Reference Books
An Introduction to Human Geography . Rubenstein, James M., Prentice Hall. Upper Saddle River, New Jersey. 1996.
Human Geography: Culture, Society, and Space , de Blij, Harm, John Wiley and Sons. New York. 1996.
Appendix Articles (See the appendix at the end of the lesson plan.)
Appendix 1 - "China's Three Gorges Dam Project"
Preparation
Run off enough copies of Appendix 1 - "China's Three Gorges Dam Project;"; and Handout 1: "China's Three Gorges Dam Project: Case Study Review Questions." for students in class.
Provide a sample vacuum cleaner with an air filter to demonstrate how to collect air samples to visually check for pollutants.
Assign student reading of the textbook for background information.
Run off the Discussion Scoresheet for distribution to students to participate in the discussion. Train them in the use of the score sheet and in how to participate in the discussion to earn the maximum number of points.
Run off the scored discussion essay rubric for use when students return to class with their essays and then other students in class can score the essays as well.
Activities
- Introduce students to the desire people in the world to engage in industrialization.
But what exactly does that mean? Have students brainstorm the components of industrialization.
What does an industrialized landscape look like? What would you need to have an industrialized society?
Write student suggestions on the chalkboard and discuss components of industrialization. Make sure that students include in their discussion locational considerations such as site specific conditions like raw materials, labor, capital, land, etc. and situational conditions like transportation, energy sources, etc.
Assign students to read a selection of the textbook about how industrialization affects culture and environment. From the AP Summer Institute textbooks - we would suggest using the Rubenstein book, An Introduction to Human Geography , assign Chapter 13: "Resource Problems," pages 563 - 605. From the de Blij Book, Human Geography: Culture, Society and Space assign Chapter 36: "World Industrial Regions," pages 563 - 605. This should serve as the basis for student understanding of the issue being discussed.
- Students will discuss the issues involved with industrialization's affect on culture
and the environment through examination of a case study of the effect of industrialization
in China - specifically with the Three Gorges Dam Project. (See the background information in Appendix 1 for a copy of the Case Study) Have students read through
the case study.
What are the effects of this industrialization on the cultures involved? on the environment? How has the Chinese government reacted to these concerns? Have students answer questions about these issues by assigning the guiding questions in Handout 1: "China's Three Gorges Dam Project: Case Study Review Questions."
- What types of problems are associated with industrialization in the United States?
Are they the same as in China? Does industrialization have the same effect in the
United States?
Students will conduct a field study in their local community to identify with one of the problems of industrialization. Using air pollution as an example, a problem that China is trying desperately to correct, students will determine if there is a correlation in their local community.
Have students brainstorm to see if they believe there is an air pollution problem in the community in which they live. Encourage them to find out. Is it more evident in some places than in others? What conditions might exist in those places where pollution contributes to the higher rates of toxins in the atmosphere?
Students will conduct an experiment in their local community to determine if air pollution is spatially exhibited in some places more than others. The first step however, is to determine where those places in the community might be. Have students locate two places they can identify as having high, medium, and low potential for pollutants in the city. Those locations will be their individual collection sites. Every student must identify six sites. That will generate a large enough sample for analysis. Have students explain their selections - why are they going to conduct their experiment in those particular places. What is it about those places that suggests they might obtain comparative data sets for analysis?
To conduct the experiment have students get a portable vacuum cleaner that can be carried outside. There are machines like a Dustbuster that can hold a charge and gives students some flexibility to conduct research in a variety of places. Also, make sure students get filter paper. Filter paper can be bought from a drugstore, or students can also use a coffee filter. Cut a piece of filter paper a little bigger than the end of the hose and place it over the hose of the vacuum cleaner. Put a rubber band over the filter to hold it in place. This is now a pollutant collector.
Instruct students to collect pollutants in each of two places they have identified as having high, medium, and low potential for pollutants in their community. They will collect six samples. Make sure to stress that they should label the location, date and time of collection. When students return to class with the samples compare these six samples.
Have students map the location of their samples, along with the samples collected by their classmates, on a large map of the local community. What conclusions have been reached? Where is air pollution as a result of industrialization the largest problem? Is it around factories, highways, etc.? What can we say about air pollution in the community? Might industrialization have an affect on the local community? Explain.
or
Have students collect air samples in front of their home using a conventional vacuum cleaner to see if any spatial air pollution pattern exists. Make sure to stress that they should label the location - even though it is at their home, date and time of collection. When students return to class they will compare these samples.
