Population - Day 1

Today's schedule

With the spread of the Industrial Revolution in the 18th century, dramatic changes began to occur in the populations of industrializing countries. But do the changes that occurred in Western Europe and the United States have relevance for modern countries just entering the industrial age? Students should be able to evaluate and apply models to explain changes in global demographic patterns, and use their assessments to predict future needs.

Objectives:

To understand the classic demographic transition (DT) model

To explain assumptions and limitations of the classic DT model

To construct graphs of contemporary demographic change

To explain contemporary demographic patterns in the context of the classic DT model

To view population growth from a Malthusian perspective

To calculate crude death rates, birth rates, rates of natural increase, and population doubling times

To comprehend the concept of the Demographic Transition

After working through the Demographic Transition Model assignment you should be able to:

• Describe current population trends, in terms of fertility, mortality and population growth.

• Understand the consequences of current population trends for future well being.

• Describe how the population issues facing the world today differ by region.

• Understand the basic concept of the demographic transition.

• Describe some of the differences between historical transitions and contemporary transitions.

Rationale - Students current understanding of the global population growth and its effects on available resources is very limited. This unit will allow students to acquire information to help understand the challenges countries face when it comes to population controls

Evidence - By correctly listing the challenges countries have the different solutions offered to solve those challenges, will allow students to demonstrate evidence that their know the challenges facing their future.

Agenda:

Update Folders and Assignment sheet

General questions about the population of the world

On a separate piece of paper make your best guess on the questions in the linked doc below.

Once you have written down your guesses, check the world distribution diagram for the accurate numbers. Upon completion of comparing your guesses to the actual numbers, select two categories that surprise you the most, and explain why.

Prediction questions for World Population

Intro to Population Unit with Video - 7 Billion and Beyond (teacher only during class)

Once we finish the video, you will be annotating and writing a summary paragraph on the Article below

Should there be restrictions? - Article & Questions

The annotations, questions and summary paragraph are due tonight

World of 7 Billion Article read and annotate in the margin (submit into google classroom by the next block day (Thursday/Friday)

Population Day 2

To start today, you will use the World Data Packet to find statistics to answer the questions listed in the doc below.

Short video on growing population (I will show this in class, please do not click it)

World Data Sheet Questions

World Population Resource Packet

Once you have finished finding the answers and placing them in the doc, submit your answers to the google Classroom folder.

Video about the various stages of demographic transition ( I will show this in class, please do not click it)

I will present the 1st part of the Demographic Transition Model presentation, and if time permits we will start the One Child Policy of China.

POPULATION DAY 3

China's One Child Policy

Objective: Given access to several primary source materials dealing with the various components affecting the One Child Policy in China, students will be able to explain with supporting detail their opinion on if the policy was a good idea or a bad idea, using a chart to identify the various strengths and weaknesses of the system.

Rationale: Overpopulation is a very real issue affecting the world today, and will become a bigger issue for countries if they are unable to support their population. China faced this real problem in the 1980's, and students should understand the decision china took and the consequences (both good and bad) for those decisions.

Evidence: By arguing through evidence that the One Child Policy was good or bad, the student will demonstrate their understanding of the various factors which went into the Policy and the effects of its implementation.

The below assignments will be due During the Next class block (Thursday/Friday). The block Thursday and Friday will be dedicated to completing the Digital version of the Infographic.

________________________________________________________________________

Procedure:

Today's work will be turned-in as 1 Google document

- Answers to the 4 assigned "letter" articles

-Grouping Chart

-Additional Information Article

Student sample of Population Growth paragraph (these are 2 examples of they type of response I was hoping to see)

Population Background Video

Population Growth Video Timeline - use this one for class

History and Projected future of population growth - website population growth over time.

One Child Pro Con

Step 1:

We will start with the intro chart. Each table (4 people) will answer the chart separately, then will share their answers and combine answers into one doc.

China One Child Policy Introduction Chart - Intro Chart Assignment (each student will fill in a doc)

One the chart has been filled-in, tables will share-out their answers and compare to the rest of the class.

