1. ‘Disasters do not just happen – they result from failures of development, which increase vulnerability to hazard events.’ (Disaster Risk Reduction: A Development Concern)
Discuss as a whole class the quote – what is meant by ‘failures of development’? Link to the concept of governance, which is the focus of this lesson.

2. Key Enquiry Question 2: Why do some tectonic hazards develop into disasters?
Lesson 9
LO: To be able to examine how inequality and governance are important in understanding disaster impact and vulnerability.
Concept Checker:
1.6a. Inequality of access to education, housing, healthcare and income opportunities can influence vulnerability and resilience.
1.6b. Governance (P: local and national government) and geographical factors (population density, isolation and accessibility, degree of urbanisation) influence vulnerability and a communities resilience.
Key terms:
Governance
Inequality
Players
Vulnerability

3. Guess the human factors
Income – pupils to also describe the trend in each map

4. Population Density

5. GDP

6. Urbanisation

7. Access to healthcare

8. Housing

9. Using the map describe the places
most at risk from large natural disasters.
Link back to the last lesson where we discussed the patterns on this map. Do you notice a link back to the previous maps?

10. World Risk Index Action for students:
Looking at the Degg’s diagram and the world risk index, what places Haiti and Japan at risk?
The world risk index launched by the UN Institute in Bonn helps define the interaction between natural hazard and vulnerability.

11. Vulnerability in less-developed countries
Using the information in figure 4, summarise the main factors that determine vulnerability to a hazard in a mindmap and give examples of how these factors make a community or country more or less vulnerable. What is the role of governance in these factors?
Photocopies of figure 4 page 25 Oxford text needed. When pupils have completed their mindmaps discuss the last question as a class and have pupils then annotate or colour code their ideas onto the mindmap.

12. The Disaster Risk-Poverty Nexus
Disasters have a proportionate impact on the poor, particularly in developing countries;
High mortality and economic loss risks.
Countries with small and vulnerable economies:
Small Island Developing States (SIDs);
(Small population/lack of resources/ remoteness/ susceptibility to natural disasters/excessive dependence in international trade/vulnerability to global development – Antigua, Arubi, Bahamas, Barbados, Guinea Bissau, Cyprus, Guyana, Haiti, Jamaica, Kiribati, Dominica, Malta)
Land-Locked Developing Countries (LLDCs);
Low resilience to loss;
Highest economic vulnerability;
Low participation in world markets;
Low export diversification.
All of this is linked to INEQUALITY
Quick discussion of this concept.

13. The Disaster Risk-Poverty Nexus
Provide copy for pupils, they are to annotate with comments raised as the diagram is explored as a class.

14. What do we mean by inequality?
Inequality: Usually refers to an unfair situation or distribution of assets and resources. It may also be used when people, nations and non-state players (ranging from transnational corporations to international agencies) have different levels of authority, competence and outcomes. What effect does inequality have in a disaster?
Pupils to define on their post-its and snow-ball until we come up with a definition. Share real definition and then have pupils answer the question first as a class and then in their notes using pages to help add depth to their responses.

15. Let’s link this to Disaster Risk Reduction
Plenary - Preview towards next Key Question – pupils are to note what the video states about the link between inequality and disaster risk reduction.

16. Homework
Read the geofile on Haiti provided in Showbie and on Show My Homework – you are to actively read and answer the focus questions at the end. Due one week from today.