s2 modern studies: the development web viewidentify a phrase or word which shows this.which...

S2 Modern Studies: The Development Divide

Second Year Modern Studies

The Development DivideStudent Booklet

1 Faculty of Geography and Modern Studies | 2012


IntroductionIn this second unit we are going to explore how we are informed about events that take place around the world and consider how accurate this information always is and how it can influence our opinions and actions.

We will then go on to look at three major international issues:

The worldwide gap between the rich and poor nations, known as the ‘Development Divide’

Southern Sudan and our school’s relationship with it Famine in East Africa

There are four Experiences and Outcomes at Level 3 covered in this unit

I can use my knowledge of current social, political or economic issues to interpret evidence and present an informed view.

SOC 3-15a

I can describe how the interdependence of countries affects levels of development, considering the effects on people’s lives.

SOC 3-19a

Having considered responses to a recent international crisis, I can contribute to a discussion of the effectiveness of the responses.

SOC 3-19b

I can discuss the extent to which my choices and decisions are influenced by the ways in which I am informed.

SOC 3-17b

Activities

You will be involved in a number of activities including producing a newspaper front page, discussion of issues, a Trading Game, some written tasks including analysing data and creating a blog linked to the issues covered.

GLOW

Early on in this unit you will be reissued with your GLOW password. This will allow you to access lots of information relating to the work you will be doing and allow you to participate in a forum during and at the end of this unit which is part of your assessment requirements.


http://www.google.co.uk/imgres?imgurl=https://blogs.glowscotland.org.uk/wl/StoneyburnP54/files/2011/10/glow-logo.jpg&imgrefurl=https://blogs.glowscotland.org.uk/wl/StoneyburnP54/2011/10/13/accessing-glow/&usg=__cysZiSxASMbgfM9fbWIIyNbmVOo=&h=360&w=600&sz=90&hl=en&start=1&zoom=1&tbnid=it7R43QpekdUUM:&tbnh=81&tbnw=135&ei=K1brTrGrJsma8QOZlt3uAg&prev=/search?q=glow+scotland+logo&um=1&hl=en&sa=N&tbm=isch&um=1&itbs=1


1. Week One: The Impact of the Media

Experiences and Outcomes: I can discuss the extent to which my choices and decisions are influenced by the ways in which I am informed.

Learning Intentions

By the end of this section of work you will:

Understand how reliant we are on the media for information Understand how the media can shape our view of an issue Get a feeling for how newspapers make decisions on what the front page stories

should be Explore the priorities that newspapers have when delivering news information

We are surrounded by it and we rely on it every single day for information. We use it to find out things, to help keep us informed, for education and for entertainment.

What is it?

It is The Media.

What is the media?


ACTIVITY ONE

Look at the following list and suggest how you might find out about them. Write down as many ways as you can for each one:

a) The weather forecastb) What’s on the television tonightc) The latest lottery numbersd) Latest football scorese) Opinions on whether Scotland should be independent or notf) News on travel problems in Scotlandg) What is happening in Scotland and around the world generally.h) News about the latest computer gamesi) Reviews of the latest film releases


It is a general term used to describe several different ways of communicating with lots of people at the same time. It is a massive industry employing thousands of people in a variety of ways.

It includes:TelevisionAlmost every household has at least one television set in their house. Most of us these days have this linked to digital cable or satellite which gives us access to hundreds of different channels.

RadioMost homes, cars and mobiles have radios. Whether you listen to music stations, live sports, phone ins, news, weather forecasts or travel bulletins.

NewspapersAlthough fewer people are reading these they are still an important means of finding out what is happening for many people.

MagazinesThese cover hundreds of different interests and pastimes and sell well.

The InternetThis form of media has revolutionised the way we are informed. Whether it is through websites, facebook, twitter or e-mail, we now have access to more media than ever before.

What types of media do you use the most and why?



How the media can shape our views?

