Transcript 90331Explain a natural landscape Credits 3 External

Assessment Specification for 2014
You must answer ALL parts of ALL questions
Candidates should use specific information/case studies to illustrate their
answers.
Bring calculator, ruler and coloured pencils.
Use coloured pencils for maps but annotations must be in pen. Any written
work in pencil is not eligible for reconsideration.
91240 Demonstrate geographic understanding of a large natural environment. 4
credits.
You may have to complete fully annotated sketch maps/diagrams and write an
explanation OR write longer written answers that can be supported by sketch
maps/diagrams.
All answers must use the same natural environment.(Amazon)
91242 Demonstrate geographic understanding of differences in Development. 4
credits.
Case studies must refer to communities, areas or countries across the globe at
different stages of development.
91243 Apply geographic concepts and skills to demonstrate understanding of a
given environment. 4 credits.
Answer ALL questions based on a range of geographic resources provided in a
separate resource book of a NZ setting. You will be expected to apply
geographic concepts and skills to demonstrate understanding of the NZ
environment in every question.
Examiners comments on exam answers
Candidates need to
• EXPLAIN as well as describe, using words like “therefore”,
“because” “such as” “due to”.
• understand and use geographical terminology and key terms
like patterns, spatial variation, evolution and change.
• draw annotated diagrams, sketches and/or maps.
• attempt all questions.
• learn detailed case studies of both settings and integrate
specific case study material (names of places, dates, technical
terms) into their answers.
• Write well-structured answers with a general statement,
explanation, example.
Explain the implication of statistics for disparities, don’t just list
them.
Demonstrate geographic
understanding of a large
natural environment
• Aspects are selected from:
• the characteristics of a large natural environment
• how the elements and processes of the large
natural environment interact
• how a large natural environment is formed and
changes over time
• how people interact with a large natural
environment
• how people's perceptions of a large natural
environment change over time.
Demonstrate geographic
understanding of differences in
development
Aspects are selected from:
• characteristics of development
• different ways development can be measured
• factors contributing to differences in
development
• strategies for reducing the differences in
development.
91243 Apply geography concepts and skills to demonstrate
understanding of a given environment.
Students should be able to:
MAPPING
Complete a map with some part of the outline drawn
Locate on it aspects from an aerial photograph
Read a more complex scale with representative fractions
Calculate area
Direction - accuracy of bearings to 16 points
Use contours to identify key features and determine difference
between features such as a U shaped and V shaped valleys
Draw a cross-section from a map to demonstrate additional
specific knowledge and skill
Locate and determine reference using degrees and minutes of
longitude and latitude and using 6 figure GR. Use of the GR is explicit
OTHER MAPS
Read and interpret a range of resources and apply them to the
construction of maps such as Dot distribution maps, Choropleth
maps, Proportional symbol, Isoline maps, Flow maps.
PHOTO’S
Determine direction from a photograph
Locate an aerial photo on map
Calculate scale
Compare photos to explain geographic changes
Use the photograph to develop a précis sketch
Compare and evaluate different types of photographs as a geographic
resource
DIAGRAMS/MODELS
Read, and interpret relevant diagrams/models
Compare, evaluate and apply the diagrams/models to a real life
situation
CARTOON
Explain the characters, actions/events and symbolism in the cartoon
VALUING SKILLS
Identify and describe and explain a range of opinions or values
Resources will be more complex with a wider range of opinion
Students would need to justify their own opinion
GRAPHING
Construct, read and interpret the following graphs: Triangular, Scatter,
Positive/negative graph, Compound graphs.
STATISTICAL
Calculate and show an understanding of the following: Percentages,
Percentage change, Mean, Median, Range, Mode, Data presentation.
Use statistical information to make comparisons in a geographic context.
KEY CONCEPTs or BIG IDEAS
Provide an explanation of a concept within a geographic c ontext
Apply a stated concept within a defined context.
Students are required to understand how these concep ts can be app lied to new settings, as
well as applying them to the contexts they have studi ed specifically.
A student’s understanding of a concept at level 1 will be at a more basic level than an
understanding at levels 2 or 3.
Geographic concepts allow for the explorati on of relatio nsh ips and conne ctions between
people and both natural and cultural envi ronments. They have a spati al co mponent.
They provide a framework that geograp hers use to interpret and represent information about
the world.
The develo pment of understanding of these concepts will allo w students to participate as
critical, active, informed and responsible citizens.
Key concepts
Students are required to understand how these concepts can be applied to new
settings, as well as applying them to the contexts they have studied specifically.
Differentiation of concepts applies across the levels. A student’s understanding of a
concept at level 1 will be at a more basic level than an understanding at levels 2 or 3.
As students build geographical knowledge and skills, they will approach these
concepts in different ways. By revisiting them in different contexts, they will come to
refine and embed understandings.
• Environments: May be natural and/or cultural. They have particular
characteristics and features which can be the result of natural and/or cultural
processes. The particular characteristics of an environment may be similar to
and/or different from another.
• Perspectives: Ways of seeing the world that help explain differences in
decisions about, responses to, and interactions with environments. Perspectives
are bodies of thought, theories or worldviews that shape people’s values and have
built up over time. They involve people’s perceptions (how they view and interpret
environments) and viewpoints (what they think) about geographic issues.
Perceptions and viewpoints are influenced by people’s values (deeply held beliefs
about what is important or desirable).
Processes: A sequence of actions, natural and/or cultural, that shape and change
environments, places and societies. Some examples of geographic processes include
erosion, migration, desertification and globalisation.
Patterns: May be spatial: the arrangement of features on the earth’s surface; or
temporal: how characteristics differ over time in recognisable ways.
