for individuals or the community, a measure of social and economic well-being

the parts of places in which we live that have been built by people, rather than exist in nature

a subjective measure of happiness used to compare countries

the progress of a country in terms of wealth, use of technology and human welfare

Defining development

Geography

Measuring development

Development and demography

Causes of global inequalities

Consequences of global inequalities

Rostow’s and Frank’s theories about development over time

Top-down strategies to reduce global inequalities

Bottom-up strategies to reduce global inequalities

Using GIS maps to analyse links between inequality and migration

This unit teaches pupils about global economic development. Pupils learn how, using a variety of measures, economic development is unequal and how this is reflected in demographic characteristics. Pupils learn about the causes and consequences of inequality and consider how they can be reduced.

Global inequalities

Which of these is a multi-aspect measure of social and economic well-being?

Which of these mean the parts of places in which we live that have been built by people, rather than exist in nature.

Reorder the following five stages of economic development or 'modernisation' into the order suggested by Rostow.

Which of the following is **not** one of the UN’s Sustainable Development Goals that relate to the protection of the environment?

When we consider intergovernmental organisations, what does U.N. stand for?

According to the UN, how many countries are there?

Which of the following is **not** an aim of the UN's development programme?

Where are the headquarters of the UN? {{}} in the USA.

The UN's current goals are known as the Sustainable Development Goals. Sustainable development balances current needs with those of ...

What was the last set of UN development goals known as? (They had to be delivered in 15 years by 2015.)

Defining development

Lesson outcome