,TEST BANK Economic Development 13/E Michael Todaro ff ff ff ff ff ff
Chapter 1: Introducing Economic ff f f ff
ff Development: A Global Perspective ff ff ff
KeyConcepts f
As curious as students who register to take Development Economics may be, their knowledge and
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
experience of the developing world will vary widely. The first main point of Chapter 1 is to
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
emphasise how different life in the developing world is. New in the 13th edition is a systematic
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
description of four stylised strata of living standards from extreme poverty to rich based on Rosling,
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
Rosling, and Rosling Ronnlund‘s book Factfulness. This is followed by a discussion of the World
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
Bank‘s classification of economies by ranges of average national income using gross national
ff ff ff ff ff ff ff ff ff ff ff ff ff
income (GNI) statistics.
ff ff ff
The second point is to provide an overview of the nature of development economics as a field. A
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
defense of development economics as a distinct field, rather than an agglomeration of other
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
economics subfields, is offered. A major theme of the book, that development economics must
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
encompass the study of institutional and social, as well as economic, mechanisms for modernising
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
an economy while eliminating absolute poverty, is introduced.
ff ff ff ff ff ff ff ff
Sections 1.5 and 1.6 looks deeper into the meaning of development and a view of development that is
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
multidimensional. Amartya Sen‘s ―Capabilities‖ approach is discussed in Section 1.5. In Section 1.6,
ff ff ff ff ff ff ff ff ff ff ff ff ff
data collected in a Gallup World Poll on the relationship between happiness (as measured by Gallup‘s
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
life satisfaction ―ladder‖ question and real per capita income) and other research on happiness/life
ff ff ff ff ff ff ff ff ff ff ff ff ff
satisfaction is discussed. The level of happiness is not only related to level of income but to other
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
factors such as democratic freedoms and the quality of social relationships. The role of
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
ffnormative
values in development economics—a subject dealing with human misery and human potential, with
ff ff ff ff ff ff ff ff ff ff ff ff
equity as well as efficiency, with cultural change that causes losses as well as gains, and with transfer
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
as well as creation of wealth—is also stressed.
ff ff ff ff ff ff ff
The conclusion is that development is both a physical reality and a state of mind. The meaning and
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
objectives of development include the provision of basic needs, reducing inequality, raising living
ff ff ff ff ff ff ff ff ff ff ff ff ff
standards through appropriate economic growth, improving self-esteem in relation to the developed
ff ff ff ff ff ff ff ff ff ff ff ff
countries, and expanding freedom of choice in the market and beyond.
ff ff ff ff ff ff ff ff ff ff ff
Section 1.7 presents an in depth examination of the UN‘s Sustainable Development Goals (SDGs).
ff ff ff ff ff ff ff ff ff ff ff ff ff
This includes a more comprehensive list of the goals themselves (appearing in Table 1.1) and a
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
discussion of the shortcomings of the SDGs. In Section 1.8, the plan of the book is introduced
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
through 32 critical questions of development economics. Depending on the amount
ff f f f f f f f f f f f f f f f f f f f f
of material
f f f f
covered by the instructor, students should be able to intelligently address most of these questions by
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
the end of the course. Finally, a comparative case study of Pakistan and Bangladesh is presented.
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
, Todaro and Smith, Economic Development, 13e, Instructor’s Manual
ff ff ff ff f f ff
LectureSuggestions f
It might be best to begin with a discussion of the immense scale of transformation in the world
f f f f f f f f f f f f f f f f f f f f f f f f f f f f f f f f f f
economy. The late Hans Rosling‘s video ―200 countries, 200 years, 4 minutes‖ (readily available on
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
YouTube) can be used to confirm this point in an entertaining way. It might also be helpful to
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
highlight that real gross world product per capita has almost tripled between 1960 and 2018
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
(implying growth per year of 1.85%) and is 33% higher than it was at the turn of
ff f f f f f f f f f f f f f f f f f f f f f f f f f f f f f f f f
this century
f f f f
(implying annual growth of 1.56% from 2000 to 2018). This data can be found on the Saint Louis
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
Federal Reserve‘s website in the Federal Reserve Economic Database (or FRED).
