Gender Equality Index

http://www.theguardian.com/news/datablog/2013/oct/25/world-gender-gap-index-2013-countries-compare-iceland-uk

Week of Oct. 28-Nov. 1

Learning Goals:

• To understand the implications of population
• To understand population distribution
• To understand how to interpret the demographic transition model, population pyramids, and Thomas Malthus' Theory

10/28/13
Learning Activities:
Ch. 1-3 Test
"Staying Alive" quiz
Barron's Linear Growth vs. Exponential Growth (around p. 116)
Population Pyramids
Model how to interpret PPs from Promethean Board 
Bring Rubenstein tomorrow
Homework:  Research your cultural hearth's population age-sex distribution and construct or print out its population pyramid.  Draw 3 conclusions and in one or two sentences compare to another country.

10/29/13
Learning Activities: 
Discuss with LP your Population Pyramid
P. 61 activities in Rubenstein.  Finish for homework.
Homework:  Review DT model in Barron's and draw 5 conclusion from the graph around p. 128 in Barron's.

10/30/13
Learning Activities: 
Promethean Board model of how to interpret Demographic Transition Model
Promethean Board vocabulary exercises
Review population vocab. Quiz Friday on all population vocab.

10/31/13
Learning Activities:
Review homework specifics. 
Board game on vocabulary
No Homework--Happy Halloween!

11/1/13
Learning Activities:  
DTM review and quiz

View two videos entitled "China Facing One Child Policy Dilemma" and "China Seeks Ways to Manage Aging Population" from:

http://www.bbc.co.uk/news/world-asia-china-19677676
Homework:  Study vocab. for Monday's vocab. quiz

Child Brides PBS video

http://www.pbs.org/now/shows/341/index.html

Cool Maps

http://www.theatlantic.com/international/archive/2013/10/a-map-of-the-worlds-slave-workforce/280732/

http://cdn.theatlantic.com/newsroom/img/posts/ku-bigpic.gif   (popular names)

http://qz.com/133251/jellyfish-are-taking-over-the-seas-and-it-might-be-too-late-to-stop-them/

http://m.motherjones.com/mojo/2013/10/map-actual-european-discoveries

http://www.theatlantic.com/health/archive/2013/10/a-real-time-map-of-births-and-deaths/280609/

http://thelandofmaps.tumblr.com/

http://www.washingtonpost.com/blogs/govbeat/wp/2013/11/12/another-way-to-explain-who-we-are-the-15-types-of-communities-that-make-up-america/?tid=sm_fb

http://m.washingtonpost.com/blogs/worldviews/wp/2013/11/15/8-maps-that-explain-why-typhoon-haiyan-hit-the-philippines-so-hard/  sent by Ammar

Who's to Blame for Climate Change

http://www.theatlantic.com/video/index/278548/whos-to-blame-for-climate-change/

Week of Oct. 21-24

Learning Goals
To understand the processes of migration.
To understand the differences in living conditions in the developed world vs. the developing world
To interpret maps

10/21/13
Learning Activities:
Promethean Board:  Life expectancy
Homework:
a. finish interviews; be ready to report to class.
b. define maternal mortality and maternal morbidity; locate Bangladesh on your world map.
c. print a map of your cultural hearth or your area of interest and determine the life expectancy rate.

10/22/13
Learning Activities:
Identify Bangladesh, maternal morbidity, and maternal mortality
View "Staying Alive" and focus on the following vocab. and concepts:
     Dhaka, Bangladesh
     maternal mortality rate
     maternal morbidity
     arranged marriage
     gender equality
     developing countries   

• Why are so many mothers dying in Bangladesh?
• What is the difference between maternal mortality and maternal morbidity?
• How can this problem be solved?  Be specific.
• Describe some of the methods used to empower women in developing countries.
• Why is empowerment believed to be important for addressing health problems among women in developing countries?

Homework:  Review what determines a population's natural increase rate. Review Migration.

10/23/13
Learning Activities:
1.  Review "Staying Alive"
2.  Continue watching video.3.
3.  Address previewing questions
4.  Quiz if time.
5.  Homework:  Review Chapters 1-3 in Barron's for test tomorrow.

 10/24/13  EARLY RELEASE
Learning Activities:
Ch. 3 group game
Homework:  Big review of Barron's Ch. 1-3.  Test on Monday.

Week of Oct. 14-18

10/14/13
Begin viewing The Black Death
Homework:  Study for Wednesday's test.

10/15/13
Finish viewing 
 The Black Death crossword and fill in the blank.
Homework:  Study for test.

10/16/13--NO CLASS (PSAT)

10/17/13
Finish  The Black Death
The Black Death crossword and quiz

MC test on first two sections of Barron's population and The Black Death
Introduce Migration
Homework:  Read Migration

10/18/13
migration vocab practice quiz
Promethean Board on first three sections
Homework:  Finish reading Population Chapter; interview a friend, family member, or DBHS colleague about their immigration experience with open-ended questions such as:
     a.  Why did you immigrate to the United States?
     b.  Why did you leave (emigrate from) your homeland?
     c.   Tell me about what it was like when you first got to the US.  


 

Week of Oct. 7-11

Population Unit Learning Goals:
To understand human population parameters and processes
To understand migration patterns
To read population graphs

10/7/13
Warm-up:  address questions from ticket out.
1. Power of Place Test (MC & Essay)
2. Paper distribution
3. Homework:  Read "Human Population:  A Global Perspective"  Pay close attention to the graph entitled "Population Growth" and bolded vocabulary.
Learning Goals:   To understand how population size affects human interactions.
Week's Learning Objectives:

• To read and interpret graphs, maps, and charts.
• To identify population growth facts.

10/8/13

Population Geography

Warm-up: watch www.worldometers.info/ and other web sites.

