Name ____ Teacher ________________
1. Describe the patterns of
human population
distribution in the United
States and major regions
of the world.
3. Compare the population characteristics of places at a range of
scales using population pyramids, birth and death rates, and other
key demographic variables.
Guiding Question
Lessons
How does geography affect where
people live?
Opening Day Business
Lesson 1a: If the World Were a Village PPT and Reflection
* List Top 10 Population and Size
* Map
Lesson 1b: Population Density notes
Lesson 1c: Population Density and Map
How does scale affect population
density?
What can demographics tell you about
a country?
Lesson 2a: Scaled U.S. and MN Population Density maps
Lesson 2b: Q and A
Lesson 3a: Demographic Vocabulary
Lesson 3b: Demographic Connections
Lesson 3c: Think-Pair-Share
Lesson 3d: Demographics and RNI
Lesson 4a: Population Pyramid PPT notes
Lesson 4b: Reading a Population Pyramid
Lesson 4c: World in the Balance
Lesson 5a: Youth Bulge Word Window
Lesson 5b: Egypt Reading
Lesson 5c: Twitter Revolution video clips and map
Lesson 6a: China and Thailand Readings
Rx for Survival clip – Delivering the Goods
Lesson 6b: India, Silent Spring – Main Idea
Lesson 6c: What’s going on? Girl’s Education in India
Lesson 7a: India readings
Lesson7b: How Does Government Encourage Family Planning
Lesson 8a: Russia, Italy, Japan, France Population Pyramids
Lesson 8b: Readings
Lesson 9a: Get the Word Out Poster
Lesson 10a: Demographic Transition Model notes
Lesson 10b: Population Reference Bureau
Lesson 10c: Mapping Regions
Lesson 11a: Countries in the Model - add notes
Lesson 11b: Life in Transition
Lesson 11c: Reflection
Lesson 12a: Vocabulary
Lesson 12b: Push and Pull Factors
Lesson 12c:Mapping the regions and comparing to DTM map
Lesson 13a: U.S. showing migration
Lesson 13b: Think-Pair-Share
14a: Know-W-L
14b: Readings for K-What-L
14c: Learn column
15: Lesson 1 of Digital Suitcase Human Trafficking
How do population pyramids work?
How did the youth bulge affect change
in northern Africa?
What solutions work to limit
population growth?
How are gender and population
connected?
Why is a negative RNI a problem?
2. Use the
demographic
transition model
to analyze and
explain the
impact of
changing birth
and death rates in
major world
regions.
What is the demographic transition
model?
What is life like in the different stage
of population?
4. Explain migration patterns in the modern era at
a range of scales, local to global.
1. Apply geographic information from a variety of print and electronic sources to interpret the past and present and plan for the future; provide rationale for using specific
technologies for each application
Benchmarks
What are push/pull factors?
What were push/pull factors of
Hmong migration?
Why and how do people get pulled or
pushed into trafficking situations?
What factors enable trafficking to
exist? What must be done to overcome
them?
What are measures are being taken to
combat human trafficking?
16: Lesson 2 of Digital Suitcase Human Trafficking
17: Lesson 3 of Digital Suitcase Human Trafficking
Summative – this will be short answer and essay. Students will be allowed to use their Daily
Guiding Questions on the final.
Lesson 1a: If the World Were a Village
7 billion is a lot of people, but many of these 7 billion have a lot in common like religion, language and lifestyle.
What if we took what the 7 billion had in common and reduced it to a village of 100 to reflect religion, language
and lifestyle? What do you think this village of 100 would look like? Read each statement below and write what
you think is the best answer in the Before column. The ratios for resources have also been reduced.
Before
1. _____________ is the continent with the most people.
a. Europe
b. North America
c. Asia
d. Africa
2. Do you think there would are more males or females in the world
village?
a. males
b. females
c. they are exactly equal
3. How many do you think would speak Mandarin Chinese in the world
village?
a. 6
b. 8
c. 12
d. 14
4. How many people in the world village are Christian?
a. 25
b. 33
c. 50
d. 60
5. Which age group in the world village has the most people?
a. 0 – 15 yrs
b. 16 – 30 yrs
c. 31 – 45 yrs
d. 46 – 60 yrs
6. How many people in the village of 100 live in an adequate home?
a. 20
b. 35
c.50
d. 65
7. How many people in the world village of 100 are able to read and
write?
