Graph showing China's population growth since 1960
“When you are one in a million in China, there are 1,300 people just like you” – Did You Know?
Purpose Statement: students will be creating a small poster that includes a graph, an image, writing and other design elements in order to analyze the
demographics of modern day China.
Assignment
Due Friday May 14, 2010
Teacher Examples
Find Data
- Demographics of China (Wikipedia)
- Historic population growth (Wikipedia)
- CIA World Factbook
- World Bank Data
- Google Public Data Explorer
- US State Department data
- Gapminder (look for an “Indicator” you want, click “Visualize”, then find “China”).
Ideas
- Graph China’s population growth over time.
- Compare the population of China’s largest cities.
- Compare the population of China to other large countries, such as India and the United States.
- Graph the population density of several cities in China and compare to cities in the United States.
- Graph the major ethnic groups of China.
- Compare China’s fertility, birth or death rate to other countries.
- Compare education and literacy rates in China to other countries.
- Compare environmental conditions to other countries such as pollution and air quality.
- Compare economic conditions to other countries, such as employment rate or how much the average worker is paid per hour.
- Compare how much energy China uses compared to how much it produces.
- You are not limited to these suggestions. Be original!
Inspiration
- How to Make an Infographic (Mr. Miller’s PowerPoint)
- Exports from US States to China
- Google in China Stats
- China’s Growing Wealth Gap
- China Investment Tracker at Forbes.com
- What does China censor online?
- China vs. United States: A Visual Comparison
We are now learning about the geography of the country that is home to nearly one-fifth of the world’s population. We will work on the map of China Monday – Wednesday, then look more closely at the geographic features on Thursday and Friday.
Assignments
China Map – due Tuesday/Wednesday, April 27/28 for all classes. The Challenge task is required for period 4 Spectrum students, so the assignment is actually worth 35 points for 4th period. Note: since the map blank is probably copyrighted, I cannot post it online. Students should ask Mr. Miller or Ms Falls if they need another copy.
China Geographic Features Study – this is the in-class activity we will due on Thursday, April 22.
Last week, we concluded our study of Africa by staging the Eastern Hemisphere Museum. Now we are moving on to a new unit on India. We begin by learning about the geography of the Indian subcontinent. Students are first reading descriptions of the major geographic regions and writing a list of adjectives to describe each region.
Students will use their lists of adjectives to write a descriptive letter to one of their teachers. The assignment is due on Thursday, March 18 2010 for all students. The version of the assignment students do depends on which period they have social studies class:
- Letter to Ms. Falls for Periods 1, 3 and 6 – Ms. Falls is going to India this summer and hasn’t finished planning her trip yet. Students are writing recommendations for the best places to visit for her favorite activities and one place to avoid. The challenge section is optional, but we may require it for some students.
- Letter to Mr. Miller for Periods 2 and 4 – Students write a letter to Mr. Miller as if they have just visited India and describe the geographic locations they have visited. The challenge section is required for period 4 Spectrum students and optional for period 2 students.
On Tuesday/Wednesday (October 6/7), we will have a quiz on the major climates and physical features of the world. Each of these factors have had a major impact on the development of human civilizations.
Climate Zones
The tropical zone extends from the Tropic of Cancer at 22.5° north latitude to 22.5° south latitude. The weather tends to be warm year around and typically has a lot of rainfall. The tropics do not have distinct seasons. Farming is possible, but deforestation can lead to soil erosion, making farming more difficult.
Related, dry climates can appear in these latitudes when there is little rainfall. Farming can be difficult or even impossible. A great example is the Sahara Desert that covers much of North Africa.
The temperate zones extend from the Tropic of Cancer to the Arctic Circle at 66° north latitude and from the Tropic of Capricorn to the Antarctic Circle at 66° south latitude. Temperatures are usually moderate and are ideal for farming. Most of the ancient civilizations we will study were located in a temperate climate.
The polar regions extend from the Arctic and Antarctic Circles to the North and South Poles. Temperatures remain cold even during the long summer days. Farming is impossible so people survive by fishing or hunting.
More information is available on this Wikipedia article (which is also the source of the above images).
Physical Features
Mountains have high elevations and steeply sloped sides. They are difficult areas for farming or building structures (though some cultures have developed solutions such as terraced farming and cliff-dwelling structures).
Rivers provide water and nutrients that are valuable for farming. Most of the world’s great ancient civilizations began near a river, such as the Nile River in Egypt.
Plains are flat areas of land that are usually great for farming and building cities.
Plateaus are also flat, but they tend to have higher elevations, rugged landscape, and rocky soil, which makes them less suitable for farming.
We have been learning about the system of latitude and longitude that geographers use to describe the exact location of human and geographic features on a globe. During the block periods on Tuesday and Wednesday (September 29/30), we will be having a quiz in which students will be plotting locations using latitude and longitude.
Here are definitions of the two key terms:
- Latitude: the horizontal, parallel lines that run east and west on the map. A fun way to remember this is to say “latitude, flatitude”. Addresses are expressed as a number of degrees north or south of the Equator. Numbers range form 0 degrees (the Equator) to 90 degrees (the poles).
- Longitude: the vertical lines the run north and south on the map. Unlike latitude, these lines are not parallel and they all converge at the North and South Poles. Addresses are expressed as a number of degrees east or west of the Prime Meridian. Numbers range from 0 degrees (the Prime Meridian) to 180 degrees east or 180 degrees west (the antimeridian, also the location of the International Date Line).
The map to the left shows some of the most important lines of latitude and longitude (click for larger version). Try to identify the Equator, the Prime Meridian, the Tropic of Cancer, the Tropic of Capricorn, the Arctic Circle, and the Antarctic Circle.
If you would like further practice using latitude and longitude, find an atlas or US map (CIA World Factbook pdf link) and visit the Education World: Where in the World are We Vacationing? activity or try the Enchanted Learning activity. Lastly, here are many more great resources and activities.
We have been working on a map of the world in order to learn skills for making maps clear and informative. These skills will be used throughout the year as we create more complex historical maps. The assignment is due on Tuesday, September 29 for periods 1 and 3 and due on Wednesday, September 30 for periods 2, 4, and 6.
During the Tuesday & Wednesday block classes, we will take a quiz of geographic terms. It will be a matching quiz so students should be familiar with the definitions for each of the following terms:
- cardinal directions
- Equator
- hemisphere
- International Date Line
- latitude
- location
- longitude
- physical map
- place
- political map
- Prime Meridian
The following words might also appear on the test for period 4 Spectrum:
- inset
- Interrupted projection
- scale
- Mercator projection
- product map
- resource map
- Robinson projection
For our first big assignment, students will create a poster that includes a map and a photograph or drawing that illustrates their connection to some place in the world. They will also include a paragraph that explains why the place is important to the student and his/her family.
On Friday, we looked at the difference between “location” and “place” as themes of geography. Whereas “location” focuses simply on how to find something, “place” looks at the characteristics of a location. Students will need to think about “place” as they write a description of the “location” they chose.
The assignment is due Thursday, September 17. We will work on it in class on Monday and Tuesday/Wednesday.
Click here to download the assignment as a pdf.
