AP Human Geography
Kuby
Chapter 7
Rags and Riches: The Dimensions of Development
Part 1 - Background Reading and Study Guide
Read Kuby, pp.184-19 and respond to the following:
Define continuum of development. Identify four variable used to rank development and describe why
each is useful for such a ranking.
What are MDC’s and LDC’s? Describe the spatial distribution of each category.
Using the bold terms on pp. 187 – 189, compare and contrast the Modernization school of thought
and the Dependency (Core-Periphery) model
How is neocolonialism related to the core-periphery model? What dynamic has changed under
neocolonialism?
Describe how import substitution attempts to deal with tradition dependency/core-periphery issues.
Why have many developing countries chosen to focus on Human Welfare Indicators (focus on the
economic development reasons)?
Describe the Neoliberal counterrevolution as it applies to China.
What did Deng Xiaoping mean when he said that “It doesn’t matter if the cat is black or white, as long
as it catches mice.” What does this statement have to do with Chinese economic development?
China is referred to as a transition economy. What does this mean?
China’s economy is often referred to as market Leninism, or market socialism. What do these terms
refer to? Do you think that China can continue along this path. Explain.
A common nightmare among ecologists (and many economists) is the development of China, India
and SE Asia along traditional lines. This has prompted the Sustainable Development school of
thought.
-Why the nightmare? What’s so scary about traditional lines of development in these
geographic areas?
Identify several specific sustainable development strategies and the rationale for each employed in
both less developed countries (LDC’s) and more developed countries (MDC’s.)
Strategy
Sustainable Development Strategies and Rationale
LDC’s
MDC’s
Rationale
Strategy
Rationale
AP Human Geography
Kuby
Chapter 7
Rags and Riches: The Dimensions of Development
Part 2 – Case Studies and DBQ’s
Time Requirements estimates:
Activity 1: Economic Model of Development
Activity 2: Human Welfare Model of Development
Activity 3: Comparing Economic Development and
Human Welfare Development Models
Activity 4: Alternative Indicators of Development
20-30 minutes
20-30 minutes
20-30 minutes
1-2 hours
Activity 1 introduces the logic and the method of defining development in economic terms. Activity 2
applies the same logic and method to human welfare definitions of development. Activity 3 provides the
payoff to Activities 1 and 2 by combining the economic measures with the welfare measures. The
mathematical and graphing steps in Activities 1–3 are straightforward, requiring you to rank 20 countries
and produce a scatter diagram of economic versus human welfare rankings.
As you progress through the activities in this chapter be aware that larger numbers do not always connote
higher levels of development. For example, a higher infant mortality rate implies a lower level of
development and should, therefore, receive a lower rank. Be sure to think about what the measure of
development stands for rather than automatically assigning higher rankings to higher numbers.
Activity 4 involves independent research and critical thinking and requires you to apply the procedures
learned in Activities 1–3 to your own measure of development.