1. Resources Main skills Links to the spec
Student’s progress trackers
Students devices
Main skills
Visual literacy
Links to the spec
6.2 Are LIDCs likely to stay poor?
A case study of Ethiopia part 2). Are the Millennium development Goals being met? How it trade influencing development?

2. Re-cap. What do you know about Ethiopia’s location & level of development?
Complete the grid on the handout sheet

3. Ethiopia’s present level of development.
Ethiopia is a large country in east Africa, with a level of development very different to that of the UK.
See data table. What are the main contrasts?
Country
Ethiopia
U.K
comment
Area
thousand km
1104
245
Over 4x larger than UK
Population
millions 94 64
About 1.5 times UK pop
Births
per 1000 39 13
Life expectancy 63 80
GNI
Per capita
$505
$40,967
Doctors per 10,000
<1 21
HDI
0.435
0.849
Discuss the significance of the contrasts. So what? How does this affect development?

4. What do you remember about each?
The economic development of Ethiopia has not been helped by a combination of political, environmental and social factors.
What do you remember about each?
Social
Environmental
Political
Discuss how each factor will affect Ethiopia’s development.

5. The physical influence on development.
Climate – temperatures; rainfall; drought; soil erosion; desertification
Landscape – mountains, thin soils, mosquitoes & malaria
The physical environment presents many barriers to development (previous lesson). However, you could develop the point that poverty is the real barrier as Advanced Countries can, with wealth, overcome most of the physical barriers mentioned.
Read page 187. Explain how the climate (unreliable rainfall; high temperatures) and the landscape (soils and relief) have played their part in affecting development. Make sure you develop your points i.e. so what? How does unreliable rainfall affect development?

6. Feedback from your Independent study: Research each of the following –
Civil war (political unrest) in Ethiopia
Famine and drought in Ethiopia
Health care (doctors, disease) in Ethiopia
Explain the impact of different political, social and environmental events from the last 50 years on the development of Ethiopia.
Which description below best fits your explanation?
Students feedback their research. There should be a written output to hand in. The expected length should be around ¾ page.
A simple answer would: just list factual evidence
A good answer would: would explain the impact of the different events on development
A top achiever’s answer would: would explain the impact of the different events on development and make an assessment on which is the most significant.

7. The Rostow model
The text book suggest that stage 2 is a more appropriate description for Ethiopia.
What stage is Ethiopia at and what are the features of a country at that stage?

8. Investment in industry remains high.
Consumer industries grow. Personal wealth. More people are educated and trade continues to grow
Investment in industry remains high.
Tech & mechanics develop.
International trade becomes important
Investment in industry increases.
Manufacturing grows. Infrastructures are built & improved
Farming improves due to technology. Industry begins to extract natural resources. Trade & communication improves
USA
China
Students to understand the key changes a country displays at each stage.
Limited technology, economy mainly based on farming.
Indonesia
Ghana
Tajikistan

9. Apply these phrases to the correct position on the table
Can the students apply the relevant terms in the correct place. Answers on the next slide.
Apply these phrases to the correct position on the table
Declining few declining
Vast majority growing rapidly stable
Few rapid growth very few

10. answers

11. Mini Assessment
This is a short answer assessment.
Use the information on the next slide to write your answer.
Do you think Rostow’s model can be applied to all LIDCs?
Give reasons for your answer. (4 marks)

12. The statements below describe the strengths and criticisms of the Rostow model.
The model is quite old (created in 1960) and rather oversimplified.
Money is clearly needed for a country to move beyond stage 1. However, the model takes no account that many LIDCs are crippled by debt repayments which restrict further advancements.
The model makes the assumption that all countries start with the same foundations i.e have the same climate, amount of natural resources and same population size/structure.
Students can write a reasoned answer using the information shown. 4 minutes means that a summary evaluation is necessary.
It provides a rough guide of 5 stages of development that countries can use.
This model is based on the development of countries like the UK. However, the UK’s development was at the expense of others through colonialism.
Countries develop differently and at different rates.
To some extent all countries can be compared to it
It is easy to understand.