The media is an industry and, with the exception of the BBC (which is paid for by TV licences), has to make money to survive.

Newspapers have to sell papers to make money. They rely on the income from you and I buying these daily or Sunday papers and from advertisers being willing to pay for adverts to appear in them. This can have an effect on the sorts of stories they print.

Similarly, television channels and radio stations rely on selling adverts to be shown between programmes. If they cannot attract lots of viewers then advertisers will not be keen to pay for adverts that no one will see.

Many internet websites also rely on advertising income.

This can have an effect on what they present to us. Unfortunately it also means that we are not always given the truth or an unbiased view on events.Look at the two imaginary newspaper stories below:


Activity Two

a) In groups discuss what types of media you each use and why (for 3 minutes)b) As a class share some of the thoughts you have come up with (for 5 minutes)c) In groups create a simple survey to conduct at home. The survey should look into

what types of media you have in your house, what they are used for and how often:

The survey should include the following: the different types of media your house has or buys

How many you have of each one (eg TVs, mobiles with internet access, magazines etc)

What the media is used for (information, education, leisure, entertainment, games etc)

d) For Homework One (Part 1), each of your group has to conduct the survey of your home and then bring the results back to your group.

Did you know?

The record for the cost of 30 second advert on British Television was, in 2010, £250,000 for one shown during ‘Britain’s got Talent’.

A travel company wishing to put an advert in the Daily Record will pay over £56 for each Single Column Centimetre it uses for its advert, or £12 per line


As you can see from the stories above that one fells sorry for the teachers and health care workers, whilst the other does not. While readers can make up their own minds whether they agree or disagree with the view given, newspapers can use bias or selective use of facts to try and affect the readers’ views.


Daily Herald

Public Sector Strike to Protect Pensions

Thousands of schoolchildren were given the day off and hundreds of hospital appointments were cancelled as teachers and health care workers joined a national strike over moves by the government to force them to work longer, pay more into their pensions and accept a smaller pension at the end. Our hard working teachers and hospital workers simply want to protect what they richly deserve after educating our children and keeping us healthy.

Daily Tribune

Selfish Teachers Leave Parents to Pick Up The Cost of Strike and Pensions

Thousands of parents had to take time off work after teachers joined hospital workers in striking over changes to their pensions announced by the government.

With the government struggling to meet the costs of rising pensions, may people were left wondering why teachers, who already have a good pension should be expected to not contribute more to paying for them.

ACTIVTY THREE (Individual work)

1. Which of the newspapers is against the teachers going on strike? Identify a phrase or word which shows this.

2. Which newspaper is sympathetic to the strikers? Identify a phrase or word which shows this.

3. Read the story on phone hacking on the next page. Do you think newspapers should break the law to get stories? Give reasons for your answer.

4. Do you think newspapers should only report the news and not give opinions or views on events? Give reasons for your answer.

Bias: giving only one side of a story

Selective use of Facts: only telling part of a story that suits your version and ignoring facts that would not help your version.


Phone Hacking

In 2011 a number of journalists and editors who worked on the Sunday newspaper ‘The News of the World’ were called forward by as government enquiry to answer allegations that they had illegally hacked into phone calls (listened in) of many politicians, sports stars and celebrities in order to get information for stories in their paper. A number have also been questioned by the police. In July 2011, the newspaper was closed down by

its owners following many advertisers refusing to pay to put adverts in the paper and the public being highly critical of the way the newspaper had gone about getting stories.

In the next lesson you will be given the task of editing the front page of a newspaper.

Try to get a look at a newspaper before then and think about how newspapers make sure they sell more than their competitors.

Check out your GLOW Group and think about a contribution to the forum.


Homework One (Part 2) Media Survey Follow up.

Gather your groups’ survey results on the types of media you use at home and present your findings using bar and/or pie charts.

Write down one or two conclusions about how your group and their families use the media.

