Title Demographics and Culture Big Idea/Enduring Understanding The flow of human migration is affected by physical geography and political, economic, social, and environmental push and pull factors. There are many tools that help us understand the growth, distribution and movement of the world s population. Culture affects the way people live and shapes the characteristic of a region. World Geography Unit 2 Suggested Dates 2 weeks 1 st six weeks Guiding Questions What physical geographical features affect the size and distribution of settlements. What human features influence the size and distribution of settlements? What tools help us understand world demographics? What are the characteristics of culture? How do regions help us understand the world? TEKS 7BC 9A 16B 19C Readiness TEKS 6A 7AD 9B 19B 20B Supporting TEKS 21A 22ABE 23A Process Skills Vertical Alignment Expectations *TEKS one level below* *TEKS one level above* SS TEKS Sample Assessment Question -List one benefit of a political map when compared to an aerial photograph of an area. Shows a border (defines area) -What trends do you see according to a country data chat? -What factors influence where people settle? -Identify patterns in factors of settlement such as bodies of water, transportation routes, climates and biomes.
-Analyze population pyramids and other data, graphs, and maps from selected countries to understand and predict the needs of a population and its future growth trends. -Compare pyramids showing rapid growth, slow growth, and declining population -Analyze the cause of trade organizations and/or patterns and their regional and global effects. -Identify economies dependent on one resource (e.g. human or natural) and the origins and implications of that dependency. The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Knowledge and Skills with Student Expectations (6) Geography. The student understands the types, patterns, and processes of settlement. The student is expected to: (A) locate and describe human and physical features that influence the size and distribution of settlements; and District Specificity/Examples Review and evaluate multiple sources of geographic information such as: Primary sources. Secondary sources. Aerial photographs. Maps. Surveys. Journals. Databases. Maps are usually of one of two types: General-purpose maps (reference maps) maps that show the location of features. Vocabulary settlement patterns location human features physical features distribution Suggested Resources/Instructional Strategies Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. McGrawHill TEXT Instructional Considerations Have students create maps of their school and their daily travel patterns. Include a grid, orientation, scale, and a legend. Construct thematic maps, graphs, charts, or databases of various data from selected areas of the world. Use demographic data, settlement patterns, environmental usage, and political and economic alliances as map topics. To construct and interpret maps, students must master the map skills of: Mapping / map making. Map reading. Map interpretation. Comparing and contrasting maps. Identifying limitations (distortions, omissions, simplifications, 2-D, etc.) of a map. Identifying point-of-view and bias.
Physical map that shows physical (landform) features. Political map that shows political boundaries and locations. Thematic maps (special purpose maps) maps that illustrate the distribution of specific features, data, or concepts. Thematic maps are composed of two layers: a base (or geographic) layer and a thematic overlay. Cartogram a value by area map in which countries are drawn in such a way that the size of a country is determined by some factor other than its land area (e.g. by its population or the value of its exports, etc.). Choropleth a map that uses color or shading in discreet geographic units to show to value of some factor in that unit. Review and practice: Map skills using latitude and longitude, orientation, legend, projection, and scale. Properties of a globe. How to read a map. Stress the importance of reading the information provided in the: a) Title what the map represents. b) Legend what symbols are used and their meaning. c) Date when the map was created. d) Author who created the map. Discuss reasons why maps are used. Ask students to suggest ways in which maps could be created in such a way to take sides and support a particular argument, position, or point of view. What is the danger of outdated or imprecise maps? What precautions should one take in using maps? Obtain aerial or space photographs of an area and construct a simple map based on the information in the image. Photographs are readily available from NASA sites, including http://modarch.gsfc.nasa.gov/, http://spaceflight.nasa.gov/, and http://visibleearth.nasa.gov/, and from a commercial site that provides images of specific street addresses: http://www.mapquest.com Provide cartogram maps of selected demographic data for different regions and ask students to: identify similarities and differences among the regions represented in the maps; and infer relationships (e.g. likely trade patterns) among the regions represented
(7) Geography. The student understands the growth, distribution, movement, and characteristics of world population. The student is expected to: (A) construct and analyze population pyramids and use other data, graphics, and maps to describe the population characteristics of different societies and to predict future population trends; Population Pyramids graphically display information on a country s age gender structure. Population Pyramids display the percentage of population by age and gender. There are three basic types of Population Pyramids: a) Rapid Growth which looks like a triangle with a wide base and narrow peak b) Slow Growth which looks more like a square with a base and mid section that are fairly close together. population pyramid analyze trend growth distribution Population Pyramids of the World International Program-Information Gateway US Census Bureau Zip Skinny give you demographic information on any zip code in US Human Development Report 2010 Human Development Reports Demographic and economic data are available online from sources such as the Population Reference Bureau s World Data Sheet, http://www.prb.org/, or the World Bank s Data and Maps site, http://www.worldbank.org/data/ ; climate data are available from the United Nations at its FAO SD Dimensions: Environment s Global Climate Maps site, http://www.fao.org/sd/eidirect/climate/eisp0002.htm. After all the maps are complete, place them on the wall in three groups: climate, people, and economy. Conduct a class discussion on the patterns that students perceive from their observations. c) Negative Growthwhich has a narrow base and wider mid and top sections Graphing Data. Using the same data, students can create graphs for the region. These graphs take the same data and present them in another way. Even so, students should reach similar interpretations from the information. Other key terms include: Dependency Ratio the ratio of those in a group who do not work to those who do; stated somewhat arbitrarily as the ratio of Population distribution special purpose maps of population density; pictographs, bar, or line graphs of population totals; dual bar graphs to create population pyramids, etc.
