the number of people in a country, which is also called the population. Now in 1980, a man named Willy Brandt used the GDP to classify or group countries into developed and developing. And he came up with something called the Brandt Line, which we can see on the screen here, running through these different countries. It's the big black line. Now the Brandt Line is based only on GDP and it used only two groups, developed and developing countries. And using this sometimes causes a little bit of an argument using just GDP and just basing it on one indicator of wealth is seen as quite simplistic, a representation of developed and developing nations. The other point to remember is he only used two groups developed and developing. So you could have a country falling in the middle and whether it falls either side of that line, could be quite contentious. Now this picture here is the countries coloured in, based on that Brandt Line, that North-South divide. You've got the blue countries, which are the developed countries and the red countries, which are developing. You can see that outside of this North-South divide. So we've got the Northern Hemisphere here where it's mostly blue and the Southern Hemisphere where it's mostly red, but outside of that, the anomalys or the outliers are actually Australia, New Zealand and Singapore. So we can see that although the Brandt Line divides the world into the rich North and the poor South. Actually there's some countries that don't quite fit that pattern. What I would like you to do. So I would like you to complete the following, I've popped the map on the screen for you, where you can see the richer countries or the developed nations coloured in blue, mostly in the Northern Hemisphere and the poor nations or the developing nations coloured in red, which are mostly in the Southern Hemisphere. I've also put a North arrow here. The North of the map is always at the top. I've got a fill exercise for you to do with some words at the bottom. I then want you to complete the sentence at the end. So pause the video to complete your task and press resume when you've finished. Excellent, let's see, did you get it? So the developed countries are mostly found in then Northern Hemisphere, except for, and you could have mentioned a few countries here. Some examples are Australia, New Zealand and Singapore. The developing countries are mostly found in the Southern Hemisphere. This map bases it's classification or grouping on GDP Only. This could be seen as a problem because, now we've talked about this a bit during today's lesson. It only considers GDP, which is a measure of economic development. So it's thought to be very simplistic, it does not consider the social, environmental or political development. And therefore it does not give a rounded picture of what the standard of living is like in each country. Although it is a really useful tool as a starting point to answer this question, what is development and how can we work out how developed a country is? So well done for your effort in today's lesson, we've answered this question, what is development or we've started to, as I said, it's a really complex unit of work. So therefore please join me next lesson when we're going to start to look at some of the development indicators and look at the differences between different countries. I look forward to seeing you then. Share your work with Oak National. If you'd like to please ask your parent or carer to share your work on Instagram, Facebook or Twitter, tagging at PlanetEarthrowl, at OakNational and hashtag LearnwithOak.

In this lesson, we will be looking at development indicators and how they can be used to provide a view of a country's level of development.

How do we measure development?

﻿Hello, my name is Miss Earthrowl and welcome to lesson two in the Key Stage three unit of work on to development. In today's lesson, we're going to be looking at development indicators. These are facts and figures that allow us to assess the standard of living in and between different countries. For today's lesson, you will need a pen and a pencil. You'll also need a piece of paper or an exercise book to write in. And it would be really useful because we'll be drawing some graphs. If you can find yourself a ruler to make sure that you can draw it as neatly as possible. Try and find yourself a quiet space away from any distractions so that you can focus on today's lesson. So pause the video now to gather those items and get yourself ready and press resume when you're all set to go. Welcome back. So lesson two, we're going to be looking at what are development indicators? So let's find out what they mean. Development indicators are factors that tell geographers how developed a country is. They allow us to compare development across and between countries. As we using facts and figures and hard evidence, they tell us about the standard of living within the country. Now, there are four types of development indicator. These are: Economic; to do with money and the wealth of the country. Social; to do with the access to services and the well being of the people. Environmental; to do with the quality of the natural and built environment. And political; which is related to how the country is run. Pause the video now, to make sure you've got this definition of development indicators written down in your notes. Great, so let's find out about an economic development indicator. We're going to look at gross national income per capita. This is the measurement of economic activity that divides the gross total national income by the population. GNI takes into account not just the value of goods and services produced in a year across the country, but also the income earned from investments overseas. Now, if we're looking at this as an indicator, per capita means per head. So therefore, we're taking the total wealth of the country and we're dividing that up by the number of people that live there. This gives us a fair representation of the kind of average earnings of a person. This is a map showing the global distribution of GNI per capita. Now, using maps in geography are a great way of allowing us to see the distribution or spread of a particular thing. In this case, we're looking at GNI per capita. Now this is what we call a choropleth map. It is looking at the different colours. Now, the higher the GNI per capita, the darker the colour. So for example, we've got the USA here, which is in the darkest or highest category, suggesting that it has a particularly high GNI per capita. We've then got the UK which fits into the next category down. It's still a very high GNI per capita though, and can be considered one of the more developed nations. We then start to look at the middle income countries and if I disappear, you can see Russia here in a slightly lighter colour, along with China and Brazil. We then start to look at the distribution of the much paler colours. We can see a lot of these paler colours are situated in Africa, such as Nigeria, which is a pale yellow, and the Democratic Republic of Congo, which is even paler, suggesting it has a much lower GNI per capita. Now maps are super useful at describing and analysing the distribution of something like the GNI per capita. What I would like you to do is use this map on the screen which has those countries labelled and of the labelled countries, I want you to write down: Which country has the highest GNI? Which country has the higher GNI, China or Russia? And which country has the lowest GNI? Remember these are GNI per capita. So pause the video now to complete your task and press resume when you're ready. Great, let's see. Did you get it? So out of the countries labelled, we've got the country with the highest GNI is the United States of America. Give yourself a tick, if you've managed to get that right. Between Russia and China, you can see that Russia is the darker shade of the colour. So therefore, give yourself a tick if you've managed to write down Russia. And the country with the lowest GNI on this particular map is marked out as the Democratic Republic of Congo. Well done if you manage to get those right. Now we're going to look at some development indicators of social development. Literacy rate; is the percentage of people aged 15 and above who can read and write. people per doctor; is the number of people to one doctor, per 1000 people. And life expectancy; is the average age you're expected to live to in a country. Now, pause the video to make sure you've written down these key definitions, because we're going to be using them next. Right, let's see what you've remembered. So, correct the mistake. I've written down the literacy rate here, but I've made a mistake. I've written the people aged 15 and above who can read and write. What's missing? Can you spot it? It is the percentage of people aged 15 and above who can read and write. Can you spot the mistake here? The number of people per doctor, what's missing from this definition? It is the number of people per doctor, per 1000 people. And last but not least, life expectancy; the age people live to in a country. And the missing bit is, the average age people live to in a country. Really well done if you manage to get those written down. But why are these pink parts so important? We've got percentage per 1000 people on average. But why are we making sure they're included in our definitions of this social development indicators? Well, it's all to do with country comparison. The pink parts of the indicator allow for comparison between different countries. Now the best way to illustrate this is to give you an example. We're going to look at India and the UK and the number of doctors. Now if we looked at just the number of doctors you can see on the table that India has a much higher number at just over 12 million, whereas the UK has a lower number at 1.366368 million. The total population for these countries is very different as well. India has the second highest population in the world. So you can see there, it's pretty high at 1.353 billion, whereas the UK is much lower at 66.65 million. So if we were to look at these figures here of just the total number of doctors, we maybe would interpret that as saying that India has more doctors, and therefore a better access for its people to medical care and services. But if we look at that per 1000 people, we can see that actually India has a lower figure at 0.9 people per doctor. Whereas actually in the UK, it's 2.8 doctors for every 1000 people. So therefore, if you live in UK, you are more likely to have a better access to medical care and services 'cause you've got 2.8 doctors per 1000. Whereas in India, you've only got 0.9. So you can see, it's really important to have these pink parts to allow us to compare reliably between the different areas, and countries. Now, sometimes there's a correlation between these different variables. We're going to look at GNI per capita and life expectancy. Now if we look at this table, we can see the highest GNI per capita is in the United States of America, whereas the highest life expectancy is in the United Kingdom. Therefore, if we were to judge countries or give a view of their development based on just GNI per capita, we would say the USA is more developed looking at those facts. Whereas if we were to use life expectancy, we would say the United Kingdom is more developed. Now, it's worth seeing if there's a relationship or a correlation between these two different data sets. So we're going to do an activity now that I'm going to model for you. So make sure you're watching carefully. We're going to be drawing a graph. Now to make sure you've got a decent graph, it would be great if you have some graph paper at home. But if not, you're more than able to do this on a normal piece of paper or into your exercise book. Try and make it as neat as possible. And it'll be even better if you have a ruler or a straight line to be able to draw the lines as well. But have a go whatever equipment you've got, because you'll be able to create something. So the first thing you need to remember is that all graphs need to title. We need to know what we're looking at. And in this case, we're looking at GNI per capita, and life expectancy. We then need to work out what's on each of the axis. So we need to give the axis a title. Now if we have a look here you can see I've written GNI per capita along the bottom. But actually, I've also written the measurement unit, which is US dollars. This is super important because it allows us to see what it's measured in. And the same for life expectancy in years, along the y axis. Then we need to label the axis. Now this takes a little bit more planning and thoughts. So I'm going to have to disappear for this so you can see the screen. Now we've got a table of GNI per capita and life expectancy. To label the axis, we need to work out the scale that we need to draw at. And for that, we need to look at the highest and lowest figure for each data set. You can see for GNI per capita, the lowest figure is the DRC, the Democratic Republic of Congo, at 1074 thus the highest in the USA at 63,780. Now for this axis, because the DRC is so low in comparison, I'm going to start this axis at zero, as you can see on the screen now, and I'm going to go all the way up to 70,000, to make sure that I've got enough there to be able to include the USA on this particular graph. I'm going to then go up in increments, or stages of 10,000. And you can see the numbers popping up on the screen now. Now, whether you've got a piece of graph paper or not, it's really important that you try and make the distance between each figure equal, because you've got an equal number of increase between each stage. For Life expectancy, the highest figure is 81, and the lowest is 60. Now to be able to see a decent spread on the graph, I'm actually going to start life expectancy at 50. And I'm going to go all the way up to 85 to make sure that I can include the UK higher life expectancy of 81. And for this axis, I'm going to go up in increments for five. Remember if you're drawing out your graph, you need to make sure there's an equal distance between each of those data points as well. You can pause the video now to get this drawn. Or you can wait until the main task, you still have the information on the screen. So plotting the data, how are we going to make sure that we've got this data in the table represented as accurately as possible in this graph here? Now, we're going to do this with China. And we can see that the GNI per capita is 15,320. So we go along the x axis at the bottom, all the way up to where about 15,320 years, and you can see I've written the number there. I then drawn a line upwards and you can draw a line onto your graph if you want to. It's best to do this in pencils, as you might want to rub it out. I then look at life expectancy. Now life expectancy in China is 77. Now I'd go up the y axis until I got to 77. I'd then mark on the graph, the line going across that data point. And where these two points meet here is where I need to plot my data point for China onto the map. Now, the best way to do this is to draw a cross. And you can also label it for the country if you would like to. Now it's your turn. I want you to complete your own scatter graph using the data in the table. I've kept the graph up there for you to make sure that you can write down the correct title, the axis title, and that you've got the correct increments and stages between the different axis labels. I've also left on the data points for China, so you can see how I've plotted it. So pause the video now to complete your task and press resume when you finished. Great, let's see how you've done. Did you get it? So give yourself a tick if you remember to give your graph a title, and two ticks, if you labelled each of the axis. You can get another tick for writing down the unit of measurement. So you've got years for life expectancy and US dollars for GNI per capita. Give yourself a tick if you've managed to label the numbers on the axis, at equal intervals, as shown on the graph. And then number five, this one, you're going to have to use your own judgement but have a look at where the data points are on the graph. Does your graph look like a similar pattern? If it does, then give yourself a tick. If some of your data plots are out, then have a think about where you might have gone wrong. Look at that table and try to correct your mistake. Very well done forgiving that ago, it's a really important geographical skill for you to be able to develop. It allows us to understand more in detail the data that we're looking at. To enable us to understand it, we need to look at the correlation. Now the correlation is whether there is a relationship between two things or variables. To help explain this, I've drawn three smaller graphs on the right hand side of your screen. You can see in the first graph, those data points, those x, which are here, but all spread out. There's not really a distinct pattern. Therefore, there's no relationship or correlation between the two variables. Now, if we've got a graph, like the second graph where the data points are going up, that means there's a positive correlation. As A increases, B increases as well. And then thirdly, we've got a negative correlation. So as A increases, B decreases. We can make this even clearer to see by drawing a line of best fit. So a line of best fit can be seen here on the second graph, going through the majority of data points. Now, this shows us what the relationship is. And the line of best fit is down to your judgement . It is up to you to be able to draw what you think is the most appropriate line that represents the data that you're seeing. And the same goes for negative correlation in the graph at the bottom. So what to do now: I want you to draw your own line of best fit onto your graph. Hint; a line of best fit should be roughly drawn through the middle of all of the data points. Then I want you to complete the sentence in question two to outline what the relationship is between GNI per capita and life expectancy. To help you with that relationship, you've got information on correlation on the right hand side of your screen. So pause the video now to complete your task. Right well done for doing that. Let's see, what does your line of best fit look like compared to... Does it look the same, or there abouts? Give yourself a tick, and label the line of best fit if you've managed to get it as accurate as possible. Now this shows us that as the GNI increases, life expectancy also increases. Give yourself a tick if you manage to write that down. This means that there is a positive correlation between the two variables. Because as the GNI per capita goes up, the life expectancy goes up as well. Well done if you manage to interpret and describe what the graph is showing us. So why does life expectancy increase as GNI per capita increases? It's great to be able to create and describe a graph, but it's also important to be able to interpret and explain the information. So read these statements and have a think about which one you think it's true. So as GNI per capita increases: Wealthier countries have more money to invest in medical care. Wealthier countries have money available to train more doctors. Wealthier countries have better access to food and therefore healthier diets. Wealthier countries have better access to clean safe drinking water. Which ones, and there is more than one, do you think is true? Let's see. It is all of them. All of these could be used to explain the relationship between GNI per capita and life expectancy. Remember, as GNI increases, the general wealth of the country increases as well as there's a lot more money available to be able to improve the social development indicators of services, and it's those access to services that quite often lead to an increased life expectancy. Very well done if you manage to get those right. Now in today's lesson, we've asked this question, what are development indicators? Or at least we've started to. There are so many different development indicators. In today's lesson we focused on social and economic. In next lesson, we're going to look at what we call a composite index, the Human Development Index. This is an index that uses more than one indicator at once, to be able to provide a view of how developed a country is. So it's much more reliable. I really hope to see you then. Thanks very much for today and very well done on the effort that you've put in. I'll see you next time. Share your work with Oak National. If you'd like to, please ask your parent or carer to share your work on Instagram, Facebook or Twitter tagging @PlanetEarthrowl, @OakNational and #LearnwithOak.

