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GEOGRAPHY OVERVIEW, Year 10 – Geography of Human Wellbeing

Unit Title:

Physical geography Human Geography

What is Wellbeing?What should be done about the gap in human wellbeing between PNG and Australia?

Inquiry question:How do the differences between places and development impact on the concept of human wellbeing?How is wellbeing measured at local, regional and global scales?What management options exist for improving human wellbeing to reduce the gap between Australia and Papua New Guinea?

The unit focuses on different measures of human wellbeing between Australia and PNG, examines the causes for these differences and the programs designed to reduce these differences in wellbeing.

Achievement Standard

K & U GEOGRAPHICAL INQUIRY AND SKILLS

Identify different measures of human wellbeing. Analyse how geographical characteristics of place and development

impact on wellbeing. Explain how significant interconnections between people and places

influence people’s concept of wellbeing Explore the programs designed to reduce differences in wellbeing within

and between PNG and Australia Analyse the geographical challenges associated with programs designed to

reduce these differences. Propose and evaluate alternative strategies using environmental,

economic and social criteria to address this challenge

Critically evaluate information sources for their capacity to provide useful information to respond to an inquiry.

Process and extrapolate data to identify patterns, trends, relationships and anomalies.

Form conclusions in response to an inquiry, including evaluating alternatives and making recommendations.

Use geographical vocabulary, concepts and geographical conventions and develop geographical texts, including written and spoken.

Select key findings from an inquiry, plan for action and explain predicted outcomes.

By the end of Year 10, students explain how the interaction between geographical processes at different scales change the characteristics of places. They predict changes in the characteristics of places and environments over time, across space and at different scales and explain the predicted consequences of change.

Students identify, analyse and explain significant interconnections between people, places and environments and explain changes that result from these interconnections and their consequences. They propose explanations for distributions, patterns and spatial variations over time, across space and at different scales, and identify and describe significant associations between distribution patterns. They evaluate alternative views on a geographical challenge and alternative strategies to address this challenge using environmental, social and economic criteria and propose and justify a response.Students use initial research to develop and modify geographically significant questions to frame an inquiry. They collect and critically evaluate a range of primary and secondary sources and select relevant geographical data and information to answer inquiry questions. Students accurately represent multi-variable data in a range of appropriate graphic forms, including special purpose maps that use a suitable scale and comply with cartographic conventions. They evaluate data to make generalisations and inferences, propose explanations for significant patterns, trends, relationships and anomalies, and predict outcomes. They synthesise data and information to draw reasoned conclusions, taking into account alternative points of view. Students present findings, arguments and explanations using relevant geographical terminology and graphic representations in a range of appropriate communication forms. They evaluate their findings and propose action in response to a contemporary geographical challenge taking account of environmental, economic and social considerations. They explain the predicted outcomes and consequences of their proposal.

Geographical Concepts Content Descriptions Assessment

Place Space Environment InterconnectionSustainability Scale Change

Knowledge and Understanding Geographical Skills and Inquiry Suggested Assessments:

Formative and in classo Practical exercises including

- Interpreting and manipulating information such as statistics, maps, photographs, images and graphs to produce geographic representations.

- Use analysis and decision-making processes to evaluate proposed actions and predicted outcomes concerning issue

Summativeo Practical Exam

- Interpret, analyse and draw conclusions about human well-being through assessing development indicators

- Construct graphs and maps, manipulating data to suit.

Human Wellbeing Human wellbeing can be measured in

different ways within and between places (ACHGK076)

Spatial variations between countries provide reasons for differences in selected indicators of wellbeing (ACHGK077)

Issues affecting the development of places and their impact on human wellbeing within Australia and PNG(ACHGK078)

Reasons for and consequences of spatial variations in human wellbeing within Australia and PNG (ACHGK079/80)

Role of government and non-government organisations in improving human wellbeing in Australia and PNG(ACHGK081)

Collecting, recording, evaluating and representing Collect, select, record and organise

appropriate primary and secondary information (ACHGS073)

Evaluate sources for reliability and representing data in a variety forms, including scatter plots, tables, special purpose maps and digital and spatial technologies conforming to geographic conventions. (ACHGS074/75)

Interpreting, analysing and concluding Analyse multi-variable geographic data

to identify relationships, trends, patterns, anomalies and generalisations (ACHGS076)

Synthesise data and develop conclusions based on analysis and alternative points of view. (ACHGS077)

