SOC 300 Sociology of Developing Countries Week 1 Discussion 1

  

“The Other Half”  Please respond to the following:Based on the lecture and Webtext materials, address the following:According to the World Bank and International Monetary Fund (IMF), over one billion people in the world today are caught in the poverty trap. Identify key economic, social, or political reasons why some people within the developing world live on $1 a day. Next, determine at least three (3) possible economic, social, or political steps that developing countries overall can take to extricate their poor citizens from this dilemma.
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Understanding Development
Topics
• Making absolute poverty real and the size of the
problem
• What it means to live on one dollar a day
• The poverty trap
• How we are all globally connected
• What constitutes the middle class
• Hope and recent gains in developing countries
Making Poverty Real and the Size of the Problem




The poverty threshold
Living on one dollar a day
One out of seven people live this way
Many governments in developing countries are
poorly administered
• Being deeply in debt to lending institutions
What It Means to Live on One Dollar a Day
• Living in absolute poverty
• Being severely deprived of basic
human needs
• Having to live life from one day to
the next
• Not thinking of having a future
• Having to spread his one dollar to
cover just the bare necessities
The Poverty Trap
• The social safety net of
developed nations
• Strong economies and central
banking systems
• The lack of resources in
developing nations
• The cost of natural disasters
• The results of unemployment
Drag and Drop Interaction
How We Are All Connected
• Poverty and its global reach
• All middle classes and the heavy
price for the world’s poverty
• The social instability of poverty
• The inability to service a debt
• Education and the creation of jobs
• The development of a middle
class
What Constitutes the Middle Class
• Developing countries’ determination to raise their standard
of living
• Rapid change can cause problems
• Benefits can be enormous if done properly
• Training programs and their returns
• The rising middle classes in several developing countries
Hope and Recent Gains
• Hope and government dedication
• Rectifying weaknesses in
administration and the economy
• Cleaning up corruption and other
bad practices
• Allocating natural resources fairly
• Education and training helping to
alleviate poverty
Test Your Understanding
Summary






Making poverty real and the size of the problem
What it means to live on one dollar a day
The poverty trap
How we are all connected
What constitutes the middle class
Hope and recent gains
SOC 300 – Student Course Guide
COURSE DESCRIPTION
This course is a sociological examination of the status of the less developed countries (LDCs) in
economic, political, and social arenas. Topics covered range from the question of democracy to the role
of women, religion, military, climate change, terrorism, political economy, and other global, sociological
and political issues. The course suggests a variety of different approaches to development and discusses
the crucial role LDCs play in their interaction with the industrial world, from migration to producing raw
materials, and contributing to a market for the finished products of the developed world. Rising powers
such as China, India, and Brazil and the dynamics of their growth will also be discussed.
© 2014 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information
and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of
Strayer University.
SOC 300 Student Version 1148 (1054 1-4-2016) Final
Page 1 of 25
SOC 300 – Student Course Guide
INSTRUCTIONAL MATERIALS
Required Resources
Soomo, Understanding Development, 4e [Webtext], (Asheville, NC: Soomo Publishing, 2015).
Note: For each Week of the course, all of the following materials in the Preparation and Evaluation
portions can be accessed through the Webtext link within Blackboard. The Activities portion (discussion
question) will not be located in Webtext, but rather in a separate Blackboard link within your online course
shell.
Supplementary Resources
Banerjee, A. and Duflo, E., Poor Economics: A Radical Rethinking of the Way to Fight Global
Poverty, (Philadelphia: Perseus Books, 2011)
COURSE LEARNING OUTCOMES
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
Discover what is it like having to live on $1 a day.
Determine to what extent living on $1 a day permeates the Third World.
Analyze the oldest and most basic form of development.
Examine the history of aid and its more significant successes and failures.
Discover how infrastructure has improved from its earliest efforts in the developing world.
Evaluate the extent to which local improvement in developing countries has succeeded.
Analyze how poor governance in developing countries contributes to domestic problems.
Identify how schools help students make intelligent economic choices.
Determine how human capital is used and what effect gender disparity has on these decisions.
Analyze how funding in the form of aid, investment, and loans moves from industrialized nations
to the developing world to alleviate the problems caused by warfare.
Analyze what the North/South divide means.
Determine what role health plays in developing economies.
Assess the difference between programs that provide help and those that enable self-help.
Decide what strategies are working for developing rural communities.
Assess the roles that culture and religion play in rural development.
Examine the role that the International Monetary Fund and World Bank play in transfers and the
conditions they set to effect this funding.
Determine what non-state investment from multinational corporations (MNCs) consists of.
Discover what microloans are and how MNCs help exploit the use of human capital in a positive
manner.
Assess the ways that high wages, an open economy and controlling inflation can contribute to
success for developing states.
Determine why private investment, open political competition and the intelligent use of natural
resources can serve as incentives to further economic development.
Decide why good governance, a sound financial system, and a fair system of judicial justice are
necessary to development.
Assess why enforceable environmental regulations are critical to sustaining development.
Use technology and information resources to research issues in sociology of developing
countries.
© 2014 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information
and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of
Strayer University.
SOC 300 Student Version 1148 (1054 1-4-2016) Final
Page 2 of 25
SOC 300 – Student Course Guide
24. Write clearly and concisely about sociology of developing countries using proper writing
mechanics.
WEEKLY COURSE SCHEDULE
The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work.
This includes preparation, activities, and evaluation regardless of delivery mode.
Week
Preparation, Activities, and Evaluation
1
Preparation
(Note: Access materials through the Webtext link in BlackBoard)