In this lesson, we will learn about the human development index and how a composite index is beneficial.

What is the human development index?

﻿Hello. I'm Miss Earthrowl, and welcome to lesson three in the key stage three unit of work on development. Today, we're going to be looking at a composite index. The human development index, which combines both economic and social development indicators to give a more reliable view of how developed a country is. For today's lesson, you will need a pen and a pencil and a piece of paper or an exercise book to write in. Try and find yourself a quiet space away from any distractions so that you can focus on your learning and get the most out of the lesson. Pause the video to gather those items and get yourself ready. I look forward to seeing you back here when you're all set to go. Welcome back to lesson three. What is the human development index or HDI? Now the human development index is a composite index, which combines more than one development indicator to give us a view of what a country's level of development is like. But what's the problem of using just one indicator? Although they're good at giving us an idea of how developed a country is, there can be a danger associated with using just one. Let's look at the conversation between these people. The first person, "Qatar must be less developed and poorer than the UK because the literacy rate is lower at 93% compared to 99%." Remember the literacy rate is the percentage of people age 15 and over that can read and write. It's a social indicator of development. Now, the people in this conversation might argue that it must mean that the UK has more money than Qatar to invest in services such as schools in order to improve education. But is that the case? If we look at this, Qatar's GNI per capita is much higher at 94,910, whereas the UK's is 46,240. The GNI is the gross national income per capita, and it's the gross or total national income, including investments from overseas, divided by the total population. So it gives us a really good idea of the average income or wealth of the people living in the country. Now if we look at these two indicators, we can see that if we were to use just one of them, they'd come up with a different answer. The GNI per capita suggests that Qatar is more developed, whereas the literacy rate suggests that the UK is more developed. It's important because to use more than one, because if we use just one, it hides those inequalities within the nation and gives us an unreliable interpretation. So using a composite index is really important. Now looking at these indicators, we know that economic development indicators measure the level of a country's wealth and standard of living. Whereas the social development indicators measure the level of access to services and the wellbeing of people. It's useful for geographers to use more than one indicator. As we noticed in that conversation, using just one is simplistic and can be misleading. Therefore, we use a composite index when two or more development indicators that average together to give a more reliable view of a country's level of development. Pause the video now if you want to get any of this information written down into your notes. Great. So let's see, a compensate index is, what can you remember? Is it option one, an index that uses the average of two or more development indicators. Two, a more reliable view of a country's level of development than a single indicator. Three, a less reliable view of a country's level of development than a single indicator. Or four, an index that uses just one development indicator. Which two do you think could correct? It is one and two. An index that uses more than one development indicator because it gives a much more reliable view of the level of a development compared to using just one single indicator. Now the composite index we're going to be looking at today is the human development index. This uses three indicators to provide a more reliable view of a country's level of development. It wants to look at three different aspects of development. It wants to look at a long and healthy life, knowledge, and standard of living. Now, HDI is presented as a number between zero and one. With an HDI of not .8 to one being considered to be high and not .4 to not .6 as low. So what indicators does the human development index use to measure these three aspects? For a long and healthy life, it looks at life expectancy. This is the average age you're expected to live to in a country and it's considered to be a social development indicator. For knowledge, it uses years of schooling. This is the average number of years spent in education. For standard of living, it uses gross national income or GNI per capita. This is the total national income, including overseas investments divided by the total population. What I want you to do now is copy and complete the table to name the development indicator used by the HDI and then write your own definition. This is to show you how well you understand what each indicator actually means so you can interpret it. For example, the first indicator is the GNI per capita. The definition for this is the total national income including overseas investments divided by the population. Now if I was to write down what it tells me my own interpretation of this, I would write something about the average earnings or the money available to invest in services. Pause the video now to have a go at this yourself. Make sure you get the first indicator written down and then complete the task for the following two indicators. Well done. Let's see, did you get it? Give yourself a tick if you wrote GNI and if you wrote years of schooling and life expectancy. Well done if you managed to identify and remember those three development indicators that are used in the human development index. You should've copied down the definition but your interpretations might include something about average earnings or money available for investment in services for GNI per capita. For years of schooling, you might write about it representing the amount of money invested in education. You might also link this to the fact that if people have a improved education, they're more likely to get better jobs. Well done and give yourself a tick if you managed to write down those points. And for life expectancy, a longer life expectancy suggests that there's better medical care and therefore the amount of money invested in health services would be greater. Well done if you managed to get those written down. Now let's look at the global distribution of HDI. We can see we've got a map here with the different colours representing the different level of HDI in each country. A map like this allows us to look at the distribution or spread across the globe. You can see on the key in the bottom left hand corner, that if you've got a high HDI, it's in a green colour, dark green. Then it goes through the colour spectrum through the greens and the yellows and the oranges, all the way to the dark reds, which represent a low HDI. Now if we look at this, we can see that the USA and the UK both fit into this higher category. They have a high human development index whereas Russia comes in slightly lower. We've then got both China and Brazil around about middle of the HDI and then Nigeria and the Democratic Republic of Congo fitting in down towards the lower end of the spectrum of human development index. For this task, I'd like you to use your map and the key to answer the questions. The key's really important here, because it reminds you what these different colours represent. Out of the countries labelled, I want you to answer one, which country has the highest HDI? Two, which country has a higher HDI, China or Russia, China or Brazi? And three, which country has the lowest HDI. So using the math and the key, pause the video to complete your task. Excellent. L0et's see how you've done. Did you get it? Which countries have the highest HDI? There's actually more than one here. So we've got the USA and the UK. Give yourself a tick if you managed to get one or one tick for each of those. Which country has a higher HDI, China or Russia? Looking at this map, we can see that China has the darker green colour. Using the key, we can see that this means that Russia has a higher HDI. If we look at China and Brazil, they're the same colour. So we'd write the same for this answer. That doesn't necessarily mean that they have an identical HDI, but it does mean that they fit within the same grouping or category for this particular map. And three, which country has the lowest HDI out of the countries labelled? It would be the Democratic Republic of Congo or DRC. Well done and give yourself a tick if you managed to get those correct. Now if we look at this data in a table, we can see that the United Kingdom and the United States of America actually have identical HDIs, which is quite unusual. But if we look at Brazil and China, we can see that actually they have a slightly different HDI. They were in the same grouping remember, on the map. But we can see here that the figures are actually slightly different. What I would like you to do. I want you to complete the following table. To calculate the difference between the UK and the Democratic Republic of Congo in HDI, life expectancy, and GNI per capita. This means that you need to copy out this table with the figures for each country for those three different indicators. You then need to subtract the lowest value from the highest value to work out the difference. So for example, to work out the human development index, you would write down the UK is not .92 minus the Democratic Republic of Congo, which is 0.495. Pause the video now to complete your task and press resume when you're all set to go. Great. Let's see what you managed to get. We're calculating the difference between these three indicators. In the UK, we've already been through this. We've got 0.92 minus 0.495. That would give us a total of 0.425 is the difference between HDI in those two countries. Life expectancy measured in years, 81 minus 60. That gives us a difference of 21 years. And GNI per capita, 46,420 in the UK minus 1,070 in the DRC. That gives us a difference of 45,350. Give yourself a tick if you managed to get those right. Now if you notice in my answers, I've also put the units of measurement. I've written years for life expectancy and US dollars for GNI per capita. This is really important for us to be able to know what that data and that information is actually representing. Well done if you also managed to write down those units of measurements. Give yourself an extra tick. Now it's our chance to use this data and the information that we've learned to explain why a higher HDI suggests a country has a higher standard of living and is more developed. I want you to use your table that you've just created with those different numbers and figures for those three development indicators to be able to complete the sentences below. There are also some words at the bottom of the screen to help you out too. Pause the video to complete your task and press resume when you've finished. Excellent, well done. Let's see what you managed to get. HDI in the UK is much higher than the Democratic Republic of Congo by 0.425. This suggests that the UK has a higher standard of living. Now I've used my data here, the 0.425 figure from the table that I created in the first part of the task. Well done if you managed to get those and give yourself a tick for each one. As the GNI in the UK is much higher than the Democratic Republic of Congo by US 45,350 tick, it means that people earn more money on average. This will mean that people pay more taxes to the government and so the country has more to spend on services to improve education and healthcare. Very well done if you managed to put that paragraph together. As a result, life expectancy in the UK is 21 years higher than the Democratic Republic of Congo. This means that people are expected to live longer. A reason for this could be that more money is spent on services such as hospitals to treat illness and say people live longer lives. Really well done if you managed to put these sentences together. This gives us a really good example of structure of how we can use that evidence from the development indicators to compare the levels development within each country and explain or interpret what these indicators actually mean. Really well done for having a go. Variations also happen within countries. We know from the task we've just done that the HDI of the UK is 0.920. This is an average of the whole country. The HDI also varies within countries as the levels of development are different within countries as well. We can see on this map of the UK here that the darker shading represents the higher HDI. And if we have a look, London is the darkest and it's labelled that on the map. We've generally got the darker colours in the south of the country. Most of the country is a pale blue and we've got a much nicer blue for Wales. Even though you can see differences across the UK, the HDI is still quite high as all areas are above 0.883. Now if you remember at the beginning of the lesson, I said that to have a high HDI, the values above 0.8 are considered to be high. So the UK is still considered to be a developed nation. It's just important for us to understand that there are not only variations between countries but also within countries as well, 'cause it allows us to have a much fairer and better understanding of what's actually going on. Let's see, it's important to remember that development indicators vary. Do they vary within and between countries, just between countries, just within countries, or do they not vary? It is option one. They vary within and between countries. Well done if you've managed to pick up on that. Something really important to us is sustainable development. Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs. Therefore being mindful about the development that's taking place to make sure that there are enough resources and that the environment is protected for future generations. Global corporate cooperation through the United Nations development programme is really important because a lot of these development indicators are interdependent or interlinked and they are also often transferred between different country boundaries. The sustainable development goals, the 17 goals that have been put together that help countries focus their development strategies and also give them some indicators to mark their development against. You can see the 17 indicators here on this screen. They gave them things like no poverty to life below water or responsible consumption and production. All of these are important parts of development and they cover economic, social, environmental, and political aspects. They're really worth having a look up for some extra research. You can find loads of information online and they provide a really good understanding of how development and development indicators are being used in real life today to be able to help countries improve their standard of living. That brings us to the end of today's lesson. Well done for all of your effort in learning about the human development index and why it's a much more reliable source to judge the level of development of each country. Next lesson, we're going to to start to look at one particular country, the Democratic Republic of Congo, and we're going to be looking at the physical and human factors of that country that also help us to determine what might be acting as a barrier to its development. I hope to see you then.