the elderly ( 65) plus the young (<15) to the working-age population (ages 15-64). Pronatalist Policy a political or social policy designed to increase population growth by attempting to raise the number of births. Antinatalist Policy a political or social policy designed to slow population growth by attempting to limit the number of births. (7) Geography. The student understands the growth, distribution, movement, and characteristics of world population. The student is expected to: (B) explain how political, economic, social, and environmental push and pull factors and physical geography affect the routes and flows of human migration; Explain the political, economic, social, and environmental factors that contribute to human migration. Human migration is influenced by both push factors (factors that motivate people to leave an area) and pull factors (factors that motivate people to move to an area). Categories of push-pull factors with examples are: Political. Push civil war/unrest; political push/pull factors migration routes/flows population distribution ESPN (economic, social/cultural, political, environmental) factors. Students should understand the working definitions of ESPN categories and push/pull factors so that they can then categorize various oush/pull factors leading to human migration according to economic, social, political, and/or environmental causes and explain relationship.
corruption; repressive regime; little or no political freedom; discriminatory laws. Pull stable government; protection of civil rights/liberties; democratic government. Economic. Push few or no employment opportunities; low real wage rates; widespread poverty; few or no social welfare programs; exploitative or inadequate labor policies; inadequate infrastructure. Pull many employment opportunities; high real wage rates; strong economic growth; comprehensive
social welfare programs; protection of worker and consumer rights; extensive infrastructure. Social. Push climate of lawlessness; group conflict (tribal, ethnic, racial, caste, religious, etc.); discrimination; restrictive cultural practices. Pull social freedom/mobility ; permissive cultural practices; residents with similar or same group characteristics. Environmental. Push famine; disease; pestilence; reoccurring natural hazards (e.g. frequent flooding, drought,
volcanic eruptions, earthquakes, tropical storms, and wildfires); manmade disasters. Pull availability of arable land; abundant water supplies; clean air and water. (7) Geography. The student understands the growth, distribution, movement, and characteristics of world population. The student is expected to: (C) describe trends in world population growth and distribution; and Note the dramatic growth in the earth s population (early numbers are very rough estimates): World Population Growth Year Population 8000 BC 5,300,000 1 AD 275,000,000 1800 AD 1,000,000,000 1930 AD 2,000,000,000 1975 AD 4,000,000,000 1999 AD 6,000,000,000 2010 6,852,472,823 The student should know and understand demographic terminology used in trend growth distribution/ pattern dense/sparse Construct and analyze population pyramids using current world data to describe population characteristics of different societies and to predict future growth trends. A variety of population pyramids can be found at sites such as http://www.about.com geography site, http://geography.about.com (see the World Population / Population Geography or International Population Pyramids subsections. Analyze population pyramids from multi-media on line database. Associate changes in US demographics with historic time periods as reflected in a population pyramid. Discuss the article, How Many People Have Lived On Earth? from the Population Reference Bureau at http://www.prb.org/wf/quickfacts/everlive.htm. Watch World Population: A Graphic Simulation of the History of Human Population Growth video from Zero Population Growth (see http://www.zpg.org/education/ site). Discuss the implications of the changes observed.
describing population groups. Child mortality. Crude birth rate. Crude death rate. Developed / less developed. Doubling time. GDP / GNP. Infant mortality. Life expectancy at birth. Literacy rate. Natural rate of Increase. Per capita. Percent urban. Examine and explain the three stages of demographic transition and determine whether they still apply to today s countries. See article at http://geography.about.com/science/ geography/library/weekly/aa090798.htm Research and discuss how migrations are shaped by push and pull factors and how physical geography affects the routes, flows, and destinations. Divide students into groups to examine demographic data of an assigned region of the world. Have each group develop a demographic profile for its assigned region consisting of an age-sex pyramid, dependency ratios, determination of the region s status on the demographic transition model, description of the regional governments population policies (pronatal or antinatal), and assessment of the push-pull migration factors both within the region and with countries outside the region. Have each group make projections concerning regional demographic trends for the next 25 years, and suggest what factors will contribute to the future growth or lack of growth of the population in the region. (7) Geography. The student understands the growth, distribution, movement, and characteristics of world The student understands the growth, distribution, movement, and characteristics of world population Globalization is the development of an increasingly integrated global economy marked especially by free trade, free globalization pandemics push-pull factors Class discussion- Classify examples of globalization and discuss the benefits and challenges.