Interaction: Involves elements of an environment affecting each other and being
linked together. Interaction incorporates movement, flows, connections, links and
interrelationships. Landscapes are the visible outcome of interactions. Interaction
can bring about environmental change.
Change: Involves any alteration to the natural or cultural environment. Change can
be spatial and/or temporal. Change is a normal process in both natural and cultural
environments. It occurs at varying rates, at different times and in different places.
Some changes are predictable, recurrent or cyclic, while others are unpredictable or
erratic. Change can bring about further change.
Sustainability : Involves adopting ways of thinking and behaving that allow
individuals, groups, and societies to meet their needs and aspirations without
preventing future generations from meeting theirs. Sustainable interaction with the
environment may be achieved by preventing, limiting, minimizing or correcting
environmental damage to water, air and soil, as well as considering ecosystems and
problems related to waste, noise, and visual pollution.
Additional geographic concepts: such as location, distance and region, rehabilitation
and mitigation, sustainability, globalisation and citizenship.
Drawing a Precis Map from a
Topographical map and aerial photo
You will be given a map with some part of the outline drawn and will be
required to locate aspects on it from an aerial photograph
Remember to put grid lines on your map, where possible, for accuracy of
position and size.
Use pencil and coloured pencils, not felts.
The key must be the same as the map.
Symbols for a point, shading for an area, with a line around the area.
Use the question for the title.
Precis Map from Aerial Photo
What is the orientation of the photo?
Student can locate an aerial photo on map
Student can calculate scale
Sketch from an aerial photo
Student can compare photos to explain geographic changes
Student can use the photograph to develop a précis sketch.
Photos can be vertical or oblique (adv/disadv) and the
shape of the sketch frame is rectangular or trapezium.
Scale
Maps are made to scale.
In each case, the scale represents the ratio of a distance on the
map to the actual distance on the ground.
For example, if 2 cm on a map represents 1 km on the ground .
the scale would be 2 cm = 1 km, or...
2cm = 100,000cm
1cm = 50,000 cm
Or 1:50000 representative fraction
The Larger the number, the Less detail, the Larger the area shown
on the map.
The Smaller the number, the More detail, the Smaller the area
shown on the map.
Use a piece of string, ruler or strip of paper to measure the distance
between two points on the map.
Calculating Area.
If map grid squares are 1 km square, what is the area of
the Franz Joseph glacier?
Direction - accuracy of bearings to 16 points
Using contour lines to identify key features and determine difference
between features such as a U shaped valley vs a V shaped valley
Cross-section drawn from map to demonstrate additional specific
knowledge and skill
Contour lines are lines joining places of equal height.
Drawing Cross-Sections
Put a piece of paper along the line and mark off the contours and heights.
Accurate
Scale and
Axis labelled
TITLE that repeats the question
x x
x
x
x
x
x
x
x
x
x
x
x
Put a cross and join them up
x
Locate and determine reference using degrees and minutes of
longitude and latitude and use 6 figure GR.
6 figure Grid References
72
71
70
69
Northing
68
67
66
65
64
63
62
26
62
61
60
59
58
57
56
55
54
53
52
50000
60000
64
51
61
Easting
Types of Maps · Map Reading · Map Drawing
Latitude and Longitude
Latitude is measured from the equator, which is zero, with degrees
north and south to 90.
Longitude is measured from the Prime Meridian (which is the
longitude that runs through Greenwich, England and is zero), with
degrees west and east to 180 where they meet at the
International Dateline.
There are 60 seconds in 1 minute and 60 minutes in 1 degree.
Latitude and Longitude.
What is the latitude of the lines that are not numbered?
Other Maps: read and interpret a range of resources and apply them to the
construction of maps such as Dot distribution maps, Choropleth maps,
Proportional symbol, Isoline maps, Flow maps.
1 Choropleth Map: Shading areas using a colour key.
2 Dot Distribution Map
3 Proportional circles: population UK/Scotland
4 Isoline map: air pressure USA
5 Flow Map: trips/Europe
DIAGRAMS/MODELS
Student can read, and interpret relevant
diagrams/models. Student can compare, evaluate and apply the
diagrams/models to a real life situation
Rostows model of Development.
• Description: A statement outlining the nature of the cartoon’s subject matter. This
might include a statement identifying the geographic issue being addressed and
the perspective adopted by the cartoonist.
• Analysis: In interpreting the cartoon you should identify the range of geographic
concepts or generalisations relevant to the issue being addressed and use these to
demonstrate your understanding of the issue. You might also evaluate the point of
view or perspective adopted by the cartoonist and include reference to alternative
perspectives relevant to the issue.
• Implications: This part of your response requires you to outline the geographical
implications of the issue addressed in the cartoon.
Cartoons
Identify what is
in the cartoon
Describe the
details of what
you can see
Analyse what the cartoonist
is trying to say. What is
the main idea?
Valuing Skills- Development of
Amazon Basin
Identify and describe and explain a range of opinions or values and justify
your own opinion.
Place the following people on the continuum and justify their position.
Enawene Nawe, Maggi boss, Cattle Rancher, Rubber Tapper, Eco Tourism operator.
Justify the position you have chosen by examining culture, religion, age, sex,
economic and environmental factors.
Drawing Graphs: Students should be able to construct, read and
interpret the following graphs:Triangular graphs, Scatter graphs, Positive/negative graph,
Compound graphs.
Triangular Graphs
Each axis is divided into 100, representing percentages.
From each 100-0% axis, lines are drawn at angles of 60 degrees to
carry the values.
The data used must be in the form of three components, each
component representing a percentage value, and the three
component percentage values must add up to 100 per cent.
