1. Capitalist vs Communist 4th December 2014 Learning outcome: Students will be able to answer synoptic questions to their target level Tricky: Which 2 countries do you think this might be representing? Trickier: Explain what the cartoon means by showing Europe and Asia as punchbags.

2. Changing patterns of power Superpowers shift over time; the Uni-polar world of the British Empire gave way to the Bi-polar cold war world In 1990, as the USSR collapsed, a new USA dominated Uni-polar world was ushered in; the EU has grown to be increasingly powerful also Many people think the future will be a more complex, fragmented and regional multi-polar world It is important to recognise that power can decline as well as grow

3. What country do you think made this film? What view were they trying to give of USA and Russia? Rocky vs Ivan Drago

4. The Cold War - Not actually a war, but a state of political tension between the USA and its Western Allies and the USSR - Started after WWII until 1991 - Fuelled by different ideologies – Capitalist vs Communist

5. Why did the Cold War begin?

6. Task Complete your A3 sheet using pages 146-150

7. Why did the Cold War end?

8. Task Complete a quick case study / profile of the IMF and World Bank. 1.Who are they? 2.What do they do? 3.What are their interests? 4.Using Singapore and Japan explain how they have helped to shape those regions. Extra challenge: How good a solution do you think capitalism is to Poverty? Justify.

10. IMF influence Ghana Malawi Jamaica Zimbabwe

11. Ghana In securing a loan from the IMF in 2009, northern Ghanaians were forced to end their prosperous rice farming and begin purchasing rice abroad. This was because a stipulation tied to the World Bank and IMF loans stated that all future funds would cease, should the Ghanaian government continue to provide rice farmers with subsidies that helped them grow at a profitable level. Because of this stipulation, rather than boost the economy and feed its citizens, Ghana is forced to purchase rice, a natural resource that they once grew themselves, from countries such as the United States. This has led to increased poverty within northern Ghana, as well as a crippled economy with little chance of becoming self-sufficient

12. Malawi In the late 1990s, government officials provided families with free starter packages to begin planting and harvesting corn. The initiative was successful and corn was produced in surplus, assisting impoverished families. However, after Malawi accepted aid from the IMF and the World Bank, they stepped in and ended the program, declaring that such an initiative “distorted trade.” The IMF then forced the government to sell off food reserves to settle commercial debts. This compliance caused approximately 1,500 deaths from starvation and famine. It wasn’t until 2005 that the president would reinstate the farming program, in defiance of the World Bank and IMF, and become the supplier of corn in Southern Africa.

13. Jamaica Since accepting money from the IMF in 1977 to assist with expenses stemming from the energy crisis that caused fuel-based import expenses to skyrocket, Jamaica has become one of the most indebted countries in the world. Poverty is at an all-time high and increasingly, many citizens are being forced to work in sweatshops. The IMF controls the country and continues to loan it money, resulting in debt payments that surpass twice what is spent on education and healthcare combined. These IMF loan stipulations called for the abolishment of programs dedicated to food subsidies, education and exports, all of which led to an increase in food prices, imports and poverty. Because the stipulations imposed an end to subsidies for farming and agriculture — subsidies that could assist Jamaicans in making money to repay their debts — the island nation remains locked in a cycle of debt. High interest rates make a bad situation worse: as their avenues of making money are depleting, the money owed increases.

14. Zimbabwe At the hands of the IMF, in 1999 Zimbabwe owed $20 million a month in foreign debt. The stipulations tied to IMF loans did little to truly assist its inhabitants. As a result of these regulations, 14,000 public employees were fired, military budgets cut and the price of necessities such as petrol, fuel and electricity allowed to rise with inflation. With poverty at such high numbers, also rising are diseases such as cholera, malaria and HIV/AIDS. Zimbabwe is now one of the leading countries affected by HIV. Under IMF financial imperatives, social programs stopped receiving funds to help students with school supplies, and school fees were implemented forcing families to make up for the lost monies. As school budgets are depleted and school fees rise, school attendance continues to decline, as do wages for teachers and administration in an attempt to bridge the financial gap.

15. Bono: Capitalism takes more people out of poverty than aid From what you have learnt this lesson do you agree? Who might have another point of view and why?

