1/28 & 1/29: The Power of Demographics

Learning Goals: Evaluate the impact of population change on power structures

1. In small groups discuss what makes a country gain power globally. Make a list of criteria.

2. Develop (provide a base) master list criteria on board, each group using different colors.

1/15 & 1/16: Mid-term Prep, Last Day!! - Essays!!!

Learning Goals: Review common essay mistakes and brainstorm revision ideas

1. Return essays

2. Review my comments and ask questions

3. Discuss revision ideas

NEXT

• Review possible essay topics from the rubric and the overview sheet

• Discuss strategies to improve essays and study for them

1/13 & 1/14: Mid-term Prep, Day 3 - Migration & Practice Questions

Learning Goals: Review causes and consequences of forced migration and practice sample Structured Questions

Forced Migration Policy (brief)

• Causes and Consequences

Lastly, practice structured questions (section A).

1/9 & 1/10: Mid-term Prep, Day 2 - Population Policy Review & Practice Questions

Learning Goals: Review Population Policy and practice sample SAQs

Next, we will break into two groups to answer practice questions on population & policy

1/8: Mid-term Prep, Day 1 - Topics & Study Sheets

Learning Goals: Identify mid-term topic list

Now we will work as a group to identify Population topics using our syllabus

1/6 & 1/7: VPP Wrap-Up & Population Policy Study Sheets

Learning Goals: Describe population possibilities and power over the decision-making process

Once you finish your test, begin work on your study sheet. See below for your template - LOOK AT THE "TOPIC" to choose your assignment and then make a copy of that DOC.

1/2 & 1/3: VPP Project - Compare/Contrast & Begin Population Policies

Learning Goals: Describe population possibilities and power over the decision-making process

All Africa Study List and Blank Map

Quiz Will Be Monday 1/6 & Tuesday 1/7

Reminder: VPP is due by the end of the day!!

All Africa Study List and Blank Map

Quiz Will Be Monday 1/6 & Tuesday 1/7

12/18 & 12/19: Visual Population Profile Project - Work Day

Learning Goals: Base maps, research & Annotations

12/16 & 12/17: Visual Population Profile Project - Work Day

Learning Goals: Base maps & research

12/12 & 12/13: Start Visual Population Profile Project

Learning Goals:

1. Evaluate population visuals and annotations

PLAN:

1. Set up learning logs

2. Infographic of the day

3. Share GeoAction 3

4. Part II - the Peace Corps in the Gambia with a Greely Grad

5. Work on VPP project - Find base maps and population profile

   • What questions do your maps and pyramid prompt?

   • Start researching the WHY of those questions

6. While working on maps, individually we will discuss your most recent population graphs/pyramid and annotations (from Russia, China, S. Africa or Cambodia) - we will also complete the rubrics for these together.

7. Reminder about formative vs. summative work and the ability to meet with me and revise formative work.

Homework - Finish visuals

12/10 & 12/11: Population Quiz and VPP start!

Learning Goals:

1. Describe population trends

PLAN:

1. Population quiz: patterns and trends in population.

2. Distribute West Africa Map packet

3. Part I - the Peace Corps in the Gambia with a Greely Grad

4. Start VPP - VPP Intro Handout

• Read through instructions. Discuss as a class. Then pick countries.

• Review population pyramids, triangle graphs and other data on the countries

• Discuss research questions and sources

• Find a possible base map for population distribution - go for as current as possible.

HW:

1. Review VPP Intro Sheet

2. Prep West Africa maps

Population Trends Presentations

12/6 & 12/9: Annotation Editing & Quiz Review

Learning Goals:

1. Evaluate annotations

PLAN:

1. Set Up learning logs

2. Distribute Better Annotations guide & Collect annotations

   • Sample and critique. Pass back for revision

3. Discuss making better annotations (reference Better Annotations guide)

4. Peer review using “Annotations rubric”

5. Practice improving all annotations from last class. Hand in improved copy including peer's rubric with feedback.

6. Reflection on DTM & Population structure

7. Population change document about life expectancy and TFR (as review, you have already read these pages)

8. Review population work using guide

Homework: Study for population quiz

12/4 & 12/5: Population Case Studies & Annotation

Learning Goals:

1. Describe four changing population case studies

2. Practice annotations

PLAN:

1. Set up learning logs.

2. Infographic of the day

3. Warm up your brains by reminding yourself of some population content you've learned so far:

   • Identify the current world population.