Identify how geographical information systems (GIS) might be used to analyse geographical data and make predictions. (ACHGS078)

Communicating Develop geographical texts using

appropriate geographical vocabulary, concepts and geographical conventions to communicate effectively in one or more of the following forms: written, oral, visual and graphic (ACHGS079)

Select appropriate methods, including the use of ICT to display data in graphs, tables, maps or statistics (ACHGS079)

Reflecting and responding Reflect on and evaluate findings,

proposed actions and predicted outcomes of the proposal. (ACHGS080)

Learning Framework Community Contributor Active Investigator Designer and Creator

Leader and Collaborator Effective Communicator Quality Producer

Cross Curricula Priorities Catholic Ethos Aboriginal and Torres Strait Islander Histories

and Cultures

Social Emotional Learning Asia and Australia’s Engagement with Asia

Inclusive Education Sustainability Education

General Capabilities LiteracyCritical and Creative Thinking

NumeracyEthical Behaviour

Information and Communication TechnologyPersonal and Social Competence

Links to other LA’s

COMMON CURRICULUM ELEMENTS Recognising letters, words and other symbolsFinding material in an indexed collection Recalling/remembering Interpreting the meaning of words or other symbols Interpreting the meaning of pictures/illustrationsInterpreting the meaning of tables or diagrams or maps or graphs Translating from one form to another Using correct spelling, punctuation, grammar

Using vocabulary appropriate to a context Summarising/condensing written text Compiling lists/statisticsRecording /noting dataCompiling results in a tabular formGraphing Calculating with or without calculator Estimating numerical magnitude Approximating a numerical value Substituting in formulae Setting out /presenting/ arranging/ displaying

Structuring /organising extended written text Structuring /organising a mathematical argument Explaining to others Expounding a viewpoint Empathising Comparing, contrasting Classifying Interrelating ideas/themes/issues Reaching a conclusion which is necessarily true provided a given set of assumptions is true

Reaching a conclusion which is consistent with a given set of assumptions Inserting an intermediate between members of a seriesExtrapolating Applying strategies to trial and test ideas and procedures Applying a progression of steps to achieve the required answer Generalising from information Hypothesising Criticising

Analysing SynthesisingJudging /evaluating Creating /composing /devising Justifying Perceiving patternsVisualising Identifying shapes in two and three dimensionsSearching and locating items/information Observing systematically Gesturing Manipulating /operating /using equipment Sketching /drawing

Link to ACARA Senior Geography Syllabus Theme 4 People and Development – current QSA syllabus 1997

Learning and Teaching StrategiesWeek 1 Inquiry Question What is human wellbeing and how is it measured?

Cross Curricular Priorities Asia and Australia’s Engagement with Asia, Inclusive Education

General Capabilities Literacy, Numeracy, Critical and Creative Thinking, Information and Communication Technology

K & U Geographical Skills & Inquiry RESOURCES

Human wellbeing can be measured in different ways within and between places (ACHGK076)

Analyse multi-variable geographic data to identify relationships, trends, patterns, anomalies and generalisations (ACHGS076)

www.statsilk.com

LEARNING EXPERIENCES ASSESSMENT OPPORTUNITIES

1. Brainstorming activity – What is wellbeing?a. Define the term wellbeingb. Students work in small groups to discuss the idea of ‘what is the perfect place to live?’ Identify qualitative and quantitative characteristics.

What influences their wellbeing – discuss the concepts place and space in terms of wellbeing2. Class discussion – Is your idea of ‘wellbeing’ the same as someone else’s?

a. How would someone in PNG feel and/or think about wellbeing?b. Propose discussion about a natural disaster occurring and what impact that may have on our wellbeing.c. Use results from previous group/class discussions to create a list of local and national wellbeing characteristics – compare the differences

between them.d. Discuss the purpose of having set characteristics to measure wellbeing across the world.

3. Select appropriate statistical data tables from Australia and PNG on such things as; crime, violence, corruption, disease etca. Students to begin identifying patterns and relationships based on selected qualitative data. Eg. Comparing choropleth maps of disease

distribution, line graphs on prevalence of crime and violence or adult verse juvenile crimes. How do these affect wellbeing and perceptions of wellbeing?

4. Introduce the concept of quantitative data as a standard for measurement.a. Provide students with a table of data on population size for a given timeframe (10 years ago). Demonstrate to students how to manipulate

data to create a choropleth map with appropriate conventions, such as BOLTSS.b. Students are to create a choropleth map based on this data.