Step 2:

The next step in the process is to watch the short Video on the One Child Policy

One Child Policy Video - DTM and the One Child Policy

When watching this video, students will be required to take notes regarding the details of the Policy. Within the video, the narrator shows several presentation slides with information each student should copy down in their Population notes.

Step 3:

After the video students will then access the One Child Policy Essay and Questions. These questions can be discussed at your table. China One Policy Intro reading -

Intro Article Regarding One Child Policy (read the 1-page summary yourself, but you can collaborate on the answers)

Question and Answer Sheet (this is where you place the answers to each question, and upload the do into Google Classroom folder when finished)

Step 4: Students will split up responsibilities at their table with each student being assigned a separate DBQ document. (There are 4 students per table, so 3 of you will have 2 of the docs and one will be assigned only 1) Each document has a reading and questions. Each student will be responsible for their assigned documents and questions. When finished each table should share their findings and discuss the main theme of the document. Students will upload their assigned doc answers to a Google Classroom folder. Save your doc using the two letters of the doc you were assigned...such as A_E, if you were assigned only 1, save the doc such as...Single_B.

Doc A

Doc B

Doc C

Doc D

Doc E

Doc F

Doc G

Step 5: Once this is completed, students will group the document based on a common theme into sections of the chart - Grouping Chart - Grouping Chart. This activity will allow students to group similar ideas addressing the One Child Policy.

Step 6: The last step is to read and answer the last "summary" article regarding the One Child Policy - Part 2 Article & Q's

Questions and Answer Sheet (this is the sheet with questions and places for answers, and will be the doc you upload to Google Classroom)

POPULATION DAY 4

China's One Child Policy

Objective: Given access to several primary source materials dealing with the various components affecting the One Child Policy in China, students will be able to explain with supporting detail their opinion on if the policy was a good idea or a bad idea, using a chart to identify the various strengths and weaknesses of the system.

Rationale: Overpopulation is a very real issue affecting the world today, and will become a bigger issue for countries if they are unable to support their population. China faced this real problem in the 1980's, and students should understand the decision china took and the consequences (both good and bad) for those decisions.

Evidence: By arguing through evidence that the One Child Policy was good or bad, the student will demonstrate their understanding of the various factors which went into the Policy and the effects of its implementation.

he below assignments will be due During the Next class block (Thursday/Friday). The block Thursday and Friday will be dedicated to completing the Digital version of the Infographic.

________________________________________________________________________

One Child Policy Video - DTM and the One Child Policy

Students should re-watch the video above and take notes regarding the details of the Policy. Within the video, the narrator shows several presentation slides with information each student should know for the population test.

Step 1: As a table group, share the answers to the doc(s) you were assigned. Once that is been completed, take a look at step 2.

Step 2: Students will group the documents based on a common theme into sections of the grouping chart - This is the Grouping Chart. This activity will allow students to group similar ideas addressing the One Child Policy. One student should submit the grouping chart (with the answered included). Save the doc using the last names of the students in the group, listing them alphabetically.

Step 3: The last step is to read and answer the last "summary" article regarding the One Child Policy - Part 2 Article & Q's

Questions and Answer Sheet (this is the sheet with questions and places for answers, and will be the doc you upload to Google Classroom)

Demographic Transition Presentation and Notes Chart

DTM chart (this is the DTM picture) this graphic will be placed onto a new Google Doc.

Population Pyramids Graphic - this graphic will be placed onto the same Google Doc. Place this graphic below the DTM chart.

Below the two graphics students will insert a table that is 7 rows by 6 columns

Format the table just like the example below

This is what your doc should look like when finished

Population - Day 5

OBJECTIVE: Given a chromebook with access to the internet as well as access to their Google drive acct, students will research data about their selected country and fill-in a data sheet. This data sheet will be used to build an Infographic on a Poster Board

Given a chromebook with access to the internet, student will record information presented in a powerpoint and fill-in a data chart for the various stages of a "Democratic Transition Model"

RATIONALE: Students need to understand the key population components that are present in each country to understand their challenges as it relates to advancing along the Demographic Transition Model sequence from a lower stage country to a more modern stage country.

