Post-Viewing Activities

International Monetary Fund
Published Date:
March 2000
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1. Ask groups to meet and summarize what they learned from the video. Provide time for groups to report to the class as a whole.

2. The video shows how Mali now manufactures textiles instead of sending all its raw cotton abroad to be manufactured. Ask students: What kinds of capital—human, financial, and material—were needed for this change to happen?

3. In Cameroon, uncontrolled logging in the rain forests threatens to deplete important natural resources and displace ethnic groups such as the Beke, a pygmy tribe. Ask students to imagine that they are in charge of managing Cameroon’s natural resources. How would they ensure that the country’s need for timber was met without causing irreparable damage to the environment and the lives and livelihood of its citizens?

4. Mali’s government has adopted a “hands off” economic policy, eliminating price controls on grains to “let the free market work.” As a class, outline some of the advantages and disadvantages for buyers and sellers of grain when market forces are allowed to prevail.

5. Ask students to evaluate and explain the role that each of the following plays in a country’s economic development: sound macroeconomic policies, health care, education, good governance, privatization of industries, entrepreneurial activity, a strong legal system, infrastructure improvements, and the expansion of domestic markets.

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