Student discussion and brainstorming lists

Participation in class discussion

Analysis of qualitative data

Choropleth map of population size

Geographic skills

http://www.statsilk.com/

Week 2 Inquiry Question How is wellbeing measured locally, nationally and globally?

Cross Curricular Priorities Australia’s relationship with Asia and surrounds

General Capabilities Literacy, Numeracy, Critical and Creative Thinking, Ethical Understanding, Information and Communication Technology



Spatial variations between countries provide reasons for differences in selected indicators of wellbeing (ACHGK077)




www.nationmaster.comwww.worldmapper.orgwww.sitehoover.com


1. Provide students with a choropleth map on the levels of human development for the same or similar timeframe as the population one created.a. Students are to analyse the two maps to find any patterns or relationships that exist, eg. Are the countries with low HDI also the countries

with the highest population? Where are the greatest variations in human development?b. Students then access online resources to locate the latest HDI data for Australia, PNG and one other country like China. They can specify

certain indicators such as life expectancy, GDP, birth rates etc and then compare them to the previous mapped data to identify any changes that have occurred over the time period.

2. Discuss the difference between using qualitative data and quantitative data when examining populations. What is better to use when talking about someone’s wellbeing?

3. Students are to now analyse human development data using ‘worldmapper’ (a form of GIS)a. Demonstrate to students how worldmapper or similar program works by selecting indicators to be shown on the map. Students to follow

demonstration on their own computers. Explain to students that using data from GIS databases allows for broader analysis of human existence free from subjective opinions.

b. Students will create various proportional maps indicating life expectancy and income levels at a global scalec. They will analyse the maps for patterns and distribution, comparing developed and developing regions of the worldd. Students to now analyse the same human development indicators at a national then local scale using ‘statworld’, for Australia and PNG

Analysis of maps for patterns and relationships

Participation in class discussion

Map creation using online tools and subsequent analysis to draw conclusions

http://www.sitehoover.com/

http://www.worldmapper.org/

http://www.nationmaster.com/

comparing the identified relationships with similar countries in the Asia-pacific region.4. Discuss what they have identified in terms of the difference between countries in this region.

a. Can they make any conclusions about human wellbeing at global, national and local scales?b. What other indicators of development might be needed to conclude on the state of wellbeing – discuss as a class.c. Use the outcomes of the discussion to investigate other indicators in the same way as the life expectancy and income levels.

Learning and Teaching StrategiesWeek 3 Inquiry Question How do the differences between places and development impact on the concept of human wellbeing?

Cross Curricular Priorities Asia and Australia’s Engagement with Asia, Inclusive Education

General Capabilities Literacy, Numeracy, Critical and Creative Thinking, Ethical Understanding, Information and Communication Technology








www.statsilk.comBureau of meteorologywww.sitehoovers.comGoogle Mapswww.nationmaster.com


1. Introduce the concept that a place’s topography and climate can impact of a person’s overall wellbeing.a. Get students to access Google maps to investigate the topographical nature of both PNG and Northern Australia. They should be able to

identify major features and describe generic locationsb. Discuss how various geographical characteristics may affect a person living there in terms of access, liveability and opportunity.

2. Provide students with current climatic data both rainfall and temperature. Demonstrate to students how to create a climate graph and what its usefulness is in assessing indicators of liveability and ultimately wellbeing.

a. Students are to create a climate graph for both Canberra and Port Moresby.b. Students then analyse these graphs for similarities and differences. Discuss these as a class. Students should be able to minor variations in the

Analysis of geographical characteristics

Constructed climate graphs and subsequent analysis

Class discussion on urbanisation

http://www.statsilk.com/

data to propose conclusions about a place’s geographical characteristics3. Provide students with maps of Australian and PNG population distribution maps.

a. Students are to analyse these maps to identify patterns of distributionb. They are then to analyse these maps with the climatic data to identify any relationships between where people live and climate.

4. Students to investigate the differences between rural and urban communities in Australia and PNGa. They are to investigate the terms urbanisation, Rural-urban migration and pull/push factors.b. Discuss what implications urbanisation has on populations and their wellbeing

Learning and Teaching StrategiesWeek 4 Inquiry Question How is someone’s culture a measure of wellbeing?