Promethean Board:  practice reading graphs

Activity:

Address the following questions concerning the Population Growth graphs:

1.  In 1951, what was the total world population?
2.  For MDCs, where has population currently become stable?
3.  What region dominates the world in terms of population?
4.  How many people will occupy Latin American countries in 2050?
5.  Which region of the world is growing the fastest?
6.  Which regions of the world are growing the slowest?
7.  What is the projected population in 2050?  How old will you be in 2050?
8.  Bonus:  In Figure 3.3, what do the numbers mean?
9.  Make up two questions on your own.

Homework:  "Read Population Parameters and Processes."  Pay close attention to words in bold.

10/9/13
Warm-up:  Practice quiz on yesterday's and today's vocab (including all words up to "Human Migration.")
Learning Activity: Continue Promethean Board
Homework:  Research something you find interesting about the Black Plague and write a paragraph summarizing what you found.

10/10/13
Introduce The Black Death film.
Identify places involved.  Look for diffusion, movement, and cultural effects.
Homework:  Research The Black Death and come up with an interesting fact.  Identify and label 5 new places on your world map.

10/11/13
NOTE:  AFTER THE BLACK DEATH, THERE WILL BE A TEST ON THE FIRST TWO SECTIONS OF  BARRON'S POPULATION CHAPTER AND THE BLACK DEATH.
Essential Question:  Why are we studying the Black Death?
    Identify the following as you watch The Black Death:
 Site
Situation
Movement
Region
Human/environment interaction
Population
Diffusion
Globalization
Cultural effects (Religion, education, etc.)
      
Identify map affected by The Black Death
Review interesting facts concerning the Black Death
Collect homework
Homework:  Review first two section of Barron's for test on Tues.

Interesting Human Geography links

www.worldometers.info/

 www.pbs.org/wgbh/nova/earth/earth-peril.html

http://www.pbs.org/wgbh/nova/earth/global-population-growth.html

http://www.pbs.org/wgbh/nova/earth/demographic-data.html

http://www.theatlantic.com/health/archive/2013/10/a-real-time-map-of-births-and-deaths/280609/

From Mario:

http://www.youtube.com/watch?v=1T4XMNN4bNM - What is the most dangerous place on Earth?

http://what-if.xkcd.com/27/ - Percentage of people still alive

 http://www.aaas.org/international/africa/malaria/gwadz.html - Total deaths attributed to malaria

http://www.visionofhumanity.org/#/page/indexes/global-peace-index - The Global Peace Index

http://www.businessinsider.com/most-dangerous-cities-in-the-world-2012-10?op=1 - Most dangerous cities, by murder rate

http://www.popsci.com/environment/gallery/2008-06/worlds-dirtiest-cities - Most polluted cities

http://www.dailymail.co.uk/sciencetech/article-2215023/Is-polluted-place-Earth-The-Russian-lake-hour-beach-kill-you.html - Lake Karachay

http://www.wired.com/magazine/2011/04/ff_chernobyl/all/ - Chernobyl is a haven for wildlife

Check out this video on YouTube: http://youtu.be/nonCD5GR9bw


ALSO, take a look at "Mankind:  The Story of Us".

From Leticia:  http://www.census.gov/popclock/

http://www.washingtonpost.com/blogs/worldviews/wp/2013/11/07/a-stunning-map-of-depression-rates-around-the-world/?tid=sm_fb

From Marcel:  [ http://www.youtube.com/watch?v=2lR7s1Y6Zig ]http://www.youtube.com/watch?v=2lR7s1Y6Zig

From Vishnu:  http://video.nationalgeographic.com/video/the-magazine/the-magazine-latest/ngm-7billion/

www.worldometers.info/

www.worldometers.info/

Power of Place Middle East Conflict Notes

     To understand the Middle East anger and resistance, one has to go back to 1914 and the break up of the Ottoman Empire (Turkey). In WWI the Ottomans allied with Germany, and they lost the war. Great Britain seized control.  France and England carved up the territory. These were colonies, not nation-states, meaning that they were controlled by these European powers. Eventually the region gained independence, but the dictators who were in power were heavily supported by European powers. Oil wealth from these colonies was not distributed equally, creating a society of haves and have nots. Corrupt dictators controlled the distribution. Some was given to the people, but a lot of the oil was sold cheaply to Europe and the US to fuel its industry. Through the years, the US supported these corrupt dictators, because the US needed their help in keeping the oil flowing from the Middle East to the US. Many people, especially those who didn't receive any wealth from oil exports, grew increasingly angry. This was made worse by the US having military bases stationed in various areas of the Middle East, some of which is considered sacred Islamic land.

     One of the dictators that the US supported was Saddam Hussein.  Eventually the relationship between Hussein and the US soured. One reason was because Saddam was a repressive dictator. He was a Sunni and most of the population was Shia, who wanted him out of power.  When the US invaded Iraq, many in the Middle East looked at it as a kind of neo-colonialism where our only interest was in obtaining cheap oil to keep our economy going.  Therefore, even more terrorists were created who looked upon the US as continuing their exploitation in the Middle East.

     There is also the problem of Israel, which was created after WWII as a way to give the Jews a safe homeland. Both the Palestinians and Jews have historically claimed the same land for centuries. Today, the Palestinians, who are mostly Islamic Arabs, feel that the Jews have taken over land that they feel belongs to them. Israel has continued to build Jewish settlements on that land. In retaliation, some Palestinians have bombed Israeli busses, cafes, and shopping centers. Remember that Israel is an ally to the US for several reasons: (a) The US helped create Israel so Jews would have a homeland, and subsequently many American Jews live in Israel; (b) the US has a large Jewish population; (c) the US has military bases in Israel. The conflict continues today despite several presidents trying to achieve a peaceful resolution.