In this lesson we will learn about the physical and human features of the Democratic Republic of Congo.

Where is the Democratic Republic of Congo and what is it like?

﻿Hi, my name is Miss Earthrowl and welcome to lesson four in the Key Stage Three units of work on development. Today, we're going to be exploring the Democratic Republic of Congo. We're going to be discovering where it is and what it's like. For today's lesson you will need a pen and a pencil, and you'll need a piece of paper or an exercise book to write on. If you can find yourself a quiet space away from any distractions, and that will really help you focus on the lesson. So you gather those items and get yourself ready and press play when you're all set to go. Welcome back. So let's explore this question. Where is the Democratic Republic of Congo and what is it like? So where is it? The Democratic Republic of Congo or the DRC as I'm going to refer to it in this lesson is located in the continent of Africa. Africa is one of the world's seven continents and can be seen here on the map. And the DRC is marked out in red as it's labelled here, it has an area of 2.345 million kilometres squared, which makes it the second largest country in Africa and the 11th largest in the world. The DRC is in Central Africa, straddling the equator. That means the equator runs straight through the middle and some of the country can be found to the north of the equator and some to the south. We can see that here on the map with the equator marked by the red line. The DRC shares its borders with nine other African countries. It's mostly landlocked. This means that it mostly has only land borders, but it does have a 23 mile coastline along the west around Banana here, you can see there's a very tiny bit of the country that connects with the ocean. So which two are true? The DRC is located in the continent of Africa. It's the 11th largest country in Africa. It shares the border with 11 other African countries, or it's the second largest country in Africa. Which two of these are true? They are, option one it's in Africa and option two it's the second largest country in Africa. Is actually the 11th largest country in the world. Now before it disappear, we can have a look at this map, which shows us the different climate types. The DRC lies at the equator. It is very hot and wet across most of the country. This map here, you can see the DRC where my cursor is now with the equator running through the middle of it. You've got a lot of blue coloured climates across most of the Democratic Republic of Congo. This means they are hot and wet. In the south of the country there's a wet and dry season. Where you get wet and dry season, you can mark it by the... here by the marked by the green colours of the humid subtropical climates. During the dry season, there is often a drought leading to a shortage of water. This means that there isn't enough rainfall. Say which two are true? Most of the DRC has a hot and wet climate. DRC only has one type of climate. The south of the DRC often experiences drought during the dry season or the DRC is cold and wet. Which two are true? There are, it's hot and wet. And the south of the DRC often experiences drought during the dry season. Well done if you've got those right. So looking at this fact that we've got a hot and wet climate, the River Congo drainage basin, which is the area of land drained by a river and its tributaries covers most of the DRC. We can see that on the map here. Here's the capital of the DRC, the country following around about this border here. And we can see a lot of river networks in the region. We've got the main river here, which is the River Congo. And we've got lots of smaller rivers, which contributes to that main river. They are smaller rivers, because they are contributing. They are called tributaries. The River Congo is 2,733 miles long. And it starts in the highlands to the southeast of the DRC. 900 miles of the River Congo is navigable. This means boats can travel up and down easily. Now that means there's a lot of the River Congo that isn't a very good transport network because it's too difficult for boats to get up and down easily. So which two of these two are true? The River Congo starts in the highlands in the West of the DRC. None of the River Congo is navigable by boats. The River Congo is 2,733 miles long. And the River Congo drainage basin covers most of the DRC. The two true statements are, this two at the bottom. In fact, 900 miles of the river are navigable by boats. And it starts in the southeast of the country, not in the west. In the west you find the ocean where the river enters into the sea. Now the physical geography, the fact that the country is hot and wet means that it's the perfect conditions for tropical rainforest. Now the tropical rainforest ecosystem in the DRC is the second largest in the world. This rainforest ecosystem covers 60% of the country. It has 100,000 species of tropical plants. 30% of which are unique to the region. The tropical rainforest in the Congo basin is home to a 1000 bird species, 700 fish species and 400 mammal species. So it's got a pretty diverse ecology. The species of mammal include mountain gorillas as you can see here in this picture and elephants. Now really sadly, some of this wildlife is endangered. This means it's seriously at risk of extinction, which means that that particular species could potentially die out. So which two of these are true? Number one, none of the wildlife is endangered. Two, the Congo basin has the second largest tropical rainforest in the world. Three, the Congo tropical rainforest is home to 400 mammal species. Or four the Congo basin has the largest tropical rainforest in the world. The two that are true are, it's the second largest and it's got 400 mammals species. The largest basin in the world, oh, sorry the largest tropical rain forest in the world is the Amazon, which can be found in South America. And really, unfortunately, there are quite a lot of species in the Congo rainforest that are actually endangered. Now along the Eastern border of the DRC there's tectonic activity, where they experience both earthquakes and volcanic eruptions. Mount Nyiragongo is the most famous of the composite volcanoes. Now composite volcanoes are very tall and have very violent eruptions. Mount Nyiragongo is 3,470 metres tall. And the great crater, which is at the top of the volcano in the part of the volcano where the lava and the gas and the ash explodes out. That's two kilometres wide. And inside the crater, as you can see in this picture here, that is a lava lake. That means that instead of being water in a lake, like you'd normally find, you've actually got hot molten liquid rock in it forming a lake in that crater. So which two of these two are true? There's tectonic activity in eastern DRC. There's no tectonic activity in the DRC. Mount Nyiragongo has two kilometre wide crater often with a lava lake. The DRC experience has volcanic eruptions, but not earthquakes. The two true statements are, there's tectonic activity mostly in the eastern DRC. And that's a two kilometre wide crater with a lava lake in the Mount Nyiragongo. Now where you get volcanoes, you normally get earthquakes as well. And there's definitely some tectonic activity in the DRC. And for your task. What I would like you to do. I've written down eight statements about the physical geography of the DRC. These statements can be categorised into climate, river ecosystem or tectonic activity. I want you to copy down the table, as you can see at the bottom of the screen and write those eight statements under the correct column, the first one has been done for you. The climate is tropical, so it is hot and wet. So pause the video now to complete your task and press resume when you finished. Great, let's see how have you managed to get it right? For the climate, we already know that it's tropical, so it's hot and wet, but droughts can also be experienced in the south where there is a dry season. Under the river column, you would have the River Congo is 2,733 miles long. And that 900 miles of it is navigable by boats. So the ecosystem, a 1000 species of tropical plants, 30 of which are unique to the Congo and the Congo rainforest is the second largest in the world. For tectonic activity, volcanoes can be found on the eastern edge of the DRC and Mount Nyiragongo has the largest lava Lake in the world. Very well done if you managed to get those in the right column. Now we're going to move on to the DRC's human geography. DRC has the 16th largest population in the world. The country has what we call a youth full population with a median or middle age of 17 years and a relatively low life expectancy of 60 years. This means that the majority of the population are actually very young, a lot of whom will be what we call young dependence, which means they're relying on their family for their economic wellbeing. The population distribution spread is uneven. You can see here, the capital city is marked in a darker colour that's because it has a higher population density on number of people living in that particular area. The key to this map tells us how dense each area is and how many people live there. The darker the colour, the more people are living in that area. You can see the capital city here, you can see lots of other cities or towns marked out in darker areas. We know that their towns and cities because 45.6% of the population live in urban areas, such as the capital city. Which two are true? The DRC has the 16th largest population in the world. It has a very young population with a median age of 17. The population is spread evenly or 80% of the population live in urban areas. The answers are, it's the 16th largest and it has a very young population with the median or middle age of only 17 years. But it does have a uneven population distribution or spread. And these few are, I think it was 46% of people living in urban areas. Now the DRC is considered to be a developing country. This means it is poorer compared to others with fewer services and a lower standard of living. Now, this is all very well categorising countries into developing, emerging and developed, but we need to remember it's on a sliding scale or a scale of progress and that's called the development continuum. So the DRC would be fit down here in developing, whereas the UK because it's richer compared to other countries with more services is considered the developed country. With Nigeria sitting somewhere in the middle as an emerging country. Now, as you move up this development continuum from developing to developed, the amount of wealth in a country is thought to increase as is the number and access to services such as hospitals and schools. Now all of this is set to lead to a higher standard of living. So therefore you would expect to have a higher standard of living in developed compared to a developing country. Now for this lesson, we're going to be looking primarily at standard of living. This is the wealth and material comfort available to a person or country and it's objective, which means it's based on factual evidence. We'll be using facts and figures to come up with a view of how developed the DRC is compared to the UK. But we need to remember that this isn't measuring the quality of life. The quality of life is the standard of health, comfort and happiness, and it's subjective, which means that it's influenced by people's opinions. Although these facts and the figures can be suggestive of quality of life. It's important to remember that different people have different perspectives and ideas about how good a quality of life is. So therefore it's important to just remember that and have that in the back of our minds. So the DRC is considered to be a developing country, which means it's quite poor compared to others. It's got a lower number of services. It's less wealthy. It's said to have a lower standard of living. Now there's more than one of these that true. Can you work out how many? That's right. They are all correct, very well done if you managed to remember that, because it's really important to know the definitions of our key words. So DRC's human geography. I mentioned there's facts and figures that help us to work out the standard of living. Development indicators tell us a lot about the standard of living in a country. The indicators below suggest a big difference between the UK and the DRC. We can see that there's a 0.45 difference in the HDI. The life expectancy, people in the UK are expected to live 21 years longer. This suggests that there's much better access to health and medical care that allows the illnesses to be treated and people to live a longer life. In the UK, you are expected to go to school for 7.7 years longer than the DRC. This suggests better schooling facilities and better access to education, which in turn will be really beneficial for feature generations because better educated people tends to get better more well paid jobs. And then the GNI per capita, which is the average income, that's much bigger in the UK than the DRC. It's bigger by a figure of US $45,350. Now the human development index, which can be seen in this first column here is actually what we call a composite index, which means it combines more than one development index. So we can see here that we've got life expectancy, years of schooling and GNI per capita. Now all three of these development indicators actually combine to come up with the human development index. This provides a much fairer representation of the view of how it's developed the country is because it combines not just the economic indicator of GNI per capita, but also two important social indicators, which look at both health and education. Now for your main task for today, I want you to think about this question. How does the DRC standard of living compare to the UK? Now on the board I've popped some facts and figures for you. Now, remember, we're looking at standard of living sweeping objective about our viewpoint. The questions I want you to answer are one, explain how the life expectancy of the DRC shows it is less developed than the UK? Two, explain how years of schooling in the DRC show it is less developed than the UK? And three, explain how the GNI per capita of the DRC shows that is less developed than the UK? So to give you an example of what I mean, because that's quite a complex task HDI in the UK is higher than the Democratic Republic of Congo. One indicator used is life expectancy. So if I was writing this as an answer, I'd already you've got two ticks for not only making a judgement and noticing from the table that is higher, but also saying and picking the life that indicates the we are going to use, which is life expectancy. Oh, just realised I can reappear back here. Now life expectancy is the average number of years, a person is expected to live to. I've got another tick for writing down the definition of what life expectancy means. Now in the UK is 81 years and then the DRC it's 60. I'd get a mark for each of those. And I've got those figures from that table on the blue screen. As this is higher in the UK, compared to the DRC, it tells us that the UK is more developed. This is because and this is where you really need to get your thinking caps on to come up with a good answer. This is because a higher life expectancy suggests that there is better healthcare in the country. And you'd get a tick for writing that. If a country is more developed, it has better healthcare because it has more money to invest in public services. I'd get another tick for developing my explanation. Now I would like you to do that. I've already done life expectancy. So if you're going to do all three, then please do. If not, please pick the two that I haven't looked at. Down at the bottom, I've put for you a writing frame to help you with your answers. And remember you're using the facts and figures from the table. Pause the video now to complete your task and press resume when you finished. Excellent. Well done. Let's see. Did you get it? HDI in the UK is higher. And for this answer, we are going to be looking at GNI per capita, which is the national income divided by the population. In the UK, it is 46,420 and in the DRC, it's 1070. As this is higher in the UK, compared to the DRC, it tells us that the UK is more developed. This is because a higher GNI per capita suggests that there's more money available as there'll be more taxes paid to the government. Give yourself a tick if you manage to get that written down. This means that the government has more money to spend on public services such as health care, tick which means that the people are less likely to die from treatable diseases so life expectancy is higher. Another tick for developing that answer. Now for this reasoning, I chose health care, but you may have chosen education and spoken about health, younger or more years in schooling or a high life literacy rates can actually mean that people can get better well paid jobs in the future. Now, the last one we're going to look at is years of schooling, which is the number of years spent in school. In the UK people are expected to have 17.4 years of schooling compared to only 9.7 in the DRC. As this is higher in the UK, compared to the DRC it tells us that the UK is more developed. This is because the longer someone spends in education, the more knowledge and skills they develop, this means that education levels and qualifications are higher in this country, tick. Which means that more people will have access to jobs with a greater income in the future. Really well done if you manage to get that right. So in today's lesson, we've answered this question, where is the Democratic Republic of Congo and what is it like? We've looked at both the physical geography and the human geography, so we could get a real flavour of what it is like within the nation of the Democratic Republic of Congo. Very well done for all of your effort this lesson. Next lesson, we'll be looking at some of the physical and human barriers or things that hinder economic and social development in the DRC. I look forward to seeing you then.