Cross Curricular Priorities Social Emotional Learning, Asia and Australia’s Engagement with Asia, Inclusive Education

General Capabilities Literacy, Numeracy, Critical and Creative Thinking, Personal and Social competence, Ethical Understanding, Information and Communication Technology








See below


1. What is social development?a. Brainstorm what is social development and what makes this important to our wellbeing.b. Draw on information relating to indigenous culture and the links to social wellbeing. – In aboriginal culture their wellbeing is linked to culture

and spirituality norms or family as well as health. They cannot be separated.

Class discussion

Maps on social indicators

c. Locate relevant images and or information about PNG culture for students to compare with the culture of indigenous Australians. What relationships can they identify?

2. Ask students to answer questions about themselves. Eg. What is their culture like? Is it different? How is their wellbeing affected by their culture?a. Make a list on the board of all the aspects of students culture.b. Categorise the list under the headings of economics, education, social. Discuss with the students the link between their perception of social

development and what it actually means. Eg community links, education, employment, nutrition. Compare their list with how the UN measures this kind of development.

3. Introduce the concept of economic development and how it is measured.a. Provide students with data relating to GDP, employment rates, export and imports, infrastructure expenditure for two large towns/cities in

Australia.b. Students are to examine the data for any patterns and relationships between the two areas. Can they identify major economic influences in

these cities? Can they make conclusions about this influence on the wellbeing of people living there?4. Provide students with similar data for two towns in PNG and ask them to analyse the data in the same manner. What are the patterns and relationships

for PNG.a. Demonstrate briefly how to create a multiple line graph by using one based on a selected quantitative data choice.b. Ask students to use a selection of the data (teacher choice) for both countries to create multiple line graph for a specified timeframe (depends

on the data chosen)c. Students to analyse the completed graph for any patterns and relationships between the countries.d. What conclusions can they make about the economic development of these two countries?e. How does the economic and social development of towns and countries affect people’s wellbeing?

Line graphs

Learning and Teaching StrategiesWeek 5 Inquiry Question How does the environment influence human wellbeing?

Cross Curricular Priorities Aboriginal and Torres Strait Islander Histories and Cultures, Social Emotional Learning, Asia and Australia’s Engagement with Asia, Inclusive Education

General Capabilities Literacy, Numeracy, Critical and Creative Thinking, Ethical Understanding, Information and Communication Technology, Personal and Social Competence









See below


1. Discuss the question, ‘Does our environment affect our wellbeing or feeling of wellbeing?’a. Locate various images of the environment eg. Rainforests, rivers, animals, farming, erosion, pollution etc. Show students the images and ask

them to write one word to describe how they feel when they see the image.b. Discuss with them that our surroundings can dictate our daily happiness and therefore wellbeing.c. Discuss how various cultures around the world see the environment differently therefore manage it accordingly, not always for the better.d. Brainstorm a list of environmental indicators to assess the impact on wellbeing.

2. Introduce the concept of ecosystem services.a. These are the services provided for free that we all rely on for day-to-day living. If they disappeared, what affect would that have on our

wellbeing?

Mapping exercises

Analysis of land uses and environmental data

b. Use case studies to explore this issue in greater depth asking students to draw conclusions about the economic, social and environmental impacts. Eg. Bees as pollinators, what would be the price of pollination for the agricultural industry? America must import live bees from Australia as they have no native honey bees for natural pollination.

3. Environmental wellbeing also relates to food production and water/nutrient cycling also services provided by the ecosystema. Have students access online mapping tools to find world maps of agricultural distribution. Get them assess the different types of agriculture

and where it is occurring? Are there any patterns in production.b. Ask them to look closer at Australia and PNG. How much land area is available for this type of land use. Go to worldfact to access data on land

size and usability.c. Have students access ‘scribblemap’ and using the data from ‘worldfact’ get them to draw an overlay on the map to show the different land

uses. Students should be able to categorise them and then draw conclusions about the productivity of each country or region in the country. How is productivity related to human wellbeing – discuss this in terms of opportunities and malnutrition levels which is another indicator of human development.

4. Environmental management is also a qualitative indicator of development and wellbeing.a. Indigenous cultures of ‘custodianship’ are closely linked to how the environment is used and managed. Discuss with students how health both

physical and wellbeing is at the centre of environmental health. (ecosystem and human well-being: health synthesis [WHO 2005]).b. Why is this so? Ask students to form small groups and discuss the cultural aspects of this notion. They should be able to list things like

‘dreamtime stories’ and the connection with the body and soul.c. Have students access online resources and newspaper articles related to land degradation, mining and logging. Discuss how after reading

these they feel about the environment or even do they feel fine about it or somewhat not happy. They should gain an understanding of connection.

d. Now discuss with them how PNG culture is also closely linked to their environment and in fact social norms relate to how a woman tends to her garden.

