KS3 Geography: Urbanisation in India

Exploring the impact of rapid urbanisation in the city of Bangalore (Bengaluru).

Video summary

Download/print a transcript of the video.

13-year-old UK students Dua, Nayan and Amalia are in the Indian city of Bangalore (Bengaluru) to explore the impact of urbanisation.

They meet Chandra, a local geographer, who guides them through a typical urban region of the city. The pupils see how urbanisation has engulfed villages and created narrow streets of densely built housing, to accommodate the rapidly growing population who migrate to Bangalore from the surrounding areas seeking work - particularly in the IT industry.

Bangalore includes slum areas where people lack sanitation, healthcare and access to education. Aneeth takes the pupils to his home to meet his family, who all live together in a single room. Aneeth's parents describe how their living standard has actually improved over recent years.

This clip is from the series Exploration India.

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Teacher Notes

Download/print the Teacher Notes for this episode (pdf).

Teacher Notes prepared in partnership with the Geographical Association.

Video summary

13-year-old UK students Dua, Nayan and Amalia are in the Indian city of Bangalore (Bengaluru) to explore the impact of urbanisation. They meet Chandra, a local geographer, who guides them through a typical urban region of the city. The pupils see how urbanisation has engulfed villages and created narrow streets of densely built housing, to accommodate the rapidly growing population who migrate to Bangalore from the surrounding areas seeking work - particularly in the IT industry.
Bangalore includes informal settlements where people lack sanitation, healthcare and access to education. Aneeth takes the pupils to his home to meet his family, who all live together in a single room. Aneeth’s parents describe how their living standard has actually improved over recent years.
Note: Whilst the term ‘slum’ is used in the clip, this is no longer an acceptable term and it carries a strong negative bias. Terminology such as ‘informal settlement’ is considered more appropriate.

Before watching the film

Using a world map, locate India and the city of Bangalore. Ask students to write a locational description of where the city is within India.

Look at some photographs of Bangalore (Bengaluru). Ask students to describe what the city looks like. Also ask students what they think is missing from the photographs - what can’t they describe about Bangalore?

What similarities and differences can students see between the photos and the different locations in Bangalore?

Introduce key terms such as:
Affluent: having a lot of money or possessions.
Urbanisation: the growth of urban areas.
Multinational company: a company with offices and factories in more than one country.

During the film

You may wish to stop at relevant points during this short film to pose questions and check understanding or wait until the end. Useful questions might include:

  • What is a ‘dense population’?
  • How has Bangalore grown over time?
  • What are the impacts of growth on Bangalore?
  • What is ‘urbanisation’?
  • When did the urbanisation of Bangalore begin?
  • How has life changed for people in Bangalore?
  • What is an informal settlement?
  • What is Bangalore likely to be like in the future?

After watching the film

Discuss with students what they saw in the clip. How did the different locations show compare and contrast to each other? Explain what an informal settlement is and the characteristics that they have. Ask students why they think some people live in informal settlements and link this to rural to urban migration.

Using maps look at the growth of cities across the world. Is there a pattern to which areas of the world are experiencing urbanisation. Students could use the maps to look at megacities and global cities to see if there is a pattern to their location.

Using online maps, look at the locations of the informal settlements around Bangalore. Where is their location in relation to the Central Business District of the city?

Where next?

Using GapMinder’s website Dollar Street investigate the lives of other families around the world. This website gives you an insight into their lives and looks at different products that families have in their homes.

Students could look at families across India and see how their lives differ, this could then branch out to other families around the world.

Links to Bitesize

Brief introduction to India

Urbanisation

Rural to urban migration

Types of industry

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Curriculum relevance

This clip will be relevant for teaching Geography at KS3 in England and Northern Ireland, 3rd Level in Scotland and Progression Step 4 in Wales.

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Education - building the India of tomorrow. video

Dua, Amalia and Nayan meet Indian children who have been given the opportunity for a different life through education.

 Education - building the India of tomorrow

Rural life in India. video

Dua and Nayan explore rural life in India and learn that the majority of India’s population work in farming and agriculture in the countryside.

Rural life in India

Introducing the physical and human geography of India. video

Dua, Amalia and Nayan begin their discovery of the geography of India, including its surface area. They visit Patna and Bangalore.

Introducing the physical and human geography of India

Rivers: The Ganges. video

Dua, Amalia and Nayan explore the River Ganges in India and discover its significance to both physical and human geography.

Rivers: The Ganges

Working life and employment in Indian cities. video

Dua, Amalia and Nayan explore urban life in Bangalore, India - a city that attracts young Indians seeking work and careers.

Working life and employment in Indian cities
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