Have students map the location of their sample, along with the samples collected by their classmates, on a large map of the local community. What conclusions have been reached? Where is air pollution as a result of industrialization the largest problem? Is it around factories, highways, etc.? What can we say about air pollution in the community? Might industrialization have an affect on the local community? Explain.
- SCORED DISCUSSION
Students will participate in a scored discussion1 about the affects of industrialization on culture and the environment. Scored discussions use a fish-bowl type format with one group of participants in the middle of the classroom and the remaining students and teacher watching from a large outer circle. All listen to the discussion while the teacher scores contributions from members of the small groups. (See the Model Score Sheet, Handout Two) Discussions should last from approximately fifteen to twenty minutes. The small group members (in the inner circle) keep the discussion on track with the help of a discussion agenda. Outer circle members are actively listening and scoring their classmates also. Scored discussions are comparatively easy to score, allow students to take responsibility for their learning, and provide flexibility. Students in a scored discussion receive points, either positive or negative, each time they participate in the discussion.
The discussion agenda is an essential aspect to the scored discussion process. This agenda, created by the students, structures the discussion based on information students have gathered from class activity and in the readings. For example, a twenty-minute scored discussion about "industrialization's effects on culture and the environment" might look like this:
I. Introduction of discussion topic
II. Review the case studies, readings, and research done on the topic
III. Discuss the benefits/costs of industrialization
a. specific examples from class discussion and individual research
b. benefits of industrialization
c. costs of industrialization
IV. Do the benefits of industrialization outweigh the costs? Should countries on earth continue to strive for industrialization?
SCORING
The teacher awards positive points to the inner circle group for such activities as taking a stand on the issue, presenting factual or research-based information, making a relevant comment, and drawing another student into the discussion. Drawing another student into the discussion is a means of ensuring wide participation and reinforces an important social skill - including others in a discussion. This is an example of one situation in which a student can combine activities to gain additional points. Points are usually awarded for a single activity, such as presenting factual information or stating a position. However, if Bill presents his information and then adds, "Susan, what can you add to this part of the discussion?" an additional point will be added to Bill's score.
Students can also receive points for asking clarifying questions and moving the discussion along. Listening skills are reinforced by earning points for politely noting when a speaker has made a contradiction or has contributed irrelevant information. The teacher can award positive points for making analogies, also.
The teacher may assign negative points to any student, whether they are in the inner circle or the outer circle, for the following situations; distractions, interruptions, monopolizing, personal attacks, etc. Teachers can also use negative points to keep the student audience quiet and attentive.
CULMINATING ESSAY
Once every student in class has had an opportunity to participate in the inner circle, assign the final essay question for homework. Do the costs of industrialization outweigh the benefits of industrialization? Should industrialization be one of the goals of states? Make sure students include the following in their essay; establish a position; be thorough, include supporting documentation; and have an organized presentation. (See the rubric that accompanies this lesson plan, Handout Three) Have students put their name on a "Post it Note" on the paper, but not anywhere else, when they turn in their essay. Assign a number to the student and write the number on the Post It and the mark the same number on one of the pages of the essay. Remove the Post It Note and save it so that you can easily identify the essay with the number that is on the Post It.
Hand out the essays only identified with the number and tell students that they are going to "grade" the paper using the rubric you have run off for their use. Handout the rubric. Give students about 25 to 30 minutes to read through the essays and assign a score based on what they read. They are to use the rubric to establish the level of proficiency of the paper they were asked to read. (You must make allowances to make sure that students are not reading their own essay.)
Extensions
Discuss urban land use models based on economic stages of development with varies with the amount of industrialization in a landscape.
Evaluation
See the evaluation ideas that accompany this lesson plan for multiple choice questions, short answer questions, essay questions, samples for an ongoing student portfolio, and a performance event. Included is a rubric for the scored discussion essay.
Bibliography
An Introduction to Human Geography , Rubenstein, James M., Prentice Hall. Upper Saddle River, New Jersey. 1996.
Human Geography: Culture, Society, and Space , de Blij, Harm, John Wiley and Sons. New York. 1996.