ff ff ff ff ff ff ff ff ff ff ff
Despite such advances, tremendous disparities continue to exist. In terms of easily accessible
ff ff ff ff ff ff ff ff ff ff ff ff
statistics the PEW Research Centre‘s ―World Population by Income‖ provides an interactive
ff ff ff ff ff ff ff ff ff ff ff ff
map
ff
showing the share of economies‘ population who are economically poor, low income, middle
ff ff ff ff ff ff ff ff ff ff ff ff
income, upper middle income, and high income. While regrettably the data provided is for
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
2011, it
ff ff
echoes what Todaro and Smith point out in the text, that more than 75% of the world‘s population
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
live on $15 or less a day (or about $5,500 per person per year). Several excellent books attempt to
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
give some idea of the range of living standards found throughout the world. For example, The
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
Material World by Peter Menzell. This book presents photographic profiles of
ff f f f f f f f f f f f f f f f f f f f f
typical families
f f f f
around the world with all of their possessions placed in front of their homes. As one goes from one
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
family to the next the instructor has the opportunity to highlight the important differences between
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
nations and regions and to touch on key issues of growth and development.
ff ff ff ff ff ff ff ff ff ff ff ff ff
One of the key strengths of this chapter is that it does not focus solely on the hard numbers that
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
supposedly measure development. The discussion of Sen‘s Capabilities approach and the far less
ff ff ff ff ff ff ff ff ff ff ff ff
than perfect relationship between income and happiness are well worth spending a fair amount of
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
class time exploring. Class time should also be spent discussing the 32 critical questions
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
fflisted on ff
pages 21–23 of the text and then asking students to identify 3 or 4 questions that they are
ff ff ff ff ff ff ff ff f f ff ff ff ff ff ff ff ff
particularly interested in exploring. Asking each student to list what they consider to be ―critically‖
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
critical questions on a sheet of paper, collecting their responses, and then trying to direct the rest of
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
the term to addressing the most commonly mentioned critical questions for that class will be helpful
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
infurther drawing students in and holding their attention throughout the term.
f f f ff ff ff ff ff ff ff ff
At this same point, the instructor might also wish to get some idea of students‘ experiences
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
f traveling to developing countries and, in as subtle a way as is possible, determine how shaky their
f ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
understanding of the wider world is. The instructor perhaps could draw on his or her own
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
experiences and give some background as to how he or she first became interested in
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
Development
ff
Economics. This may – through the kinds of questions asked – help the instructor further gauge
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
students‘ level of sophistication in this area. This is not something that should be or, can, be settled
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
in the first one or two classes and will develop over the course of the term.
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
In many universities, the economic development course will be filled with students who are not
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
majoring in economics. These students may come from different colleges with majors such as
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
anthropology, sociology, or political science or business (management, finance, etc.). They may
ff ff ff ff ff ff ff ff ff ff ff ff
have had as little as one semester of introductory economics. Given that you are teaching an
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
economics class, you may wish to remind the students of this fact and offer whatever help you can.
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
Given video capture software, you might consider recording some primers that then could be made
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
available to students through course management software such as Blackboard or
ff f f f f f f f f f f f f f f f f f f f f
Moodle. You
f f f f
, Todaro and Smith, Economic Development, 13e, Instructor’s Manual
ff ff ff ff f f ff
certainly should use the first class or two to set the stage for the approach you will take, whether it
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
will be more interdisciplinary, more economic, more mathematical and quantitative, more
ff ff ff ff ff ff ff ff ff ff ff
f historical, or some combination.
f ff ff ff
Emphasise that development economics is an exciting subject to study and teach because it does
ff ff f f f f ff ff ff f f ff ff ff ff ff ff
not focus just on one country, but on all less-developed countries. Further emphasise that you will
f f ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
try to teach key concepts and ideas which can be applied to the experiences of many developing
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
countries. These concepts and ideas are important for understanding where the developing
ff ff ff f f ff ff ff f f ff ff f f ff
countries are today, as well as what their options are for the future. You might also wish to
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
emphasise that there arguably is no other area of economics that is more relevant to the
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
majority of the world‘s people.
ff ff ff ff ff
As already mentioned, the 32 critical questions can be used to motivate student interest in the
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
subject as well as present an overview of what the class is all about. It can be emphasised that there
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
is no one answer to the general question of why some countries are more developed than others.