a. 17
b. 33
c. 41
d. 84
8. How many people in the world village of 100 have enough food?
a. 10
b. 33
c. 67
d. 82
9. How many people in the world village of 100 have access to clean
water?
a. 57
b. 67
c. 77
d. 87
10. How many people in the world village of 100 have access to running
water (they don’t have to walk to a well or water source)?
a. 61
b. 71
c. 81
d. 91
11. How many people in the world village of 100 have electricity?
a. 56
b. 66
c. 76
d. 86
12. Would the people in the world village of 100 have more
a. radios b. TVs
c. telephones
d. computers
13. How many people in the village of 100 would have a college
education?
a. 1
b. 10
c. 50
d. 75
14. How many people in the world village live on less than $2.00 a day?
a. 53
b. 63
c. 73
d. 83
After
c. Asia
a. males
d. 14
b. 33
a. 0-15 yrs
d. 65
d. 84
c. 67
b. 67
a. 61
c. 76
a. radios
b. 10
a. 53
Reflection
Look back at Lesson 1a above and compare/contrast your Before answers to the After answers. How does your
impression of what is going on with the world’s population compare/contrast with the statistics?
If you feel there is not enough room for an adequate student response, have students write their response on
a note card.
2
List: Where Is the World’s Population and Land?
Largest Countries in Land Size
Largest Population Countries
1. Russia
1. China
2. China
2. India
3. United States
3. United States
4. Canada
4. Indonesia
5. Brazil
5. Brazil
6. Australia
6. Pakistan
7. India
7. Bangladesh
8. Argentina
8. Nigeria
9. Kazakhstan
9. Russia
10. Algeria
10. Japan
3
Mapping the 10 Largest Land Size Countries and 10 Largest Population Countries
Label the countries from the lists on page 3
4
Lesson 1b: Population Density notes
Population Density: the number of people living per unit of an area (e.g. per square mile); divide the
amount of land by the number of people
Geographic features that affect population:
* too hot - desert
* too cold
* too wet
* too dry
Lesson 1c: Population Density and Maps
World Maps A and B. Physical and Climate Maps will help answer questions 6 - 8
1. According to map A, what is the population density of the U.S. per square mile? 25-49
2. According to map B, what is the population density of the U.S. per square mile? below 3 – over 520
3. According to map A, which two continents have the highest population density? Europe and Asia
4. Does map B show these same two continents as having high population density? Yes
5. Look at map B. Look at regions that have very thin strips of population density (northern Africa,
eastern Australia, western United States, Egypt and Sudan). What do these regions of high population
density have in common geographically? Along water
6. What geographic feature keeps population low in Canada and northern Russia? cold
7. What geographic feature keeps population low in northern Africa and central Australia? Desert
8. What geographic feature keeps population low in western South America? Mountains
China – Map C. Physical and Climate maps will help answer questions 13 - 14
9. Is map C’s scale smaller or larger than maps A and B? smaller
10. According to map A, what is China’s population density per square mile? 100 – 149
11. According to map C, which region of China has the highest population density? Eastern
12. Shanghai, Tianjin, Macao and Hong Kong have very high population densities. Which geographic
feature do they have in common? East China Sea or Water
13. What geographic feature keeps population low in Qinghai province? Desert or Gobi desert
14. What geographic feature keeps population low in Tibet province? Mountains or Himalayas
Lesson 2a: Scaled U.S. and MN Population Density Maps outline Minneapolis, St. Paul and districts with numbers
U.S. Population Density Map
MN Congressional Districts Map
People per Square Mile
0 - 50
51 - 300
301 –
1,000
1,001 –
2,000
2,001 –
4,000
4,001 –
Twin Cities Metropolitan Area Map
People per Square Mile
0 - 500
People per Square Mile
0 - 50
501 – 1,000
51 - 100
1,001 – 2,000
101 - 200
2,001 –
4,000
201 - 400
4,001 –
7,000
401 – 1,000
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5,000
over 1,000
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Lesson 2b: Q and A
U.S. Population Density Map
1. What happens to land area of states as you move east to west in the United States? Gets larger
2. Does this tend to create a larger or smaller population density? smaller
3. Which of the five themes of geography describes this map? region
4. Overall, which region has the most states with the highest population densities? Northeast
5. Overall, which region has the most states with very low population densities? Rocky Mt.
6.