In this lesson we will learn about the physical and human factors that affect the development of a country and will consider these factors in the Democratic Republic of Congo.

What are the causes of uneven development?

﻿Hello. I'm Miss Earthrowl and welcome to lesson five in the key stage three unit of work on development. Today, we're going to be looking at the causes of uneven development and we're going to be looking at the Democratic Republic of Congo as a case study. For today's lesson, you will need a pen and a pencil. You'll also need a piece of paper or an exercise book to write on. I suggest you try and find yourself somewhere quiet away from any distractions so that you can focus on your learning. So gather those items and get yourself set up and press play when you're ready to go. Welcome back to lesson five where we're going to be answering the question, "What are the causes of uneven development?" Uneven development. The development gap is the difference in the standards of living and well done, wellbeing even between the world's richest and poorest countries. You can see on this graph, it shows the relationship between the wealth or the GDP and the mean number of years in school, so education. And you can see there's a positive relationship between the two, suggesting that as the wealth increases the number of years in school does as well. Now you can see there's a big difference between the nations. The Democratic Republic is towards the lower end of the spectrum whereas Norway is right at the top. It's the difference between these richest and poorest countries that's often considered to be the development gap. We can see the development gap here between the Democratic Republic of Congo and the UK. Now, there are physical and human factors which influence development. The physical factors are things like the environmental factors or the location factors and human factors relate to economic and political. In today's lesson, we're going to be looking at these factors and how they can influence development. Some have a positive influence and some have a negative influence. We're going to be using the case study of the Democratic Republic of Congo or the DRC as I'll be calling it in this lesson. The DRC is located in Africa, which can be seen here on the map and it's marked by this red country outline as you can see from the label. The DRC is considered to be a developing country. Now, a developing country is usually poorer compared to others with fewer services and lower standards of living. Now, there are lots of different physical factors that affect development in the DRC. For example, an environmental factor is that 60% of the DRC is covered in tropical rain forest. These areas are a difficult landscape so it's hard to build roads and rail networks. You can the dense vegetation in the image with lots of trees close together that would make it very hard to knock down and build those roads and rail networks. The DRC has some of the world's most valuable minerals such as coltan, that can be mined and sold. These minerals, so minerals like coltan are used in technology such as mobile phones. So you can imagine with the world's demand for mobile phone technology increasing the demand for coltan is increasing as well. Now, both of these are environmental factors. Which one should have a positive influence on development? Is it that large tropical rainforests make building transport networks difficult? Or is it that valuable minerals such as coltan can be mined and sold? The one that should have a positive influence is option two. The Democratic Republic of Congo as it has a lot of coltan and other natural resources it should be able to mine those and sell them to the global markets to be able to make some money. There are other physical factors that affect its development and these are location. The DRC is mostly landlocked. This means that most of its borders are with other land-based countries rather than the ocean. It only has 23 miles of coastline. Now the coastline can be seen as a tiny little section here just by the town of Banana. This makes it much harder for international trade 'cause there's not much of an area for goods to be brought in and sent out to be able to get lots of money. The DRC is the 11th largest country in the world. It's pretty big at 2.345 million kilometres squared. This means that goods need to be transported very long distances on unreliable road networks which can really hinder development. So let's have a think. We've looked at two physical factors. We've learnt already that there are large tropical forests that make building transport networks difficult. And we also know that the DRC is the 11th largest country in the world and so goods need to be transported long distances. What do these two physical factors have to do with each other? How can you link those two statements? Have a think. Now I'd link these by saying the DRC is the 11th largest country in the world at 2.345 million kilometres squared and so goods need to be transported long distances. Unfortunately, the large tropical rainforest makes building transport networks very difficult. Therefore, because it's large and because it's covered in rainforest both of those factors lead to building transport networks being very tricky and both of these factors would likely have a negative influence on development because they would stop or make it harder for trade to happen across the country. Now, moving on to some human factors that affect development. Political. The DRC was a Belgium colony between 1885 and 1960. Colonisation means that another country controls the economy and often exploits the raw materials for their own economic gain. During colonisation, a lot of the money created from industry did not stay in the DRC. Much of the profits went overseas and back to Belgium. By 1960, there were some improvements in education and healthcare as some money was invested, so it wasn't all bad. But it definitely didn't benefit from all of its natural resources. This factor would be an economic influence. Now, colonisation means that another country rules and controls the economy or that a country is ruled and the economy is controlled by the original population. Colonisation means that another country controls and rules the economy. Colonisation is, is it a political factor or an economic factor? Both of which are human influences but would it be economic to do with the government and how a country's run or to do with the amount of money? It would be a political factor. Colonisation can lead to money leaving the country. Would this be a political factor or an economic factor. It would be economic because we're talking about the money and what happens to the wealth during this period of colonisation. Another human factor that's political. In 1960 the DRC gained independence, but this led to conflict over who would rule. Between 1965 and 1997, Mobutu Sese Seko ruled the DRC. The government was unstable and there were accusations that parts of the government were misusing tax money. As the money was misused, money was not invested to help develop the infrastructure, so those roads and railway network and services such as healthcare and education. In 1997, Mobutu was overthrown. This means that he was stopped in like he was taken out of power. This led to the continued civil war until 2003. Which of statements are true? The DRC continues to be a Belgium colony today. In 1960 the DRC gained independence, but this led to conflict over who would rule. Between 1960 and 1997, the government was unstable and may have misused tax money. Option four, between 1960 and 1997, the government was stable and invested in services. The two true statements are two and three. Well done if you manage to get raise right. Now, even though there's been a very rich and diverse and check it history in the Democratic Republic of Congo, there's also still some economic barriers to develop at the moment. Today, there's still conflict in the DRC over the country's valuable minerals. Remember that valuable mineral called coltan that is used in mobile phones and technology. Well, there's lots of it in the DRC and therefore it's a real opportunity to be able to mine it and to be able to sell it to overseas markets. Armed forces though have forced locals to work in dangerous conditions in the mines. But as a result, overseas companies do not want to purchase the valuable minerals from the DRC anymore and this hinders development. There's a real opportunity for the DRC to be able to make some money from its natural resources yet because of what's happening in the country, unfortunately, other countries don't feel right buying it from the Democratic Republic of Congo and that is further hindering or stopping its development. Now, what I would like you to do what we've done today is look at a lot of different factors that lead to or cause uneven development. And we've looked at them in relation to the Democratic Republic of Congo. I want you to copy the factors in this table and categorise them into physical or human factors. It should be quite a quick task. So pause the video now to complete your task and press resume when you finish. Excellent. Well done. Let's see. Did you get it? Now, the DRC was under colonial rule between 1886 and 1960. That would be a human factor as would independence being gained and the government being accused of misusing tax money. Recently, armed forces have force people to work in dangerous mind conditions. Again, it's a human factor that causes uneven development. The fact that 60% of the country is covered in tropical rainforest is a physical factor because it's a natural feature of the country. And in terms of location and the fact it's mostly landlocked with only 23 miles of coastline, is also a physical factor. Well done if you manage to get those right. So for today's main task, what I'd like you to do is from the table that you've just drawn out and it should be written in your notes, I want you to select two human factors and explain how they've caused uneven development and then do the same for two physical factors. To help you out, I'm going to model an answer for you. One factor that causes uneven development in the Democratic Republic of Congo was that it was under colonial rule between 1886 and 1960. I'd get a tick for writing down the correct or A factor. This limited development because when Belgium was in charge of the economy, they exploited the resources. I'd get another tick for writing down the main reason. I'd then get a tick for development, developing that reason which meant less money was available for developing healthcare or education services for the population. You can see how I've not only written the main reason but I've also added an extra explanation which would get me that extra tick. So, as I've already done, the DRC under colonial rule between 1886 and 1960, there's no need for you to do that one again but I would like you to use the remaining two human factors and the remaining two physical factors to answer the two questions. I've put a writing frame down at the bottom of the screen to help you. So, complete the task now and pause the video to do so and press resume when you've finished. Excellent. Well done. Let's see. Did you manage to explain your reasons? Did you get it? One human factor that causes uneven development is the government misusing tax money. Tick. This limits development because less money is available to be spent on services such as health care. Tick. So life expectancy remains low. You can see that I've developed my explanation. So I've got two ticks for the reasoning. Very well done if you manage to get that right. Another human factor that causes uneven development is the armed forces that force people to work in dangerous mine conditions. This limits development, because the mistreatment of workers means that foreign countries no longer wish to buy materials or minerals, sorry, such as coltan from the Democratic Republic of Congo. Tick. Therefore, trade and the GNI per capita remains low and there's no foreign investment. Well done if you managed to develop your reasoning for that particular feature. One physical factor that causes uneven development is that DRC is mostly landlocked with only 23 miles of coastline. This limits development because less money is generated from international trade. Tick. And so the GNI per capita remains low. Very well done if you've got that one. And finally, 60% of the country is covered in tropical rainforest. Tick. This limits development because it makes it challenging to build roads and rail networks. You'd get a mark for writing down that reason. And so the GNI per capita remains low. I think I got an extra mark here as well because I've developed to even further to say that because the GNI remains low, its goods cannot easily be transported for trade. Really well done if you manage to write some decent explanations for those answers. Now, it's important to remember that all the factors are important and have a part to play in how developed the Democratic Republic of Congo is. And they all impact on each other as well which means they're interdependent. So even though we might be looking at the environmental factor of, for example, 60% of the country being covered in tropical rainforest, that also has a big economic impact because roads and rail networks can't be built in as easily, which impacts on trade. Now, it's important to remember that all of these have a part to play. Very well done for your effort in today's lesson. We've been learning what are the causes of uneven development and we've been specifically looking at the Democratic Republic of Congo. Next lesson, we're going to be looking at development projects and how they can help a country to progress economically and socially. Again, we'll be looking at the Democratic Republic of Congo as a case study. I look forward to seeing you then.

In this lesson we will learn about the difference between bottom-up and top-down projects and the opportunities and challenges associated with bottom-up projects in the Democratic Republic of Congo.

How can bottom-up projects promote development?