Students need to understand the various causes/forces which propel a country along the various stages of economic and social development within a Democratic Transition Model process

EVIDENCE: By filling in the chart, students will become demonstrate the ability to locate specific data from a data packet, translate that data into a graph or chart, and then display that data in an Infographic for easier understanding.

By filling in their chart, students will be able to identify how demographers classify countries along the Demographic Transition Model, and will be able to identify where "their country" (the one they selected as part of the Infographic project) is located.

____________________________________________________________________

Today we will start with the Demographic Transition Model Presentation (stages 1-5). As I present the information, fill-in your DTM chart you made last week.

Population Pyramids (after Stage 2 has been filled-in on the table)

Population Pyramids Video

Each student will select a country to create their population pyramid and infographic.

Infographic Directions Sheet

Website for population Data

Hans Rosling - DTM Stages TED talk

This short video will be followed by a short TED conference video from Hans Rosling about the Population Growing Box by Box - Population Growth Box by Box

Population - Day 6

OBJECTIVE: Given a chromebook with access to the internet as well as access to their Google drive acct, students will research data about their selected country and fill-in a data sheet. This data sheet will be used to build an Infographic on a Poster Board

Given a chromebook with access to the internet, student will record information presented in a powerpoint and fill-in a data chart for the various stages of a "Democratic Transition Model"

RATIONALE: Students need to understand the key population components that are present in each country to understand their challenges as it relates to advancing along the Demographic Transition Model sequence from a lower stage country to a more modern stage country.

Students need to understand the various causes/forces which propel a country along the various stages of economic and social development within a Democratic Transition Model process

EVIDENCE: By filling in the chart, students will become demonstrate the ability to locate specific data from a data packet, translate that data into a graph or chart, and then display that data in an Infographic for easier understanding.

By filling in their chart, students will be able to identify how demographers classify countries along the Demographic Transition Model, and will be able to identify where "their country" (the one they selected as part of the Infographic project) is located.

____________________________________________________________________

Today we will finish with the Demographic Transition Model Presentation (stages 3-5). As I present the information, fill-in your DTM chart you made last week.

Thomas Malthus theory of Population - CrashCourse

Each student will select a country to create their population pyramid and infographic.

Infographic Directions Sheet

Website for population Data

Hans Rosling - DTM Stages TED talk

This short video will be followed by a short TED conference video from Hans Rosling about the Population Growing Box by Box - Population Growth Box by Box

Population - Day 7

OBJECTIVE: Given a chromebook with access to the internet as well as access to their Google drive acct, students will research data about their selected country and fill-in a data sheet. This data sheet will be used to build an Infographic on a Poster Board

Given a chromebook with access to the internet, student will record information presented in a powerpoint and fill-in a data chart for the various stages of a "Democratic Transition Model"

RATIONALE: Students need to understand the key population components that are present in each country to understand their challenges as it relates to advancing along the Demographic Transition Model sequence from a lower stage country to a more modern stage country.

Students need to understand the various causes/forces which propel a country along the various stages of economic and social development within a Democratic Transition Model process

EVIDENCE: By filling in the chart, students will become demonstrate the ability to locate specific data from a data packet, translate that data into a graph or chart, and then display that data in an Infographic for easier understanding.

By filling in their chart, students will be able to identify how demographers classify countries along the Demographic Transition Model, and will be able to identify where "their country" (the one they selected as part of the Infographic project) is located.

____________________________________________________________________

Today we will finish with the Demographic Transition Model Presentation (stages 3-5). As I present the information, fill-in your DTM chart.

Hans Rosling - The Magic Washing Machine

Magic Washing Machine

Students should be aware of the main ideas presented in this article

A Brief History of Population

The remainder of the block will be for infographic work time.