Compound graphs
If information can be subdivided into two (or
more) types of data - eg total population growth,
female population growth and male population
growth - then all three can be drawn on the graph.
This type of line graph is called a compound line
graph.
STATISTICAL
• Students show an understanding of the following: Percentages,
Percentage change, Mean, Median, Range, Mode, Data
presentation.
• Use statistical information to make comparisons in a geographic
context.
IGI’s/CONCEPTS/BIG IDEAS
Student can provide an explanation of an IGI within a geographic
context
Students are expected to apply a stated IGI within a defined
context.
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Sustainability
Environments
Location, distance, accessibility
Pattern, process, region
Interaction.
Change
Systems.
Culture, perception.
Maori concepts, for example, kaitiakitanga, manaakitanga and
hekenga
Words used in the exam papers
Explain: means give reasons for, account for, justify, compare,
clarify.
Label: means name.
Annotate: means write explanatory notes on your map or
diagram.
Maori concepts: aroha, kaitiakitanga, taonga.
Perspectives: indigenous, scientific, gender.
91240 Demonstrate geographic understanding of a
large natural landscape- The Amazon Basin
• Aspects are selected from:
• the characteristics of a large natural environment (and the
patterns created by them)
• how the elements and processes of the large natural
environment interact
• how a large natural environment is formed and changes over
time (Natural landscapes evolve as elements (characteristics)
and processes interact. This interaction varies in time and
space. You need to be able to explain how characteristics and
interaction varies from place to place.)
• how people interact with a large natural environment
• how people's perceptions of a large natural environment
change over time(Perception of groups/individuals at 2
different points in time, and why their viewpoints have
changed)
Fact Sheet AMAZON
Area of 7m sq km. Located close to equator, 5-10’S.
On junction of Pacific Plate and S. American Plate
Flood plain = Varzea/ Soil Terra Rosa(red earth)
Amazon River largest in the Amazon Basin. Flows from Andes, which
are fold mts in the W, created by 2 plates converging, where the river
erodes, to the Atlantic Ocean in E, where the river deposits 3m tons
of sediment.
In the N is the Guyana Plateau and in the S the Brazilian Plateau.
Experiences 2-3000mm rain p.a./ 26-29’C/ ITCZ brings a lot of the rain.
6,400km from source in Andes to sea, mouth 300km wide, contains
25% of earths fresh water, 33% of worlds tropical forests. The
gradient is so small, it drops only 100m in height from Iquitos to the
sea.
Plants have medicinal purposes eg Catclaw-potential for curing cancer
and aids.
Trans Amazon highway-5,500km Recife to Peruvian border. completed
1975.
.
Practice drawing sketch maps locating and labelling
characteristics like landform features and vegetation
To N and S of
Amazon Basin=
remnants of
Gondwanaland
To West of Amazon
Basin-fold mts formed
At plate boundary
Sedimentary rocks
Drained by Amazon
R and tributaries
Remember you can draw a cross section
How the LANDFORMS in your large natural environment is
formed and changes over time as elements (characteristics)
and processes interact. You need to be able to explain how
characteristics and interaction varies from place to place and
from past to present.)
Spatial variations in Amazon Landforms
1.Amazon Basin is a low-lying basin in the centre of the area. Manaus is only
44m above sea-level. Iquitos on the edge of the Andes is only 100m
above sea level. It was created 10m years ago when the uplift of the
Andes caused the Amazon to flow east into the Atlantic. Before this , it
flowed west.
2. Varzea or flood plain is on either side of Amazon River. Flat area, 10-100m
wide. Newest sediments replaced every year when river floods..
3. Guyana shield mts to North 3000m at highest point. Brazilian Shield mts to
South. Remnants of ancient Gondwanaland (500m years ago split up)that
have been worn down (eroded) over time. Oldest features, ancient rocks.
4. Andes mts to West average 6000m high. As the Andes have been pushed
upwards, the amazon river flowed toward the Atlantic fed by snow melt.
2m years ago, glaciation weathered and eroded the Andes, depositing
the sediment in the Amazon Basin.
5. Coastal Plain is a flat area where the river meets the Atlantic, at the
mouth marked by a geologically recent delta.
Processes that produce the landforms.
1 Tectonic processes. 500m – 200m years ago.
Subduction of Nazca Plate under South American
Plate pushes up Andes fold mts. The rivers then
flow eastwards as tributaries to the amazon and
the sea.
2 River erosion and deposition. 1m years ago.
Amazon has over 1,000 tributaries eg Tambopata
River, eroding rocks of the Andes and depositing
the recent sediments on the flood plain.
3 Climatic processes. Rainfall 2,500mm max, av temp
27*C. These wash sediment into the rivers and
encourage weathering of rocks.
4 Vegetation processes eg roots that break up rocks.
Spatial patterns of vegetation
3 Savanna to N and S on higher plateax
2 Evergreen
rainforest
In rain shadow
of Andes
1 Selva-Seasonal rainforest
Central area with av 27’C and
2700mm rain pa Caused by
ITCZ
4 Thorn forest
Coast salt winds
How the VEGETATION/SOILS in your large natural
environment is formed and changes over time as elements
(characteristics) and processes interact. You need to be able to
explain how characteristics and interaction varies from place to
place and from past to present.)
Vegetation
1. Selva –tropical rainforest in centre of Amazon Basin. Because of the high
rainfall 2,500mm all year brought by ITCZ overhead all year. High temps
27*C all year due to sun being overhead, cause convectional rainfall.
2. Seasonal rainforest caused by rain shadow close to the Andes mts and
because the ITCZ is only overhead for part of the year from March-Sept.
3. Savanna grassland 1m high to north and south of rainforest. Long dry
season March-Sept as ITCZ has moved north and rain only 1700mm pa.