﻿Hi, I'm Miss Earthrowl and welcome to lesson six in this unit of work on development. Today, we're going to be looking at development projects. And we're going to specifically focus on how bottom-up development projects can help promote development within a country. For today's lesson you will need a pen or a pencil and a piece of paper or an exercise book to write on. I suggest you try and find yourself a nice quiet space away from any distractions so that you can focus on your learning. So gather those items and get yourself ready. And then I'll see you back here when you're all set to go. Welcome back to lesson six, where we're going to be answering the question, how can bottom-up projects promote development? Development is often simply a measure of how rich or poor a country is compared to other countries. However, development should consider standard of living in a country in terms of economic, social, environmental and political factors. Aid is money, goods and services given by an individual government, a non-government organisation often referred to as an NGO or an organisation such as the World Bank to help promote development within a country. If you want to get these two key terms written down, I suggest you pause the video now and copy them into your notes. Great, let's see what you remember of these two. Which of these is the definition for aid? Is it option one, simply a measure of how rich or poor a country is compared to other countries or is money, goods and services given by an individual government, an NGO or an organisation such as the World Bank to help promote development within a country? It is indeed option two. Well done if you managed to remember that. Now, aid and development projects. Aid is often used in development projects. These are projects that help promote development within a particular country or community. Two examples of development projects could be building schools within the local community to help improve literacy rates and education facilities, or it could be building dams with the government to help generate hydroelectric power for the whole country. These two examples are very different. One is what we call a bottom-up project and the other would be a top-down project. So what are bottom-up and top-down? Well, a bottom-up project means that it's a project that's relatively small scale and it's planned with the local community. A top-down project means that it's often really led by the government. So it's planned with the government. These are two key differences between both bottom-up and top-down projects, but there are some more differences as well. Which statement is true for bottom-up, it's overseen by the government or it's planed with the local community? A bottom-up project would be planned with the local community. Well done if you managed to remember that. Now there's lots more to bottom-up and top-down projects rather than just who leads them. We know that bottom-up is planned with the local community. But in general, they do tend to be less expensive projects. They're often funded by donations from people and non-government organisations from more developed countries. They're generally quite small scale, so they reach relatively few people. And the lack of coordination can sometimes lead to kind of some issues because of limited funding. So there's lots of positives and negatives there. If you want to, it's worth pausing the video to get a little bit more information written down about bottom-up projects. Let's find out about top-down. So we know that top-down projects are planned and led by the government. They tend to be much more expensive projects, which means they attract donations from governments in developed countries or institutions such as the World Bank. They're large scale so they can achieve improvements for a large number of people in the country. But they can ignore the community needs. And it doesn't always have the best support from individual communities and people. Again, there's some positives and negatives to top-down projects as well. If you want to pause the video to get some more information down about top-down, then do have a go now. Great, so let's see what you remember. Planned with the local community. I want you to try and remember if this is a top-down project or a bottom-up project. Which one's planned with the local community, bottom-up or top-down? It is, bottom-up. Well done if you managed to identify that. Funded by governments in developed countries and institutions such as the World Bank, bottom-up or top-down? It is, top-down. Well done. Can ignore the needs of the local community, so it may not benefit those who need most support, bottom-up or top-down? This would be a top-down statement. And it's often seen as a disadvantage of top-down projects. Small-scale so reaches relatively few people, bottom-up or top-down? It would be bottom-up. And again, this is seen as another disadvantage. But although it can be very effective in smaller areas, it doesn't reach a huge amount of people. Next one, bottom-up or top-down? Funded by donations from people and non-government organisations in more developed countries, bottom-up, top-down? What we reckon is bottom-up. Large scale so can achieve improvements for large number of people. This would be a top-down project. And it's seen as an advantage of a top-down project because it's a good thing or a benefit. Building a large dam to generate hydroelectric power to provide energy to homes across the country. Now this is slightly different it's an example of a project. Do you think it's top-down or bottom-up? It is top-down. And we know that because it's a big project. It's providing energy to homes across the country, suggesting it's large scale. Well done if you managed to work that out. And finally, building a school with local teachers and parents to improve literacy rates in their community. This would be a bottom-up project. And it's a bottom-up project, it's an example of where the local community have been involved in the development of the project. Again, well done if you had managed to identify what type of project that example is. So I kind of hinted at it throughout the activity, but there are advantages and disadvantages to bottom-up and top-down projects. Advantages would be all of the benefits or the good outcomes of the project. And the disadvantages would be the bad things that happen because of the project. Now, what I would like you to do is draw the table that I've drawn at the bottom and categorise these statements into advantages and disadvantages of top-down and bottom-up projects. You've got four statements on the screen, two of the top-down projects and two of the bottom-up projects. And you need to decide if they are good or bad. So, pause the video now to complete your task and press resume when you finished. Let's see what you've got right. So top-down projects, an advantage would be it's large scale so it can achieve improvements for large number of people. A disadvantage would be that it can ignore local community needs as it doesn't always accurately benefit individual areas. And for bottom-up, our advantage was that it consults the local community so meets the needs of the local people. Whereas for disadvantage, it's small scale so it impacts fewer people. Really well done if you managed to get those right. But where is the Democratic Republic of Congo? We're going to be looking at a bottom-up project in this country. You can see on the map it's located in Africa, and it's marked here in red. The DRC is considered to be a developing country. Every year the DRC receives billions of dollars in aid, which has its advantages and disadvantages. Some of that aid is spent on bottom-up projects. Comic Relief is a major UK charity that aims to raise money to provide aid to support development projects around the world. Comic Relief set up a bottom-up project in the DRC to improve rural schools. Let's see what you remember. The support in the DRC from Comic Relief is an example of aid provided by, is it a government or a non-government organisation? Comic Relief is a non-government organisation. It's a UK based charity. What was the main aim of Comic Relief's project in the DRC? Was it to improve rural schools or to improve local hospitals? This particular project that we were talking about is to improve rural schools. Well done if you've got that. Comic Relief's project spent £390,000 on improving school facilities in rural areas in the Democratic Republic of Congo. There were both advantages and disadvantages to the project. Now remember, advantages are the positive outcomes of a project and the disadvantages would be the negative outcomes. We're going to look at some statements and try work out if overall that particular statement is an advantage or disadvantage. Here's the first one. It was amazing to have Comic Relief come to our village school because they worked with the teachers and our students to help improve education. We felt involved in the process, and Comic Relief listened to our ideas to make sure the school met our needs. Would this be an advantage or disadvantage of the project? I'd say it's an advantage because got a smiley face there. Now the next part of this activity, I want to think about which feature of bottom-up is this particular statement. We've got four options down on the right hand side of the screen. We've got working with the local community, small scale due to funding limitations, improved education provision which enables people to get better jobs in the future or difficult for everyone from the community to access as some children need to earn a living, which one of those four do you think this statement refers to? I'd say it's working with local community. Well done if you got that right. And now our next statement, a parent, our children have to help us earn a living. We cannot afford to give them the time to go to school during the day. Now, would this be a positive or a negative outcome of this particular bottom-up project? It would be negative. Now, what kind of feature of bottom-up would this be? Remember you've got options one to four. Have a read and decide which one you think it is. Did you get it? It is number four. It's difficult for everyone in the community to access as some children need to earn a living. Next one, the literacy rate in the Democratic Republic of Congo is 60% and people only spend an average of 9.7 years at school. So improving the school is key to allowing the next generation to get a better education, and better paid jobs. Is this an advantage of a project like this or disadvantage? It is an advantage. Well done if you managed to get that right. Now onto the feature of bottom-up. Remember we've got options one to four, which one do you think this is? I'd say it's three. Improving education provision, which will enable people to get better jobs in the future. Well done if you've got that right. Neighbouring village. The project didn't make it to our village. Now the people in the next village get an improved education and will have a better chance of getting a good, well paid job in the future. Whilst we don't. Is that an advantage or a disadvantage? I'd say it was a disadvantage. Now to think about which type of bottom-up is it. This would be that it's small scale due to funding limitations. It's an amazing project for the areas that it gets to, but unfortunately it can't cover the whole country. Well done if you've got that right. So for this task, what I would like you to do is copy and complete the following statements. So we've got, it is important to involve the local people, teachers, students, and parents, in the process of improving the school because. It is important for the future generation to get better schooling because. And some children cannot attend the school because. Say for what you've learned today, I want you to have a really good go at completing those sentences in as much detail as possible. Right, pause the video now to complete your task. And press resume when you're all good to go. Right, let's see. Did you get it? It's is important to involve the local people, teachers, students and parents in the process of improving the school because it means that local people feel involved and part of the process. That would get you a tick. It also means that the local ideas are listened to. Another tick. And so the local people's needs are met. A final tick. So there's the potential of getting three ticks there. Well done if you managed to get them all. It is important for the future generation to get better schooling because they can get a better education. Tick. If they have a better education, they will be able to get better paid jobs in the future. Really well done if you managed to not only get the main explanation, but if you developed your reasoning as well. Some children cannot attend the school because they need to support their parents to earn a living. Tick. Therefore, their parents cannot afford to let them go to school. Well done if you managed to get both of those points. So how sustainable is bottom-up. Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs. It's a really important consideration. Now you can already see one reason at the bottom because I left it on that. But I want you to try and think how sustainable do you think a bottom-up project is? Well, as I've already given you one answer, we'll do that one first. People feel involved, so they continue to support and maintain the project after the charity has left. That's really important because it's helping not just the current children at school, but also the future generations to help support them in their education too. The other point would be that planning with the local community allows their needs to be considered and met. This is really important for sustainable development. Anyone can go into an area and put a project in place, but if it's not agreed, and if it doesn't work for providing the best opportunity for the local community, then it's not going to be the best way to spend the aid or the money in the area. So it's really important to work alongside the local community so that they feel involved, so that their needs are considered and met and with the long run, so that they look after the project in the future. So how can bottom-up projects promote development? They can be a really good way of promoting development within a country. But as much as they're amazing, there are some disadvantages as well. And we've looked at both sides in today's lesson by looking at a bottom-up project in the Democratic Republic of Congo. Next lesson, we're going to be looking at, you guessed it, at top-down project. And again, we're going to be based in the Democratic Republic of Congo. I look forward to seeing you then.

In this lesson we will learn about top-down development projects and how they can promote development in the Democratic Republic of Congo.

How can top-down projects promote development?

