Lesson Plan

• Describe the concept of economic development and differentiate it from economic growth.
• Explain at least three quantitative indicators used to compare development across countries.
• Analyse how resource endowment, human capital, institutions and other factors influence development differentials.
• Evaluate two development strategies (e.g., export‑led growth vs import substitution) and assess their potential impacts.
• Interpret convergence, the Kuznets curve and sustainable development concepts using appropriate diagrams.

• Projector and screen
• Printed comparative data tables (GDP per capita, HDI, poverty, literacy, life expectancy)
• Student worksheets with analysis questions
• Whiteboard and markers
• Calculators
• Internet access for World Bank/UN SDG data (optional)

Begin with the question, “What would your life be like if you lived in a country where the average life expectancy is 66 years instead of 81 years?” Connect this to students’ prior knowledge of GDP growth and highlight that development encompasses more than income. Explain that today they will identify the indicators that capture this broader picture and will be assessed on their ability to compare countries, explain why they differ, and evaluate development strategies.

1. Do‑now (5 '): Students examine the provided country table and note three striking differences.
2. Mini‑lecture (10 '): Define economic development vs. growth; introduce key indicators (real GDP per capita, GNI‑PPP, HDI, poverty rate, literacy, life expectancy, environmental metrics).
3. Group analysis (15 '): In small groups, compare the UK, India, Kenya, and Brazil using the indicators; complete worksheet sections on strengths/weaknesses.
4. Concept discussion (10 '): Teacher facilitates a discussion on resource endowment, human capital, institutions, geography, trade openness, and FDI as explanations for the observed gaps.
5. Strategy debate (15 '): Two teams argue for export‑led growth versus import‑substitution industrialisation; peers evaluate arguments using a rubric.
6. Diagram sketch (10 '): Students draw a simple Kuznets curve and a convergence diagram, labeling axes and key points; teacher checks understanding.

Summarise the main determinants of cross‑country development differences and remind students of the five‑point checklist for exam answers. For the exit ticket, each student writes one indicator and explains its significance for a country of their choice. Homework: research a country’s progress on two UN Sustainable Development Goals and prepare a brief summary to share in the next lesson.