4. Coastal thorn forest has developed along the coast to resist salty winds.
Soils
1. Alluvial deposits (Terra Rosa) after flooding of Amazon
2. Latosols on varzea rich in humus at top layer but leached below by heavy
rains.
The ITCZ moves as the earth moves around the sun –
from the southern hemisphere (Jan) to the northern
hemisphere (July).
Equator
At the equator there is more concentrated insolation.
This creates an area of low pressure at the equator
As air rises at the equator air around the region is sucked
towards the equator – the air that moves is called Trade
Winds
Evolution and Change
500m yrs ago
Gondawanaland split and convection currents began moving
the plates.
90m yrs ago
As S America moved W it collided with the Nazca plate moving
E, pushing up the Andes fold mts.
10m yrs ago
Amazon changed direction and flowed towards the Atlantic
2m yrs ago
During the Ice age weathering (freeze-thaw) and glacial erosion
broke up the sedimentary rocks of the Andes.
Present
Amazon transports sediment produced downstream and
deposited it to form Amazon Basin
• How people interact with a large natural
environment
• How people's perceptions of a large natural
environment change over time(Perception of
groups/individuals at 2 different points in time,
and why their viepoints have changed)
Who are the People and groups whose activities impact on
the Amazon?
How people interact with their environment in a sustainable
way.
1.Shifting Cultivation/Slash and Burn-Yanomaminomads/leave land to regenerate when they move on.
Enawene Nawe grow crops and fish in Juruena River. Only
take what need to eat (kaitiakitanga) and fish reproduce.
2. Floodplain cultivation-cattle on rafts. Fertility of soil
replaced each year by sediment deposited by flood.
3. Rubber tappers/Brazil Nutters-slash trees and collect sap
and collect Brazil nuts. Trees are not damaged and
continue to produce.
4. Eco-Tourism-sustainable eg Tambopata National Reserve,
1.3m hectare conservation area. -MedicinesQuinine/Cinchona Tree
The Yanomami (pop 9,000)live in ‘yanos’ which are large, communal dwellings
made of tree trunks and thatches of palm leaves. There are between ten to
twenty families that live in a yano. Each family has its own section and fire. These
dwellings are only temporary and over a period of time they will become infested
by cockroaches and bats.
The Yanomami are semi nomadic. They build their yanos near suitable land for
cultivation. The forest provides firewood, nuts, berries and animals to hunt. The
Yanomami hunt, gather, fish and farm the land for 5 to 10 years and then move
onto another area. This is called shifting cultivation.
How people interact with their environment in a
non-sustainable way.
1. Cattle ranchers-remove trees for grass which results in soil
erosion and leaching (loses 45% of nutrients in 3 Yrs). 38%
of deforestation is caused by ranchers grazing cattle for
beef patties for McDonalds.
2. Loggers eg Yari Project-destroyed native trees
3. Settlers. Colonisation Programme began 1985-over 2m
settlers from poorer parts in the NE. Given 250 acres by
government. Cut down trees and damage environment.
4. Modern development projects- mining iron ore at Carajas
pollutes the environment, visual pollution of open-caste
mine. 5 HEP dams to provide electricity flood native
Indians land (Enawene Nawe) and prevent fish migration.
5 Trans-Amazon Highway encourages development along the
road.
6 Iron-ore mining-Carajas results in visual pollution.
Iron ore Mining in the Amazon: Carajas
Carajas is an integrated minerail-port system processing
deep
Belem
45 million tonnes of iron ore
water
annually (plus manganese,
port
gold). It is the backbone
Sao Luis
of development in the north
of Brazil(680km SW of Belem).
Tucurui
rail link
The mine contains 18 billion
tonnes, taking 400 years to extract.
It is one of the largest open cast
mines in the world. Historically geologists found the
iron ore in 1967, but it wasn’t until
1978 that the Carajas project
began with the laying of 900km ofCarajas
railway. Costing more than NZ$6 Billion this mining project
TransAmazonian
is the largest project in Brazil. A township
Highway
was built to house employees, over 6000 – it is fully equipped
0 and
100km
with schools, farms, hospitals
recreation facilities.
Only 1.6% of the 13,000 km² of this project are assigned to mining activities
and townships. However, the impact on the environment is significant.
Impact of Mining on the Amazon
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Burning of trees for charcoal-now replaced by HEP.
Forest cleared = increased erosion and silting up of rivers near open cast
mine
Chemicals used to purify the metals dumped into rivers – pollution and
discolouring them
Increased dust in the atmosphere – dust haze.
Tailing dams built to hold waste materials (sludge from washing the ore).
However, the official mines have made some efforts to repair some of
the environmental damage they have caused. For example, at a large
bauxite mine on the Trombetas River in the state of Para, the mining
company has stopped dumping their tailings (sludge from washing the
ore) into the river and they have started a reforestation project.
Sketch map/diagram to show human
activities Amazon
Amazon Indians
Shifting cultivators
Forest re-grows
Located deep in
Rain forest
Carajas mineOpen cast
Visual pollution
Located by mineral deposits
Ranchers destroy
Forest for pasture S of
Amazon. Soil loses fertility
How people's perceptions of a large natural environment
change over time(Perception of groups/individuals at
2 different points in time, and why their viepoints have
changed)
1 Native Indians-Enawene Nawe have become more militant. Live in Mato
grosso state. In the past saw the land as theirs as indigenous people, now
something to fight for. 11 dams planned on Juruena R.
16/8/2012 federal judge suspended work on massive Belo Monte Dam,
costingUS $11billion as a result of activists who say it will devastate wildlife
and livelihoods of 40,000 people who live in the area to be flooded.