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
There are as many different opinions on what a less-developed country should do to become more
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
developed. A good approach is to present differing viewpoints throughout the course and let the
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
students make up their minds on their own.
ff ff ff ff ff ff ff ff
Discussion Topics ff
Encouraging class participation is a good way to motivate the students and make them feel involved
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
in the learning process. The first few weeks of class in particular are conducive to this sort of
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
exercise. Two ideas for discussions at this stage are:
ff ff ff ff ff ff ff ff ff
What is the meaning of economic development? Why do we not see a stronger relationship
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
between income and happiness, especially once income has risen above $20,000 a year per person?
ff f f f f f f ff f f ff f ff f f
Is it possible for the whole world to be developed? This can be an interesting question to ask at the
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
beginning of the course, once environment and development have been covered (Chapter 10), and
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
then again at the end of the course.
ff ff ff ff ff ff ff ff
SampleQuestions f
Short Answer ff
1. Provide a definition of development economics. Justify your choice carefully.ff ff ff ff ff ff ff ff ff
Answer: See Section 4 (pages 8–10) for some ideas about how the students might answer this f f ff ff ff ff ff ff ff ff ff ff ff ff ff ff
question. They should in some way say that development economics is more than ff ff ff ff ff ff ff ff ff ff ff ff ff
just growth in GDP. ff ff ff ff
2. In defining development to include more than just the growth of per capita income, there is an
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
implicit assumption that the growth of per capita income alone is not sufficient to guarantee
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
the reduction of poverty and the growth of self-esteem. Is it possible that there could be
f f ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
growth of per capita income without the achievement of these other objectives?
ff ff ff ff ff ff ff ff ff ff ff ff
Chapter 1: Introducing Economic ff f f ff
ff Development: A Global Perspective ff ff ff
KeyConcepts f
As curious as students who register to take Development Economics may be, their knowledge and
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
experience of the developing world will vary widely. The first main point of Chapter 1 is to
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
emphasise how different life in the developing world is. New in the 13th edition is a systematic
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
description of four stylised strata of living standards from extreme poverty to rich based on Rosling,
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
Rosling, and Rosling Ronnlund‘s book Factfulness. This is followed by a discussion of the World
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
Bank‘s classification of economies by ranges of average national income using gross national
ff ff ff ff ff ff ff ff ff ff ff ff ff
income (GNI) statistics.
ff ff ff
The second point is to provide an overview of the nature of development economics as a field. A
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
defense of development economics as a distinct field, rather than an agglomeration of other
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
economics subfields, is offered. A major theme of the book, that development economics must
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
encompass the study of institutional and social, as well as economic, mechanisms for modernising
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
an economy while eliminating absolute poverty, is introduced.
ff ff ff ff ff ff ff ff
Sections 1.5 and 1.6 looks deeper into the meaning of development and a view of development that is
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
multidimensional. Amartya Sen‘s ―Capabilities‖ approach is discussed in Section 1.5. In Section 1.6,
ff ff ff ff ff ff ff ff ff ff ff ff ff
data collected in a Gallup World Poll on the relationship between happiness (as measured by Gallup‘s
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
life satisfaction ―ladder‖ question and real per capita income) and other research on happiness/life
ff ff ff ff ff ff ff ff ff ff ff ff ff
satisfaction is discussed. The level of happiness is not only related to level of income but to other
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
factors such as democratic freedoms and the quality of social relationships. The role of
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
ffnormative
values in development economics—a subject dealing with human misery and human potential, with
ff ff ff ff ff ff ff ff ff ff ff ff
equity as well as efficiency, with cultural change that causes losses as well as gains, and with transfer
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
as well as creation of wealth—is also stressed.