Points
Reading(s), from Understanding Development, Chapter 1 “The Other
Half”
o Introduction
o What Makes a Country “Developing”?
o Timeline of Aid
o The End of Poverty: Where are the Poor?
o Organization Spotlight: The United Nations
o Writing Tips: Thesis and Sources

Video (in Webtext)
o Living on One – Episode 1: The First Step
o Living on One – Episode 5: We Need a Job
o The United Nations: It’s Your World
Activities
 Discussion
Evaluation

2
Questions (in Webtext)
20
30
Preparation

Reading(s), from Understanding Development Chapter 2
“International Finance”
o Introduction
o Turnaround
o Organization Spotlight: The EBRD
o Writing Tips: Outline and Argument

Videos (in Webtext)
o What is the World Bank?
o About the IMF

Audio (in Webtext)
o What Keeps Countries Poor?
o Egypt Negotiates IMF Loan
Activities
© 2014 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information
and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of
Strayer University.
SOC 300 Student Version 1148 (1054 1-4-2016) Final
Page 3 of 25
SOC 300 – Student Course Guide
 Discussion
Evaluation

3
Questions (in Webtext)
20
30
Preparation

Reading(s), from Understanding Development Chapter 3 “War and
Peace”
o Introduction
o Breaking the Conflict Trap
o Organization Spotlight: Doctors Without Borders
o Writing Tips: Citations and Evidence

Video (in Webtext)
o The Ghost City
o About Doctors Without Borders
Activities
 Discussion
Evaluation

4
Questions (in Webtext)
20
30
Preparation

Reading(s), from Understanding Development Chapter 4 “Institutions”
o Introduction
o Why Nations Fail
o Organization Spotlight: Freedom House

Video (in Webtext)
o Daron Acemoglu on “Why Nations Fail”

Research Tools:
o World Factbook
Activities
 Discussion
Evaluation

5
Questions (in Webtext)
20
30
Preparation

Reading(s), from Understanding Development Chapter 5 “Growing
Cities”
o Introduction
o Shadow Cities
o Organization Spotlight: SPIN Rocinha

Video (in Webtext)
o Welcome to Lagos
Activities
 Discussion
Evaluation
20
© 2014 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information
and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of
Strayer University.
SOC 300 Student Version 1148 (1054 1-4-2016) Final
Page 4 of 25
SOC 300 – Student Course Guide
6

Questions (in Webtext)

Midterm Exam Part 1: Sections 1-4 of lectures

Midterm Exam Part 2: Sections 1-4 of Webtext
30
100
100
Preparation

Reading(s), from Understanding Development Chapter 6 “Education”
o Introduction
o Poor Economics
o Organization Spotlight: Pratham

Video (in Webtext)
o A Small Act
o Living on One – Episode 7: (Not) Going to School