Interfere with Yakwa rituals.
2 Soya Bean King, mayor of Mato Grosso, Blair Maggio, now defending the
forests. Past economic perspective-make money by cutting down forest
and growing soya beans. 2003 destruction of the Amazon rose by 2/5ths.
2006 received “Golden Chainsaw Award” from Greenpeace. Aim to triple
agricultural production in 10yrs. Now political viewpoint- needs votes to
remain mayor and public opinion is defending the forests. He has created
Amazon Biome and Cerrado Biome, land that cannot be cleared.
Demonstrate Geographic Understanding
of Differences in Development
Assessment will involve a selection of:
• Characteristics of development eg GDP, infant mortality(health),
literacy (education)
And explain how each demonstrate the difference in development
between communities/areas.
• Ways development is perceived
• Ways development is measured and problems with measurement
• Natural factors that affect degree of development
• Cultural factors that affect degree of development
• Strategies for reducing differences in development
What is Development?
• The term "development" is often referred to as economic
development or wealth. This does not always reflect the distribution
of this wealth among the people.
• In addition to purely economic characteristics are often considered
social dimensions of development or quality of life. Development always has
a direction. If this direction is positive, then we speak of progress, if
negative, of regression.
Currently, the main purpose of socio-economic development in most countries is to
improve the quality of life.
Therefore, the process of socio-economic development includes three major
components: 1 increase incomes, 2 improve health and 3 more education;
This creates conditions conducive to the growth of self-esteem and human dignity of
the people as a result of the formation of social, political, economic and institutional
systems that give a degree of freedom to the people.
Sustainable development is also becoming important.
Characteristics of development eg GDP, infant
mortality(health), literacy (education)
USA pop 300m, Afghanistan 22m.
HDI
GDP
USA &
0.939
$46,000
Afghanistan
0.346
$1,000
per head
Literacy
People/
doctor
Life
Infant deaths
99%
520
24%
1660
75/80
63/65
8
257
36
156
Per 1000 births
Media freedom
index
GDP
World ranking
HDI
World ranking
USA
Afghanistan
2
177
12
177
What do they tell us about development?
That USA is wealthier, healthier, better educated and freer than
Afghanistan.
However, Objective Indicators are statistically measured and may mask
differences within each country.
USA - % below poverty line (1992) 14.5 but Delaware 7.6 Mississippi 24.5
Afghanistan – Adult literacy 24% Urban areas 54% Rural areas 18%
Also, statistics may not include illegal income eg $4 billion from opium trade in
Afghanistan. USA has between 7 – 20 million illegal immigrants whose income
never appears in the official statistics. USA today has 700,000 homeless people.
USA statistics includes $700billion food industry and half of them are
overweight. Weight loss industry adds $32billion to the GDP.
LORENZ CURVE shows the distribution of income
The lowest-income household in the United States oday is likely to be a black
woman over 65 years of age who lives alone somewhere in the South and has
fewer than nine years of elementary school education.
The highest-income household in the United States today is likely to be a
college-educated white married couple between 45 and 54 years of age living
together with two children somewhere in the
What objective indicators tell us about development.
Afghanistan is shown to be less developed. GDP $466 per head.
Afghanistan 177th in world according to GDP and HDI. GDP is low BECAUSE—
Afghanistan has few Exports with a value of only $576m. Exports to Pakistan
55% India 12% Iran 2% (fruit, nuts, carpets) Not enough is earned to buy even
necessities (food, oil, manufactured goods). As a result, their standard of living
is low. Imports value $2,513m and come from Pakistan 17% China 15% Japan
12%. This uses money that could otherwise be spent on health, education etc
GDP is also low because Afghanistan is 49% mountainous so even though
agriculture is the main industry, it is mostly subsistence and contributes very
little to development. 78% of the people work in agriculture but it only
contributes 31% to GDP.
Only 22% live in urban areas, where most industries are located. Many do not
attend school making it hard for young people to get jobs even if there were
jobs available. Youth literacy rates M 49% F 18%. Those that live in urban areas
have access to improved drinking water(78%) meaning they are healthier and
contribute more to GDP, while only 37% in rural areas have improved drinking
water, meaning they are more susceptible to diseases and not as productive.
Also, 35% of people are unemployed and so contribute nothing to GDP.
Afghanistan has minerals (iron copper gold silver in NE and emerald in SE) but no
money to develop them and they are not accessible. $57b AID money has been
pledged by other countries since 2002 but too much conflict for development.
What objective indicators tell us about development.
USA is more developed than Afghanistan.
USA’s GDP is $52,000. USA is 12th wealthiest country in the world
according to HDI and 2nd wealthiest according to GDP
This is because USA has more investment in industries like oil
(Exxon Mobll, Texas 1st), Electronics (Hewlett Packard, California
29th), chemicals, cars (General Motors, Detroit 20th largest), as
well as agricultural production of wheat, cattle etc.
USA exports these products to earn more money. USA’s exports=
$ 1.024trillion (no 3 =cars) To Canada (20%), Mexico (12%),
China (6%) These fund many and varied imports that improve
the USA’s standard of living ( no 3 medicines) Imports $2 .01
trillion, from China (17%) Canada (16%) Mexico (10%)
USA has a varied economy with services (50%) contributing most
to GDP and over 80% of population live in urban areas where
services are the main employers and industries are located.
Ways in which development can be
perceived: Rostow model
This is the American view of DEVELOPMENT.
This shows how economic growth is basic to
development. A country will not develop unless
specialisation and industrial development, mass
production, production of a surplus and trade
occur.eg the 1887 gold rush in California, industrial
use in phones etc and mass production and sale
worldwide providing income to buy other countries
goods and invest in health etc. They also think that
Less developed countries should strive for economic
/industrial growth to develop.