Which two regions have very similar population densities? Midwest, South
7. Which region has a higher population density, Midwest or Great Plains? Midwest
8. Which has a greater population density, the west coast or the east coast? East coast
Minnesota Congressional Districts Map
9. Is the scale of this map larger or smaller than the U.S. Population Density Map? Smaller
10. According to the U.S. map, what is the population density of MN per square mile? 51 – 100
11. According to the MN Congressional District map, is this true for the whole state? no
12. Are congressional districts based on equal land size or equal population? Equal population
13. What happens to population density as you move closer to Minneapolis and St. Paul? higher
Twin Cities Metropolitan Area Map
14. Is the scale of this map larger or smaller than the MN Congressional District Map? Smaller
15. Which region of Dakota County probably has the most people? Northern
16. Why does this region of Dakota County probably have the most people? Closer to the cities
17. Which part of Hennepin County has the highest population density? Minneapolis
Lesson 3a: Demographic Vocabulary
* Demographics: statistics relating to population or certain groups
* Total Fertility Rate The average number of children that would be born alive to a woman in her lifetime
* Infant Mortality Rate# deaths to infants under one year of age per 1,000 births in a given year
* Literacy: ability to read and write
* Death Rate: # of deaths per 1000 population in a given year
* Birth Rate: The number of live births per 1,000 in a given year.
* Rate of Natural Increase - RNI rate population is increasing /decreasing in a year based on birth rate and death
* Replacement-Level Fertility: The level of fertility at which a couple has only enough children to replace
themselves, or about two children per couple.
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Lesson 3b: Demographic Connections
https://www.cia.gov/library/publications/the-world-factbook/
Country
Current
Population
Infant
Mortality/
Literacy:
Male/Female
1000 live
births
Lesson 3d: Demographics and Rate of
Natural Increase (Population Growth Rate)
Total
Fertility
Rate
A. Birth
Rate/1000
A. Death
Rate/1000
B. Rate of
Natural
Increase %
C. Doubling Time at
Current RNI
Years
Bangladesh
161 million
549
61
52
2.5
23
6
1.7%
41-42 years
Brazil
199.3 million
21
88
89
1.82
15
7
.8%
87-88 years
China
1. 34 billion
16
96
86
1.79
12
7
.5%
140 years
India
1.2 billion
46
73
48
2.6
21
7
1.4%
50 years
Indonesia
248.6 million
27
94
87
2.23
18
6
1.2%
58-59 years
Japan
127 million
2.2
99
99
1.4
8
9
-.1%
Nigeria
170 million
74
72
50
5.38
39
14
2.5%
28 years
Pakistan
190 million
61
68
40
3
24
7
1.7%
41-42 years
Russia
142.5 million
7.3
99
99
1.6
12
14
-.2%
United
States
313.8 million
6
99
99
2
14
8
.6%
World
7,021,836,029
Population will be cut in half in this many years
700 years
Population will be cut in half in this many years
350 years
116-117 years
19 births 8 deaths
Coding
* color the three highest numbers in each column with one color
* color the three lowest numbers in each column with another color
Lesson 3d
B.) Rate of Natural Increase (in percent)
1. Birth Rate – Death Rate = B
2. B/10 = RNI
C.) Population Doubling Time
70/RNI = doubling time (round up)
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Lesson 4a: Population Pyramid PowerPoint
Slide Notes
1
What are Population Pyramids?
bar graphs that show the percent or number of age and gender in a population
2
Two Types of Populations
Old Populations
 Less than 25% under 15
 More than 10% over 65
3
4
Young Populations
 More than 25% under 15
 Less than 5% of 65
Dependency Ratio
What is it?
 The number of people that are too young or too old to work, compared to
the number of people in their productive years.
What are the uses of Population Pyramids?
Can determine
 Future Growth or decline
 Marketing groups
 Housing
 Politics
 Education
 Labor
 Crime
Pyramid Shapes
* growing
* stable/slow growth
* negative
* dependency ratio a lot
of kids
* 2 children
* a lot of elderly
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Lesson 4b: Reading a Population Pyramid
Examine the population pyramids and decide if the population is Growing (G), Slow Growth (SG)
Stable (S) or Negative (N)
Growing,
Bangladesh
Brazil
China
India
Indonesia
Japan
Nigeria
Pakistan
Russia
U.S
1. Growing
2. SG
3. SG
4. G
5. grow
6. N
7. G
8. G
9. N
10.