Research Tools
o World Factbook
o Gapminder
Activities
 Discussion
Evaluation

7
Questions (in Webtext)
20
30
Preparation

Reading(s), from Understanding Development Chapter 7 “Health”
o Introduction
o Poor Economics
o Organization Spotlight: The Gates Foundation

Videos (in Webtext)
o Living on One – Episode 2: Water from a Pipe?
o Hans Rosling: New Insights on Poverty

Audio (in Webtext)
o Why Bill Gates Fights Diseases Abroad
Activities
 Discussion
Evaluation

8
Questions (in Webtext)
20
30
Preparation

Reading(s), from Understanding Development Chapter 8 “The
Trouble with Aid”
o To Hell with Good Intentions
o Lag in Confronting Climate Woes
o Organization Spotlight: charity: water

Video (in Webtext)
o The Peace Corps
o When NGOs Fail
o No More Aid to Africa
© 2014 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information
and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of
Strayer University.
SOC 300 Student Version 1148 (1054 1-4-2016) Final
Page 5 of 25
SOC 300 – Student Course Guide
o
o
Kristen Bell Visits Northern Ethiopia
Develop or Die: Malaysia
Activities
 Discussion
Evaluation

9
Questions (in Webtext)
20
30
Preparation

Reading(s), from Understanding Development Chapter 9 “What Does
Success Look Like?
o Introduction
o The End of Poverty
o Rwanda Rising
o Organization Spotlight: Grameen Bank

Video (in Webtext)
o RESULTS and Grameen Bank: Microfinance
o Living on One – Episode 6: Extreme Budgeting

Audio (in Webtext)
o Chile Moves On
Activities
 Discussion
Evaluation
10

Questions (in Webtext)

Assignment: Lending Institutions, Health Care and Human Capital
20
30
400
Preparation

Reading(s), from Understanding Development Chapter 10 “Next
Steps”
o Introduction
o The MDGs
o Organization Spotlight: Acumen
o Transforming Women

Videos (in Webtext)
o Reinventing the lead-acid battery
o ReadySet Entrepreneur Starts Successful Business
o Jacqueline Novogratz: Investing in Africa’s Own Solutions

Audio (in Webtext)
o The Left-Behind Kids
Activities
 Discussion
Evaluation

11
Questions (in Webtext)
20
30
Preparation

Reading(s): None
© 2014 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information
and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of
Strayer University.
SOC 300 Student Version 1148 (1054 1-4-2016) Final
Page 6 of 25
SOC 300 – Student Course Guide
Activities
 Discussion
Evaluation

Final Exam Part 1: Sections 5-10 of lectures

Final Exam Part 2: Sections 5-10 of Webtext
20
150
150
© 2014 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information
and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of
Strayer University.
SOC 300 Student Version 1148 (1054 1-4-2016) Final
Page 7 of 25
SOC 300 – Student Course Guide
GRADING SCALE – UNDERGRADUATE
Assignment
Total Points
Percent of
Grade
Questions in the Webtext (open-book with no time limit)
(30 questions per week, worth 1 point apiece)
300
21%
Assignment: Lending Institutions, Health Care and Human Capital
400
28%
Midterm Exam (open book with a 2-hour time limit for each part)
Part 1: Sections 1-4 of lectures (20 questions worth 5 points apiece)
Part 2: Sections 1-4 of Webtext (20 questions worth 5 points apiece)
200
14%
Final Exam (open book with a 2-hour time limit for each part)
Part 1: Sections 5-10 of lectures (30 questions worth 5 points apiece)
Part 2: Sections 5-10 of Webtext (30 questions worth 5 points apiece)
300
21%
Participation (11 discussions worth 20 points apiece)
220
16%
Totals
1,420
100%
Points
Percentage
Grade
1,260 – 1,400
90% – 100%
A
1,120 – 1,259
80% – 89%
B
980 – 1,119
70% – 79%
C
840 – 979
60% – 69%
D
Below 840
Below 60%
F
© 2014 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information
and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of
Strayer University.
SOC 300 Student Version 1148 (1054 1-4-2016) Final
Page 8 of 25
SOC 300 – Student Course Guide
WEEK 1
Course Learning Outcome(s)

Discover what is it like having to live on $1 a day.