   • Identify a country at each income level.

   • Identify trends in life expectancy globally.

   • Identify trends in TFR globally.

4. Presentation of mini projects.

5. Practice annotation on others presenters demographic transition model, pop. profile, triangle

   • Annotation conventions - 10-15 word max

6. Vocab Quiz study guide.

Homework:

• Finish Annotations, if needed

• Review Vocab Quiz Study Guide

• GeoAction due Friday

11/26 & 12/2: Population Trends & Case Studies

• Project due:

  • • Print out dtm, pop. profile, triangle for next time

• Movie Don't Panic: worksheet notes

Homework: The Great Thanksgiving Listen

11/22 & 11/25: Population Trend Mini-Project Work Time

Learning Goals: Understand chart conventions

1. Set up learning logs: new items - set learning goals, must include a question, reflection at end of class must show thought and specific evidence of connection or revision of previous ideas or insight.

   1. • Will be collected at end of class randomly. Will also exchange with a partner on occasion to discuss.

2. Review chart conventions: titles, citations

3. Work day for project

   1. • • Russia, Cambodia, South Africa, China Mini Project on population trends

          • • Russia

            • Cambodia

            • China

            • South Africa

              • Rubric

Homework:

• Project due BEFORE next class!!

11/18 & 11/19: Demographic Transition Model & Dependency Ratios

Learning Goals: DTM, Dependency Ratios & Population Profile (pyramid) creative practice

1. N. & C. Africa Map Quiz

2. Set up learning logs: new items - set learning goals, must include a question, reflection at end of class must show thought and specific evidence of connection or revision of previous ideas or insight.

   • Will be collected at end of class randomly. Will also exchange with a partner on occasion to review.

3. Population Pyramid Work:

   • PP intro in Slideshow and discuss France & Ethiopia

4. Russia,Cambodia, South Africa, China Mini Project on population trends

   • Russia

   • Cambodia

   • China

   • South Africa

• Rubric

Homework:

• Work day next class, project due following class

11/18 & 11/19: Demographic Transition Model & Dependency Ratios

Learning Goals: Describe the DTM and Dependency Ratios

1. Set up learning logs

2. Discuss Homework Reading

3. DTM work:

   1. • Demographic Transition Model Worksheet

        • • DTM for and discuss examples

4. Dependency Ratio

• • Dependency ratio is defined as:

  • What is the FORMULA

  • Use the formula and data from France (total population * ratio - either under 15) provided to complete the calculation for the dependency ratio.

KEY TERMS KEY

Homework: https://www.prb.org/2018-world-population-data-sheet-with-focus-on-changing-age-structures/

11/14 & 11/15: Population Trends

Learning Goals: Identify population trends

• Infographic of the day: The Space Race

1. Set up Learning Logs

2. Check in on the HW. (PG 57-65) Qs and Cs.

   • Review Malthus Ideas (prompt 2) and population trends (prompt 3)

3. T/F statements from new UN population report- Find “correct answers” in reference report and discuss conclusions.

   • Reference report

4. WATCH: http://www.npr.org/2011/10/31/141816460/visualizing-how-a-population-grows-to-7-billion

5. Open Google Sheets, now turn to page 59 and see table of country groups, we will make a line graph, completing prompt 5 in question bank 2A.

   • Labeling, multiple lines

6. Questions

   • Describe the trend in population growth around the world shown in your graph. (apply formula) 4 marks

   • Suggest two reasons for the trends you described in question 1. 2 + 2 marks

   • Explain why you think the countries were grouped into Group A and Group B. (3 marks) Why exclude Japan

   • Compare and contrast the video, table and line graph. Consider the value and limitation of each data representation. Explain which data representation was least effective and why.