"Scored Discussions," John Zola, Fairview High School, Boulder, Colorado. Social Education, February 1992.
< Appendix 1
China's Three Gorges Dam Project
C A S E S T U D Y
Introduction
China's Yangtze River is the world's 3rd largest river and one of its most dangerous. The 6,300 kilometer river surges through a legendary, 200 kilometer stretch of canyons formed by the immense limestone cliffs known as the Three Gorges. The gorges - the Xiling, Wu, and Qutang - are home to some of the most scenic and beautiful landscape anywhere in the world, and their splendor has inspired Chinese painters and poets for centuries. The Chinese government began building a dam on the Yangtze River in early 1997 and expects to block the river in the November of 1997. The project is to be completed in the year 2009 with an estimated to cost of 90 billion Yuan, or $13 billion. The idea of building a gigantic dam in the Three Gorges area in China to harness the Yangtze is not new. More than seventy years ago, Dr. Sun Yat-sen, pioneer of the Chinese democratic revolution, proposed that a Yangtze Three Gorges Project be constructed. When built the Three Gorges Dam will be the largest and most powerful dam ever built in the world. In the grand Chinese tradition of gargantuan public works projects like the Great Wall, the Three Gorges dam will stretch 2 kilometers across the Yangtze River, soar 600 feet into the air, and create an immense, deep-water reservoir that will be 375 miles long and 575 feet deep with an average width of 3,600 feet - twice the width of the natural river.
There has been intense debate about China's attempt to build the massive structure. What follows is a brief description of that debate.
Why Build the Dam?
The dam will allow 10,000 ton ocean-faring cargo ships and cruise liners to navigate 1,500 miles inland from the Pacific Ocean to the city of Chongqing. The Yangtze's navigation capacity will be increased from 10 million to 50 million tons a year with the cost lowered by 35-37%. With 15 million people, Chongqing will become the largest seaport in the world.
With its total installed capacity of 18,200 Megawatts, the Three Gorges Hydropower Station will generate 84.7 billion KWH a year, one-ninth of the national total generated power. This is enough energy for most of central and eastern China. This relatively clean energy source would reduce China's reliance on coal and the pollutants in the atmosphere that accompanies it. With China's growing economy - among the fastest in the world - Chinese officials believe the energy generated from this dam will continue to propel China's economy into the 21st century.
In addition, the dam will control the "mother of all floods," - the Yangtze River. The Yangtze is the world's 3rd largest river and one of its most dangerous. The dam would manage the 6,300 kilometer river as it surges through a legendary, 200 kilometer stretch of canyons formed by the immense limestone cliffs known as the Three Gorges. Historically, the population of in the middle and lower reaches of the Yangtze River downstream of the dam site, suffered tremendous losses from flooding both in human lives and property. In 1931 alone, as a result of flooding, 333 thousand hectares of cultivated land were stricken, 145 thousand people drowned.
Why not to Build the Dam?
The environmental change caused by the dam will be as massive as the dam itself: millions will lose their homes and livelihoods, fertile agricultural lands will be destroyed, rare and endangered fish species will be forever lost under an immense man-made sea.
The world's largest dam will flood over 62,000 acres of farmland - this at a time when scientists are concerned with China's increasing reliance on food imports. 13 major cities, 140 large, and hundreds of small villages along the river's banks will be covered by the new reservoir. This "event" will necessitate the evacuation of 1.25 million people. It will also "desecrate some of the most awe-inspiring landscapes on the planet, and drown thousands of archeological and cultural sites."1
There is further concern that Chongqing and many other cities will flush tremendous amounts of sewage and toxic waste into the reservoir, turning it into "a cesspool that will threaten the health of scores of millions who live in the Yangtze Basin."2 No funds have been allocated by the Chinese government for water treatment. Pollution and slow-moving water could also threaten fish, reptiles, and other wildlife that depend on the river for their survival. Chinese scientists are presently studying the endangered Yangtze River dolphins, but there are very few funds to research the other threatened species.
How does China Answer its Critics?
China reiterates the main desire to stem the loss of life and property because of the danger of flooding. Every year losses from Yangtze flooding costs China and its people billions of yuan, tremendous loss of life, acres of productive farm fields, and months of lost time.