Alternative views would be
1. to provide basic needs like health, help women,
men and indigenous people to develop their own
small-scale industries that encourage sustainable
development. eg Afghanistan growing safron that
has a high price in world markets.
2. Communist viewpoint has not worked in
Afghanistan. Based on equality for owners and
workers in productive industries.
Afghanistan Natural Factors
Landlocked by 6 countries so difficult to export and import
and only 1 river flows to the sea via Indus R in Pakistan
75% Mountainous non-productive and inaccessible, Hindu
Kush over 7,000m
Dry, continental climate, 49*C-4.9*C, 350mm rain pa
means agriculture difficult
Earthquakes 1998 killed 4,700, Drought 2006 affected 2.5m
people making life and subsistence difficult.
Natural disasters discourage development, especially in
Afghanistan where more people are affected
Earthquakes in Hindu Kush eg 1998 killed 4,700. 9 major
quakes since 2000. Located on the Eurasian Tectonic Platevery active. Arid/Semi-arid eg 2006 2.5m people affected
by poor cereal crops. When rains come, floods can cause
damage+Insect infestations
Afghanistan: Natural Factors
Landlocked by 6 countries.
Only river link to sea via Indus R in Pakistan
75% upland 40% over 2,000m and
Hindu Kush over 7,000m
Climate dry continental with hot summers 49*C
Cold winters-4.9*C rain only 350mm pa
Hindu Kush, NE, earthquakes
1998 killed 4,700
Drought 2006 affected 2.5m
How natural factors contribute to
disparities
1 Afghanistan landlocked by 6 countries (name them) which has slowed
development because trade is difficult. Only one river (Kabul R) goes
to sea via Pakistan, exports $576m imports $2,513m very small cf
USA. In addition, the countries like Pakistan around them are known
to shelter Taliban and make exports and imports difficult.
2 Afghanistan mostly mts (75% and Hindu Kush over 7,000m) slowed
development because accessibility and transport difficult, exporting
products is hard
3 Climate conditions are too harsh to grow crops (49to -4.9 temp range
and 350mm rain pa), instead keep goats and sheep, yet 78% work in
agriculture and contribute only 31% to GDP
4 Sparse population (88% rural cf USA 80% urban) means no economies
of scale
Afghanistan Cultural Features
It has had Monarchy, Republic
Communism, Theocracy/Taliban
Islamic republic/ democracy Years of political instability and civil war
Gender inequalities
Refugees 5m to Pakistan during Russian invasion
Exports $276m Supplies 93% of the worlds opium. Main industries:
agricultural processing, carpet manufacture, production of dried fruit.
Median household income $1,000pa
78% work in agriculture, but only 31% of GDP
35%unemployed
$5.7billion aid pledged but unused
1 Population 22m 2 Average family size:7.2 children
3 Race Pushtan-42% Tajik-27% Uzbek-9% Aimak-4% Turkmen-3%
4 Religion 99% muslim
Afghanistan: Cultural Factors
Politically unstable since Alex the Great.
Monarchy 1933-1973,King Zahir Shah,
communist rule 1978, USSR 1979-1989,
Theocracy Taliban 1996-2004,
Democratically elected Islamic Republic 2004
And 2009 elected Hamid Karzai.
During soviet occupation,
over 5m refugees fled to Pakistan
Produce 93% worlds opium illegally.
Other produce carpets, dried fruit.
Has minerals oil etc
but not extracted due to war
How cultural factors contribute to disparities
Afghanistans development has been held back to 177th in the world by GDP
and HDI, because of the political situation.
Afghanistan unstable since late 1700’s absolute monarchy(King Zahn 19331972) put his own interests before the country, hindering growth, PDPA
promoted womens rights, USSR invaded causing conflict with American
backed Mujihadeen. Stopped development and cost money that might have
gone into development and 5m educated refugees fled the country. War also
killed males. 1996 Taliban put restrictions on women and technology (eg lack
of investment in clean drinking water in rural areas where only 37% have clean
water, urban areas have more investment and 78% have clean water)
hindering development further. Today Islamic democracy but still corrupt and
busy fighting Taliban with US, Aust, UK troops, destroying any hope of growth.
$57m of aid has been pledged since 2002 but has not been used because of
the situation. Lack of imports and exports. GDP per capita only $466 cf USA
$52,000. Also, the lack of education, the position of women etc Youth literacy
rates show that males 49% literate, females 18% literate. How can growth
occur when half of the population are not formally educated?
USA: Natural Factors.
Excellent waterways for transport
Mississippi R, Grt Lakes waterway 800kms.
location-surrounded by 3 oceans
1
Land varies from Rocky Mts W,
logging, skiing to fertile Grt Plains,
Growing wheat.
2
Climate varies from tundra in N to tropical in S
And from mediterranean in w to humid sub-tropical in E.
3 Hurricanes like Katrina
2005 killed 1,836
USA
3 coastlines for exports and imports; Atlantic, Pacific, Gulf
of Mexico. Excellent waterways for transport to the sea:
Grt Lakes 800kms to the Atlantic, Mississipi River from Grt
Plains to Gulf of Mexico.
Large areas of flat land for agriculture: Grt Plains
Mt ranges like Rocky Mts for recreation, forestry
Varied climates for all types of agriculture: tundra N to
tropical S, Mediterranean W to Sub tropical E.
Hurricanes eg Katrina 2005 killed 1,836 , Tornadoes,
Volcanic eruptions eg Mt St Helens 1980 killed 57. Still
erupting in 2004
How natural factors contribute to
disparities
Location has aided the development of the USA.