Complete a brief write up of your findings individually and hand it in as your completed first homework



2. Week Two: The Development Divide

Experiences and Outcomes: I can describe how the interdependence of countries affects levels of development, considering the effects on people’s lives.

Learning Intentions


Understand what the Development Divide is Be able to identify MEDCs and LEDCs using economic indicators and a map Understand some of the main causes of the divide and the part played by more

developed countries Experience some of the unfairness within the world trade system

Quick Quiz

Your teacher will run through a quick powerpoint with multiple choice answers to help you explore world issues. You might be surprised by some of the answers.

What is the Development Divide?

All humans require the same basic human needs- Shelter, Food and Water, Clothing and Heating.

Living in Scotland it is very easy to take for granted the quality of life we enjoy. Clean water on tap, plentiful shops full of fresh food and for most of us a secure and relatively well paid job. We also have a good education system, National Health Service and plenty of spare time for leisure. That is, however, not the case for most of the rest of our planet.

The United Kingdom is one of the wealthiest countries in the world. We are one of what are termed more economically developed countries. (MEDCs)

There are many countries, particularly South of the European and North American continents, which do not enjoy this quality of living. Many people live on the verge of starvation, do not get to go to school, have little clean water and are very poor without proper health care. These countries are less economically developed countries (LEDCs).



Identifying MEDCs and LEDCs

It is not hard to work out which countries are more developed and those that are less. Here are some of the main ‘indicators’ used:

Life Expectancy is the length of time you might be expected to live in that country on average.

Infant mortality is the number of babies who die before they reach their first birthday.

Adult Literacy means how many people can read and write. This gives us an idea of how good the education system is and how many people get a chance to go to school

Average Income is a measure of how rich a country is (usually comparing countries in US dollars).

Birth Rate means how many babies are being born. If the rate is high, it suggests that there are a lot of babies and the population of that country is growing quickly

Internet Users this gives us an idea of how technologically advanced the country is. How many people have computers and can get to use the internet.

The Map below and the table showing some nations of the world and how they compare will help you get an idea of the differences between nations.

Map 1: MEDCs and LEDCs worldwide

Table 1: Economic Indicators (from selected countries)


http://school.edturtle.co.uk/images/north-south_800.jpg


Indicator (2010) UK Ethiopia Japan Uganda IndiaLife Expectancy for women (years) 82 62 87 56 67Infant mortality (deaths per 1000) 5 81 3 65 48Adult Literacy (% of adults who can read)

99 36 99 73 74

Average Income (US$ per head) 41,520 390 37,870 460 1,180Internet Users (% of population 85 1 80 12 8Average daily calorie intake 3,440 1,950 2,810 2,250 2,300

Sources: BBC World News, Chartsbin.com, Wikipedia,

The Main causes of the Development Divide?

HistoryDuring the 1800s countries in Europe developed very rapidly with new industries springing up to make new inventions, using new materials. These countries needed markets to sell to and often raw materials that could only be found in other continents such as Africa. Countries like Britain and France competed with one another to build huge worldwide empires in which they conquered and ruled many other nations.This ensured that the European countries got lots of very cheap raw materials but prevented these countries from developing themselves into competition for Europe.

Debt and International tradingDuring the 20th Century, most of these nations gained their independence from these European countries. In the 1970s many of these LEDCs borrowed money to help develop their education and health care systems and to set up new industries. At the same time, however, the price of the crops and raw materials that these nations were relying on selling to the rest of the world collapsed and they suddenly could not afford to repay the huge loans they had taken out. This forced them to borrow more from the MEDCs. Today, the


Activity Four

1. Look carefully at the list of economic indicators. Choose three and suggest why these might be good ways of measuring whether a country is well off or not.

2. Describe the difference between a more developed country and a less developed country.

3. Using your world map in your school diary, identify a couple of countries that are likely to be MEDCs and two that are likely to be LEDCs.