16. Simplified:

17. How could we break this down into sub-questions?

22. Demography  Demography is the study of population characteristics  Changing population trends in the UK is an important topic for Geographers to study  Over time our population has changed significantly, as it is clear from family trees that we look at  There are many reasons for this changing trend in population  http://www.ancestry.co.uk http://www.ancestry.co.uk Learning outcomes: Students will be able to explain how developments in health and hygiene have affected population structure Students will be able to explain how developments in work and education have effected population and migration

23. How do we know that population has changed?  National scale: The UK census goes back to 1801, with a good level of detail recorded from 1841. Some census data is now available for the public to view  Local scale: Church records e.g. births, baptisms, deaths and marriages have been recorded since the middle ages in UK  Personal scale: Personal recollections of family members Learning outcomes: Students will be able to explain how developments in health and hygiene have affected population structure Students will be able to explain how developments in work and education have effected population and migration

24. Your family tree for 4 generations?  Think about the jobs done by the family members, the number of children, migration?  See p 96 in Fish Book Learning outcomes: Students will be able to explain how developments in health and hygiene have affected population structure Students will be able to explain how developments in work and education have effected population and migration

25. What has changed population structure  Since the census in 1901 there have been a number of demographic, economic and migratory changes have been identified. These include:  Family size  Population structure  Migration  Employment  Social status and aspirations  Ethnicity

26. What has changed in the UK since 1901? How do you think each of these things have changed in the past 100 years in the UK? Family Size Ethnicity Migration Population Structure Social status and aspirations Learning outcomes: Students will be able to explain how developments in health and hygiene have affected population structure Students will be able to explain how developments in work and education have effected population and migration

27. Changing factor How this has changed Family size Population rise from 37m in 1901 to 61 million in 2007. In 2011 it reached 63.2 billion. Even though household size has fallen (small families, gay couples, pensioners and divorcees) life expectancy has risen. This increases extended households. Population structure UK now has a top heavy population structure. In 1931, just 7% were aged over 65 and 24% under 16. However nowadays it has changed to 16% and 19% respectively. Life expectancy has also risen to 77 (men) and 82 (women) in 2007. Migration The UK is more mobile now. People now migrate towards settlements with service jobs, generally, towards the south – east. 26% of the UK now live in London. Counter – urbanisation now exists as well as age selective migrations. Employment Industrial decline and manufacturing decline have changed where people live and what jobs they are employed in. There's been a move towards ‘white collar’ service work. See diagram p 122 Philip Allan. Social status and aspirations Social mobility has increased meaning that more people are moving around, and out of poverty into the middle classes. More people going into further education and into non – manual work. Ethnicity Around 8% of the UK are made up of minority groups. From 1950s a large scale migration from the UK’s former colonies and then the expansion of the EU in early 2000 both changed the ethnic make up of the UK. Segregation exists in some districts. What has changed in the UK since 1901?

29. Explaining the pattern of population change  Birth rates and death rates ultimately control population size and structure  We can think about population change before and after the 1970s

30. Before the 1970s  Population growing due to natural increase  Death rate falling due to improvements in food supply, health and hygiene  Post war baby boom  Population grew from 38 million to 55 million between 1901 and 1971

31. Since 1970s  Population increased more slowly  Most growth now due to immigration  BR and DR at a fairly low rate  Family size small, life expectancy rising  Reports in 2007 suggested that BR was on the rise due to child bearing age migrants  Total population grew from 55 million in 1971 to 61 million in 2007

32. Demographic Model for the UK from 1700 Stage 1Stage 4Stage 3Stage 2

33.  Read p 124-127 Philip Allan

34. A population pyramid for the UK in 2010

35. Fall in Fertility  During the 20th Century fertility rates fell  There have been a number of factors that have lead to this:  Education about contraception  Knowing the risks of smoking and drinking during pregnancy  Secularisation – decrease role of religion  Consumerism – increased consumption

36. Factors causing changes in births and life expectancy in the UK Falling births Costs and consumerism Contraception, abortion and education Global connections Woman’s status, pay and rights Nutrition, diet and lifestyle Hygiene, sanitation and safety Global connections Healthcare, treatment and prevention Longer life expectancy  See p 126 Philip Allan

37. Factors that have affected families in UK  See p 127

38. An ageing population

39. The Greying of British Society  As we’ve already talked about, the number of people over 65 is growing  This means we are going to have a higher dependent population  We can work this out with this equation Dependency ratio = (Population under 16) + (Population over 65) (Population 15 – 64) X 100 http://news.bbc.co.uk/1/hi/uk/4045261.stm

40. Advantages of greying population Disadvantages of greying population  Voluntary charitable work  Spending money on goods and services  Earning money and paying tax  Bringing wisdom and experience to some sectors  Economic costs – providing health care, retirement homes and a pension is going to become increasingly expensive (Baby boomers will cost £30 billion a year)  Housing shortages due to longer life expectancy  Emotional burden

41. Aging population reading and tasks  P128-130 Philip Allan  P 99-100  What are the challenges and benefits of having an aging/greying population? 15 marks  P 101 Pearson Questions