S
or
Slow
Growth/Sta
ble
or
Negative
Growth
11. Which three countries’ population is growing the fastest? __India, Nigeria, Pakistan ______________
12. Based on these population pyramids, what is at least one thing countries in #11 need to do to prepare
for the future? ___ jobs for young people, schools ____________________________________________
13. Which country has more females ages 65-69 than females 0-4? __ Russia ______________________
14. Why would this be a problem (#13)? ___not enough young to replace the old ___________________
Look at the at the bar for 0-4 years and estimate the number of males and females in the age group.
Bangladesh Brazil China India Indonesia Japan Nigeria Pakistan Russia U.S.
Males
9m
7.8m
43m
63m 11.5m
2.9m
14.9m
11m
4.5m
10.25
0-4
Females 8.8 m
7.4m
37m
54m 10.9m
2.7m
14.5m
10.5m
4.2m
9.75
0-4
15. Are there usually more boys or more girls born? ___ boys ___________________________________
16. Which two countries have abnormally more boys than girls born? ___China, India _______________
17. What is at least one potential problem these countries could have in the future? __ not enough women
_____________________________________________________________________________________
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Lesson 4b: World in the Balance
India
1. Which country will surpass China as the most
populated country?
18. How is Japan’s population pyramid different
from India’s?
negative
19. What will Japan not have enough of to
support its economy?
workers
India
2. Whose lives must improve if India wants to
change its PGR?
women
3. Why did the mother-in-law and husband not
allow the woman to be sterilized?
Wanted another son
4. Why are sons preferred in India?
Take care of parents, carry on family name
5. What is the advice to the family to help their
son survive to adulthood?
Health care, vaccines
6. What kind of information does Manisha Gupta
arrange for young couples to hear about?
Birth control
7. What is one reason a daughter-in-law will be
burned or maimed by her in-laws or husband?
Not having a son
8. Why are there 35 million fewer women in
India than there should be?
Sex selective abortion, infanticide
9. According to Abidi Shaw, what is her answer
to women’s situation?
Kenya
20. What is one of the fastest growing regions?
Sub-Saharan Africa
21. What is disappearing fast in Africa?
22. How was Kenya able to cut its fertility rate in
half?
Birth control
23. What stage do countries want to move through
quickly?
Stage 2
24. What is causing the death rate to increase?
AIDS
25. What does Florence do to make money?
prostitution
26. Who is disappearing in Kenya’s population
pyramid?
Working age adults
27. If fewer children are born, where can countries
put its resources?
The economy, schools, jobs
28. What is the key to population control?
10. What is the ideal family size?
2 children
Japan
11. What is happening at the school in Oguchi,
Japan?
No children
12. What will happen to Japan’s population by the
end of this century?
Cut in half
13. Who is blamed for the declining birth rates in
Japan?
Women, singles
14. Why are more Japanese women working?
Keep up middle class lifestyle
15. What was Tomoko’s challenge when she went
back to work?
Day care
16. By 2050 how many Japanese will be over 65?
17. In Japan, who is responsible for taking care of
the elderly?
women
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Lesson 5a: Youth Bulge Word Window
Use the population pyramids of Egypt, Tunisia and Libya to create a word window for ‘Youth Bulge’
Definition
Characteristics
Sketch
Youth Bulge
Examples
Lesson 5b: Dreams Stifled Egyptian Reading
1. What kept Mr. Sayyid from getting married?
12. What doesn’t the Egyptian education system do?
Couldn’t save enough money for an apartment and furniture
Work in modern world
2. Why is marriage so important?
13. What does the Egyptian economy not provide?
Gateway to independence, sexual activity and social respect
Enough well paying jobs
3. What are young Egyptians turning to for solace?
14. What did young people in rural Egypt hope would
bring them out of poverty?
religion
education
4. What is becoming the cornerstone of identity for
young, frustrated Egyptians?
15. Why are many graduates not able to get private
sector jobs?
Islam
Not qualified
5. Why do countries like Egypt and Saudi Arabia help
finance mass weddings?
16. Why do unemployed college graduates not take
factory jobs?
So many young unmarried people is de-stabilizing
Blow to family honor
6. In the Middle East, why is marriage so important?
Key to adulthood, religious obligation
17. What is an abaya?
Loose black gown
7. How do many parents spend their savings?
18. Why did her fiancé’s family have no money for a
wedding?
