Suggested (infrastructure (Bangalore, services to India (Bangalore). Students create short learning investment, waged work, India) presentations looking at: objectives poverty reduction, 1. Reasons for growth in globalisation in that location. Explain the education and training) 2. An example of a TNC that has located in the area. benefits and costs but also costs (loss of 3. Benefits of globalisation for people and the environment. of globalisation for productive land, 3. Costs of globalisation for people and the environment. people and the unplanned settlements, Teachers support with reading material and hyperlinks. environment in environmental and developing resource pressure). Students could look at Gunnar and Mydal’s cumulative countries. causation model here as an example of positive feedback. 3.4b Some communities in developing countries Skills objective Plenary Analysis of map have experienced major Students deliver presentations whilst others make notes. showing economic environmental problems centre of gravity. (including air and water Resources pollution, land degradation, Examples of worker in Asia (Source: Open exploitation of resources, University, adaptation from and loss of biodiversity), Impacts of iPhone manufacturing in which impact on people’s Changing consumption in health and wellbeing. Video and article about IT industry in Bangalore: Apple’s new map data centre in Hyderabad: See also Geofile 617 (please note that this is not a free resource) Lesson 8 Key idea 3.4c Some Global (4) Use of Starter deindustrialised regions population, Students look at a photo of an industry in a developed (1 hour) 3.4 The global in developed countries deprivation country (e.g. ) and produce a mind map of ways in which shift has created Regional face social and and land-use the economy, society and environment may be affected by winners and losers example of environmental problems data sets to globalisation. Students evaluate which is the greater threat for people and the developed as a result of economic quantify the and consider how these factors are interlinked. physical country (Ruhr, restructuring (dereliction, impacts of environment. South Wales, contamination, Detroit, Redcar) Main depopulation, crime and Suggested Teacher provides data sets to quantify the impacts of high unemployment). (4) learning deindustrialisation on a (e.g. Redcar) compared to objectives national averages (employment, health deprivation,
Suggested learning objectives Explain the benefits and costs of globalisation for people and the environment in developing countries. Skills objective Analysis of map showing economic centre of gravity. (infrastructure investment, waged work, poverty reduction, education and training) but also costs (loss of productive land, unplanned settlements, environmental and resource pressure). 3.4b Some communities in developing countries have experienced major environmental problems (including air and water pollution, land degradation, of resources, and loss of biodiversity), which impact on people’s health and wellbeing. (Bangalore, India) services to India (Bangalore). Students create short presentations looking at: 1. Reasons for growth in globalisation in that location. 2. An example of a TNC that has located in the area. 3. Benefits of globalisation for people and the environment. 3. Costs of globalisation for people and the environment. Teachers support with reading material and hyperlinks. Students could look at Gunnar and Mydal’s cumulative causation model here as an example of positive feedback. Plenary Students deliver presentations whilst others make notes. Resources Examples of worker exploitation in Asia (Source: Open University, adaptation from Impacts of iPhone manufacturing in Changing consumption in Video and article about IT industry in Bangalore: Apple’s new map data centre in Hyderabad: See also Geofile 617 (please note that this is not a free resource) Lesson 8 (1 hour) Key idea 3.4 The global shift has created winners and losers for people and the physical environment. Suggested learning objectives 3.4c Some deindustrialised regions in developed countries face social and environmental problems as a result of economic restructuring (dereliction, contamination, depopulation, crime and high unemployment). (4) Global Regional example of developed country (Ruhr, South Wales, Detroit, Redcar) (4) Use of population, deprivation and land-use data sets to quantify the impacts of Starter Students look at a photo of an industry in a developed country (e.g. ) and produce a mind map of ways in which the economy, society and environment may be affected by globalisation. Students evaluate which is the greater threat and consider how these factors are interlinked. Main Teacher provides data sets to quantify the impacts of deindustrialisation on a (e.g. Redcar) compared to national averages (employment, health deprivation,