Learning and Teaching StrategiesWeek 6 Inquiry Question What is being done to improve development and human wellbeing?










Develop and plan questions appropriate to geographic inquiry (ACHGS072)

Collect, select, record and organise appropriate primary and secondary information (ACHGS073)

Develop geographical texts using appropriate geographical vocabulary, concepts and geographical conventions to communicate effectively in one or more of the following forms: written, oral, visual and graphic (ACHGS079)

See below


1. Students are now going to investigate what is being done to improve wellbeing.a. Brainstorm in small groups what we can do to improve health and wellbeing.b. Provide students with articles related to ‘aid’ programs, get them to read and summarise the main points of the program. What was the

purpose and outcomes.

Class discussions

Brainstorming sessions

c. Provide students with data on Australia’s aid programs in terms of financial support and where aid is given. Ask students to create a column graph to visualise this data.

d. Analyse the graph for any patterns – eg. Is there a pattern of location in the world of where aid is provided and what for?2. What is the role of non-governmental organisations in improving wellbeing?

a. What do NGO’s provide in developing nations specifically PNG. Students should be able to list a few key ones including health, food and money.

b. Ask students to access webpages for common ‘aid agencies’ and have them summarise their mission and vision, where they are working and what they are doing.

3. Locate case studies on other countries or towns for example Timor-Leste where action is taking place to improve the social development and therefore wellbeing of the people.

a. Ask students to make a comparison matrix of the different aid programs undertaken in this area.b. Students are to summarise the outcomes against developmental indicators for this same area. Students are to locate statistical data for this

analysis.4. Introduce and discuss the concept of bilateral support and what it means for countries in the Asia-pacific region.

a. Does Australia have bilateral support with PNG, this could be a starting point to discuss the current issues of asylum seekers.

Case study investigation into Timor-Leste and associated data analysis

Learning and Teaching StrategiesWeek 7 Inquiry Question What programs are being used in other regions of the world to improve wellbeing?












Reflect on and evaluate findings, proposed actions and predicted outcomes of the proposal. (ACHGS080)


See below


1. Students are to form small groups and undertake an in-class inquiry task into either Bangladesh or Sub-Saharan Africa.a. They are to research what the problems in these regions are, what the processes causing the issues, what are the implications on wellbeing

and what is being done.b. Provide students with resources relevant to the areas. CSIRO runs a program in Africa and AusAid in Bangladesh.

Class discussions

Research results from inquiry

2. Students are to present their findings in a class discussion. task

Learning and Teaching StrategiesWeek 8 Inquiry Question What management proposals can be implemented to improve PNG wellbeing?

Cross Curricular Priorities Aboriginal and Torres Strait Islander Histories and Cultures, Social Emotional Learning, Asia and Australia’s Engagement with Asia, Inclusive Education











Reflect on and evaluate findings, proposed actions and predicted outcomes of the proposal. (ACHGS080)

See below


1. As a class students are to formulate ideas or proposals based on findings from previous inquiry to improve the development and wellbeing of people in PNG.

2. This can be used as a practice for writing extended responses in which they have to analyse data, evaluate the merits of proposals against criteria and make a decision about the best one to use.

Practice responses to stimulus

Proposals put forward in class

discussion

Learning and Teaching StrategiesWeek 9 Inquiry Question What management proposals can be implemented to improve PNG wellbeing?









Reflect on and evaluate findings, proposed actions and predicted outcomes of the proposal. (ACHGS080),




See below


1. Students to undertake revision of concepts and ideas2. Provide students with an array of images, graphs and written texts to practice reading and analysing3. Demonstrate with students how to evaluate proposals using a matrix4. Students to undertake assessment task.

Summative assessment item – Practical Exam

Learning and Teaching StrategiesWeek 10 Inquiry Question How does human wellbeing affect our place in the world?


General Capabilities Personal and Social Competence




Reflect on and evaluate findings, proposed actions and predicted outcomes of the proposal. (ACHGS080),


1. Students to undertake a reflection activitya. Ask students to revisit their responses from the first week and answer the question ‘What is wellbeing’ again. They should have very different

responses.b. Students can also make posters to display in the classroom based around one aspect of human development and wellbeing.

