Geography of Development
MYP Unit Framework
Key Concept: GLOBAL INTERACTIONS Related Concepts: Disparity, Resources, Management Global Context: Globalization and Sustainability (How can development be achieved without compromising the future?) Statement of Inquiry: Geographic factors and historical processes create uneven development that requires sustainable management.
Inquiry Questions
| Type | Question |
|---|---|
| Factual | What is the difference between GDP and HDI? What are the characteristics of more developed and less developed countries? |
| Conceptual | Why does uneven development exist? How do geographic factors influence a country's development path? |
| Debatable | Is economic growth always beneficial for development? Should developed countries bear responsibility for the underdevelopment of poorer nations? |
ATL Skills
- Research: Locate, analyse, and evaluate data from development indicators
- Thinking: Compare and contrast development patterns across regions; evaluate models of development
- Communication: Present findings using maps, graphs, and written analysis
- Social: Collaborate in case study investigation and group presentations
1. Understanding Development
What Is Development?
Development is the process of improvement in people's economic wellbeing, social conditions, and quality of life. It is NOT the same as economic growth — development includes health, education, political freedom, and environmental sustainability.
Measuring Development
Economic Indicators:
- GDP per capita: Total value of goods and services divided by population
- GNI per capita: GDP plus net income from abroad
- Income distribution: How evenly wealth is shared (Gini coefficient)
Social Indicators:
- HDI (Human Development Index): Composite of life expectancy, education, and income
- Literacy rate: Percentage of people who can read and write
- Infant mortality rate: Deaths per 1000 live births
- Access to clean water and sanitation: Percentage of population with safe drinking water
Composite Indicators: HDI, Multidimensional Poverty Index (MPI), Gender Development Index (GDI)
Limitations of Development Indicators
- Averages hide inequality — a country with high GDP may have severe poverty
- Cultural bias — Western definitions of 'development' may not fit all societies
- Data quality varies — some countries lack reliable statistics
- Environmental costs — high GDP may come from unsustainable resource extraction
2. Historical Processes Creating Uneven Development
Colonialism and Its Legacy
European colonisation from the 16th-20th centuries fundamentally shaped global inequality:
- Resource Extraction: Colonies provided raw materials; wealth flowed to Europe
- Forced Labour: Slavery and indentured labour built colonial economies
- Arbitrary Borders: Colonial boundaries divided communities and created future conflicts
- Institutional Destruction: Local economic and political systems were replaced with exploitative structures
- Dependency: Colonial economies were structured to serve the coloniser, not develop locally
The Core-Periphery Model
The world is divided into:
- Core Countries: Wealthy, industrialised, dominant in global trade (USA, Western Europe, Japan)
- Semi-Periphery: Industrialising, with some economic power (China, India, Brazil)
- Periphery: Poor, dependent on primary exports, marginalised in global decision-making (much of Sub-Saharan Africa)
The Dependency Theory
Developed by Andre Gunder Frank and others: 'Underdevelopment is not a stage — it is a PRODUCT of development elsewhere.' In other words, wealthy countries became wealthy BY making other countries poor.
3. Geographic Factors in Development
Physical Geography
- Climate: Tropical climates face more disease; temperate climates historically favoured agriculture and industry
- Natural Resources: Oil, minerals, arable land — but resources can be a curse if mismanaged
- Access to Sea: Landlocked countries face higher trade costs
- Terrain: Flat land is easier for transport and agriculture; mountains can isolate communities
Human Geography
- Population Distribution: Urban areas concentrate economic activity; remote areas are harder to serve
- Migration: Brain drain — skilled workers leave poorer countries for better opportunities
- Infrastructure: Roads, ports, electricity, internet — essential for development
- Governance: Stable institutions, rule of law, low corruption — strong correlation with development
The Resource Curse
Countries with abundant natural resources often have worse development outcomes than resource-poor countries. Why?