﻿Hi, I'm Miss Earthrowl, and welcome to lesson seven in the Key Stage Three unit on development. Today we're going to be looking at development projects with a focus on top-down development, looking at the case study of the Great Inga Dam in the Democratic Republic of Congo. For today's lesson, you will need a pen and a pencil and a piece of paper or an exercise book to write in, I suggest you try and find yourself a quiet space away from any distractions, so you can get the most out of today's learning. So gather those items and get yourself ready, and I'll see you back here when you're good to go. Welcome back to lesson seven, today we're going to be answering the question, how can top-down projects promote development? Bottom-up and top-down, there are two types of development project and these are bottom-up and top-down, bottom-up projects are planned with the local community and are relatively small scale, whereas top-down projects are planned by the government and tend to be much larger in scale. In today's lesson, we're going to be looking at a top-down project, if you want to find out more about bottom-up projects, please look at lesson six in the Key Stage Three units of work on development. So for top-down project, what are the advantages and disadvantages? Advantages are the positive outcomes or the good things, and disadvantages are the negative outcomes or the bad things, all projects have a balance of advantages and disadvantages, and as a geographer, we need to look at the information and decide whether there are more advantages or more disadvantages, and if that project is overall a good thing or a bad thing, we're going to be doing that with a top-down project today, but first, we need to learn a bit more about what the advantages and disadvantages are of top-down projects. Your first task, I want you to draw the table and categorise the statements into advantages and disadvantages of top-down projects, there are four statements for you to categorise, so draw a table with two columns, one for advantages and one for disadvantages, and make sure you get those statements written in the right column. For example, the first one large scale so we can achieve improvements for a large number of people, this would be seen to be positive, so therefore, you'd put it in the advantages column, so pause the video now to complete your task and press resume when you finished. Excellent, let's see whether you've managed to get those other three in the right places, did you get it? The advantages we already know that large scale so can achieve improvements for large number of people. Another advantage is that it receives a lot of aid from governments and global organisations such as the World Bank, so there's lots of money coming into the country. The disadvantages are that aid is not always targeted as accurately, so sometimes it does risk being wasted, and another disadvantage is that it can ignore the local community needs, and it doesn't always benefit the local area, you can see already that there's a balance between the good and the bad of top-down projects. Now, top-down projects are usually expensive, they're large scale, they cost billions of dollars, this is bad because quite often they go over budget and it can cost the country extra money, but it's also good cause it means that the country's receiving a lot of foreign aid and investment, again, just with one factor, we've got advantages and disadvantages, so we're really going to have to think geographically about this particular project. Now, we're going to be looking at an example, in the Democratic Republic of Congo, the Democratic Republic of Congo, or DRC, as I'll probably call it in today's lesson, is located in the continent of Africa, as you can see here marked on the map, now the DRC is considered to be a developing country, which means that it's generally poorer and has less services than compared to other countries, every year DRC receives billions of dollars in aid, some of which is invested into top-down projects. A top-down project that we're going to look at in the Democratic Republic of Congo is the Grand Inga Dam, which is a series of dams built on the River Congo that help generate hydroelectric power, but what is a dam? A dam is a barrier, often made of concrete that's built across a river to interrupt the flow and control the amounts of water flowing downstream. We can see a picture of one of the Inga Dam barges here, with the big concrete wall going across the river, stopping that flow of water. Behind the dam, as you can see on this image is a reservoir or man-made lake, this is because the dam stops or interrupts the flow of water and the water builds up behind it, so you can see the reservoir here. As the water builds up in the lake, it has more potential energy, hydroelectricity can be generated at the dam, if the energy of the moving water is harnessed, so we can see here at the front of the dam, what happens is the water gets released through and it goes through some turbines, it turns those turbines round and round generating that hydroelectric power. So which two statements are true? Hydroelectricity can be generated from the water moving through a dam. A dam does not control the amount of water flowing downstream. A dam is a barrier built across a river to interrupt flow. Or a reservoir is a natural lake. The two true statements are, number one, a hydroelectricity can be generated and two a dam as a barrier built across a river to interrupt the flow, well done if you got those right. The River Congo is 2733 miles long, and it starts in the highlands to the south east of the DRC, we can see the river Congo on this map here, flowing from here in the highlands, all the way out, run through the country down to the ocean. Only 900 miles of the River Congo is navigable, as rapids and waterfalls make it hard for boats to travel up and down, therefore it's not really being developed as a transport network. You can see here the powerful but unnavigable rapids, and you can see lots of whitewater in the image. The Inga Falls are a series of rapids that dropped 96 metres in height over a 15 kilometre stretch and it's that drop in height that provides that potential energy to be able to generate that hydroelectric power. The River Congo is the second largest river in the world by discharge volume, this means it has a lot of power tumbling over those rapids of the Inga Falls, potentially 40,000 megawatts of power, now if you look at this map, this is the region where the Grand Inga Dam project is being developed, we can already see that we've got one, two and three down here, and they're planning to build some more dams to harness the power of the river. What I would like you to do is try to use the information you've learned and the words and phrases at the bottom, to help you complete the following paragraph, so copy and complete the paragraph to help you consolidate your knowledge. Pause the video to complete your task and press resume when you finished. Great, well done, so let's see did you get it? As part of the River Congo has been chosen to build the Grand Inga Dam because it's very powerful, It has the potential to generate 40,000 megawatts of electric power, This is because the River Congo is the second largest in the world by water volume, so it has a big discharge, a river with a big discharge has more power, In addition, the Inga Falls is the second largest waterfall in the world by volume, and so it generates a lot of power, this part of the river is not navigable, which means it's hard for boats to travel up and down, therefore, building a hydroelectric power dam is a good way to develop the river, this allows electricity to be generated from the moving water. Excellent, and really well done If you managed to get all of those, so we're now going to look at, we know that we've got the potential to have a really effective hydroelectric power dam, in this particular region of the River Congo, we need to work out it costs a potential 80 billion US dollars, but is it worth it? We're going to look at six different stakeholder views of the advantages and disadvantages of the Grand Inga Dam in the DRC, remember, that's the benefits or the positive things, and the negative things about the Grand Inga Dam project. A stakeholder is someone with an interest or concern in an issue, and we're going to be considering the six different viewpoints and deciding if they are positive or negative, so let's start with the economist, "If successful, the Inga project "will become the largest hydropower plant "in Sub-Saharan Africa, "it will produce significant amounts of hydroelectric power, "which can be transported to Copper and Coltan Mines, "which will help increase "the output from the mines generating money." Now the first thing I want you to do is read through the statements that I showed you, and with each individual statement, I want you to decide if that particular piece of information is positive or negative, is it a good thing or a bad thing for the Grand Inga Dam? Once you've done that, I want you to then complete this task and every time I'm going to show you this screen, to answer this question, does the economist make you think that the Grand Inga Dam will be good for the DRC or not? Explain using evidence from the speech bubble, and I'm going to provide the speech bubble on every tile slide, now, this is pretty complex, so I'm going to go through what I would write for the economists to help you out, so here's your model answer, first off, I'd write a subheading or title, opinion of an economists in the DRC, and next I'd to complete my answer to answer the question, the economist makes me think that the Grand Inga Dam will be good for the DRC, I'd get a tick for giving my opinion of whether I think it's good or bad, this is because the dam will be the biggest in Sub-Saharan Africa and will provide significant amounts of hydroelectric power to the Copper and Coltan Mines, I'd get a tick for giving the main reason of what that particular speech bubble is telling us, this will help to increase output from the mines generating more money, I'd get a tick for giving more reasoning as to why this would be a benefit or a good thing. So, let's go to the next person is the Grand Inga Dam good for the DRC or not? So we're going to look at a resident who lives in Kinshasa, the capital city, "the potential of Inga to provide "a reliable supply of energy is very important, "on occasions, outages of energy can occur, "and this is certainly true in rural areas. "A recent study suggests that only 19% of the country "has a reliable supply of energy, "this project could help solve this problem." now remember, you're looking at just this piece of evidence, do you think it's positive or negative? And you also need to be looking at it with your geography heads on, and thinking about how is this going to help the people of the DRC improve their standard of living and healthy area to develop. So, here's the task that I was talking about, I want you to first off write the subheading as you can see on the screen, then answer the question, does the Kinshasa resident make you think that building the Grand Inga Dam will be good for the DRC or not? Explain using evidence from the speech bubble, so pause the video now to come complete your task and remember, you're giving your opinion from just this particular information, whether you think it's good or bad, and then giving your reasoning, using the information from the speech bubble. Excellent, I hope you managed to get some good things written down in your notes. The next person we're going to look at is a news reporter, "the power lines will stretch 5000 kilometres "across South Africa, Zambia, and Namibia, "90% of the DRC population isn't connected "to the energy grid, "so will not benefit from the project." Now remember, you're giving your overall opinion if you think this is good or bad, and then you're thinking about, how it will help promote development. So write the subheading, and then write down if you think it will be good or bad for the DRC, explain using evidence from the speech bubble, and I've copied the speech bubble onto the screen for you, so pause the video to complete your task. Excellent, well done for having a go. So, next person is a resident who lives near the planned dam, "the plans suggests that eventually 22,000 hectares of land "will be flooded in the Bundi Valley "for the creation of the reservoir, "this is expected to displace about 35,000 people, "my whole village could be underwater." Now you need to decide if this is positive or negative, but then you also need to start to think about what impact it's going to have on the people and their standard of living? So, your subheading, opinion of a resident who lives near the planned dam, and then answering that question, and explaining using evidence from the speech bubble, so pause the video to complete your task, Great, let's see what the next stakeholder has to say, it's an environmentalist, "the dam will not only floods 22,000 hectares "of natural habitats, "but it will also change what is a moving river "into a standing body of water, "this will stop fish migration patterns, "which could be damaging for the biodiversity of the area "and reduce the important food supply, "many people rely on the fish as a source of protein." Let's see what you think, so write the subheading, and then answer the question, do you think it's good or bad? And then explain using evidence from the speech bubble. And the next stakeholder is another economist, "the Grand Inga Dam will generate a lot of electricity, "there could be more electricity than the DRC needs, "and so it can be sold to countries such as South Africa, "generating money for the DRC." So remember, you are deciding if you think this is a good or a bad thing, writing your subheading, and then answering the question and explaining using evidence from the speech bubble. Pause the video to complete your task. Great, so now we need to think about this question, explain whether you think the Grand Inga Dam project is good or bad for the DRC? I want you to include two reasons for your argument, so you need to make a decision using all of those six pieces of information from the different stakeholders, overall, do you think it's good or bad? That's entirely up to you, what I want you to do though, is make sure that you have two reasons to argue your point, I will be giving you and I'm going to go through a model answer in a second, but just to show you that you are going to have for both yes and no, you're going to have this writing frame on the screen to help you. So let's do a model answer together, here's the question, I'm going to go with, yes, you think the Grand Inga Dam project is good for the DRC, so let's see what you could possibly write, I think the Grand Inga Dam project is good for the Democratic Republic of Congo, because it provides a reliable supply of energy across the country, I'd get a tick for that, because I'm giving a reason and I'm deciding correctly if I think that is a positive good thing or a negative bad thing, this means that power outages will be reduced, another tick, because I've given a reason from the speech bubble. Secondly, I think the Grand Inga Dam project is good for the DRC because, now, I haven't written an answer because I want you to have a go at answering the question, but to move on to the next part of the writing frame, this helps development because, if there is a more reliable energy supply, homes, factories and schools will be able to be powered, which will improve the standard of living, so I've got two ticks here, starting off, I've said that there's a more reliable energy supply to homes, factories and schools, and therefore they'll get electricity, and then I have also added in an extra reason to say that, that will improve the standard of living, so I'd get another tick. Now back to the screen where the task is being set, remember, you need to write in as much detail as possible, use the information that you've written down from those speech bubbles, but you can also draw on your geographical knowledge of development as well to answer the question, so pause the video to complete your task and press resume when you finished. Excellent, now, we've already looked at one good thing, but let's look at the other two reasons, I think the Grand Inga Dam project is good for the DRC because it provides power to the Copper and Coltan Mines, that will get you a tick, so well done if you've managed to write it down. This means there will be more output and more money generated, again another tick because I've developed my reason, secondly, I think the Grand Inga Dam project is good for the DRC because it will produce so much electricity, that some can be sold to other countries such as South Africa, tick, this means that money will be generated for the Democratic Republic of Congo, again, another tick cause we're talking about and explaining that benefit. This helps development because if more money is generated, more will be available to spend on services such as education and health care, which will improve the standard of living, so here I've got two ticks, so I've really started to develop my reasoning and link it to my knowledge of development, saying that if there's more money then therefore there's going to be more spent on services to improve the standard of living, well done if you managed to get those written down. Now what about if you said no, I think the Grand Inga Dam is bad for the DRC because although it generates a lot of power, it does not reach all the people, this means that there's a lot of power outages that will still occur mainly in rural areas, so those local people in the DRC might not necessarily benefit from this big large scale project. Secondly, I think the Inga Dam is bad for the DRC because building the dam and reservoir will mean that villages and the Bundi Valley will flood, this means that about 35,000 people will lose their homes, again, that's a negative impact of building the dam, this will not help development because if the local people do not benefit from getting a more reliable electricity supply, then it's not going to help improve their standard of living and that will get you a tick, in addition, if people lose their homes, like they might do in the Bundi Valley, they may need to build houses elsewhere which will cost money and therefore that's money that they'd otherwise spend on improving their standard of living, well done if you manage to get that right, but there's one more we need to consider, I think the Grand Inga Dam project is bad for the DRC because the dam will interrupt fish migration patterns, this means that the biodiversity of the river will be reduced, and the fish population an important food source will decrease, well done if you manage to get that right, this will not help development because if people cannot rely on fishing for their food, their health and standard of living will reduce, well done if you manage to use your own knowledge of development, to provide a reason to say why that would not help improve the standard of living. So today, we've been answering this question, how can top-down projects promote development? Really well done for all of your effort in today's lesson, we've covered a lot of information about the Grand Inga Dam project in the Democratic Republic of Congo and the positive and negative things about it. You've had to really draw on your geographical thinking skills to come up with whether you think it's good or bad, and write some really good detailed reasons to explain your answer, so really well done.

In this lesson we will find out where Nigeria is and what it is like. We will learn that Nigeria is a rapidly developing country.

Where is Nigeria and what is it like?