RESOURCES

PNG

CRIME

DFAT travel advisory

http://www.smartraveller.gov.au/zw-cgi/view/Advice/Papua_New_Guinea

Crime & Corruption in PNG

http://crimeandcorruptionpng.wordpress.com/

Papua New Guinea: a country suffering spiralling violence

http://www.theguardian.com/world/2013/jul/19/papua-new-guinea-spiralling-violence

Australia unveils plans to send police to PNG

http://www.abc.net.au/news/2013-07-15/australian-police-to-help-tackle-crime-in-png/4820876

POPULATION DATA

Population pyramid - interactive

http://populationpyramid.net/

Comparison between Aust & PNG

https://www.cia.gov/library/publications/the-world-factbook/

http://www.ifitweremyhome.com/

CLIMATE DATA

Comparing climate

http://www.climatemps.com/

Scribble maps – draw around areas in PNG & QLD (local) to show arable & non-arable land

Planning for Differently Abled Students

Student/s Different Ability Australian Curriculum Content Descriptions

being addressed

Learning and Teaching Strategies Assessment Strategies

PART A – Data ManipulationUse the data in Table 1 to answer question 1 and 2.

Table 1: Development changes for selected countries.Country GDP per capita GDP %

ChangeLife

Expectancy (yrs)

Infant Mortality Rate (per 1000

births)1970 2006 1970 2006 1970 2006

Argentina 3090 15 390 498 65 75 75 14Nicaragua 1590 4010 252 47 71 209 26Thailand 690 9140 1324 52 71 149 20Turkey 1260 9060 719 50 72 258 23

Singapore 1530 31 700 2071 65 80 49 3South Korea 690 23 800 3449 54 79 120 5Mozambique 790 1220 154 37 43 331 108

Morocco 540 5000 925 47 70 265 38Nepal 480 1630 339 38 62 298 51

Sierra Leone 280 850 303 32 48 385 158

1. Construct a column graph to show the change in GDP (per capita) from 1960 – 2006 for all countries listed.Ensure your graph has appropriate geographical conventions.

2. Construct a choropleth map to show the life expectancy in 2006 for the countries listed. Use the following value intervals for your map.

< 54 55 – 64 65 – 74 > 75

Ensure your map has appropriate geographical conventions.

PART B – Data Analysis1. Referring to the graph in Figure 1, which country experienced the greatest growth and least growth in its GDP between 1960 and 2006?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Referring to table 1, which countries showed the greatest and least change in relative (percentage) terms in their GDP between 1960 and 2006?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Which of these two measures of growth in GDP per capita, growth in dollar value or percentage growth, do you think is the better indicator of a country’s economic development? Explain your answer using examples studied in class.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Referring to the two choropleth maps in Figure 2 & 3, identify and explain the pattern of distribution in life expectancy change between 1960 and 2006.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

PART C – Extended ResponseWrite an extended response of 200-300 words to answer the following question.1. Does a higher GDP per capita automatically mean improved human well-being socially, environmentally and economically? Explain your answer referring to case studies discussed in class. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

FiguresFig 1. Graph of GDP per capita change 1960 – 2006.

Argentina

Nicarag

ua

Thaila

ndTu

rkey

Singa

pore

South Korea

Mozambique

Morocco

Nepal

Sierra

Leone

0

5000

10000

15000

20000

25000

30000

35000

19602006US

$$

Fig 2.Table 1: Development changes for selected countries.

Country GDP per capita GDP % Change

Life Expectancy

(yrs)

Infant Mortality Rate (per 1000

births)1970 2006 1970 2006 1970 2006

Argentina 3090 15 390 498 65 75 75 14Nicaragua 1590 4010 252 47 71 209 26Thailand 690 9140 1324 52 71 149 20Turkey 1260 9060 719 50 72 258 23

Singapore 1530 31 700 2071 65 80 49 3South Korea 690 23 800 3449 54 79 120 5Mozambique 790 1220 154 37 43 331 108

Morocco 540 5000 925 47 70 265 38Nepal 480 1630 339 38 62 298 51

Sierra Leone 280 850 303 32 48 385 158

Fig 2.

Fig 3

Documents

Geography - Web viewSpatial variations between countries ... farming, erosion, pollution etc. Show students the images and ask them to write one word to ... Last