4. Look carefully at the table of countries above. Is Japan a LEDC or MEDC? Give at least two reasons for your answer using the indcators

5. Do the same for Uganda.6. Where are most of the MEDCs in the world according to the map above?


failure of the price of crops to rise and being forced to use the original money loaned to pay off other loans rather than develop their countries have left them crippled by debt.

Political ProblemsMany LEDCs have unstable governments in which various tribes and groups have argued and fought over how best to govern and develop their countries. This has led to many civil wars. A country fighting amongst its own people has great difficulty developing its economy. Many of the countries are also corrupt and spend loans on weapons, military equipment and extravagant luxuries for the leaders rather than on basic needs such as food, or schools.

Natural DisastersIn 2005 Hurricane Katrina brought devastation to Mississippi and other Southern States in the USA. Similarly the earthquake and tsunami of 2011 destroyed many parts of Northern Japan. These two countries are two of the richest on the planet and are far more able to recover quickly from such events.LEDCs are not so fortunate. Severe droughts have resulted in less food being grown, and less safe drinking water being available. These countries do not have the ability to deal with such crises by themselves.


Activity Five: Class Discussion

a) Were all the people featured in the video clip living in LEDCs? Give reasons for your answers

b) Thinking back to the Quiz we did at the beginning of this second section, plus all the other information and evidence we have been looking at, is it more difficult for less developed countries to tackle issues such as poverty and natural disasters? Give reasons for your answers.

c) We have seen that poverty exists in the UK as well as in the rest of the world. Some people say ‘charity begins at home’. Should we ignore worldwide problems and deal with our own? Can we afford to do both?

Individual Task

Briefly explain why less developed countries have difficulty improving their situations.

What is Poverty? Food for thoughtWatch the video links:https://www.youtube.com/watch?v=WUeZXKIDpWo

https://www.youtube.com/watch?v=6nEpBgvF9lg



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

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


The Trading Game Activity

This lesson will give you a chance to experience the unfairness of world trade.

InterdependencyAs we briefly mentioned before European countries have had a lot of influence in shaping the modern day world. In the 19th century more than a third of the world was ruled by Britain. This has led to lots of connections today with various parts of the world.

Check out your GLOW Group and consider contributing to the forum


Activity Six: The Trading Game Feedback

Opinion Corners

Decide whether you strongly agree, agree, disagree or strongly disagree with each of the following statements. Remember you may be asked to explain your choice and you will be given a chance to change your mind.

The world relies on each other for the future World Trade is very unfair Countries like Britain have a responsibility to help developing nations There is no excuse for poverty existing today

Video Link

This video link here quickly summarises the History of the British Empirehttps://www.youtube.com/watch?v=Qm9NlYfjqXw

https://www.youtube.com/watch?v=Qm9NlYfjqXw

https://www.youtube.com/watch?v=Qm9NlYfjqXw



3. Week Three: Southern Sudan

Experiences and Outcomes: I can describe how the interdependence of countries affects levels of development, considering the effects on people’s lives.

I can use my knowledge of current social, political or economic issues to interpret evidence and present an informed view.

Learning Intentions


Understand some of the history behind Southern Sudan and the problems it is experiencing

Be able to interpret some social and economic indicators Be more aware of Project Africa: its aims and how it has raised funds

Southern Sudan

Southern Sudan became the world’s newest nation in July 1999 following decades of conflict between the north and south of Sudan.

Why did most southerners want their own country?

With the government based in the north, many southerners said they were discriminated against and north and south have fought each other for most of

the country's history. Southerners were also angered at attempts to impose Islamic law on the whole country.

Recent History

After nearly 50 years of civil war and being largely ignored by the Sudanese government, the new country, which is larger than Spain and Portugal combined, has hardly any roads and not nearly enough schools or health services for its population of roughly eight million.