On their children’s weddings
8. If marriage is so important, why aren’t couples
getting married?
Had to pay for two older sons’ marriages
To expensive
19. What did she turn to when her engagement ended?
Became religious
9. How long would it take a poor father and his son to
save enough money for a wedding?
20. How long did it take Walid Faragallah to find a
factory job?
8 years
6 years
10. What is happening to the marriage age in the Middle
East?
21. How much does his current salary job pay a month?
Delayed marriage
$108
11. What did Mr. Sayyid attend school for?
Tourism, hotel operation
Human Geography Summer Session 2014
23. What advice does Walid have for his friends at
university? Not to dream too much
9
Lesson 5c: Revolutions and the Youth Bulge
The video clips are easier to play in Firefox than other browsers
How did young people, their concerns and knowledge contribute to their 2011 Revolutions?
Tunisia
http://abcnews.go.com/WNT/video/twitter-revolution-tunisia-strongman-ruling-leader-12629386
Egypt
http://thenextweb.com/socialmedia/2011/02/18/the-egyptian-revolution-explosion-on-twitter-video/
http://www.bing.com/videos/search?q=Twitter+Revolution+Egypt+video&view=detail&mid=
497601D814E4DA27F64B497601D814E4DA27F64B&first=0&qpvt=Twitter+Revolution+Egypt
+video
Libya
http://abcnews.go.com/ThisWeek/video/target-libya-abc-news-reporters-armed-conflict-libya-gadhafipolitics-13178760
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Lesson 6a: China and Thailand: RNI Problems and Solutions
Country
Problem
China
Solution
How Implemented
One child policy
High population
growth rate
Thailand
High population
growth rate
Make birth control
very available
Successful – Why
or Why Not
No – not enough
education about
family planning,
forced abortions,
girls neglected, not
enough workers to
support the retirees
Rewards – 5-10%
salary bonus,
preferential treatment
for food, housing
health care, education,
employment
Punishment – 10%
salary deduction
Handed out condoms at Yes – cut pgr from
movie theaters, traffic
3.2% to 1.6% in 15
jams
years
Birth Control
supermarkets
Free vasectomies
Rx for Survival – this link will take you to a clip about Mechai Vervaidya
AIDS in Thailand from Program 3, Delivering the Goods
http://www.pbs.org/wgbh/rxforsurvival/series/video/c_mec_dis_aidsthailand1.html
Lesson 6b: Silent Spring: The tragedy of India’s never-born girls
Patricia Leidl, published by UNFPA, the United Nations Population Fund www.unfpa.org/swp
Have students read through each paragraph from the article and pull out the main ideas and/or what
they think after reading the paragraph.
1. Married at the age of 18 in the northern state of Rajasthan, Ranu has been pregnant seven times. Ranu and her
husband Muktar killed their first two children by strangling them hours after their birth. Both were girls. Two sons died
from infections acquired in infancy, two other pregnancies were terminated because the fetuses were female. Ranu is
understandably protective of the small boy that today is her only living offspring. Nevertheless she remains defiant.
“We will kill other children if they are born girls,” she says, adding that she has no money to pay for their weddings.
2. Her husband Muktar seems unconcerned over the fate of his ‘missing’ daughters. And why should he be? In districts
all over the state, and indeed, all over the country, the elimination of girl children, either through sex-selective abortion
or infanticide, goes largely uncensured, undetected, unpunished and unmourned. The girl child is killed by putting a
sand bag on her face or by throttling her. It is not a rare incident. It happens without any hindrance.
Human Geography Summer Session 2014
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3. Today, throughout India, parents are increasingly forgoing outright infanticide in favor of cheap and widely available
technologies that allow parents to know if the fetus is female, and then to abort it. The availability of amniocentesis in
the 1980s and later, ultrasound, has enabled families to rid themselves of unwanted girls before birth. Interestingly, sex
selection crosses all economic boundaries, from the poor and illiterate to the educated and prosperous.
4. In March 2001, India’s population was estimated to be 1.03 billion, up from 967 million in 1997. What did not rise,
however, but rather—declined sharply—was the proportion of females in the 0 to 6-year age range. Although the
natural sex ratio slightly favors boys at birth, sex ratios have been steadily plunging from 976 girls born for every 1000
boys in 1961, to 927 girls born to every 1000 boys in 2001 and, according to the latest numbers, 896 girls born for every
1000 boys. In a number of regions in India however, ratios have now plummeted to 800 girls born for every 1000 boys.