1 It has 3 coastlines (Atlantic, Pacific, Gulf of Mexico) helped
development because world trade in manufactured and agricultural
goods easy and cheap. Exports US$1.02trillion Imports
US$2,513trillion. Countries traded with include Asian tigers like
China. Large city ports like New Orleans have dev. Trade generates
overseas income that can be used for schools, hospitals.
2 USA has flat land Great Plains, used for wheat growing and Rocky
Mts used for tourism, skiing and logging so that everything they
need and a surplus is produced here.
3 Climate varies from Tundra to Tropical, mediterranean to subtropical means that all types of crops can be grown.
4 Transport of goods and minerals is easier because of water routes
like Grt Lakes 800kms for transport of iron ore, coal, and Mississippi
River network.
Natural Resources are important in the degree of
development of a country
USA: Worlds 2nd largest producer of copper and gold, exports $26
billion of minerals and employs 3m people. This provides income
for the country to invest in other areas and for families to spend
on their own welfare. Eg 1848 Californian gold rush, 1879 oil
California, 1887 oil Texas. www.msha.gov/KIDS/MINING.HTM
AFGHANISTAN: exploitation of minerals began 1960’s. USSR piped
oil and gas across Amu Darya until 1980’s. By 1990, situation
meant little mineral or oil or gas mined.
www.bbc.co.uk/news/10311752 (Aug 2011) stated that
$1trillion worth of mineral deposits have been found. Iron, copper
(Aynak mine owned by China), cobalt, gold in Pashtun area of S
Afghanistan, lithium.
Comparison: cement production 2kg/200kg per capita.
USA: Cultural Factors.
Political stability since 1788 constitution
Industries cars Detroit
George Washington, election every 4 yrs
Industries electronics
1
Silicone Valley
Median household income $52,000pa
NY $56,000 Mississippi $37,500
25% have batchelors degree,
27% NY, 16% mississippi.
Mining iron
Appalachian Mts 2
3
Industries
oil BP
USA Cultural Features
Democratic/Politically stable since 1788 Elections every 4 yrs
Exports $1.02trillion Main industries: petroleum, steel, motor
vehicles, aerospace, telecommunications, chemicals,
electronics, food processing, consumer goods, timber, mining,
arms, 50% work in service industries
 Gender equality -1920 women given the vote in USA. First
woman in congress in 1916 was Jeannette Rankin. Today
congress has 259 women. Median household income $52,000pa
Educated:25%Batchelors degree
1 Population 300m 2 Av family size 2 children
3 Race White-80% African/American-13%
Asian-4% Native American-1% Hawaiin-0.2% Mixed-1.8%
How cultural factors contribute to disparities
Government/Political Stability contributes to the development of USA.
USA has been a representative democracy since 1788. To remain in power,
government is elected every 4 yrs and they try to please the people and
encourage growth of industry, agriculture and increase prosperity to gain
votes eg recent health reforms by Obama eg helping car industry in Detroit to
survive depression and promoting educational success for all(25% have
Bachelors degree) USA’s GDP is $52,000. USA is 12th wealthiest country in the
world according to HDI and 2nd wealthiest according to GDP This is because
USA has more investment in industries like electronics, chemicals, cars,
Agricultural production of wheat, cattle and exports these products. USA’s
exports= $1.024trillion, to Canada (20%), Mexico (12%), China (6%) These
fund many and varied imports that improve the USA’s standard of living eg
Imports $2 .01 trillion, China (17%) Canada (16%) Mexico (10%)
USA has a varied economy with services 50% contributing most to GDP and
over 80% of population live in urban areas where services are the main
employers. This life style requires energy and energy consumption per capita=7039
kilograms of oil equivalent (650% higher than Afghanistan)
You must explain HOW the information you give on the factor
chosen contributes to development or lack of development and
give specific detail on the effect.
Eg political stability (USA since 1788 constitution, democratic govt.
elected every 4 yrs) Contributes to high level of dev. because
1 elected governments try to please the people who will then re-elect
them and this encourages growth of industry, agriculture and
increase prosperity to gain votes eg recent health reforms by Obama
eg helping car industry in Detroit to survive depression and
promoting educational success for all(25% have Bachelors degree)
2 political stability in USA enables industries like electronics(silicon
valley, california), chemicals, cars, to grow large and gain economies
of scale. Political continuity and peace enabled investment in
aerospace, NASA, Cape Canaveral space centre.
3 mass production of agricultural products like wheat, cattle and thus
creates a surplus for export. USA’s exports= $1.024trillion, to Canada
(20%), Mexico (12%), China (6%) These make many and varied
imports possible that improve the USA’s standard of living eg
Imports $2 .01 trillion, China (17%) Canada (16%) Mexico (10%)
Stability allows relations with other countries to grow.
Gender Facts: Afghan: Only 8%
working women received an
income. 57% girls married by 15yrs
old. 85% of women live in rural
areas but have no access to land.
King Amanullah1929 tried to
introduce gender reform.1964
constitution enfranchised women
and gave them right to education
and freedom to work but 1978
ended by conservative
mujihadin/taliban.
USA: 1920 women given the vote.
First woman in congress in 1916 was
Jeannette Rankin.Today,Congress
has 259 women. Officially equal
rights.
Effects on production,
production, agricultural
agricultural
and industrial and therefore on
on
Development
Development Most women work in
agriculture, but because it is
subsistence, production is not
included in GDP. 80-90% work in the
“informal sector” Only 8% received
an income.
Effects on health and life expectancy
and therefore on Development.
Life expectancy 42 yrs Means
females cannot contribute to
economy for long.
USA: 80yrs
USA: 75% working age women are in
the labour force and women make
up 48% of the labour force.