Infographic Directions Sheet

Website for population Data

POPULATION - Day 8

OBJECTIVE: Given a chromebook with access to the internet as well as access to their Google drive acct, students will research data about their selected country and fill-in a data sheet. This data sheet will be used to build an Infographic on a Poster Board

Given a chromebook with access to the internet, student will record information presented in a powerpoint and fill-in a data chart for the various stages of a "Democratic Transition Model"

RATIONALE: Students need to understand the key population components that are present in each country to understand their challenges as it relates to advancing along the Demographic Transition Model sequence from a lower stage country to a more modern stage country.

Students need to understand the various causes/forces which propel a country along the various stages of economic and social development within a Democratic Transition Model process

EVIDENCE: By filling in the chart, students will become demonstrate the ability to locate specific data from a data packet, translate that data into a graph or chart, and then display that data in an Infographic for easier understanding.

By filling in their chart, students will be able to identify how demographers classify countries along the Demographic Transition Model, and will be able to identify where "their country" (the one they selected as part of the Infographic project) is located.

POPULATION

Quick Write: If the world's current population growth percent would cause famine, starvation, rioting, and general chaos, what rule would you institute to control population growth?

(Devise a law/policy that could be applied to everyone on the earth as it relates to two things: consumption of water and reproduction) Submit to Google Classroom Folder

____________________________________________________________________

DTM - Stages Explained

Historical Development Story

Population Causes and Consequences

Copy this article and follow the directions regarding summarizing each paragraph

Population Causes and Consequences

Population - Day 9

OBJECTIVE: Given a chromebook with access to the internet as well as access to their Google drive acct, students will research data about their selected country and fill-in a data sheet. This data sheet will be used to build an Infographic on a Poster Board

Given a chromebook with access to the internet, student will record information presented in a powerpoint and fill-in a data chart for the various stages of a "Demographic Transition Model"

RATIONALE: Students need to understand the key population components that are present in each country to understand their challenges as it relates to advancing along the Demographic Transition Model sequence from a lower stage country to a more modern stage country.

Students need to understand the various causes/forces which propel a country along the various stages of economic and social development within a Demographic Transition Model process

EVIDENCE: By filling in the chart, students will become demonstrate the ability to locate specific data from a data packet, translate that data into a graph or chart, and then display that data in an Infographic for easier understanding.

By filling in their chart, students will be able to identify how demographers classify countries along the Demographic Transition Model, and will be able to identify where "their country" (the one they selected as part of the Infographic project) is located.

____________________________________________________________________

Work on your Infographic

DTM Presentation

The remainder of the block will be for infographic work time.

Infographic Directions Sheet

Website for population Data

Population - Day 10

1st we will complete a World population Prediction chart. The idea behind this activity is to get you to think about some world predictions you may have as it relates to Population. The only way this works correctly is if you make your predictions BEFORE looking at the data circle image. Once you have made your predictions, then open the data circle image and find the correct answers. When you find them, fill them in the chart in the lower section. Once finished upload to Google Classroom

Demographic Transition Model &

China's One Child Policy

Objective: Given access to several primary source materials dealing with the various components affecting the One Child Policy in China, students will be able to explain with supporting detail their opinion on if the policy was a good idea or a bad idea, using a chart to identify the various strengths and weaknesses of the system.

Rationale: Overpopulation is a very real issue affecting the world today, and will become a bigger issue for countries if they are unable to support their population. China faced this real problem in the 1980's, and students should understand the decision china took and the consequences (both good and bad) for those decisions.

Evidence: By arguing through evidence that the One Child Policy was good or bad, the student will demonstrate their understanding of the various factors which went into the Policy and the effects of its implementation.

________________________________________________________________________

Today's work will be turned-in as 1 Google document

- Answers to the 4 assigned "letter" articles

-Grouping Chart

-Additional Information Article

One Child Policy Video

One way of addressing massive population growth is limiting the number of babies being born. China undertook this idea In 1979, the Chinese government introduced a policy requiring couples from China's ethnic Han majority to limit themselves to one child. The official start of implementation came in 1980, with an open letter issued by the Central Committee of the Communist Party of China.

Step 1:

You are providing your "Best Guess" as to pro and con on these issues

We will start with the intro chart. Each table (4 people) will answer the chart separately, then will share their answers and combine answers into one doc.