In two small towns in the prosperous region of the Punjab, the 2001 census revealed that the female-to-male sex ratio
had declined to a dismal 754 girls born to every 1000 boys.
5. In India, a preference for sons is influenced by social and economic factors that relegate girls to the status of burden.
Parents desire sons because they carry on the family name, inherit family property and, in the absence of retirement
plans, are often considered to be the sole means of support for aging parents. The high costs of providing a dowry
means daughters are often viewed as paraya dhan (to be married and sent away)—another reason why females are
singled out for abortion or infanticide. In many regions, women who fail to deliver boys are harassed by their in-laws or
thrown out on the street.
6. Although there are laws that ban sex-determination testing on fetuses, fully 60 million girls are now ‘missing’.
According to government reports, as many as 2 million fetuses are aborted each year for no other reason than they
happen to be female. In Punjab, the government claims that the numbers of missing girls will increase by 40 per cent in
the forthcoming generation. Furthermore, while laws may be an important first step towards the elimination of aborting
female fetuses, the deeper problem of gender discrimination needs to be addressed alongside effective law enforcement.
7. Although the Indian government is striving to control the use of ultrasound and operators are now forbidden to reveal
the sex of fetuses, in many regions enforcing the law remains spotty to nonexistent. While many medical practitioners
are ethical and follow the law, some have set up black market ultrasounds, making a lot of money from families who
want to know if a fetus is a boy or girl. Experts also note that the fact that female birth rates are lowest among the most
well off points to a demand that shows no sign of subsiding—despite new laws. “If you can afford to buy a car, a
refrigerator and a microwave, then maybe you can afford to make sure you have a son as well
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Lesson 6c: What’s Going On? Girls’ Education in India
http://www.thirteen.org/edonline/wideangle/lessonplans/girlsspeak/
What is happening with her education?
Looking back at Lesson 3b, what do you predict this
girl’s future will be like?
Aarti
http://www.youtube.com/watch?v=MlCippE9hY0
Leela
http://www.youtube.com/watch?v=YLPXEepSdIo
Geetha
http://www.youtube.com/watch?v=YLPXEepSdIo
Lesson 7a : India Readings
Problem
Solution
Reading 1
Reading 2
Reading 3
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Lesson 7b: How Do Governments Encourage Family Planning?
In your small group, analyze the population posters from China, India and Kenya to find out how
governments encourage their citizens to use family planning.
Poster A
How does this poster encourage Chinese to have just one child?
What would you title this poster?
Poster B
What is this poster trying to convey to Chinese (look at the symbols inside 2000)?
What would you title this poster?
Poster C
How does this poster show having a smaller family is happier??
What would you title this poster?
Poster D
What is this poster trying to show Indian parents about having daughters?
What would you title this poster?
Poster E
What do you think is happening in this poster?
What would you title this poster?
Poster F
What is the message of the poster?
What would you title this poster?
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Lesson 8b: Readings - Not Enough Babies
http://www.pbs.org/newshour/updates/globalhealth/july-dec11/russia_11-08.html (video clip is for Russia)
What’s going on
Russia
Birth rate is higher than
death rate
What contributes to falling
birth rates or high death rates
Men don’t take care of health
Solutions
Alcohol and tobacco
* myths about drinking
* cheap and available
Tax alcohol and tobacco
Health care
* not very good
* men don’t go to the doctor
Japan
Women are having fewer and
fewer children
Population of working adults is
getting smaller
Fewer workers to support
retirees
Women marry later or not at
all
Italy
The fertility rate - at 1.33
children per woman
one in five of the population in
Italy is now over 65.
14 million fewer Italians by the
year 2050.
Better health care
Government encourages births
* baby bonuses
* posters
Supporting daycares
Gender equal society
Support groups for young
mothers and newborn children
Reduce retiree benefits
Strengthen Japanese industry and
trade
Import workers
Plus One Plan – reduce
workloads for fathers so they will
have more time to spend with
their children
Voluntary euthanasia
single women now work hard to
avoid the responsibilities of
childcare. An increasing
proportion of educated women no
longer want to be just mothers
and wives
Baby bonus
they can't afford it
"A lot of Italian men do nothing
around the house,"
France
.68 PGR
Fertility Rate 1.916
75 million by 2050
80% of women have jobs
Human Geography, Teacher Summer Session 2014
Monthly allowance per child
Large family card
Tax deduction for home help
State nursery schools
Tax credit for child minders
14
LESSON 9A: GET THE WORD OUT
Role: You are a member of an organization that wants to inform your citizens about what is happening with your
country’s population and encourage them to change their behavior
Audience
Japan, Italy and France are countries that have decreasing populations and have begun implementing solutions
to try to increase birth rates.