7. Distribute N. Africa map, list, ds and C. Africa map, list, ds

Homework: GCC 396-404 and key terms

11/12 & 11/13: Essay Writing!

Learning Goals: Practice Essay writing

• Infographic of the day: TV's Golden Age is Real & Proximity to Fire & Voting Green

1. 40 minute essay writing.

   • Prompt: “Human factors are more important than physical factors in determining population distribution.” To what extent do you agree with this statement?

2. Essay self-evaluation:

   • Highlight A01 & A02 in Blue

   • A03 Evaluation in Yellow & Synthesis in Red

3. Next, our focus is on trends (change over time) -- how populations have changed over time.

Homework: OCP pages 57-65 read and answer prompts, bring OCP to class.

Notes and Presentations on Uneven Population distribution and Internal migration:

• M1

  • NOTES

  • FRANCE

  • ETHIOPIA

• M2

  • ETHIOPIA

  • FRANCE

• W1

  • FRANCE

  • ETHIOPIA

11/7 & 11/8: Essays!

Learning Goals: Describe voluntary internal migration and uneven population distribution in two named places. Examine Essay markscheme and structure.

• Infographic of the day: Obesity in China & College Degrees and Wage Growth (scroll to 2nd chart)

1. Project presentations and debrief

2. Essay Preparation:

• Distribute markscheme. Discuss in regards to “To what extent”

• Distribute exemplar

  • Highlight A01 & A02 in Blue

  • A03 Evaluation in Yellow & Synthesis in Red

• Prompt: “Human factors are more important than physical factors in determining population distribution.” To what extent do you agree with this statement?

• Distribute Outline - discuss and begin work

Homework: Complete outline and prepare for 40 minute timed essay next class.

11/5 & 11/6: Internal Migration

Learning Goals: Describe voluntary internal migration and uneven population distribution in two named places

1. Share and debrief charts and relationship assignment

2. Internal migration check in

3. Review GCC reading

4. Internal migration contrasting case studies: China/S. Africa

   • Notes key (Whole class discussion)

5. Analyze textbook visuals, introduce flow maps.

   • Questions on using the maps.

     • • These will be like the base maps they will need to use and be comfortable with for their VPP.

6. Slideshow- define case studies, core and periphery patterns, voluntary internal migration, megacities

7. Next we will apply this knowledge by creating a presentation on France and Ethiopia. Here is the Rubric.

Homework:

• Finish Presentation and be prepared to present to class.

11/1 & 11/4: Relationship Testing

Learning Goals: Describe income distribution globally

1. Sheets review: Relationship (from last class) testing.

   • Were outliers weaknesses in the relationship or were they weaknesses in the data? (Think about last nights PG homework)

2. Review PG HW reading

Homework: Finish data tables and reflection

10/30 & 10/31: Global & National Income Distribution

Learning Goals: Describe income distribution globally

1. Set up Global puzzle of regions again.

   • Continue discussion of income distribution pattern. Why is it so hard to find a pattern on a global scale. What can help us. Maybe there are only weak global patterns. Is there a correlation to population density? Maybe national patterns will be more apparent?

2. Include Demographic snapshots on the globe. Compete Museum Walk work. HELP is HERE!

   • We found patterns within our regions and between our regions. Now, let's look deeper at why these patterns exist.

3. Review syllabus point voluntary internal migration, core periphery, and megacity together- what would you need to understand to approach this?

4. Slideshow- define case studies, core and periphery patterns, voluntary internal migration, megacities.

Homework:

1. Read OCP 18-28 about indicators details and factors for wealth.

2. Then read case studies South Africa and China in GCC pgs 391-395 - Complete Notes Organizer.

3. Bring in you GCC for next class.

10/28 & 10/29: Test & infographic Review

Learning Goals: Investigate a region of the world

1. Test review

2. GeoAction speed dating

3. Aerial View of the World - Compare and contrast the regions - Look at income distribution around the world.

• • Describe global income distribution patterns

  • Discuss

4. Add Demographic Snapshot data. Can we find evidence in the data that helps support our conclusions about income distribution?