13. The statements below describe the strengths and criticisms of the Rostow model.
The model is quite old (created in 1960) and rather oversimplified.
Money is clearly needed for a country to move beyond stage 1. However, the model takes no account that many LIDCs are crippled by debt repayments which restrict further advancements.
The model makes the assumption that all countries start with the same foundations i.e have the same climate, amount of natural resources and same population size/structure.
Students can write a reasoned answer using the information shown. 4 minutes means that a summary evaluation is necessary.
It provides a rough guide of 5 stages of development that countries can use.
This model is based on the development of countries like the UK. However, the UK’s development was at the expense of others through colonialism.
Countries develop differently and at different rates.
To some extent all countries can be compared to it
It is easy to understand.

14. The statements below describe the strengths and criticisms of the Rostow model.
The model is quite old (created in 1960) and rather oversimplified.
Money is clearly needed for a country to move beyond stage 1. However, the model takes no account that many LIDCs are crippled by debt repayments which restrict further advancements.
The model makes the assumption that all countries start with the same foundations i.e have the same climate, amount of natural resources and same population size/structure.
Students can write a reasoned answer using the information shown. 4 minutes means that a summary evaluation is necessary.
It provides a rough guide of 5 stages of development that countries can use.
This model is based on the development of countries like the UK. However, the UK’s development was at the expense of others through colonialism.
Countries develop differently and at different rates.
To some extent all countries can be compared to it
It is easy to understand.

15. The statements below describe the strengths and criticisms of the Rostow model.
The model is quite old (created in 1960) and rather oversimplified.
Money is clearly needed for a country to move beyond stage 1. However, the model takes no account that many LIDCs are crippled by debt repayments which restrict further advancements.
The model makes the assumption that all countries start with the same foundations i.e have the same climate, amount of natural resources and same population size/structure.
Students can write a reasoned answer using the information shown. 4 minutes means that a summary evaluation is necessary.
It provides a rough guide of 5 stages of development that countries can use.
This model is based on the development of countries like the UK. However, the UK’s development was at the expense of others through colonialism.
Countries develop differently and at different rates.
To some extent all countries can be compared to it
It is easy to understand.

16. Students to read page 189 about the purpose of the MDGs.

17. You could have a brief discussion. Which goal(s) are more important
You could have a brief discussion. Which goal(s) are more important? Why?

18. What progress has Ethiopia made?
Complete the handout grid to summarise the MDGs progress (successes and those not met) in Ethiopia.
For each one, state the goal; comment on whether it should be met or not likely to be met; quote 2 pieces of evidence to support the point.
The information on page 188 is very detailed. Students need to – state the goal; comment on whether it should be met or not likely to be met; quote 2 pieces of evidence to support the point.

19. Mini Assessment Homework: To prepare for next lesson.
To what extent do you think that the MDGs have benefitted Ethiopia?
Give reasons for your decision (6marks)
Depending on your class this can be a written task or discussion – I’ve done this as a mini assessment (Case Study question) as I didn’t do the one at the start of the ppt

20. How does trade influence development?
Ethiopia’s trade structure has not helped development. Agriculture is responsible for 89% of exports and 80% of jobs.
The balance of trade is in deficit.
This should link with a previous lesson. What are the problems of being dependent on ‘primary trade’?
What is the problem for a country that is over -dependent on agriculture for its income?

21. One reason why Ethiopia is poor is because it depends for its income on the sale of primary products (raw materials) such as …. (read page 190 and list the main commodities).
Such products are often vulnerable to two key influences – (Explain: see page 190)
Take it further: complete the last box with your own explaination

22. In many LIDCs, a lot of people work in primary type employment – such as farming, forestry, fishing, mining.
But …why does primary work tend to keep countries poor?

23. But why does ‘Primary work’ leave a country poor?
Primary work, for example growing bananas, brings in less money because –
It is low value
so less money comes in.
It is non essential –
so we can do without it.
If the price goes up too much …..
we substitute for something else..

24. Most primary products can be easily substituted
Coffee
Tea
Copper
Rubber
Rice
Sugar
Cotton
Bananas
Substitutes ?
Primary products are often low value, with the price dictated by TNCs and where non-essential products can be easily substituted. Greater value is added by manufacturing, which Ethiopia lacks.

25. One very important product from Ethiopia is coffee.
But this product does not earn much money for Ethiopia because –
What are the messages of these clips?
The way forward is clearly stated. Trade must be fair. At present unfair trade is hindering many LIDCs like Ethiopia.

26. What are the possible solutions?
Therefore, countries like Ethiopia that depend upon trade in primary products are caught in a ‘trade trap’.
LIDC
Dependent on primary trade
Low value products with prices fixed by TNCs
Low income
No money for future improvement
Low output
Dependent on
primary trade
Low output
Trade trap
No money for future improvement
Low value products with prices fixed by TNCs
Low income
What are the possible solutions?