Thailand wants to keep encouraging its citizens to use birth control.
China and India want to stabilize their population and promote gender equity
Topic: The message about population needs to fit what is happening with the country’s population (Place)
Format: Poster, T-shirt, billboard
Title or short message connected to the country and its plan
Neat and colorful graphics that informs/encourages citizens
Information that lets the viewer know what country the poster is for (name, flag, language)
Human Geography, Teacher Summer Session 2014
15
Lesson 10a: Demographic Transition Model notes Blue – these are notes given to students Purple – students construct these notes by
comparing stages using Population Reference Bureau and Lesson 11a
Birth Rate and Death Rate determine how fast a population is growing
Stage 1
Stage 2
Stage 3
Stage 4
Stage 5
birth rate is less than
high birth and death
high birth rate, falling
birth rate begins to
low birth and death
death rate
rates (10 apart)
death rate
decrease, death rate
rate
remains low
zero growth or
population grows
population grows
very slow growth negative growth
slowly
rapidly
population grows
stable population
slowly (PGR 1-2%) or
(PGR less than 1%)
before modern times
is slowing down
(pyramid)
(pyramid)
(pyramid)
RNI 2+
RNI closer to 0
RNI 1-2%
infant mortality is
infant mortality is
higher
infant mortality is
lowest
decreases from Stage 2
life expectancy is
life expectancy is
lower
life expectancy
highest
increases from Stage 2
total fertility is
total fertility is lowest
higher
total fertility is lower
than Stage 2
urbanization is high
urbanization is lower
urbanization is higher
major diseases risk is
than Stage 2
low
major diseases risk is
higher
major diseases risk is
literacy is high
lower than Stage 2
literacy is lower
% unemployed is
literacy increase
lower
% unemployed is
from Stage 2
higher
% unemployed
decreases from Stage 2
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Lesson 10b: Population Reference Bureau
Clarify for students what is ‘More Developed’, ‘Less Developed’, ‘Least Developed’
Regions - Where are MDC, Less Developed, LDC
1. What is the RNI of More Developed? ___ .2% ____________________________________
2. What is the RNI of Less Developed (both)? ___ 1.4%, 1.7% _________________________
3. What is the RNI of Least Developed? ________ 2.4% ______________________________
4. What is the world average for RNI? __________ 1.2% ______________________________
5. What happens to the birth rate as you move from Most Developed to Least Developed? __ it decreases _______________________________________
6. Which region of the world has the fastest growing population? ______________________ Eastern Africa _____________________________________
7. Which country in the region for #6 is growing the fastest? What is its RNI? ___________ Uganda, 3.4% _____________________________________
8. What stage in the Demographic Transition model is the country from #7 country? _______ Stage 2 __________________________________________
9. Which region of the world has a negative rate of natural increase? ____________________ Eastern Europe ___________________________________
RNI
* Fastest
Growth
* Slowing
Growth
*Slowest
growth/Stable
* Negative
World
1.2
Bangladesh
1.6
Brazil
1
China
.5
India
1.6
Indonesia
1.5
Japan
-.0
Nigeria
2.6
Pakistan
2.3
Russia
-.03
U.S.
.6
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Formative Assessment
You already know that Stage 1 has a very low RNI, around 0% and that Stage 5 countries have a negative RNI. What we have not yet determined is what is the
range of RNI for Stage 2, Stage 3 and Stage 4 countries. Give a range of RNIs that would cover each stage. If you are unsure where to begin formulating a
range, look at the RNIs above and put them in order from highest to lowest. Next, categorize them into fastest growing, slower growing and slowest
growth/stable. Use these numbers as a guide to determine the range for the RNI of countries in each stage.
Stage 1 (slow growth): 0%
Stage 2 (fastest growth):
______% to ______ %
Stage 3 (slowing growth):
______% to ______ %
Stage 4: (slowest growth/stable):
0 to ______ %
Stage 5: any RNI below 0
Human Geography, Teacher Summer Session 2014
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Lesson 10c: Mapping Regions – remember to outline regions
Stage 2
Stage 3
Stage 4
Stage 5
Does not fit model *
__________________________________________________________________________________________________________________
* Southern Africa does not fit the model.