- Dutch Disease: Resource exports strengthen currency, making other exports uncompetitive
- Corruption: Easy resource revenue reduces accountability
- Conflict: Resource wealth fuels civil wars
- Lack of Diversification: Single-export economies are vulnerable to price shocks
4. Case Studies: Contrasting Regions
Case Study 1: South Korea vs. Nigeria
South Korea (1960-2020): From war-torn poverty to high-income economy
- Export-oriented industrialisation
- Massive investment in education
- Strong government support for technology
- Land reform reduced inequality
Nigeria (1960-2020): Rich in oil, poor in development
- Oil exports created dependence
- Corruption diverted resource wealth
- Weak institutions
- Infrastructure deficit despite oil revenue
Case Study 2: Botswana vs. Haiti
Botswana: One of Africa's fastest-growing economies
- Diamond wealth managed transparently
- Stable democracy since independence
- Strong property rights and rule of law
Haiti: Poorest country in the Americas
- Colonial legacy of exploitation
- Political instability and corruption
- Deforestation and natural disasters
- Foreign intervention (debt, occupation)
5. Sustainable Development
What Is Sustainable Development?
'Development that meets the needs of the present without compromising the ability of future generations to meet their own needs.' — Brundtland Commission, 1987
The Three Pillars
- Economic Sustainability: Growth that is viable and equitable
- Social Sustainability: Inclusive development that benefits all
- Environmental Sustainability: Resource use that does not degrade ecosystems
The UN Sustainable Development Goals (SDGs)
Seventeen goals adopted in 2015, including:
- No poverty (SDG 1)
- Zero hunger (SDG 2)
- Quality education (SDG 4)
- Gender equality (SDG 5)
- Clean water and sanitation (SDG 6)
- Climate action (SDG 13)
Critiques of Sustainable Development
- Some argue 'sustainable development' is an oxymoron — growth always has environmental costs
- Developing countries argue that rich countries should reduce consumption before asking poor countries to limit growth
- The SDGs are ambitious but underfunded and lack enforcement mechanisms
Summative Assessment
Task: Research report (800-1000 words) comparing development in two contrasting countries or regions.
Criteria:
- A: Knowing and Understanding — Demonstrate knowledge of development concepts and indicators
- B: Investigating — Collect and analyse data from multiple sources
- C: Communicating — Present findings with maps, graphs, and structured writing
- D: Thinking Critically — Evaluate reasons for development disparities and propose sustainable solutions
Structure: Introduction with thesis | Development indicators comparison | Historical analysis | Geographic factors | Evaluation and recommendations | Conclusion
Formative Assessment
- Data interpretation: analyse a set of development indicators and draw conclusions
- Mapping activity: create a choropleth map showing a development indicator
- Debate: 'Sustainable development is an unrealistic goal'
- Source analysis: compare two perspectives on why countries are underdeveloped
Interdisciplinary Connections
- Mathematics: Statistical analysis of development data; calculating and interpreting HDI
- Science: Climate change and its impact on developing countries; renewable energy solutions
- English: Analysing arguments about development; writing persuasive pieces about global inequality
Service as Action
- Awareness Campaign: Create an informational campaign about a specific SDG in your school or community
- Fundraising: Organise a fundraiser for an organisation working on development issues
- Advocacy: Write to elected representatives about fair trade, debt relief, or climate justice
IB Learner Profile
- Inquirers: Investigate the root causes of global inequality
- Knowledgeable: Understand development indicators and their limitations
- Caring: Develop empathy for communities facing development challenges
- Principled: Reflect on ethical responsibilities in a globally unequal world
Self-Test
- What is the difference between GDP per capita and HDI?
- Name THREE limitations of development indicators.
- How did colonialism create uneven development?
- Explain the core-periphery model of global development.
- What is the 'resource curse' and why does it occur?
- Compare the development paths of South Korea and Nigeria.
- What are the three pillars of sustainable development?
- Name FIVE UN Sustainable Development Goals.
- How does physical geography affect a country's development prospects?
- Reflect: Do wealthy countries have a responsibility to help poorer countries develop? Justify your position.
This unit aligns with IB MYP Individuals & Societies guide, developed for Year 4 (Class 9) students.