Determine to what extent living on $1 a day permeates the Third World.

Examine the history of aid and its more significant successes and failures.
Preparation
(Note: Access materials through the Webtext link in BlackBoard)

Reading(s), from Understanding Development, Chapter 1 “The Other Half”
o Introduction
o What Makes a Country “Developing”?
o Timeline of Aid
o The End of Poverty
o Organization Spotlight: The United Nations
o Writing Tips: Thesis and Sources

Video (in Webtext)
o Living on One – Episode 1: The First Step
o Living on One – Episode 5: We Need a Job
o The United Nations: It’s Your World
Activities

Course Expectations and Introductions

Lecture 1 Topics: making poverty real and the size of the problem felt, what it means to live on $1
a day, what is middle class, how we’re connected, the poverty trap, and the hopes and recent
gains.

Discussion 1: The Other Half
o Based on the lecture and Webtext materials, address the following:
 According to the World Bank and International Monetary Fund (IMF), over one
billion people in the world today are caught in the poverty trap. Identify key
economic, social, or political reasons why some people within the developing
world live on $1 a day. Next, determine at least three (3) possible economic,
social, or political steps that developing countries overall can take to extricate
their poor citizens from this dilemma.
Evaluation

Questions (in Webtext)
© 2014 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information
and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of
Strayer University.
SOC 300 Student Version 1148 (1054 1-4-2016) Final
Page 9 of 25
SOC 300 – Student Course Guide
WEEK 2
Course Learning Outcome(s)

Analyze how funding in the form of aid, investment, and loans moves from industrialized nations
to the developing world.

Examine the role that the International Monetary Fund and World Bank play in transfers and the
conditions they set to effect this funding.
Preparation

Reading(s), from Understanding Development Chapter 2 “International Finance”
o Introduction
o Turnaround
o Organization Spotlight: The EBRD
o Writing Tips: Outline and Argument

Videos (in Webtext)
o What is the World Bank?
o About the IMF

Audio (in Webtext)
o What Keeps Countries Poor?
o Egypt Negotiates IMF Loan
Activities

Lecture 1 Topics: aid and corruption, and loans and interest.

Discussion 1: International Finance
o Based on the lecture and Webtext materials, address the following:
 The IMF and World Bank are the world’s two leading lending institutions, but
much of their monetary assistance disappears once it enters the banking
systems of developing countries. Cite concrete evidence that supports the
assertion that much assistance to developing countries is simply stolen by
officials. Determine other main factors that account for the misuse of these funds.
Evaluation

Questions (in Webtext)
© 2014 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information
and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of
Strayer University.
SOC 300 Student Version 1148 (1054 1-4-2016) Final
Page 10 of 25
SOC 300 – Student Course Guide
WEEK 3
Course Learning Outcome(s)

Assess the ways that armed conflict, revolutions, and peace-keeping operations contribute or
detract from development.

Determine why conflict helps destroy any incentive to develop landholdings and natural
resources.
Preparation

Reading(s), from Understanding Development Chapter 3 “War and Peace”
o Introduction
o Breaking the Conflict Trap
o Organization Spotlight: Doctors Without Borders
o Writing Tips: Citations and Evidence

Video (in Webtext)
o The Ghost City
o About Doctors Without Borders
Activities

Lecture 1 Topics: the ways in which armed conflict, revolutions, and peacekeeping contribute to
or detract from development; the cost of war; and lack of conflict in the developed world.

Discussion 1: War and Peace
o Based on the lecture and Webtext materials, address the following:

Discuss substantive ways in which armed conflict can contribute to or distract a
developing economy and infrastructure. Analyze specific reasons why developed
nations do not experience the same kinds of social upheaval. Note: Consider
discussing a country you will use for Assignment 1 next week.
Evaluation

Questions (in Webtext)
© 2014 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information
and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of
Strayer University.
SOC 300 Student Version 1148 (1054 1-4-2016) Final
Page 11 of 25
SOC 300 – Student Course Guide
WEEK 4
Course Learning Outcome(s)

Decide why good governance, a sound financial system, and a fair system o …
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