Its RNI is .7%, which would make it Stage 4. However, this is due to high birth rates AND high
death rates, rather than low birth rates and death rates.
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Lesson 11a: Countries in the Model
RNI
Birth Rate
Death Rate
Cameroon
32.5
11.6
2.09
2
Algeria
22
4
1.8
2-3
Nigeria
39
13.5
2.55%
2
Spain
10
8.9
.11
4
Bulgaria
9
14
-.5
5
Russia
12
14
-.2
5
Pakistan
24
7
1.7%
2-3
India
20.6
7.4
1.32%
3
Bangladesh
22.5
5.7
1.68%
2-3
Japan
8.4
9
-.06%
5
Indonesia
17.7
6.3
1.14%
3
China
12.3
7
.53
2
Peru
19
6
1.3%
2
Columbia
17
5
1.2%
2
Brazil
15
7
.8%
2
Canada
10
8
.2%
4
Mexico
19
5
1.4%
3
U.S.
14
8
.6%
4
Human Geography, Teacher Summer Session 2014
Stage
A.
B.
19
C.
Lesson 11b: Population Reference Bureau
A
B
C
D
1. What letter is Romania on the chart above? RNI -0.2%
__F___
2. What letter is Cambodia on the chart above? RNI 1.7%
__C __
3. What letter is Malawi on the chart above? RNI 3.1%
__ B __
4. What letter is South Korea on the chart above? RNI 0.4%
__ E __
5. What letter is Mozambique on the chart above? RNI 2.7%
__ A __
6. What letter is Vietnam is on the chart above? RNI 1.4%
__ D __
E
F
Find six countries, one for each letter on the chart below. Write the name of the country that could match the
position on the transition model. Record the counties’ RNI
7. A __________________________________________
8. B __________________________________________
9. C __________________________________________
10. D __________________________________________
11. E __________________________________________
12. F __________________________________________
A
B
C
D
E
F
Lesson 11c: Life in Transition
Examine each population pyramid below to determine which stage its population is in. After you have
determined the stage, look back at your notes from Lessons 10a and 10b and write a short description
about what life could be like in that country.
Lesson 11c: Reflection
Answer the following using thoughtful answers, complete sentences and correct grammar. Write your response on
a separate sheet of paper.
You live in the United States of America, a Stage 4 country. Based on the demographics from Lesson 10a, what
does this mean for your life? How would your life be different if you lived in a Stage 2 country?
Human Geography, Teacher Summer Session 2014
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Lesson 12a: Vocabulary
Migration: movement by humans from one area to another, sometimes over long distances or in large
groups
Pull Factors: Reasons why human move to an area
*
*
*
Push Factors: Reasons why humans leave an area
*
*
*
Rural
areas in the country associated with agriculture and low population density
Urban
cities and towns, higher population density
Forced Migration
forcing people to move from their homes. Usually done by a government to take control of land or to
move a group to one central location
Lesson 12b: Push and Pull Factors http://www.thirteen.org/edonline/wideangle/video_bank_location.html
http://www.thirteen.org/edonline/wideangle/search.html?cx=008853845758841447609%3Aij5k5uebjta&q=to+have+and+have+not&submit.x=0&sub
mit.y=0&cof=FORID%3A9
Migration from one country to
another
Migration Within a country - China
Push
Zimbabwe
Push
Rural
http://www.thirteen.org/edonline
/wideangle/videobank/tohave_farm
.html
Pull
Botswana
Pull
Urban
http://www.thirteen.org/edonline
/wideangle/videobank/tohave_migr
ant.html
Human Geography, Teacher Summer Session 2014
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Lesson 12c: Population Migration
Create a map that shows which regions people are leaving and which regions they are going to.
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Lesson 13a: Foreign Born Migration by State
You will be creating map for the U.S. showing either the foreign born
population by state for 1990-2000 or 2000-2010. When you are done with your
map, you and a partner will compare your maps and generate ‘I wonder why…’
questions.
Hmong Migration KW-L
Human Geography, Teacher Summer Session 2014
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Lesson 14a: Know
Lesson 14b: What
Lesson 14c: Learn
http://www.asian-nation.org/hmong.shtml
Human Geography, Teacher Summer Session 2014
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