population. The student is expected to: (D) examine benefits and challenges of globalization, including connectivity, standard of living, pandemics, and loss of local culture. flow of capital, and the tapping of cheaper foreign labor markets. Standard of Living the necessities, comforts and luxuries enjoyed or aspired to by an individual or group. standard of living benefits/ challenges Pandemic a widespread epidemic that covers a wide geographic area. Geographers use themes and tools (maps, graphs, charts and diagrams) to interpret patterns in the world. (9) Geography. The student understands the concept of region as an area of Earth's surface with related geographic characteristics. The student is expected to: (A) identify physical and/or human factors such as climate, vegetation, language, trade networks, political units, river systems, and religion that constitute a region; (B) describe different types of regions, including formal, Map Elements: 1. Date 2. Orientation (compass rose) 3. Grid (long/latitude) 4. Scale 5. Title 6. Author 7. Index 8. Legend / Key Types of Maps: 1. Political 2. Physical 3. Thematic Projection Types: 1. Robinson 2. Mercator 3. Azimuthal Map Distortions: 1. size 2. shape 3. distance 4. area human factors physical factors climate vegetation trade networks political units Review the Five Themes of Geography as a framework for explaining the world around us. Have students begin the construction of a chart which categorizes the types of climate (including the zonal climates) and the major physical features in this region. The chart can be expanded by adding other categories as students progress through the other objectives in this unit.
functional, and perceptual regions. Formal Region are frequently used to outline governmental, physical, cultural and economic areas. Functional Region are frequently used for service areas. (20) Science, technology, and society. The student understands how current technology affects human interaction. The student is expected to: Perceptional Region -A region that exists as a conceptualization or an idea and not as a physically demarcated entity. Discuss the characterisitics of the levels of development. economic factors environmental factors social effects levels of development small group discussion and presentations of the levles of development. (B) examine the economic, environmental, and social effects of technology such as medical advancements or changing trade patterns on societies at different levels of development. (19) Science, technology, and society. The student understands technology innovation modify -Ask students to generate a list of innovations that have allowed humans to modify their environment to make palces more
the impact of technology and human modifications on the physical environment. The student is expected to: adapt livable, such as irrigation, use of wind orr soalr power, use of innovative shipsthat transport liquified natural gas, etc. (B) analyze ways technological innovations such as air conditioning and desalinization have allowed humans to adapt to places; and (19) Science, technology, and society. The student understands the impact of technology and modifications on human the physical environment. The student is expected to: examine technological advances agriculture natural resources -Students should be able to list or identify various technological innovations in agriculture and natural resource management and use and the determine the impact/effects of those innovations on the envrionment, the economy, and social structure/patterns. (C) examine the environmental, economic, and social impacts of advances in technology on agriculture and natural resources. (16) Culture. The student understands how the components of culture affect the way people live and shape the Culture can be defined as: 1) a society's collective beliefs, symbols, values, forms of behavior, and social organizations, together with culture cultural characteristics -Compare and contrast, using a graphic organizer, cultural characteristics of a given region to another world region. -color code maps
characteristics of regions. The student is expected to: (B) describe elements of culture, including language, religion, beliefs and customs, institutions, and technologies; its tools, structures and artifacts created according to the group's conditions of life; transmitted as a heritage to succeeding generations and undergoing adoptions, modifications, and changes in the process. 2) a collective term for a group displaying uniform cultural characteristics (Fellman & Getis, Human Geography, 1999). [a] combination of values, material artifacts, and political institutions (Rubenstein, Introduction to Human Geography, 1999). Elements of culture: Values, material artifacts, political institutions, ethnicity, religion, language, history. Terminology associated with culture: Assimilation is the process of integration into a common culture through the acquisition of the distinctive compare
values, beliefs, attitudes, practices, and experiences of other groups. Diffusion is the process by which an idea or innovation is transmitted from one individual or group to another across space or through time; The dispersion of a cultural trait. Popular culture refers to certain shared attitudes or activities among people in large, heterogeneous societies who maintain other different personal characteristics. Folk Culture refers to the traditional practices of small, homogeneous groups usually living away from the dominant or majority culture. Habit refers to a specific action or behavior of an individual that is regularly repeated.
Custom refers to a specific action or behavior of a group that is regularly repeated to the extent that it becomes a defining characteristic of the group. Cultural trait is a single and reoccurring distinguishing feature of a culture. SKILLS (21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (A) analyze and evaluate the validity and utility of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and maps; (22) Social studies skills. The student communicates in written, oral, and visual
forms. The student is expected to: (A) design and draw appropriate graphics such as maps, diagrams, tables, and graphs to communicate geographic features, distributions, and relationships; (B) generate summaries, generalizations, and thesis statements supported by evidence; (E) create original work using proper citations and understanding and avoiding plagiarism. (23) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (A) plan, organize, and complete a research project that involves asking geographic questions; acquiring, organizing, and analyzing information; answering questions; and communicating results;