﻿Hi, everyone, welcome to this lesson in the development unit of work. In today's lesson, we are going to be learning about a West African country. We are going to specifically be looking at Nigeria, which is a fascinating country. It's classed as an emerging country, because of the rate at which it's developing, and I hope you find the lesson really, really interesting. So you need, as ever, something to write with, so a pen, something to write on, so an exercise book or a piece of lined paper, and when you're somewhere quiet where you can focus, hit play, and we will start properly. Hello, my name is Mr. Burton, welcome to this lesson in the development unit of work. In today's lesson we will be learning about the country of Nigeria. We're going to look at where it is, and some of its key characteristics. So for today's lesson, as normal, you will need a pen, a pencil, and then either an exercise book or a piece of paper to write on. So please pause the video now, to go and gather together those things so you are ready, and when you're ready to go, hit play, and we will start properly. So today we are going to look at the country of Nigeria, which is in the continent of Africa. Nigeria is the most populous country in Africa, and the seventh most populous country in the world, with an estimated 206 million inhabitants. So it's located in the continent of Africa, and in particular, it's in West Africa, and you can see some of the bordering countries there on the map. It has a coastline on the Gulf of Guinea, which is in the Atlantic Ocean. So your first task today is to use the map to describe the location of Nigeria. Specifically you need to describe its location within Africa, and you can use compass directions to do that, you'll see there's a north arrow on the map to show you which way is north. You need to describe the countries that border Nigeria, and any oceans. I'm going to model this, but for a different African country. I'm going to model this for Somalia, which is a country in eastern Africa, and I've put a label to it there on the right hand side. So Somalia is located in east Africa. On Somalia's western border is Ethiopia. And Somalia borders the Indian Ocean to the east. So there is a model for how you might do a similar task for Somalia. Your job, though, now, is to do this task for Nigeria, so please pause the video here, and write three, four sentences to describe Nigeria's location within Africa, please. So pause the video here to have a go at that. Okay, so here are the answers. So you should have said Nigeria is located in west Africa, countries that border it, you could have said a few things, so on Nigeria's southeastern border is Cameroon, you could have also said to the north is Niger, you could have said to the northeast is Chad, and to the west is Benin, any of those were fine. Oceans that border it, to the southwest is the Atlantic Ocean and the Gulf of Guinea, so please pause the video here to mark and correct your work. Well done if you've got all of those key details. And we're going to begin by looking at some key characteristics of the country of Nigeria. You've been presented with a map of Africa showing population density. Population density is the number of people that live in a square kilometre, and if we look at the key, first of all, on the right hand side, the darkest red colour indicates lots and lots of people, so that darkest shade of red is indicative of 250 plus people per kilometre squared, and the very palest yellow is showing not very many people, so sparsely populated areas. And you should see straightaway that Nigeria is covered in lots of that dark red shade, so it's a very densely populated country, but also, if you begin to make comparisons with the rest of Africa as a whole, you will see it's a very, very densely populated country, specifically as well around its southern coastline. For the second characteristic of the country that we're going to look at is its population, so Nigeria's population has grown rapidly over the last 60 years, and you can see that in the graph on the right hand side. In 2020, Nigeria's population was recorded as 196 million people. And by way of comparison, the UK's population in the same year was over 66 million. So based on what we've talked through so far, Nigeria's population is dot, dot, dot. Your job is to pick the two correct options from the four possible options on screen now, so shout both answers out. So Nigeria's population is, dot, dot, dot? So you should have said that it's increasing, and you should have said that it's 196 million people. Well done if you got both of those correct. And Nigeria's capital city is Abuja, and you can see a photograph there showing you the capital city. So it lies in the central part of Nigeria. It has a population of just over 3.2 million. It became the capital city on the 12th of December 1991, and previously to that, Lagos, which is a city on the coast, was the capital city, but Abuja became the new capital city on the 12th of December 1991. You can see in this image Abuja's more central position than Lagos, which is located on the coast, so Abuja was chosen as the new capital city, partly because of its central position in the country. But Lagos is the largest city in Nigeria, however. It's located on the Gulf of Guinea. It's the main financial centre for the whole of West Africa, and you can see an image there of Lagos. So based on what we talked through, the capital of Nigeria is dot, dot, dot, please shout out the answer in three, two, one. So the capital city is Abuja. Well done if you got that correct. The Niger River is the third longest river in Africa, after the Nile and the River Congo. Its source is in the Guinea Highlands. It travels through Nigeria, discharging through a large delta, known as the Niger Delta or the Oil Rivers, into the Gulf of Guinea in the Atlantic Ocean. This is quite important, because commercial shipping in the Atlantic can navigate large portions of the river. Therefore, it serves as an important transport route, particularly for industry in Nigeria, and it's also a really good source of water for farming and industry. A key term and a key concept that you need to be aware of is GDP per capita, which is the total number of goods and services sold by a country, divided by its population. Per capita literally means per head, or per person, so what I'd like you to do is to write down this key term and its definition in your notes for today's lesson please, so pause the video now to do that. So now that you know what GDP per capita means, this is a graph showing you how Nigeria's GDP per capita has changed through time, and it starts in 1960, and the final date is 2018, so the years are on the x axis along the bottom. GDP per capita is on the y axis, and this is always, nearly always, expressed in US dollars. So if we're looking at this graph, you should be able to identify the general pattern by what has happened to GDP per capita between 1960 and 2018. So this feeds into a task that you need to do now. So please pause the video to complete this task. You need to describe what's happened to Nigeria's GDP since 1960, and your success criteria is as follows: you must describe the general trend, which means the general pattern, give some data to support your trend, so either a specific year, or a specific GDP value, remember, it's in dollars, and is there an anomaly? An anomaly is something that doesn't quite fit the pattern, so please pause the video now to complete this task. So let's have a look at our answer. So the general trend, well, the GDP per capita has increased, I think that's quite clear from the graph. Then you get a tick if you gave some data. So in 1960 it was around $100 per capita, and by 2018 this had risen to $3,500 per capita. An anomaly you might say, however, it did decrease between 1980 and 1990. So please pause the video here to mark your response in a similar way to the one, that this response has been marked. So it's quite interesting to compare Nigeria's GDP per capita with other countries within Africa, because Africa is a continent, and people commonly confuse it as a country, it's a continent of vast difference. So you can see that the Democratic Republic of Congo's GDP per capita is lower than the value for Nigeria, however, Morocco's is higher. So Africa is a continent where you've got different countries at different levels of development, and you've also got the UK's GDP per capita of $42,943 as well by way of comparison. So if we know that GDP per capita is increasing, why is this significant, what does it mean? Well, often if a country has a higher GDP per capita, they can spend more on schooling and education for their population, they might also be able to spend more on healthcare and doctors, and training for healthcare professionals, they might also be able to spend money on infrastructure and industry, maybe water supply as an example of infrastructure, so increased GDP per capita, an increased GDP, is beneficial for people in lots and lots of different ways. So your final extended written task is on the board now, so please pause the video to complete it. You have to suggest two possible impacts of the increased GDP for the people of Nigeria. And you've got the graph on the right hand side to remind you what's happened to GDP per capita in Nigeria between 1960 and 2018, and your success criteria is that you've got to use connectives in your writing to ensure that you're fully explaining the impacts for people. So phrases like this means that, which means, therefore, as a result, would be really good phrases to use. So here is a model answer that's been written. So the rapid increase in GDP in Nigeria could have led to greater government spending on infrastructure projects like road and rail networs, therefore, that's the connective, the country would be better connected, and as a result, another connective, the investment could lead to a further increase in trade and GDP. So there is a model for how you might go about this question. So please pause the video here, and suggest two possible impacts of the increased GDP for the people of Nigeria. It should take you eight minutes or so. So pause the video here for eight minutes, and have a go. There are two possible answers that I think probably you will have talked about. So I guess some of you will have said that the rapid increase in GDP in Nigeria could have led to greater government spending on healthcare, therefore illnesses which may have been missed in the past would now be treated, and as a result, life expectancy would increase. So if you talked about improved spending on healthcare, that is a clear chain of reason that you might have written about. Or you could have said the rapid increase in GDP in Nigeria could have led to greater government spending on education, therefore more children would have access to a high quality education, and as a result, literacy rates would rise. So you can tick your responses in line with how these have been ticked on screen now. So that brings us to the end of today's lesson. Well done for the fantastic learning you have achieved. Before you close this lesson, make sure you have completed the exit quiz to test and consolidate your learning. Next lesson we are going to be looking at Nigeria's importance regionally and internationally. I hope that we see you then.

In this lesson we will look at the regional and global importance of Nigeria.

How important is Nigeria?

﻿Hi, my name is Mr. Burton Welcome to this lesson in the development unit of work. In today's lesson we will be learning about Nigeria. Specifically, how important it is regionally and globally. So for today's lesson, as ever, you will need a pen, a pencil and either an exercise book or piece of paper to write on. So please pause the video now to gather together those things. And when you're all ready and somewhere quiet where you can focus, hit play and we will begin properly. So we are concentrating on Nigeria, which in the continent of Africa. Specifically it's a country within Western Africa. With a coast line on the Gulf of Guinea in the Atlantic Ocean. So your first job is to pause the video here you need to complete both of those sentences, number one and number two. So Nigeria is located of the Gulf of Guinea, on the Atlantic Ocean, this is a benefit globally because... And then number two. Nigeria is bordered by four countries Benin, Niger, Chad and Cameroon, and this a benefit regionally because... So your job is to pause the video here and have a go at completing both of those statements. We are thinking about Nigeria's importance. So these, I think, are the most obvious ways to have finished those sentences. So, number one. Nigeria is located on the Gulf of Guinea, in the Atlantic Ocean, this is a benefit globally because Nigeria can import and export goods all around the world. Number two. Nigeria is bordered by four countries, Benin, Niger, Chad, and Cameroon, and this is a benefit regionally because Nigeria can trade closely with these countries. So last lesson we found out that Nigeria was rapidly developing as can be seen by the increase in GDP. This increase in GDP, which you can see in the graph there is in part, linked to the geographical advantages that Nigeria has as a country which allow it to play an important role both regionally within Africa, within Western Africa and more globally. But to be really clear, Nigeria's geography has helped it become an important country both regionally, within Africa, and globally. If we look first at Lagos, which is a city on the coast. So Nigeria has the largest port in Africa, based in Lagos. It's located at the outlet of the Lagos Lagoon. Which provides a deep, sheltered harbour for ships which makes it excellent for container ships. This gives Nigeria access to the trading waters of the Atlantic Ocean. So here the physically geography and the sheltered harbour has been a real advantage to Nigeria and helped it become established as this trading centre. So it's globally important but also regionally important because of this trading centre that exists here because of the port. The Niger River is the third longest in Africa, after the Nile and the Congo. And it connects Nigeria to Guinea, Mali, Niger, and Benin. And this is a really, really important transport route because it connects all of those different countries which promotes trade. But also, perhaps more importantly, all the ships which want to navigate to the Atlantic Ocean for global exports, must travel through Nigeria. Which gives Nigeria a regional importance, as the countries need permission to use this part of the river once it's in Nigeria. So this means that Nigeria has regional importance, because it's well connected for trade and other countries if they want they want to use the river to access the Atlantic Ocean need to ask permission. The Niger River connects Nigeria to how many countries regionally? So shout out the answer in three, two, one. So the answer is four. So well done if you got four. So what natural resources are there in Nigeria? So Nigeria is the largest oil producer and exporter in Africa, and it's been a member of OPEC since 1971. Nigeria holds the largest natural gas reserves in Africa. And Nigeria earns $10 billion every year from oil. So this means that Nigeria has global importance as the exportation of this very, very precious resource helps to fuel the global economy though industry and transport. And so, if Nigeria for example, was to withhold the export of this resource or stop producing, this would cause potentially, maybe the global price of oil to rise. So Nigeria's globally important in terms of oil production. And here you've got two images of oil fields, within Nigeria. Nigeria has a thriving film industry known as Nollywood. Which is the second largest in the world. It's approximately $50 billion and is Nigeria's second largest employer. Nigeria is now exporting their culture all around the world. So Nollywood means that the Nigerian culture can be exported regionally and globally. This promotes the country and ensures that it is seen in a positive light. Both on a global and a regional scale. So based on what you know so far, on average, Nigeria makes how much per year from oil exports. So shout the answer out in three, two, one. So well done if you said $10 billion. Nigeria has two larger international airports at Lagos and Abuja. This makes the country an important centre for regional and global trade. So nearby countries may need to use Nigeria's international airports due to their connectivity globally. So this means that Nigeria has regional importance because other countries, perhaps, are using these airports as gateways to the rest of the world. But it also means that Nigeria retains it's global importance, because of these international airport hubs. Nigeria is said to be the financial centre of West Africa. Lagos, for example, is home to global banks. Global companies as well, such as Microsoft, and Nokia are located in the country. So as the financial centre of West Africa, Nigeria sits at the heart of trade within the region, attracting companies and businesses from nearby countries. Globally, as well it has important countries, such as Nokia and Microsoft, which companies, themselves, instant access to the West Africa market. Workers as well may come here to access jobs perhaps, from rural areas as well as from the wider region. And big companies decided to locate here. The Nigeria is also one of the largest contributors to the UN peacekeeping operations around the world. And if you didn't know, the United Nations is an intergovernmental organisation that aims to maintain international peace and security, and develop friendly relations among nations. So the fact that Nigeria is a very large contributor to the peacekeeping operations potentially means that they can forge strong relationships with other countries around the globe, showing that Nigeria can play an important role on the world stage, and can help make decisions in the interest of the planet. The knock on effect might be that they have greater trade and collaboration on a global scale due to these strong international relationships. So you've an outline of the country of Nigeria there, with Lagos marked on. So Nigeria is important for five reasons. Please pause the video here. Can you identify the five reasons based on those illustrations? So here are the answers. You should have said the fact that they've got, international airport hubs, Nigeria is the financial centre of West Africa, film industry, Nollywood is based there, Lagos is an international port, they've also got lots of oil reserves. So well done if you got all of those. So your next job is to copy out this grid, but then you categorise the statements to show whether Nigeria has regional importance, or global importance. We're going to read the grid together, and I'm going to go across the rows. So one of the main financial centres in West Africa. Large, migrant population increases cultural diversity. Ranked 10th in the world for oil reserves, and exports oil to many different countries. The Niger River connects Nigeria to Guinea, Mali, Niger, and Benin. Large port and international airports. One of the fastest growing economies in Africa. Nigeria has a thriving film industry known as Nollywood, which is the second largest in the world. Nigeria is one of the largest contributors to UN peacekeeping operations globally. Nigeria contains many global companies including Microsoft Nigeria and Nokia. So please pause the video here to categorise those statements in the grid, to regional importance or global importance. Here are the answers. So one of the most financial centres in West Africa, showing it's regional importance. Large, migrant population increases cultural diversity, is regional importance. The Niger River connects Nigeria to Guinea, Mali, Niger, and Benin. Regional importance. One of the fastest growing economies in Africa. Regional importance. Ranks 10th in the world for oil reserves, and exports oil to many countries. Global importance. Large port and international airports. Global importance. A thriving film industry known as Nollywood, which is the second largest in the world. Global importance. One of the largest contributors to the UN peacekeeping operations around the world. Global importance. Contains many global companies, including Microsoft Nigeria and Nokia. Global importance. It's important to note, however, that the things which are classed as globally important also potentially could be important regionally. For example, the bottom right statement. So the fact that Nigeria is home to many global companies, for example, Microsoft Nigeria. It may also mean that Nigeria is regionally important because the company might attract workers from neighbouring countries to Nigeria for potential employment. Similarly, the large port and international airports neighbouring countries may use the airports as gateways to the rest of the world. So that statement could be regional importance as well. For your final extended written task today, you've got two things to do. Number one. Explain why Nigeria is important at a global scale. Number two. Explain why Nigeria is important at a regional scale. And you should be using connectives in your writing to help ensure that you fully explain. Here's an example of how you might explain why Nigeria is a important at a global scale. So, Nigeria is important at a global scale as it has a thriving film industry called Nollywood which is the second largest in the world, this means that, there's a connective, the Nigerian culture is exported around the globe. As a result, another connective, people may want to visit Nigeria on holiday or purchase Nigerian products due to the films that they have seen. So I've modelled that first task using Nollywood as an example. It's now your job to complete both of those tasks. Please do not copy my Nollywood example. You must pick a different reason why Nigeria is important at a global scale. So please pause the video here to have a go at both of those tasks. It should take you 11 minutes or so. Off you go. Okay so here are some more ideas that you could have put for this first task. So why is Nigeria important at a global scale. Nigeria is important at a global scale as it is one of the largest contributors to the UN, this means that Nigeria plays a large role in making international decisions. As a result, countries will want to work with Nigeria potentially, when it comes to things such as trade. Or you could have said, Nigeria is important at a global scale as it exports oil, this means that, is a connective, countries around the world rely on Nigeria to help fuel industry and transport. As a result, another connective, Nigeria is important globally as without this supply, the cost of oil could be higher and there would be less of it. So please pause the video here to mark and correct your responses for this first task. Why you're explaining why Nigeria is important at a global scale. And here's an answer you could have put to explain why Nigeria is important at a regional scale. So Nigeria is important at a regional or local scale as it's the main financial centre in West Africa, this means that, there's a connective, many industries will want to locate within Nigeria, meaning workers from nearby countries, such as Niger, may cross the border looking for work. As a result, there's a connective, money will be best back to countries where the workers have come from, boosting the economy there. That brings us to the end of today's lesson. Well done for all the fantastic learning you've achieved. Before you close this lesson, make sure you have completed the exit quiz to test and consolidate your learning. Next lesson we will be learning about the factors that have affected Nigeria's rapid growth. I hope that we see you then.