Effects on education and therefore
on Development. 12.6% literate (av.
23.5%) Illiterate people cannot
work. Only 30% of girls have access
to education.
USA: 99% literate, 57% of college
students are women.
Development measured by GDP and
HDI (USA and Afghan)
$52,000, $1000
0.9, 0.3
Effects on agricultural production and therefore on
Development
Health Facts: Afghan: 25% children die before their 5th
birthday. 60% of these are due to preventable diseases like
measles. 15,000 die pa from TB. 50% of children under 5 have
chronic malnutrition. 30-50% of pop. have mental health
problems. Access to safe water 23% to adequate sanitation
12%. Expenditure on health 7.4% of GDP ( $69)
USA: Only 8 per 1000 die under 5 yrs old. Spending on health
16% of GDP ($7,410) 60-65% covered by private health
insurance. Also, spend $40billion public and $55billion private
on R and D into medicines.
Effects on industrial production, and therefore on Development
: Afghanistan industries that do exist like carpet making, have
fewer potential workers and less tax income to Govt. Those
who do work work less due to ill health. More days off work.
Exports small $276m
USA has a plentiful supply of labour for industries like Dupont
Chemicals and still allow 50% to work in service industries.
High tax income from income tax to spend on investment.
High productivity and economies of scale and large exports
$1.02trillion. A rise in worker efficiency of 1.5%pa means GDP
of $17trillion by 2016
Development measured by GDP and HDI (USA and Afghan)
$52,000, $1000
0.9, 0.3
Afghanistan 80% work in agriculture producing milk products
and fruits and nuts like pomegranates and pistachios. but use
few machines making the labour force even more
unproductive.
USA only 2-3% work in agriculture and it is highly mechanised
and has high productivity Agricultural output of corn largest
product worth $24.4billion
Effects on international relations and therefore on
Development Afghanistan requires international AID eg USAID
to provide medical facilities. Cost of health care high and could
be spent elsewhere.
USA spends public tax money on health and Rand D. 16% of
GDP goes on health, 31%on hospitals, 21% on doctors, 10% on
pharmaceuticals.
Effects on country as a tourist destination and therefore on
Development Afghanistan has NO tourist income due to
health risks from war but also from infectious diseases like TB
15,000 die each year from it.
USA tourism 1st-3rd largest employer in all states.
Strategies for reducing differences in
development
Countries need leaders who are committed to achieving growth.
"We chose to focus on growth because we think that it is a necessary
condition for the achievement of a wide range of objectives that people and
societies care about. One of them is obviously poverty reduction, but there
are even deeper ones. Health, productive employment, the opportunity to
be creative, all kinds of things that really matter to people seem to depend
heavily on the availability of resources and income, so that they don't spend
most of their time desperately trying to keep their families alive."
Michael Spence, Chair, Commission on Growth and Development
• Policymakers zero in on two areas to grow Afghanistan's $11.4 billion
economy: agriculture and mining.
• Mining is currently a $52 million a year industry – less than 1 percent of the
economy. But a few big-name projects highlight its potential. In a deal with
the Chinese in 2007, the Aynak copper mine will bring in $1 billion of annual
revenue for Kabul. And bids were due Feb. 15 to exploit Hajigak, a massive
iron ore deposit.
• "That's estimated to bring in up to $3 billion a year in government revenues
for centuries," says Craig Steffensen, Afghanistan country director for the
Asian Development Bank. "I think the mining sector is this magic bullet that
everyone is looking for to sustain things without [foreign donors] having to
cover costs until kingdom come."
• Of course, magic bullets are rare. Western investors have hesitated to enter
Afghanistan because of an uncertain regulatory environment, corruption,
lack of transparency, and lack of security, says James Yeager, an American
geologist who advised the Afghan Ministry of Mines.
Other projects:
Marriott Hotels invested $80 million to build a hotel and expand operations
into Afghanistan. Construction started last spring and is expected to be
completed by the end of 2010, according to a Marriott press release.
Another document shows that David Murdock, chairman of Dole Foods
Company, visited Afghanistan in 2007 to discuss a potential Afghan presence
for the company.
The country’s progress is still largely dependent on foreign aid.
One such program lending a hand to the country is the Kabul International Ag
Fair. The fair – a project assisted by USAID – ran yearly from 2007-2009,
attracting 40,000 to 60,000 visitors through two days. According to the Ag
Fair’s website, the festival’s even attracted an American sponsor – the Afghan
affiliate of U.S. based Coca-Cola.
Anderson said the largest progress is in the urban and stable areas of the
North, with the rest of the country still in need of attention.
Afghanistan’s economy saw record real GDP growth in 2009/10 at 22.5
percent. Since 2002/03 the country has seen average growth rates in the
double digits, but with great volatility because of its heavy reliance on
agriculture, which is subject to weather fluctuations. Even with an uncertain
and deteriorating security situation, strong output was driven by increased
donor spending – a 24 percent increase in core budget donor grants and about
US$ 4 billion in off-budget donor funding – and recovery from the severe
drought of 2008/09. Last year’s harvest led to agriculture output growth of 36
percent (constant 2002/03 prices) and the non-agricultural component of 14
percent.
However there are a number of economic indicators suggesting that
Afghanistan is on an unsustainable growth path. The country is highly aid
dependent with foreign aid disbursements of 47 percent of GDP in 2008/09.
Only little is produced for export purposes while the country depends heavily
on imports for reconstruction and food. Another major concern is the fact that
gross revenues from opium trade are estimated to be equivalent to as much as
third of measured GDP (opium is not reflected in the official GDP numbers).
Afghanistan is the source of 93 percent of the world’s opium production and the
area under cultivation more than doubled from 2003 to 2007.