10/22 - 10/25: World Regions

Learning Goals: Investigate a region of the world

Day 1:

1. Discuss strengths and weaknesses of the homework quotes.

   • Discuss global (physical) vs local/regional (human) factor influence.

2. Intro the world regions project

   • Assign region according to map quiz list

   • Explore your region

   • Decide physical features and cities that are important

   • Label Countries

Day 2:

1. Color map according to GNI per capita category

2. Decide physical features and cities that are important. Complete study guide.

   • Identify which “groups” some of your countries belong to as per gcc reading

3. Make demographic snapshot with stats.

4. Locate and annotate two visuals to show trend or pattern. One should be a strong example and one a weak example. Justify your evaluation

Homework:

1. Finish regions project. Here is what you need to bring next class:

   • Choropleth map

   • Study List (including 3 most populous capitals and 3 most important physical features)

   • Demographic snapshot (HERE is a video tutorial of how to find CO2 per capita in the World Bank database)

   • 2 annotated a visuals showing a trend/pattern. One strong visual and one you think was misleading and/or ineffective. Justify your evaluation

     • • Your annotation should describe the pattern/trend and also show why each visual is a strong example or weak example.

   • Clean, unannotated copies of both your visuals

10/15 & 10/21: Human Factors

Learning Goals: Evaluate case studies of human population factors

1. Discuss questions Qs and Cs. Submit HW.

2. Peer assessment of homework prompt.

3. Stations: Problems of human environment interaction. Take notes on specific and memorable facts about your case study on scrap paper.

   • Aral Sea

   • Syria - https://cdn.static-economist.com/sites/default/files/images/2015/09/blogs/graphic-detail/20151003_wom001.png

   • Chernobyl

4. Complete the case study template for your place and issue.

5. Jigsaw groups- explain to your new group what happened in your place.

6. Discuss how these examples could support or refute the claims from OCW and GCC.

7. Snowball fight of memorable facts

HW:

1. Finish part 2 of case study template.

2. Then Read GCC pages 388-391. Predict how long it will take you to complete the reading. Review the issue of terminology. Decide which terms you will use to describe countries going forward and why. Decide which terms are out and why. Note how long it took you to read these pages.

3. GeoAction due 10/24

10/9 & 10/10: Population Introduction

Learning Goals: Evaluate Population maps, contrast human and physical demographic factors

1. Peer assess the “To What Extent” answer in pairs.

2. Population Patterns - Focus on first part of unit- distribution of humans and wealth- humans

   • Complete prompts 1 and 2.

   • Discuss as full class after you complete 1 and 2.

   • Use the visuals on pages 9-15 in OCP to help you. Review these. Individually, use texts and syllabus packet command terms to complete 3 a-e.

   • Trade with a partner to peer assess. Share a few to calibrate peer assessments.

HW- reading and prompts

10/7 & 10/8: Population Introduction

Goal of the day: Identify population patterns

1. Watch this video:

   • Population: 7 billion 2011- Human Population through time video

     • Jot down any memorable facts about patterns and trends as you watch.

2. Now check this out with a partner: Current pop. about 7.5 billion- show world pop clock

   • • Jot down 3 facts that struck you

3. So what do you THINK and WONDER about this? This unit is all about how population relates to other geographic factors - so how the D relates to the SPEE. We work on this first because it many ways it is an underpinning for all of our other studies.

4. Read pages 9-15 in your Our Changing Planet textbook (there are extra copies under the windows) and take Cornell Style notes.

5. Then, Complete Factors affecting population distribution worksheet (hint use the factors on pgs 12-14).

Homework: Complete the “To What Extent” - 3 mark question at the bottom of Factors affecting population distribution worksheet. You will peer assess these next class.

**The first part of population unit is all about:

• • What areas are most densely populated and why?

  • Where is wealth most concentrated and why?