Presentation Transcript

1. Geographic Issues Within China

   How geography effects cultural development and problems faced in the world’s most populated country. Created by Amy Dudley, McDonald County R-I All pictures are the intellectual property of the Towson-Fulbright Group Project 2010
2. Standards Missouri SS GLE 5—knowledge of major elements of geographical study and analysis (such as location, place, movement, and regions) and their relationship to changes in society and the environment. A. Reading and Constructing Maps B. Understanding the concept of location to make predictions and solve problems. C. Understanding the concept of place D. Relationships within places (Human-Environment Interaction)
3. Preparation Map of China (political and physical—see resource file) with key cities marked per student Create a square on the floor with masking tape marking out A-6%, B-7%, and C-87%. Approximate how the size of your class would divide into A-20%, B-5%, and C-75% It might be necessary to print the maps within this presentation for students to analyze more deeply or if a projector is not available, or to print the notes if students require modified note taking. Students should have a previous knowledge of landforms (mountains, valleys, rivers, etc). For the assessment, they will need to know relative location and absolute location.
4. Objectives Students will be able to : Read and analyze various styles of maps and graphic organizers to understand and evaluate various human geography components. Use critical thinking skills to analyze the costs and benefits to population and geography of an area, specifically analyzing China versus the United States with the summative assessment to compare Chinese cities to each other. Create graphic organizers to showcase their compiled information and following analyses.
5. Class Opener (project the next slide during this activity) Begin class with a pre-marked square on the floor. Be elusive and secretive on the actual purpose, but A will represent the area/population of China, B is the United States, and C is the rest of the world as percentages of the whole) Divide the square into 3 sections, labeled by letter A, B, and C Distribute the students into 3 groups by percentages (20% into A, 5% into B, and the rest into group C; approximations are still okay, but it’s important to force all students from A into their square, if just to get the effect, then return to their seats) See the next slide for discussion questions.
6. Opener questions What does the large square represent? What about the smaller areas within that larger square? Why were so many people forced into A when it’s almost the same size as B?
7. Helpful Resources 2000 Chinese Census Data http://www.cpirc.org.cn/en/e5cendata1.htm Population by Region according to the 2000 Chinese Census http://www.cpirc.org.cn/en/e5cendata2.htm Annual Population Density from 1949-2000 http://www.cpirc.org.cn/en/density.htm Owl & Mouse educational Software-printable Asia maps http://www.yourchildlearns.com/megamaps/print-asia-maps.html Books Printed by the Foreign Languages Press “Xi’an” “Shanghai” “On the Shore of West Lake” “The Great Wall” “The Terra Cotta Army of Emperor Qin Shi Huang” Printed by China Intercontinental Press “Journey into China: Cities in China”
8. Population Population Density is the number of people living within a specific geographic area (people per square mile/kilometer) High population Density=Many people in a certain area Low population density=fewer people in a certain area What types of structures could you expect to see in a high population density area? Low population density? Where are you most likely to see industry? Farming? Trade? Tourism? High-rise buildings?
9. Population Comparisons (US Census) CHINA UNITED STATES 1.3 billion people (1,300,000,000) 0.5% Growth Rate Life Expectancy: 75 16,188,000 Births per year 9.165,000 Deaths per year 310,233,000 people 1% Growth Rate Life Expectancy: 78 4,291,000 Births per year 2,600,000 Deaths per year
10. Chinese Population Density
11. US Population Density
12. Population pyramidsUS/China 2010US Census Bureau
13. Agriculture For a population to grow and thrive, it must first survive. Agriculture and imports are how a nation feeds it’s citizens. Arable land is the land available for growing crops. In what areas of population density would you expect to see arable land? What climates/landforms/resources are necessary to make land arable? Which country do you think has more arable land? US or China? Why? Is this arable land?
14. Comparative agriculture USDA figures say China’s rural population was 720 million in 2008, down from the peak of 860 million in 1995  People employed in farming or fishing in 2006 was 350 million PRC USA Population, 2007 (million) 1,321 304 Cropland, 2007 (million acres) 301 406 Cropland per agricultural worker, 2007 (acres) 2/ 1 194 Agricultural gross receipts, 2007 (billion dollars) 643 341 Gross Domestic Product from agriculture, 370 161 forestry and fisheries, 2007 (billion dollars) Agricultural exports, 2008 (billion dollars) 29 115 Agricultural imports, 2008 (billion dollars) 57 81 Agricultural value added per worker Dollars , 1999 $325 $72,000 China only passed the UN calculated world average calories per day in 1992 (then at 2,600 calories per day) China has about 21% of the world’s population and 9% of the world’s arable land The US has about 5% of the population and 13% of the world’s arable land China has to feed about 10 people for each hectare of arable land, the world average is 4.4 people per hectare  About 13% of China’s land is arable, and about 18% of the US is arable
15. Agricultural Map of China
16. Agricultural Map of US
17. Water China supports 20% of the world’s population, but has access to only 7% of the world’s water resources. This is the same amount of water as Canada, but around 40 times more people. The water shortages are worse in the north where half the population lives with 15% of the water supply. Between factories, irrigation, hydroelectric dams, and human use, the major rivers in China cannot keep up. What consequences does this present? Agricultural? Economic? Human? What solutions might exist? What else could endanger water sources?
18. Problems What are some environmental consequences? How does desertification in the north effect the agricultural capabilities in Inner Mongolia? How does population growth effect the agricultural capabilities of China? If the population shift is toward urban areas, what problems could that cause for food production?
19. Map Analysis The National Archives has created worksheets (they can be printed or completed online) to assist in analyzing primary source documents. Map Other Primary Sources Provide copies of the population density and agricultural production maps to each group to be analyzed using the Map analysis sheet. As they analyze the map, consider the following question, what resources and/or conditions are necessary for successful agricultural production? From the existing maps and data available, is there enough data to make an educated decision?
20. Assessment Students will be divided into 5 groups for a cooperative learning activity. Each group will use one of the books from Foreign Languages Press mentioned in resources (if those are unavailable, resources can be found online). Those books are: “Xi’an”, “the Great Wall”, “On the Shore of West Lake”, “Shanghai”, and “The Terra Cotta Army” Students will create a travel poster of their assigned location in order to utilize their critical thinking and research skills.
21. Requirements The locations must be clearly labeled on a class map of China, with name AND latitude/longitude. (the location name and the coordinates need to be included on the scrapbook) Pictures of notable places within their assigned location, along with a written description of their location. Pictures may be hand-drawn, printed, or taken from old travel magazines. Spelling/grammar will count Artifacts (ticket stubs/brochures/etc.) should be created and displayed on the board with a written description of the artifact included on the board. Due to the books used, there will be some overlap, it will reinforce the topics.
22. Written Description Minimum of 3 paragraphs Spelling and Grammar count Can be hand-written, but must be done neatly What should be included: Relative location and absolute location Description of the location (what is there to see, when is the best time to go, cultural/historical significance) How do the problems discussed in this unit effect this location? (population density, water shortages, etc)
23. Air QualityShanghai & Beijing(click to the next slide)
24. Air QualityXi’an Click here to return Problems to slide show
25. Population Forbidden City & Shanghai Click here to return Population to slide show
26. Water QualityInner Mongolia Click here to return to slide show
27. Desertification Click here to return to slide show
28. Soil Erosion Click here to return Agriculture to slide show
29. Xi’anTemple among growth and construction Click here toPopulation return to slide show
30. Large-Scale Housing Click here to return Population to slide show