GCSE 9-1; Global development - Ethiopia case study, DME solving trade problems

This lesson is designed to get students thinking about the solutions to the trade deficit that occurs in Ethiopia. Essentially you are trying to get them to think about how to turn primary goods into manufactured goods in order to improve the balance of trade but the students need to discover this for themselves. Start by explaining how rich countries have a trade surplus and poor countries have a trade deficit. Then explain the impact of supply and demand of product prices. Next the students are asked to consider primary goods that could be produced in Africa and to classify them into either limited supply or plentiful supply e.g. diamonds = limited, coffee = plentiful. Next show the students a map showing major mineral exports from a variety of African counties and outline the problems of relying on trading these products.

Next get the students in groups of 3-4 to find a map of Ethiopia in their atlases and give them a data sheet with Ethiopian data and UK data for comparison. Also give out a spider diagram sheet with key questions. Students need to consider the changes they would make to improve the balance of trade in Ethiopia and record them on the key question sheet e.g. improving infrastructure, overcoming problems of being land locked, war with Eritrea, drought. The teacher will need to circulate and prompt students and answer questions. At the end select some students to feedback their plans. Finally outline other problems that will also impact on improving the balance of trade. All resources are included at the end of the PowerPoint.