Geography · Year 11 · Geographies of Development · Term 3

Global Inequality: Historical Context

Exploring the historical and geographical reasons for the gap between rich and poor nations, including colonialism and dependency theory.

• ACARA Content Descriptions
• AC9GE12K12

About This Topic

The Sustainable Development Goals (SDGs) are a set of 17 global goals established by the United Nations to address poverty, inequality, and environmental health by 2030. Students evaluate the progress of these goals and the obstacles to achieving them, such as conflict, climate change, and lack of funding. This topic is the 'capstone' of the Geographies of Development unit, focusing on global cooperation and future solutions.

Students investigate how individual actions, government policies, and international partnerships all contribute to these targets. They also look at the interconnectedness of the goals, for example, how improving education (Goal 4) can lead to better health (Goal 3) and economic growth (Goal 8). This topic comes alive when students can physically model the patterns of global progress and debate which goals are the most critical for a stable future.

Key Questions

1. Analyze how a colonial past influences a nation's current economic status.
2. Explain the core tenets of dependency theory in explaining global inequality.
3. Compare the historical development trajectories of different world regions.

Learning Objectives

• Analyze the lasting economic impacts of colonial policies on former colonies.
• Explain the core arguments of dependency theory, identifying its key proponents and criticisms.
• Compare the historical pathways of economic development in at least two distinct world regions, citing specific examples.
• Synthesize information from historical case studies to explain the origins of contemporary global economic disparities.

Before You Start

Introduction to Economic Systems

Why: Students need a basic understanding of different economic models (capitalism, socialism) to analyze how historical factors have shaped them.

World History: Major Empires and Their Expansion

Why: Familiarity with historical empires and their methods of expansion is crucial for understanding the mechanisms of colonialism.

Key Vocabulary

Colonialism	The practice of one country establishing settlements and imposing its political, economic, and cultural principles on another territory.
Dependency Theory	A theory suggesting that developing countries' economies are shaped by the influence of developed countries, leading to a state of dependence and hindering their own growth.
Core-Periphery Model	A model that describes global economic relations as a division between dominant 'core' countries and subordinate 'periphery' countries, often linked by historical exploitation.
Neocolonialism	The use of economic, political, cultural, or other pressures to control or influence other countries, especially former dependencies, without direct political rule.

Watch Out for These Misconceptions

Common Misconception

The SDGs are only for developing countries.

What to Teach Instead

The SDGs are universal goals that apply to all nations, including Australia (e.g., Goal 13 on Climate Action or Goal 10 on Reducing Inequality). Mapping local Australian progress on the SDGs helps students see their domestic relevance.

Common Misconception

The goals are impossible to achieve, so they don't matter.

What to Teach Instead

While ambitious, the goals provide a vital framework for international cooperation and have led to significant progress in areas like extreme poverty and child mortality. Analyzing 'success stories' helps students see the value of setting high targets.

Active Learning Ideas

Inquiry Circle: The SDG Progress Report

Groups are assigned one of the 17 SDGs and a specific region (e.g., Southeast Asia). They must research the current progress toward that goal in that region and present a 'report card' with recommendations for improvement.

50 min·Small Groups

Think-Pair-Share: The Domino Effect

Students are given two different SDGs. They work in pairs to explain how achieving one would directly help achieve the other, illustrating the interconnected nature of global development.

20 min·Pairs

Gallery Walk: SDG Innovations

Stations feature real-world projects that address specific SDGs, such as a solar-powered school in Africa or a plastic-recycling initiative in the Pacific. Students identify which goals each project supports.

30 min·Small Groups

Real-World Connections

• International development organizations like the World Bank and IMF often grapple with the legacy of historical exploitation when designing aid programs for countries in sub-Saharan Africa or Southeast Asia.
• Historians specializing in post-colonial studies examine primary source documents from the British East India Company or French colonial administration to understand how resource extraction shaped the economies of India and Vietnam.
• Economists analyze trade agreements between former colonial powers and their former colonies, such as those involving France and its West African partners, to assess ongoing economic dependencies.

Assessment Ideas

Discussion Prompt

Pose the question: 'How might the historical imposition of specific cash crop economies by colonial powers continue to affect a nation's ability to diversify its economy today?' Facilitate a class discussion, encouraging students to cite examples from different continents.

Quick Check

Present students with two brief historical scenarios, one describing a nation's colonial past and another describing a nation with no colonial history. Ask students to write one paragraph comparing their likely initial economic starting points and potential development challenges.

Exit Ticket

On an index card, have students define 'dependency theory' in their own words and provide one specific historical example that illustrates its core tenets.

Frequently Asked Questions

What are the UN Sustainable Development Goals?

The SDGs are 17 interconnected goals adopted by all UN Member States in 2015. They provide a shared blueprint for peace and prosperity for people and the planet, now and into the future.

How is progress on the SDGs measured?

Each goal has specific 'targets' (169 in total) and 'indicators' that are used to track progress. The UN publishes an annual report using data from every country to show where we are succeeding and where we are falling behind.

What is Australia's role in the SDGs?

Australia is committed to the SDGs both domestically and through our foreign aid program. We focus particularly on goals related to health, education, gender equality, and climate resilience in the Indo-Pacific region.

How can active learning help students understand the SDGs?

Active learning turns the SDGs from a list on a poster into a set of solvable problems. When students have to research specific projects or debate which goals to prioritise with a limited budget, they begin to see the practical challenges and the incredible creativity involved in global development. It helps them to see themselves as global citizens.