ff ff ff ff ff ff ff
The conclusion is that development is both a physical reality and a state of mind. The meaning and
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
objectives of development include the provision of basic needs, reducing inequality, raising living
ff ff ff ff ff ff ff ff ff ff ff ff ff
standards through appropriate economic growth, improving self-esteem in relation to the developed
ff ff ff ff ff ff ff ff ff ff ff ff
countries, and expanding freedom of choice in the market and beyond.
ff ff ff ff ff ff ff ff ff ff ff
Section 1.7 presents an in depth examination of the UN‘s Sustainable Development Goals (SDGs).
ff ff ff ff ff ff ff ff ff ff ff ff ff
This includes a more comprehensive list of the goals themselves (appearing in Table 1.1) and a
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
discussion of the shortcomings of the SDGs. In Section 1.8, the plan of the book is introduced
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
through 32 critical questions of development economics. Depending on the amount
ff f f f f f f f f f f f f f f f f f f f f
of material
f f f f
covered by the instructor, students should be able to intelligently address most of these questions by
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
the end of the course. Finally, a comparative case study of Pakistan and Bangladesh is presented.
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
, Todaro and Smith, Economic Development, 13e, Instructor’s Manual
ff ff ff ff f f ff
LectureSuggestions f
It might be best to begin with a discussion of the immense scale of transformation in the world
f f f f f f f f f f f f f f f f f f f f f f f f f f f f f f f f f f
economy. The late Hans Rosling‘s video ―200 countries, 200 years, 4 minutes‖ (readily available on
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
YouTube) can be used to confirm this point in an entertaining way. It might also be helpful to
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
highlight that real gross world product per capita has almost tripled between 1960 and 2018
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
(implying growth per year of 1.85%) and is 33% higher than it was at the turn of
ff f f f f f f f f f f f f f f f f f f f f f f f f f f f f f f f f
this century
f f f f
(implying annual growth of 1.56% from 2000 to 2018). This data can be found on the Saint Louis
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
Federal Reserve‘s website in the Federal Reserve Economic Database (or FRED).
ff ff ff ff ff ff ff ff ff ff ff
Despite such advances, tremendous disparities continue to exist. In terms of easily accessible
ff ff ff ff ff ff ff ff ff ff ff ff
statistics the PEW Research Centre‘s ―World Population by Income‖ provides an interactive
ff ff ff ff ff ff ff ff ff ff ff ff
map
ff
showing the share of economies‘ population who are economically poor, low income, middle
ff ff ff ff ff ff ff ff ff ff ff ff
income, upper middle income, and high income. While regrettably the data provided is for
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
2011, it
ff ff
echoes what Todaro and Smith point out in the text, that more than 75% of the world‘s population
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
live on $15 or less a day (or about $5,500 per person per year). Several excellent books attempt to
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
give some idea of the range of living standards found throughout the world. For example, The
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
Material World by Peter Menzell. This book presents photographic profiles of
ff f f f f f f f f f f f f f f f f f f f f
typical families
f f f f
around the world with all of their possessions placed in front of their homes. As one goes from one
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
family to the next the instructor has the opportunity to highlight the important differences between
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
nations and regions and to touch on key issues of growth and development.
ff ff ff ff ff ff ff ff ff ff ff ff ff
One of the key strengths of this chapter is that it does not focus solely on the hard numbers that
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
supposedly measure development. The discussion of Sen‘s Capabilities approach and the far less
ff ff ff ff ff ff ff ff ff ff ff ff
than perfect relationship between income and happiness are well worth spending a fair amount of
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
class time exploring. Class time should also be spent discussing the 32 critical questions
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
fflisted on ff
pages 21–23 of the text and then asking students to identify 3 or 4 questions that they are
ff ff ff ff ff ff ff ff f f ff ff ff ff ff ff ff ff
particularly interested in exploring. Asking each student to list what they consider to be ―critically‖
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
critical questions on a sheet of paper, collecting their responses, and then trying to direct the rest of
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
the term to addressing the most commonly mentioned critical questions for that class will be helpful
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
infurther drawing students in and holding their attention throughout the term.
f f f ff ff ff ff ff ff ff ff
At this same point, the instructor might also wish to get some idea of students‘ experiences
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
f traveling to developing countries and, in as subtle a way as is possible, determine how shaky their
f ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
understanding of the wider world is. The instructor perhaps could draw on his or her own
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
experiences and give some background as to how he or she first became interested in
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
Development
ff
Economics. This may – through the kinds of questions asked – help the instructor further gauge
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
students‘ level of sophistication in this area. This is not something that should be or, can, be settled
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
in the first one or two classes and will develop over the course of the term.