In 2005 a peace settlement was agreed and former rebels, the SPLM began to run the southern region of Sudan. The SPLM have lots of money from the south's oilfields but their critics say they have so far wasted much of it on weapons and


Glossary

Independence: being able to govern themselves, make their own laws

Government: the organisation that makes laws and runs a country

Civil War: fighting that takes place between people who live in the same country

Rebels: people who have fought against a government

SPLM: Sudan People’s Liberation Movement


not done enough to raise living standards in one of the world's poorest regions. The present President of Southern Sudan is Salva Kiir Mayardit

Table 2: Social and Economic Indicators for Sudan

Life Expectancy Men (58), Women (61)Infant Mortality 66 deaths for every 1,000 live birthsAdult Males who are Literate 72%Adult Females who are Literate 51%% of population who complete primary school

About 50%

Average income US$ 1,642.75 . GDP (2010)Country’s Debt US$35,710,000,000Population 42.3 million


Web Links

www.bbc.co.uk/ news /world-africa-12111730

www.telegraph.co.uk/ news /world news /.../ sudan /.../ Sudan - referendum -key-dates-in- recent-history.html

http://www.oxfam.org.uk/oxfam_in_action/where_we_work/sudan.html

http://www.oxfam.org.uk/oxfam_in_action/where_we_work/sudan.html

http://www.telegraph.co.uk/news/worldnews/.../sudan/.../Sudan-referendum-key-dates-in-recent-history.html

http://www.telegraph.co.uk/news/worldnews/.../sudan/.../Sudan-referendum-key-dates-in-recent-history.html

http://www.bbc.co.uk/news/world-africa-12111730


Main Exports oil and petroleum products; cotton, sesame, livestock, groundnuts, gum arabic, sugar

Table 3: Social and Economic Indicators for Southern Sudan

Population of Southern Sudan About 8 millionLiteracy of adults 15%Literacy of women 8%Number of Doctors 1 for every 100,000 peopleInfant mortality 102 for every 1,000 live birthsAccess to clean water Less than 50%

Project Africa

'Project Africa' is a charity which was set up by Chloe Fraser, a former pupil of Calderglen High School and the Pupil Charity Committee of session 2008 - 2009. This is a joint fundraising initiative between Calderglen High School and Calderwood Baptist Church.

Why Project Africa? It is the aim of the charity to enhance education in Africa. Currently the school are supporting Nehemiah Primary and Secondary in Yei, South Sudan. Two former pupils, from Hunter High School, Thomas and Jillian McNeil are currently working in Yei; Jillian as Headteacher in the Primary school and Thomas as a Project Manager. The pupils in Calderglen through their fundraising are supporting the building of classrooms in Yei.

In October 2011 three staff members visited tow of the schools and taught some lessons. They were there to see the impact of the fund raising Calderglen High School had made so far.

In 2009 the school raised £10,000 that was used to support two staff working there, build a new primary one classroom and a staffroom, and to buy resources for their library.In 2010 a further £9,800 was donated to build two new Primary Seven Classrooms in two schools.


Staff Visit in October 2011

(There is a short presentation on the staff read area that your teacher might show you if there is time about this visit.)


The picture to the right shows the class built for Lora orphanage.

Fundraising continues in a number of ways:

Filling smartie tubes with 20p pieces Adult staff are being encouraged to donate monthly

a small amount directly from their wages Non Uniform days

4. Week Four: Dealing with Famine

Experiences and Outcomes: Having considered responses to a recent international crisis, I can contribute to a discussion of the effectiveness of the responses.

I can discuss the extent to which my choices and decisions are influenced by the ways in which I am informed.

Learning Intentions:

By the end of these lessons you should: Better understand the causes of famine Be more aware of how international responses are made to natural disasters Have demonstrated your understanding of bias in reporting Be able to contribute to a GLOW forum on the issues discussed during this unit

The East African Famine


ACTIVITY SEVEN: INDIVIDUAL TASK (heading: Project Africa)

Read carefully the information on Southern Sudan and then answer the following questions:

1. Why did many people in Southern Sudan wish to be independent?2. Using the economic indicators, explain at least tow of the problems facing Southern Sudan.