27. Hopefully students will realise that the grower and the consumer are both getting ripped off.
Discussion: If the price of a cup of coffee in Starbucks is £2.60 and the coffee grower is getting just a few pennies ……….. who is being exploited?

28. TNCs = Trans National Companies.
Very big companies that operate in more than one country.
Can you name some TNCs?

29. TNCs can have Positive impacts TNCs can have Negative impacts
TNCs create jobs. Money spent by individuals and raised through taxes can stimulate the economy
MNCs can shift production to cheaper countries, leading to a ‘race to the bottom’. Countries are competing to ‘under-cut’ each other
Wage rates may be higher than local, traditional work e.g. farming.
Worker exploitation. Long hard hours in poor conditions. Local workers are desperate for work.
Some jobs require more skill, which encourages training.
The senior/skilled jobs are usually given to people that are brought in rather than to local people
TNCs pay taxes, which can go towards infrastructure improvements such as roads, schools & hospitals
Most of the profits go back to the country the MNC originates from (usually a AC)
Local ‘feeder’ companies supply the TNCs – creating a multiplier effect.
Some local companies cannot manage to find employees or struggle to compete and so close down
The jobs for women are better than ‘traditional’ work and gives women greater independence.
Large factories increase pollution, waste and traffic. This is bad for the environment and peoples health.

30. TNCs can have Positive impacts TNCs can have Negative impacts
TNCs create jobs. Money spent by individuals and raised through taxes can stimulate the economy
MNCs can shift production to cheaper countries, leading to a ‘race to the bottom’. Countries are competing to ‘under-cut’ each other
Wage rates may be higher than local, traditional work e.g. farming.
Worker exploitation. Long hard hours in poor conditions. Local workers are desperate for work.
Some jobs require more skill, which encourages training.
The senior/skilled jobs are usually given to people that are brought in rather than to local people
TNCs pay taxes, which can go towards infrastructure improvements such as roads, schools & hospitals
Most of the profits go back to the country the MNC originates from (usually a AC)
Local ‘feeder’ companies supply the TNCs – creating a multiplier effect.
Some local companies cannot manage to find employees or struggle to compete and so close down
The jobs for women are better than ‘traditional’ work and gives women greater independence.
Large factories increase pollution, waste and traffic. This is bad for the environment and peoples health.

31. TNCs can have Positive impacts TNCs can have Negative impacts
TNCs create jobs. Money spent by individuals and raised through taxes can stimulate the economy
MNCs can shift production to cheaper countries, leading to a ‘race to the bottom’. Countries are competing to ‘under-cut’ each other
Wage rates may be higher than local, traditional work e.g. farming.
Worker exploitation. Long hard hours in poor conditions. Local workers are desperate for work.
Some jobs require more skill, which encourages training.
The senior/skilled jobs are usually given to people that are brought in rather than to local people
TNCs pay taxes, which can go towards infrastructure improvements such as roads, schools & hospitals
Most of the profits go back to the country the MNC originates from (usually a AC)
Local ‘feeder’ companies supply the TNCs – creating a multiplier effect.
Some local companies cannot manage to find employees or struggle to compete and so close down
The jobs for women are better than ‘traditional’ work and gives women greater independence.
Large factories increase pollution, waste and traffic. This is bad for the environment and peoples health.

32. TNCs can have Positive impacts TNCs can have Negative impacts
TNCs create jobs. Money spent by individuals and raised through taxes can stimulate the economy
MNCs can shift production to cheaper countries, leading to a ‘race to the bottom’. Countries are competing to ‘under-cut’ each other
Wage rates may be higher than local, traditional work e.g. farming.
Worker exploitation. Long hard hours in poor conditions. Local workers are desperate for work.
Some jobs require more skill, which encourages training.
The senior/skilled jobs are usually given to people that are brought in rather than to local people
TNCs pay taxes, which can go towards infrastructure improvements such as roads, schools & hospitals
Most of the profits go back to the country the MNC originates from (usually a AC)
Local ‘feeder’ companies supply the TNCs – creating a multiplier effect.
Some local companies cannot manage to find employees or struggle to compete and so close down
The jobs for women are better than ‘traditional’ work and gives women greater independence.
Large factories increase pollution, waste and traffic. This is bad for the environment and peoples health.