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
In many universities, the economic development course will be filled with students who are not
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
majoring in economics. These students may come from different colleges with majors such as
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
anthropology, sociology, or political science or business (management, finance, etc.). They may
ff ff ff ff ff ff ff ff ff ff ff ff
have had as little as one semester of introductory economics. Given that you are teaching an
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
economics class, you may wish to remind the students of this fact and offer whatever help you can.
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
Given video capture software, you might consider recording some primers that then could be made
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
available to students through course management software such as Blackboard or
ff f f f f f f f f f f f f f f f f f f f f
Moodle. You
f f f f
, Todaro and Smith, Economic Development, 13e, Instructor’s Manual
ff ff ff ff f f ff
certainly should use the first class or two to set the stage for the approach you will take, whether it
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
will be more interdisciplinary, more economic, more mathematical and quantitative, more
ff ff ff ff ff ff ff ff ff ff ff
f historical, or some combination.
f ff ff ff
Emphasise that development economics is an exciting subject to study and teach because it does
ff ff f f f f ff ff ff f f ff ff ff ff ff ff
not focus just on one country, but on all less-developed countries. Further emphasise that you will
f f ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
try to teach key concepts and ideas which can be applied to the experiences of many developing
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
countries. These concepts and ideas are important for understanding where the developing
ff ff ff f f ff ff ff f f ff ff f f ff
countries are today, as well as what their options are for the future. You might also wish to
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
emphasise that there arguably is no other area of economics that is more relevant to the
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
majority of the world‘s people.
ff ff ff ff ff
As already mentioned, the 32 critical questions can be used to motivate student interest in the
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
subject as well as present an overview of what the class is all about. It can be emphasised that there
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
is no one answer to the general question of why some countries are more developed than others.
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
There are as many different opinions on what a less-developed country should do to become more
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
developed. A good approach is to present differing viewpoints throughout the course and let the
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
students make up their minds on their own.
ff ff ff ff ff ff ff ff
Discussion Topics ff
Encouraging class participation is a good way to motivate the students and make them feel involved
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
in the learning process. The first few weeks of class in particular are conducive to this sort of
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
exercise. Two ideas for discussions at this stage are:
ff ff ff ff ff ff ff ff ff
What is the meaning of economic development? Why do we not see a stronger relationship
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
between income and happiness, especially once income has risen above $20,000 a year per person?
ff f f f f f f ff f f ff f ff f f
Is it possible for the whole world to be developed? This can be an interesting question to ask at the
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
beginning of the course, once environment and development have been covered (Chapter 10), and
ff ff ff ff ff ff ff ff ff ff ff ff ff ff
then again at the end of the course.
ff ff ff ff ff ff ff ff
SampleQuestions f
Short Answer ff
1. Provide a definition of development economics. Justify your choice carefully.ff ff ff ff ff ff ff ff ff
Answer: See Section 4 (pages 8–10) for some ideas about how the students might answer this f f ff ff ff ff ff ff ff ff ff ff ff ff ff ff
question. They should in some way say that development economics is more than ff ff ff ff ff ff ff ff ff ff ff ff ff
just growth in GDP. ff ff ff ff
2. In defining development to include more than just the growth of per capita income, there is an
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
implicit assumption that the growth of per capita income alone is not sufficient to guarantee
ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
the reduction of poverty and the growth of self-esteem. Is it possible that there could be
f f ff ff ff ff ff ff ff ff ff ff ff ff ff ff ff
growth of per capita income without the achievement of these other objectives?
ff ff ff ff ff ff ff ff ff ff ff ff