Use the indicators to back up what you are saying.3. What is Project Africa and what evidence is there that it is having some impact on education

in Southern Sudan?4. How has Calderglen raised money for the Project? Are you aware of other activities that have

helped or that are planned?5. Thinking Task: can you think of any new ways the school could go about raising funds for

Project Africa?


In July 2011, it was announced that the worst famine to hit East Africa since the 1980s was leading to the death of thousands, particularly children in the areas affected. More than 11.5 million people are currently in need of food aid in Djibouti, Kenya, Somalia, and Ethiopia.

Causes of famineA severe drought was the main cause of the famine but here are also other problems such as governments deliberately hording food in the hope that prices will rise due to shortages, the effect of fighting in the countries between various rival groups and the danger this poses for aid workers trying to get help to starving people.

International responsesIn 2011 a UK wide appeal was launched to raise funds to help with the famine.

The UK government Department for International development (DFID) and various charities including Oxfam, the Tear Fund and Save the Children usually work separately or in small groups to help countries facing problems. The Disaster Emergency Committee (DEC) ,however, co ordinates Britain’s reaction to major disasters and organises joint appeals.

What has been done?

The DEC website is worth a look, but in summary the British reaction to the east Africa famine has been:

Action Aid has reached 86,615 people across affected areas of Kenya through school feeding programmes, help with bore holes, water trucking and by buying cattle.

The British Red Cross is helping support the ICRC which has distributed food to 162,000 people in southern and central Somalia, and is scaling up food programmes to reach 1.2m people.

Christian Aid has worked through partners to help 113,875 people in northern and central Kenya by tankering water, rehabilitating boreholes and feeding livestock.


You might find this video upsettinghttp://www.youtube.com/watch?v=DtiSRaB9Sk8&feature=related this will make you cry

ITV east Africa Famine Appeal 2011http://www.youtube.com/

http://www.christianaid.org.uk/

http://www.redcross.org.uk/

http://www.actionaid.org.uk/

http://www.youtube.com/watch?v=uJ4hKpO27ks&feature=related

http://www.youtube.com/watch?v=DtiSRaB9Sk8&feature=related



http://thewatchers.adorraeli.com/wp-content/uploads/2011/07/somali_crisis.gif


Tearfund is supporting its partner World Concern in north east Kenya and southern Somalia to provide water, toilets and health care, household items and livestock support to help 33,620 people.

DEC raised £72 million in the first 100 days of this appeal

The British Government through DFID have a four year programme in place for Southern Sudan which will both help tackle the famine and try and help the new country develop:UK aid programmes will focus on improving stability and reducing extreme poverty.

Top Priorities

Getting more children, especially girls, in school and providing them with textbooks Delivering life-saving healthcare and nutrition Building roads Helping private sector investment and trade to create growth

and reduce dependence on oil revenues Helping people get enough food to eat without depending on

hand-outs Tackling corruption and assisting government make better use of its own funds The DFID will spend approximately £94 million per year in South Sudan until 2015.

HOMEWORK 3 TASK AND ASSESSMENT

GLOW forum. As part of your assessment you should visit the class GLOW group and contribute to the forum. Consider trying to come up with a different point to those already made or give a different slant or opinion on what has been said. You might even consider doing somer

esearch and putting in a link to further information of interest to the class on this activity.


ACTIVITY EIGHT: +Individual task

Using the information on the famine in east Africa and all the other work we have done in this unit you have the task of creating two newspaper stories:

The first one should be more factual and report on the causes of the famine, which countries were affected and what help is being given.

The second, shorter newspaper report should be a biased report suggesting that money might be better spent on UK problems. Think carefully about how you would paint the problem in East Africa and how you might justify focusing on British problems.

http://www.tearfund.org/


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