In this lesson you we will be learning about the advantages and disadvantages of oil extraction in Nigeria through stakeholder views. We will also look at how sustainable oil extraction processes are

How sustainable is oil extraction in Nigeria?

﻿Hello geographers, my name is Ms. Perry, and welcome to the final lesson in the development sequence of lessons. In today's lesson, we will be learning how sustainable is oil extraction in Nigeria? First off, you need to get your equipment in front of you ready, and this includes a pen, a pencil, and something to write on. I would also like you to try and find a quiet place to work with no distractions such as a phone or TV and pause the video now whilst you go get set up. Welcome back, now that you have all the equipment you need in front of you, it's time to get our book set up ready for today's learning. To start off with, we need your date in your book as well as your title, how sustainable is oil extraction in Nigeria? I'd like you to pause the video now whilst you write this down. To start off with, let's look at our key words for today's lesson. Our first key word is TNC, and this is a transnational corporation, which we put TNC for, is a company that has operations, this includes factories, offices, research and development and shops in more than one country. Export, sending goods or services to another country for profits. And our final key word and theme of today's lesson, sustainable or sustainability, and this is meeting the needs of the present without compromising the ability of future generations to meet their own needs. I'd like you to pause this video now and write down these key words for me and their definition. In your previous learning, you gained an understanding of where Nigeria is, what it is like, why it's of global importance and what factors have contributed to the growth of Nigeria. And one of these factors that has contributed massively to its growth and development is its wealth of natural resources and particularly oil. Nigeria is the largest oil producer and exporter in Africa and has been a member of OPEC since 1971. Nigeria holds the largest natural gas reserves in Africa, and the oil industry is primarily located in the delta region of the River Niger, and oil was discovered there in 1965, by shell-BP. Nigeria earns $10 billion every year from oil alone. The figure on the right-hand side shows you the volume of oil resources through the South of Nigeria, near one of its largest and growing cities, Lagos. Now we know oil is of massive importance and that the reason as to why Nigeria has developed over time. But the demand for oil and the extraction of oil has changed over time. The figure in front of you shows the trend of oil exporting countries. On the y-axis, is the millions of barrels per day exported, and on the X-axis, is the year. We can use the key to identify the different countries, with Nigeria being represented with the black line. Now it's over to you to describe this figure in front of you. Your task is, describe the change in oil barrels per day between 1980 and 2010 for Nigeria. You need to give the general pattern and support with data from the graph, so this includes the year and the amount of barrels, and your challenge is, can you find an anomaly? Where does data decrease or increase rapidly for example? Pause the video now whilst you complete this task. So in front of you now, you should have your answer to that question, you may wish to get a different coloured pen while you mark your answers in front of you, so let's look through our answer. So the general pattern, the number of oil barrels per day in Nigeria increases with time. For example, in 1980, 2 million barrels of oil per day were extracted. In 2010, this had increased to 2.5 million barrels of oil per day. And the challenge, if you're feeling up to it, the number of barrels produced between 1980 and 1983 reduced rapidly. I'd like you to pause the video for me now, whilst you mark your answers, and if you feel like you got the answer incorrect, I'd like you to write down my model example in front of you. The key thing today is to look at how sustainable oil extraction is in Nigeria. But firstly, we need an understanding of how oil is extracted. So firstly, usually found in underground areas called reservoirs, scientists and engineers explore an area and they study the rock samples from the earth. They'll begin to take measurements and if the site seems promising, they'll drill a hole deep into the earth layer. Above the hole, a structure is built to house the tools and pipes that go into the well, and when finished, the drilled well will bring up steady flow of oil to the surface, which can then be processed and exported. The image that you see on the left is the machinery drawing the oil to the surface, and the image on the right shows oil flares, where the gases from the extraction of the oil are burned off. Now the question is, how can oil extraction cause conflict in Nigeria between stakeholders? So the images in front of you give a glimpse as to some of the stakeholders that are at play in Nigeria for the oil extraction and also a glimpse into the possible conflict that it may cause. So we're now going to have a look at some different stakeholder views on oil extraction in Nigeria. The first stakeholder view is an environmentalist, let's read through their opinion, "I think that things need to improve with the oil industry in Nigeria. I have heard from a 2018 study by the Journal of Health and Pollution that more than 12,000 oil spill incidents occurred in the oil-rich Niger Delta region between 1976 and 2014. This contamination of fish and crops has destroyed livelihoods, destroyed local employment opportunities, and destroyed habitats. However, I am fully aware of the job opportunities created by the oil industry in this part of Nigeria. However, a balance needs to be struck between environmental protection and economic gain." What I would now like you to do is to pause the video and complete this small task. So I would like you to read through this passage again, that I have just read and identify the opportunities and challenges of the oil industry, and I'd like you to write these down in your book. Pause the video now whilst you complete this task. So in front of you here now, you should have some of the opportunities and challenges that the environmentalist has suggested about oil extraction in Nigeria. So opportunities, we have job opportunities, but there are some more challenges than opportunities according to the stakeholder. The challenges are, 12,000 oil spills, fish and crops have been contaminated, there's been a loss of employment. So in front of you now, you should have the opportunities and challenges according to the environmentalist. Let's read at another stakeholder view, this is an economist, "Nigeria is the sixth largest producer of crude oil in the world. The oil industry alone creates over 65,000 direct jobs in Nigeria, and more than 250,000 jobs in non-direct employment. A recent report suggested the oil industry accounted for 80% of all government revenue, with much of this being invested in infrastructure projects as well as health and education. However, another study suggested that life expectancy in the Niger Delta is 10 years below the national average, as money is not being re-invested into oil producing areas. Instead, this money is being invested into the major cities, such as Lagos. Finally, the government has established laws for the protection of the environment from oil exploration." So what I would now like you to do is the same as the previous task, I'd like you to read through this passage of text and I'd like you to identify the opportunities and challenges of the oil industry in Nigeria according to the economist, and write these down in your book. Pause the video now whilst you complete this task. Great work, so in front of you now, you should have the challenges and the opportunities of oil extraction in Nigeria according to the economist. So in the text passage you will see the opportunities in pink. So we have 65,000 direct jobs, 250,000 indirect jobs, oil accounts for 80% of government revenue, and health and education has been invested into. We also have environmental laws now put in place. But we know that there are also some challenges in this stakeholder's opinion, for example, the life expectancy is 10 years lower than expected in this area. You may wish to pause the video now and write down some of these views if you only got a handful of them and not all six of them. Now it's time for the main task of the lesson. This is going to be split into three questions. So the first question is, explain the most significant opportunity of the oil industry in Nigeria. And question two, explain the most significant challenge of the oil industry in Nigeria. On the bottom left-hand side, there are some sentence starters, should you wish to use them and on the right-hand side, are some connectives. If we have a look at this model example together, the most significant opportunity of the oil industry in Nigeria is that oil accounts for 80% of the government's revenue, tick, this means that the government receives money which it can invest into new infrastructure projects across the country, such as Eko Atlantic in Lagos, tick. As a result, further employment is created across Nigeria resulting in even greater government revenue. So I have three ticks there where I've developed my statements and I've included place specific facts from the lesson today. Pause the video now to complete this task. In front of you now are two answers to the two questions, let's read through these together. The most significant opportunity of the oil industry in Nigeria is that it has created 65,000 direct jobs and 250,000 indirect jobs, tick, this means that the government receives tax revenue from the workers, tick. As a result, the government has been able to invest significant sums of money, improving healthcare and education, tick. Number two, the most significant challenge of the oil industry in Nigeria is that there were an estimated 12,000 oil spills between 1976 and 2014, this meant that farmland became contaminated, tick. As a result, farmers could not grow crops and some lost their jobs, tick. So it may have been a case that you chose a different opportunity or different challenge, but what you need to look for when marking your answers is that you have used facts from the lesson and you've developed your statements using phrases, such as this means that, and as a result. Pause the video now whilst you complete and mark your answers. The third and final question is, suggest one way to make the oil industry more sustainable in Nigeria. So, some sentence starters are on the bottom left for you, if you wish to use them, and there are some connectives you can may wish to use on the right-hand side as well. Pause the video now whilst you complete this task. Excellent, so let's look at our final answer and final question. So you may have said, one way to make the oil industry more sustainable would be to ensure the profits and revenue made from the industry benefit the areas outside of the cities, for example, investing money into public services in the Niger Delta. As a result, the life expectancy, which is lower than the national average would rise. Or, we could have said, one way to make the oil industry more sustainable would be through the new environmental laws, which are now in place, this will mean that there will be a reduced number of oil spills and as a result, there will be a reduced risk of habitats becoming contaminated in the Niger Delta. Now if you found this question slightly more difficult than the other two, and you feel like your answer wasn't as good as it could have been, then I would suggest you pause the video now and write in one of my model examples. That brings us to the end of today's lesson on how sustainable is oil extraction in Nigeria? And now I'd like you to summarise three things you have learnt today on how sustainable is oil extraction in Nigeria? And also to complete the end of lesson quiz. Thank you for listening and we'll speak to you soon.

Unit Overview: Development

National Curriculum

Lessons: