TERM 3

GRADE 11 – DEVELOPMENT
GEOGRAPHY
MINDMAP: DEVELOPMENT GEOGRAPHY

Framework
for
Concepts Development

Development
Issues and
Development Challenges

Role Of Trade and

Developmental Development
Aid
Terminology
Development The use of resources and technology to bring
about change. This change is positive and
generally involves the improvement in people’s
quality of life and improving the standard of living
in a country
Development Indicators Are used to measure the level of development
with regard to a countries economic, social and
institutional growth. There are two main types’
economic indicators and social indicators.
Brandt Line The line dividing the world into the developed
and developing world
Industrialised The country is involved in manufacturing and
processing of raw materials in factories. The
more industrialised a country is the more
developed the country will be.
Infant Mortality The number of children who die because of
childhood related and other diseases
Life expectancy The average number of years a person can
expect to live
Primary Activities The extraction of raw materials from the earth’s
surface. For example, forestry, farming, mining,
and fishing.
Secondary Activities Involves the manufacturing and processing of
goods obtained in the primary activities.

Tertiary Activities Provision of services.

Quaternary Activities Involves research and technology
Globalisation A process that leads to an integrated global
economy and society.
Factor An element or cause that contributes to a result.
Model A representation of an aspect of the real world; a
simplified or generalised version of reality
Economy The system of production and distribution in a
 society; the economy is made up of four sectors,
primary, secondary, tertiary and quaternary.

Core An area which has an economic advantage due

to high levels of capital, infrastructure and
employment opportunities. Most developed parts.
Core and Periphery Model A model that tries to explain where economic
development takes place, using the concepts of
core and periphery.
Free Market Model A model that tries to explain development based
on the economy.

Periphery An area which lacks capital, infrastructure and

employment opportunities. Less developed area.

Sustainable Development Any developments that will in the long term

sustain themselves and not deplete the natural
resources of the area.
Sustainable Development A model of development that aims to incorporate
Model economic and social development without
harming the environment
Community Based A programme designed to improve the quality of
Development Programme life within a specific community.
Diffusion Moving from an area of high concentration to
areas of lower concentration
Multiplier effect An increase in economic activity creates a ripple
effect in the economy, resulting in increased
consumption and increase in national income.
Trade The exchange of goods, services, capital, labour
and information between two parties.
Barter To exchange goods for other goods, rather than
selling them for money.
International trade The exchange of goods, services, capital, labour
and information between countries
Balance of Trade The relationship between the value of a country’s
exports and its imports.
Market The place where goods and services are bought
and sold.
Commodities The items (goods and services) that countries
 trade. Anything sold in large quantities.
Free Trade Trade that occurs without any restrictions.
Tariffs A type of tax placed on imported goods, which
makes these goods more expensive than the
local product.
Customs Taxes paid on importing and/or exporting goods
Quota A limit to the amount of imported goods that may
enter a country during a fixed period of time

Subsidy A form of financial assistance paid by

government to an industry or economic sector.

Fair trade Trade that supports farmers in developing

countries by paying fair prices and encouraging
social and environmental development in their
communities.
Globalisation A process that leads to an integrated global
economy and society.

Multinational Corporation A company that owns or controls production

(MNC) facilities in more than one country.
Outsourcing Having components made or assembled in a
country other than where the headquarters of a
company is based.
Sweatshops Workshop or factory where people work long
hours in poor conditions for low pay, often
making illegal or counterfeit goods.
Gender Male or female; way in which a society/culture
treats men and women

Gender Inequality Index (GII) UN index indicating the degree of

equality/inequality between men and women in a
country
Informal sector Self-employed people trading goods on the street
or working from home/backyard workshops. Not
part of the formal economic sector. Workers have
no contracts, fixed hours or benefits and do not
pay tax
Permaculture Type of agriculture that meets people’s needs in
a sustainable way.
Environmental impact A study undertaken to assess the impact on the
assessment (EIA) environment of a development project
Carbon emissions Gases containing carbon dioxide that pollute the
atmosphere

Carbon footprint The quantity of carbon gases a person

contributes to the pollution of the atmosphere
through his/her daily lifestyle
Green economy An economy that does not damage the
environment

Food security When all people at all times have access to

sufficient, safe, nutritious food to maintain a
healthy active lifestyle
Agroprocessing Industries that process agricultural products
Beneficiation To treat and use a mineral so that the ‘benefits’
stay in the home country as opposed to exporting
a mineral and then importing (at a greater
expense) the manufactured product
Aid Help/assistance given by one country or
organisation to another country. Examples
include food, medicines, money and technology
Development aid Money, knowledge or skills that are donated to
developing countries in order to assist in their
economics, social, political and environmental
development
Donor A country or organisation that gives aid
Recipient A country that receives aid
Gross National Income (GNI) The amount of money the average person in a
country can expect to have. (Low income and
middle income countries are developing while
high income countries are developed).
Gross National Product Total value of all goods and services produced
(GNP) by a country in one year including foreign
earnings.
Gross Domestic Product Shows the total value of all goods and services
(GDP) produced by a country in one year.
Human Development Index This indicator is a combination of GDP per
(HDI) capita, life expectancy and literacy rate. Zero (0)
indicates the worst quality of life, while one (1)
shows an almost perfect place.
Gini-coefficient Indicates how wealth is shared in a country. A
Gini score of 0 indicates complete equality in
income (every household receives the same
amount of money). A Gini score of 1 indicates
complete inequality (income received is not the
same; one household gets more than the other).
Developed country Countries with an economic base built largely on
manufacturing and technology rather than
agriculture
Developing country A non-industrialized poor country that is seeking
to develop its resources by industrialization
More economically A highly industrialized country characterized by
developed countries significant technological development, high per
(MEDCs) capita income, and low population growth rates.
Examples of such countries include the United
States, Canada, Japan, and many countries in
Europe.
Less economically Country characterized by minimal
developed countries industrialization, low technological development,
(LEDCs) low per capita income, and high population
growth rates. Many of these countries are found
in Asia, Africa, and Central and South America
Industrialised countries Countries whose economy is based on Industry
Birth Rate is the term used to define the number of babies
born every year per 1000 people in a population?
Death Rate is the term used to define the number of deaths
every year per 1000 people in a population?
Natural increase in a population occurs where Birth rate is greater
than death rate. That is, that there are more
births than deaths in that population ion a year.
Natural decrease occurs when death rate is greater than birth rate.
This means that more deaths occur in a
population than babies are born so population
numbers decline
SHORT OBJECTIVE QUESTIONS BASED ON CONCEPTS.
Activity 1
Matching columns. Write the number of the question with the letter of the correct
answer next to it. Example, 2.1 A

The total income of a country per year divided by

the number of
2.1 Development A people in the country
Includes life expectancy, literacy, years in
2.2 Standard of living B education and income per person
Gross Domestic
2.3 Product per capita C Those things needed to satisfy people’s needs
Gross National Process of change which improves the well-being
2.4 Product D of a society
2.5 Gini-coefficient E Distribution of workforce in industry
Human Development Measure of the quality of services and goods
2.6 Index F available
2.7 Resources G Monetary economic policies
2.8 Economic sectors H Degree of well-being felt by people
Development which not only meets people’s
2.9 Quality of life I needs today but also those of future generations
Sustainable The value of all the goods and services produced
2.10 development J by a country in a year
K Global standard for calculating income disparity
(10 × 2) (20)
Activity 2
1 Choose the correct term in COLUMN B that matches the description in
COLUMN A. Write the letter (A–I) next to the question number (4.1.1–
4.1.8) in your ANSWER BOOK, for example 4.1.9 J.

COLUMN A COLUMN B
1 Allowing more freedom of trade A Terms of trade

2 The relationship between the prices a B Balance of trade

country sells its exports for and the prices
it pays for its imports

3 Tax collected by government on goods C Protectionism

coming into a country

4 A financial summary of all payments D Liberation of trade

made by a country to the rest of the world
5 The relationship between the value of a E Balance of payment
country’s exports and its imports
6 An official ban on trade or other F Trade bloc
commercial activity with a country
7 A control that restricts, restrains or G Embargo
supports trade to look after the interests
of a country
8 The group of countries that have agreed H Free trade
to trade with one another
I Tariff
Activity 3
Provide the term from the list below, which matches the descriptions with the
questions that follow. Write ONLY the correct term next to the question
number (4.1.1 to 4.1.7), for e.g. 4.1.8 Development.

Embargo Humanitarian aid Import quotas

Balance of trade Bilateral aid Economic development
Protectionism Balance of payment

1 The ability of a country to have access to its resources to create

economic wealth.

2 The balance between the monetary value of a country’s exports

and imports.

3 Restrictions put on imported goods, regarding its weight, volume

and amount.

4 The import of goods from other countries is restricted.

5 Trade blockages are used to prevent the influx of commodities

that might threaten local production.

6 Direct aid from one country to another.

7 Aid for individuals or countries in times of natural disasters or civil

conflict. (7 × 1)(7)
 Grade 11 – Term 3
Week:_________ Date:_______ ________% Curriculum Coverage
Topic: Concept of Development
What is meant by Development includes two aspects of improvement in the life of people:
development
Development refers to Standard of living is the value of their possessions and savings, the type of home they live
characteristics that describe the in and whether they own items such as a washing machine, television, car, telephone and
stage a country has reached on computer.
economic, cultural, social and Quality of life is the general wellbeing of a person. It includes standard of living,
technological levels but it is also affected by education, health care, services, utilities, environment, and social,
political and religious freedom
Economic classification of
countries in terms of their
development
 Countries are classified according to their level of
economic and human development. There will always be poor people in rich countries and rich people in poor countries. The
Brandt Line is used to divide the world into two halves, the developed north (rich, industrialised) and the developing south
(poor).The Brandt Line may also be referred to as the North-South divide. It is important to remember that the Brandt line is not the
same as the equator. There are some countries that are found in the Southern Hemisphere but are north of the Brandt Line e.g.
Australia

Indicators of Development

Economic Indicators Social Indicators Demographic Indicators

(Show how well off a (Show level of human (Statistics of a
country is development, welfare and
economically) quality of life) country’s population)

Economic Indicators Social Indicators Demographic Indicators

 Gross National Income (GNI)  The percentage of the population living in  Birth rate
 Gross National Product urban areas  Death rate
(GNP).  Education levels and level of literacy  Infant mortality rate
 Gross Domestic Product  Availability of services such as water,  Life expectancy
(GDP electricity and healthcare  Maternal Mortality rate( the
 Human Development Index  Food and nutrition number of mothers who dies
(HDI) during childbirth)
 Gini-coefficient  Population growth rate (the
percentage by which a country’s
population grows each year)
Activity 1 Questions
Refer to the table below and answer the questions 1 From the development indicators
given above in the table list one

capita(
GDP(U
example of an economic, social and

10000peo
GDP/

US$)

Doctors/
demographic indicator.

S$)

IMR

Liter
Gini

BR

DR
HDI

acy

ple
LE
2 Name the three development
Australia 851 40 000 0,94 0,35 12,4 6,8 82 4,7 99 29,9 indicators that are used to calculate
bn HDI.
3 Explain why birth rates, death rates
Brazil 2 trn 10 100 0,70 0,55 18,1 6,4 72 21,9 90 17,2 tend to decrease with increased wealth
in a country.
Japan 4,2trn 32 700 0,88 0,24 7,4 9,8 82 2,8 99 20,6 4 From the table above write
down the name of the country
Kenya 62,6 1 600 0,47 0,48 35,1 9,3 59 53,5 87 1,4
that best suits the description
bn
below:
South 505,3 10 300 0,60 0,57 19,6 17 49 43,8 89 7,7 a. Largest GDP
Africa bn b. Lowest GDP/capita
c. Highest HDI
Switzerland 314,7 41 400 0,87 0,33 9,6 8,7 81 4,1 99 40,7 d. Lowest Gini coefficient
bn e. Lowest Life Expectancy
f. Highest Infant Mortality Rate
Thailand 540,1 8 200 0,65 0,42 13 6,5 75 16,7 94 3 g. Lowest Literacy Rate
bn
5 According to the HDI figures for
USA 14,1 46 000 0,90 0,40 13,8 8,4 78 6,1 99 26,7 Australia, Japan and Switzerland
trn
where would one expect to find these
countries in relation to the Brandt
Line?
6 Using information from the table,
 which country would be the most
developed and which country would
be the least developed

Activity 2 Questions
FIGURE 2.1: INDICATORS OF DEVELOPMENT 1 Study FIGURE 3.3, illustrating
indicators of development.
1. What does the abbreviation HDI
stand for?
2. Name ONE of the HDI indicators of
development.
3. Refer to the photo indicating
Developed vs. Developing countries
and the HDI and GINI-coefficient data.
a) Match X and Y to either developed
or developing countries respectively.

(b) Clearly distinguish between HDI and

GINI-coefficient data.
COUNTRY HDI GINI - 4 Explain how the population growth
coefficient of developing countries will have a
negative influence on development.
X 0,35 0,72
Y 0,96 0,25

Activity 3 Study Figure 1 below showing the North/South divide and some
1 About what proportion of the North live in rural areas? information of the two regions.
 Select one of 12%, 25%,50%, 88%.
2 According to the map, state if each of the following
countries are in the North or the South.
2.1 Australia
2.2 South Africa
2.3 New Zealand
2.4 Japan
2.5 Mexico
3 Describe the employment structure of:
3.1 the North
3.2 the South
3.3 Give reasons for the differences in the
employment structure of the North and the South.
4 Study the population pyramids of the North and the
South. Indicate if each of the following statements are
true or false.
a. The North has a lower birth rate than the South.
b. The South has a smaller percentage of elderly people
than the North.
c. The North has a broad based pyramid. FIGURE 1 The Brandt line ‘North/South divide’
Activity 4
1 Explain these indicators of development:
(a) GDP per capita
(b) Urbanisation
(c) Infant mortality rate
2. Study the table below showing selected indicators for a developed and a developing country
Indicator The Netherlands Indicator The Netherlands Indicator The Netherlands
% of labour in agriculture 2% 81 %
GDP per capita $29 500 $1200
Literacy rate 99 % 48 %
Life expectancy 79 years 40 years
Population Growth rate 0,25 % 1.48 %
Comment on and explain the differences in:
(a) % of labour in agriculture
(b) Life expectancy
(c) Population growth rate
Activity 5
FIGURE 3.3: NORTH/SOUTH DIVIDE
FIGURE 3.3 illustrates the economic north/south divide.
1 Name the continents A and B illustrated in the cartoon.
2 Name ONE historical factor that may have caused the illustrated
relationship between the continents.
3 Refer to the movement of commodities (raw materials and
manufactured goods) between continents A and B.
(a) Which of the continents (A or B) in the cartoon is more
developed?
(b) Explain TWO reasons for your answer to QUESTION 3 (a).

(c) Discuss how the illustrated movement of commodities will

negatively influence continent A.
 Grade 11 – Term 3
Week: _______ Date: _______ ______% Curriculum Coverage
Topic: Framework for Development – Factors That Influence Development
Political factors Social factors Economic factors
History Population Growth Trade Imbalances
 Colonisation led to the extraction of resources by • The world’s population • Globalisation has made it easy for
developed countries. is increasing at a rapid countries to trade and exchange goods.
 No laws govern the use/exploitation of resources. rate. • World Trade Organisation has introduced
 Large multinational companies and investors • This puts pressure on a free market trade system in an effort to
exploit natural resources, especially in developing resources such as wood, attempt to integrate developing countries
countries. water and soil. into the world’s trading and economic
 Labour is exploited and foreign expertise is used. • These resources are systems.
Local labour is not skilled. becoming depleted or • Developing countries often have to export
degraded to developed countries and suffer when
orders for their goods are cut back
Education and Training Energy
• An educated labour • More than half the world’s population
force is essential for does not have access to clean, cheap
transfer or technology energy.
from developed and • The high use of biomass fuel in
developing countries. developing countries means a lack of
• High illiteracy rates energy for domestic use.
hamper educational • This slows down development.
progress in a country. • Developed countries contribute to the
world’s rising CO2 levels from the use of
fossils fuels for energy production.
 Natural Resources
• Carrying capacity (the maximum
population that resources in a given
environment can support) is exceeded.
• Large populations put pressure on natural
resources.
Environmental Degradation
• There is a lack of environmental
education, government policy and effective
pollution control.
• There is an objective of profit at all costs.

Access to resources
• There is an uneven distribution of the world’s natural resources.
• Developed countries need more resources than developing countries.
• There is a lack of access to water, electricity and sanitation in many developing countries.
• Land ownership is prevented in some countries.
• There is a lack of opportunities in business owing to government policies.
Activity 1 Questions
1.1 What does the cartoon say about development across the
world?
1.2 Name ONE factor in the cartoon that influences
development.
1.3 What form of development is represented by panel 1 and
2 of the cartoon respectively?
1.4 Which panel represents an economically more developed
country and which one represents an economically less
developed country?
Support your answer by using geographically sound
theory.
1.5 How does the development indicator ‘access to food’ differ
in panel 1 and 2.
Activity 2 Questions
Refer to the table below and answer the questions 1. What do the environmental issues experienced by the Japan tell
Japan GDP/capita: US$39 865 us about its overall level of development?
HDI: 0.088 2. How is Japan’s economic success negatively impacting the
Gini: 24.9 environment?
Energy and Demand for electricity is the
environmental fourth highest in the world.
degradation Negative environmental
effects include air pollution,
acid rain and decreased
water quality.
 Grade 11 – Term 3
Week: _____ Date: ______ ________% Curriculum Coverage
Topic: Trade and Development – International Trade
What is International Trade Commodities Terms of Trade
Trading happens because of the uneven Commodities are items that Terms of trade is a term used by
distribution of raw materials over the Earth’s countries trade. They can economists to describe the relationship
surface. either be raw materials or between the prices a country sells its
No country has an adequate supply of the full finished products LEDC’s exports for and the prices it pays for its
range of minerals, fuels, foods, manufactured export mainly raw materials imports. It makes economic sense to try
goods or services to make it self sufficient and unfinished goods, so their and get more for what you sell, and pay
International Trade happens when a producing share of global trade is very less for what you buy.
country is able to produce goods and services small. LEDCs also earn less for
more cheaply, or of a better quality, than the their exports than MEDCs,
consuming country. because processed
International trade is the exchange of goods and commodities fetch higher
services between countries prices than raw materials do.
Balance of Trade
The balance of trade is another important term to understand. It is the relationship between the value of a country’s exports and it
imports. It can either be positive or negative.
NEGATIVE BALANCE OF TRADE (DEFECIT) = imports are greater than exports
POSITIVE BALANCE OF TRADE (SURPLUS)= exports are greater than imports
 Trade Relationships
Trade
Relatio

Trade
Free Trade Fair Trade

Fair Trade
Free Trade Trade Barriers

Free Trade Trade Barriers Fair Trade

Trade that supports farmers in developing

Is trade that occurs without any restrictions. When This occurs in order to protect countries by paying fair prices, workers
there is free trade, nations open their borders to local manufacturers; enjoy better working conditions and are not
one another, and goods and services move freely governments might introduce exploited. This type of trade is closely linked
between them. There are no tariffs or customs measures to make imported to sustainable development. Fair trade
duties that might increase the process. Free trade organisations also improve infrastructure
goods more expensive.
is meant to benefit all trading partners. and social development (education and
These include: training) in developing countries
Import tariffs and taxes
(taxes placed on imported
goods making them more
expensive than local
goods)

Subsidies for local

industries (a subsidy is
financial assistance paid to a
business to help support that
business, to create
employment, stimulate
business and reduce
imports)

Quotas (limits that

governments set to the amount
of imported goods that can
enter a country within a
particular time frame)

Trade barriers are also used

in order to protect jobs in a
country, protect local
products from foreign
competition and to
encourage local industries.
Activity 1
1 What is free trade?
2 What are trade barriers? Why are trade barriers necessary for protecting employment?
3 In what ways do subsidies, benefit activities
or industries?
4 What is fair trade and how does it benefit the
people in the production line?
Activity 2
Refer to the cartoon in FIGURE 1 showing trade and answer the questions that follow.

FIGURE 1: TRADE

1 Is the man with the cigar promoting free trade?

2 Give ONE reason for your answer to QUESTION 2.1.
3 Who in the cartoon represents the following:
(a) More economically developed countries
(b) Less economically developed countries
4 Give TWO regulations used to prevent free trade.
5 Explain why free trade is to the advantage of less economically
developed countries.
Activity 3 - FIGURE 3. BALANCE OF TRADE

FIGURE 3 depicts a balance of trade situation.

1 Define the term balance of trade.
2 The cartoonist depicts a negative balance of trade.
(a) Why would you agree with the statement that the balance of trade is negative

(b) Provide TWO protectionist policies that more developed countries implement to restrict imports
3 Protectionist policies restrict fair trade. Explain how fair trade could help
struggling countries to have a better balance in their trade.
4 In a paragraph of approximately EIGHT lines, evaluate the importance
of a positive balance of trade for countries.
Activity 4
FIGURE 4.3 FAIR TRADE
Fair Trade is a global trade model and certification allows shoppers to quickly identify products that were produced in an ethical
manner.

For consumers, Fair Trade offers a powerful way to reduce poverty through their everyday shopping.

For farmers and workers in developing countries, Fair Trade offers better prices, improved terms of trade, and the business skills
necessary to produce high-quality products that can compete in the global marketplace. Through vibrant trade, farmers and
workers can improve their lives and plan for their futures.

Today, Fair Trade benefits more than 1.2 million farming families in 70 developing countries across Africa, Asia and Latin
America.

4 Read the extract on Fair trade (FIGURE 4.3) and answer the following questions.

1 Define the term Fair trade.

2 Name ONE way in which fair trade benefits farmers in developing

countries.

3 Explain how fair trade can help consumers reduce poverty, through
everyday shopping, as stated in the extract.

4 Discuss TWO similarities between fair trade and free trade.

5 To be certified as fair trade, producers need to maintain good

environmental protection when developing sustainable agriculture. In a
paragraph of approximately eight lines, provide FOUR criteria that
producers need to maintain, to uphold environmental standards in fair
trade.
 Grade 11 – Term 3
Week: ________ Date:_________ _______% Curriculum Coverage
Topic: Trade and Development – Globalisation
The concept of globalisation Effects of globalisation
Globalisation can be defined
as the process of change,
increasing interconnectedness
and interdependence among
countries and economies.

Globalisation brings countries

closer through better
communication, transport and
trade links.

This process is changing the

world dramatically and quickly.

Globalisation involves the flow

goods, ideas and values
across national boundaries
Activity 1

Refer to the cartoon in FIGURE 1 showing globalisation.

FIGURE 1: GLOBALISATION

1 Define the term globalisation.

2 What message does the cartoon portray about globalisation?
3 According to the cartoon, which country plays a major role in globalisation?
4 Give THREE reasons why many people are opposing globalisation.
5 In a short paragraph, give suggestions how globalisation can be more beneficial to developed countries.
Activity 2
FIGURE 2: IMPACT OF GLOBALISATION
2 Refer to FIGURE 2 depicting the impact of globalisation.

1 What is globalisation?

2 Explain why the worker does not seem very happy to be ‘helped’ by
the USA.

3 Why do you think China is portrayed (showed) as the smallest in the

cartoon?

4 Refer to the characters representing multinationals and local

governments.

(a) What are multinationals?

(b) Explain why multinationals and local governments seem to be

very good friends.

5 In a paragraph of approximately EIGHT lines, comment on the social

impact of globalisation on developing countries.
Activity 3
Globalisation
It has been said that 'Globalisation has encouraged the liberalisation of
trade. It is easier for countries to trade and exchange goods. This has
however, harmed the textile and clothing industry in South Africa.
Imported items are cheaper than locally manufactured stock.'

1 What do you understand by "Globalisation"?

2 List FOUR multinational corporations that operate globally.
2 Explain why South Africa's textile industry has been harmed in recent years.
Activity 4
SOUTH AFRICAN TEXTILE INDUSTRY

The South African textile industry, which is an important industry in our four major industrial areas, namely PWV (Gauteng),
Durban, Cape Town and Port Elizabeth has had to adapt to the global situation. The industry has imported fabrics to keep the
marginalized factories open. Between 2003 and 2005 some 67 000 jobs were lost and many factories and businesses were
forced to close down.
The South African industry has had to face China’s dominance in the textile industry and the flood of cheap clothing being
imported or sometimes entering the country illegally.
(Source: DTI and just- style.com)

Read through the case study in FIGURE 3.4 on the South African textile industry.

1 Define the term globalisation.

2 List any TWO positive impacts of globalisation
3 Provide reasons why the South African textile industry has had to close
down so many factories and businesses.
4 Evaluate why China’s clothing exports has increased.
 Grade 11 – Term 3
Week: _________ Date: ________% Curriculum Coverage
Topic: Development issues and Challenges - The effect of development on the environment
The Effect of Development
on the Environment
Development is linked to
increases in industrialisation
and technology. The positive
impact this brings for human
beings is economic and social
improvements, however, this
can have a negative impact
on the environment. Some of
these effects include:

• Global warming

• Deforestation

• Soil erosion

• Water and air pollution

• Extinction of plants
and animals
Overconsumption & Biocapacity

The more developed a society becomes, the more resources it consumes. A balance between the rate of at which people use
resources and the Earths capacity to reproduce these resources needs to be maintained.

Biocapacity is the biological ability of the Earth to reproduce resources and absorb waste generated by humans. The ecological
footprint is the amount of biologically productive area humanity uses in order to meet its needs. At the current rate humanity’s
ecological footprint is greater than Earth’s biocapacity.

Pollution
Industrial pollution has a major impact on the environment.

•Air pollution is caused mainly from burning fossil fuels like coal, diesel and petrol in the industrial and transport sectors, and
wood for domestic use. South Africa has a major problem with air pollution. Air pollution from our coal burning power stations
contributes to acid rain.

•Water pollution results from the discharge of untreated agricultural, industrial and domestic waste into rivers and dams. Polluted
water is harmful to humans and plants, aquatic life and animals.

•Land pollution is caused by dumping refuse and builder’s rubble, poor agricultural practices and mining. Industrial refuse
includes waste from manufacturing everyday items such as glass, paper, motor vehicles and tins.
Activity 1

1.1 Study FIGURE 1.1, which illustrates ways in which the carbon footprint can be reduced.

FIGURE 1.1

1. What is a carbon footprint?

2. Name TWO sources of CO2 emissions from the sketch.

 3. Explain TWO ways in which households can reduce their electricity use and thus reduce their carbon footprint.

Activity 2
Information:
Land–use change has a major impact on the environment. Deforestation, urban development, mining, agriculture and other
human activities have substantially changed the Earth’s landscape. Urban development has been linked to many environmental
problems, including air pollution, water pollution and loss of wildlife habitat.
 1. Define the term deforestation.
2. Give evidence, from the source, of deforestation.
3. Suggest reasons for the deforestation of the natural environment
4. Copy the table in your workbook and complete the information by following the instructions in the table. Use the source to
complete the information in the table.

List TWO changes that List One effect of these List One solution to minimize
occurred in the environment changes on the environment the effect on the environment

e.g. Artificial surfaces (tar and Less infiltration of water into the Create more green areas to
concrete) were created on the soil occurs, more direct runoff, increase infiltration into the soil.
soil. flooding can occur. Divert runoff into streams and
rivers.
1
2
Activity 3 – Refer to the diagram below
 1. With reference to the above diagram, discuss the impact of development on the Environment

Grade 11 – Term 3
Week: ________ Date: ________ __________% Curriculum Coverage
Topic: Role of Development Aid
In order to improve the standard of living, especially in developing countries, large sums of money are needed. International
development aid is when the MEDCs help LEDCs with loans donations and assistance. The MEDCs are referred to as the
donors as they are granting the aid and the LEDCs are referred to as the foreign aid recipients.

Aid is used to develop economies and improve services to better the quality of life for its population.

Aid can also be given with or without conditions.

Activity 1 Activity 2

Match each statement below with Read the extract from an article in FIGURE 1 and answer the questions that follow.
the type of aid in the box
FIGURE 1: DROUGHT IN AFRICA
• Conditional aid
• Multilateral aid EAST AFRICA'S DROUGHT: THE AVOIDABLE DISASTER
• Humanitarian aid The deaths of tens of thousands of people during the drought
• Technical aid in East Africa could have been avoided if the international
• NGO aid community, donor governments and humanitarian agencies
• Bilateral aid had responded earlier and more swiftly to clear warning signs
that a disaster was in the making, according to a new report.
1 Sweden grants financial aid loom in West Africa and the Sahel, where growing food
to Lesotho with no shortages are reported.
conditions.
2 The UN organisation grants [Adapted from The Guardian, Wednesday 18 January 2012]
aid to South African farmers
in rural areas.
3 The Red Cross assists flood
victims in India
4 The South African public
sends food and water to
earthquake victims in .
Indonesia.
5 The Korean government
assists Mozambique in
building a large hydroelectric
dam.
6 The Chinese government
agrees to build a railway line
in Angola in exchange for oil
and gas.
1 What does the term development aid refer to?
 2 What is the difference between bilateral aid and humanitarian aid?
3 Name ONE humanitarian aid organisation that plays an important
role in providing food to countries affected by famine.
4 Except food, name ONE other form of humanitarian aid.
5 Do you agree that humanitarian aid should be granted to avoid a
humanitarian crisis in West Africa and the Sahel? Motivate your
answer by discussing the advantages and/or the disadvantages of
providing humanitarian aid.

Activity 3

Study FIGURE 3, which illustrates the effects of aid on the development of Third World countries.
1 Would you regard the type of aid in the illustration as being bilateral or
multilateral?

2 Provide a reason for your choice in QUESTION 4.4.1.

3 Explain why the aid provided is unsustainable as depicted in the

illustration.

4 Three types of aid, technical, conditional or humanitarian may be

provided to recipient countries.

(a) Name the type of aid depicted in the illustration.

(b) Substantiate your answer to QUESTION 4.4.4(a).

5 In a paragraph of approximately EIGHT lines, describe how aid

might have a positive impact on development in Third World
countries.
Activity 4

1. Study the following figure showing development aid given to LEDCs to answer the questions in your workbook.

1. Describe the term development aid.

2. Are the poor in the above countries receiving the intended aid?
3. According to the cartoon, what is the main reason for your answer to 2?
4. Distinguish between development cooperation and humanitarian aid.
5. List the four types of development aid.
6. In a paragraph of approximately 8 lines, discuss the advantages of Development aid to LEDC’s.
Activity 5

FIGURE 4.3 is a cartoon depicting development and challenges in Africa.

1 List any TWO challenges depicted in the cartoon affecting Africa.

.2 Interpret how the cartoonist illustrates these challenges affecting

Africa.
3 Development aid has been seen as a possible solution to the
challenges faced in Africa. Explain what you understand by this
concept.

4 Explain why Africa continues to have these challenges despite being a

recipient of development aid.

5 The Ebola outbreak in West Africa claimed the lives of more than 5 000
people in 2014. Write a paragraph (approximately 8 lines) in which you
analyse how humanitarian aid could prevent the spread of the
disease.