China One Child Policy Introduction Chart - Intro Chart Assignment (Google Classroom) (each student will fill in a doc)

One the chart has been filled-in, tables will share-out their answers and compare to the rest of the class.

China One Child Video VICE NEWS (1:20)

Step 2:

The next step in the process is to watch the short Video on the One Child Policy

One Child Policy Video - DTM and the One Child Policy

When watching this video, students will be encouraged to add notes to their own DTM chart

Step 3:

After the video students will then access the One Child Policy Essay and Questions. These questions can be discussed at your table. China One Policy Intro reading -

Intro Article Regarding One Child Policy (Google Classroom) (read the 1-page summary yourself, but you can collaborate on the answers)

Student answer sheet that goes with the above doc (Google Classroom)

Steps 4-6 Will be for Thursday and Friday

Population - Day 11

Demographic Transition Model &

China's One Child Policy

Objective: Given access to several primary source materials dealing with the various components affecting the One Child Policy in China, students will be able to explain with supporting detail their opinion on if the policy was a good idea or a bad idea, using a chart to identify the various strengths and weaknesses of the system.

Rationale: Overpopulation is a very real issue affecting the world today, and will become a bigger issue for countries if they are unable to support their population. China faced this real problem in the 1980's, and students should understand the decision china took and the consequences (both good and bad) for those decisions.

Evidence: By arguing through evidence that the One Child Policy was good or bad, the student will demonstrate their understanding of the various factors which went into the Policy and the effects of its implementation.

Today's work will be turned-in as 1 Google document

- Answers to the 4 assigned "letter" articles

-Grouping Chart

-Additional Information Article

Continuation from Tuesday/Wednesday

Step 4: Students will split up responsibilities at their table with each student being assigned a separate DBQ document. (There are 4 students per table, so 3 of you will have 2 of the docs and one will be assigned only 1) Each document has a reading and questions. Each student will be responsible for their assigned documents and questions. When finished each table should share their findings and discuss the main theme of the document. Students will upload their assigned doc answers to a Google Classroom folder. Save your doc using the two letters of the doc you were assigned...such as A_E, if you were assigned only 1, save the doc such as...Single_B.

Doc A

Doc B

Doc C

Doc D

Doc E

Doc F

Doc G

Step 5: Once this is completed, students will group the document based on a common theme into sections of the chart - Grouping Chart - Grouping Chart. This activity will allow students to group similar ideas addressing the One Child Policy.

Step 6: The last step is to read and answer the last "summary" article regarding the One Child Policy - Part 2 Article & Q's

Questions and Answer Sheet (this is the sheet with questions and places for answers, and will be the doc you upload to Google Classroom)

Thomas Malthus Theory (not for this year)

Population - Day 12

Demographic Transition Model &

China's One Child Policy

Objective: Given access to several primary source materials dealing with the various components affecting the One Child Policy in China, students will be able to explain with supporting detail their opinion on if the policy was a good idea or a bad idea, using a chart to identify the various strengths and weaknesses of the system.

Rationale: Overpopulation is a very real issue affecting the world today, and will become a bigger issue for countries if they are unable to support their population. China faced this real problem in the 1980's, and students should understand the decision china took and the consequences (both good and bad) for those decisions.

Evidence: By arguing through evidence that the One Child Policy was good or bad, the student will demonstrate their understanding of the various factors which went into the Policy and the effects of its implementation.

Last Steps:

Hans Rosling Video - Magic Washing Machine

Student question Summary: students will be filling-in an outline (Google Classroom)

DTM Reading and Questions (Google Classroom)

Population - Day 10

OBJECTIVE: To test students understanding of the Population Unit Material

RATIONALE: Students need to understand the key population components that are present in each country to understand their challenges as it relates to advancing along the Demographic Transition Model sequence from a lower stage country to a more modern stage country.

Students need to understand the various causes/forces which propel a country along the various stages of economic and social development within a Demographic Transition Model process

EVIDENCE: Evidence of each students level of understanding will be revealed upon completion of the test

Population Test