China has an aggressive and serious resettlement program for the displaced residents of the Yangtze River valley behind the dam. When the reservoir is filled with water, 632 square kilometers of land will be submerged and 21 counties and cities in Sichuan and Hubei provinces will be affected by the year 2009. Many of the people being resettled will be moved along the shores of the newly formed reservoir. To ensure the smooth progress of the project, the State Council, China's highest governing body, has called on various areas to support the resettlement program. 20 provinces and cities nationwide have provided support with funding, technology and materials to the reservoir area. Scientific research institutes have provided technology to promote agricultural development in areas surrounding the reservoir. Farmers in the reservoir area have become better off by applying methods of planting American Ginseng, melons, and raising soft-shelled turtles and deer. New techniques in the planting of rice, vegetables, and oranges have been introduced to the area. For example, Tongshuwan, a village in Hubei Province, is the first village that will be submerged once the reservoir is filled with water. Here 1098 of 1146 people will have to be resettled. As an experimental base for resettlement, 906 people in the village have moved to new dwellings, and those resettled have planted 60 hectares of citrus orchards. To the villagers surprise, their living conditions have improved: their average income was 5.35 times that of 1990's figures. As of 1997 more than 20,000 people had been resettled, 75,000 square meters of housing had been rebuilt, and over 60 new factories had gone into operation with an additional 2,500 factories being built. State investment in the Three Gorges Project was 90 billion yuan. Of this amount, 40 billion yuan was used for resettlement.
China recognizes the need to develop renewable energy sources and end their dependence on coal. Uncontrolled burning of coal in some parts of China releases pollutants into the atmosphere; sulfur oxides, hydrocarbons, carbon dioxide, and particulates in the form of soot. Even clean burning coal plants in China pump copious amounts of carbon dioxide into the atmosphere. Mining for coal is also a dangerous occupation for millions of Chinese workers - especially in underground mines. Both surface mining and underground mining can cause environmental damage. Acid may pollute water by draining into streams, and subsidence of the ground may damage buildings. Removing trees and other surface vegetation may cause soil erosion. And although heavy, bulky and expensive to transport, coal must be shipped long distances, because most of the factories and and power plants using it are far from the coal fields.
China is has one of the fastest growing economies in the world. Developing energy resources and greater access to world markets will allow China to compete with western countries like the United States. China is skeptical of criticism by developed countries. They see this criticism as a blatant attempt to slow China's industrialization and future economic clout.
Footnotes
1 Arthur Fisher, Popular Science
2 attributed to Dai Qing, protester imprisoned in 1989 after she organized opposition to the project.
Handout 1
China's Three Gorges Dam Project
Case Study Review Questions- What are the effects of industrialization on the landscape of the Three Gorges area?
- How will building the dam affect the people who live there? Cite both positive affects
as well as negative affects.
- Why do you think the Chinese government has committed a vast sum of money to the
completion of the project? What do they hope to get out of the project?
- Do you believe this project is a good idea or a poor idea? Explain.
Scored Discussion: Score Sheet
Industrialization's Effect on Culture and the Environment
| POSITIVE | NEGATIVE |
|---|---|
| points | points |
| (2) Taking a position on a question _________ | (-2) Not paying attention or distracting others _________ |
| (1) Making a relevant comment _________ | (-2) Interruption _________ |
| (2) Using evidence to support a position or presenting factual info. _________ | (-1) Irrelevant Comment _________ |
| (1) Drawing another person into the discussion _________ | (-3) Monopolizing _________ |
| (1) Asking a clarifying question or moving discussion along _________ | (-3) Personal Attack _________ |
| (2) Making an analogy _________ | |
(2) Recognizing contradictions _________
|
TOTAL POINTS _________ |
| (2) Recognizing irrelevant comments _________ | |
| GRADE _________ |
Sample grade equivalent for point totals:
0 - 7 points F
8 - 13 points D
14 - 19 points C
20 - 25 points B
25+ points A
Handout 3
Scoring Rubric
Industrialization's Effect on Culture and the EnvironmentContext and Position
10 points
- Clear position statement is supported through a well organized essay: provides a reasoned (clear and consistent) argument with supporting data: deals will all significant issues: offers analysis and reaches plausible conclusions: no conceptual errors.9 points
- Thesis statement is supported by an argument that may need better organization: uses contextual information from some of the collected data to support most of the arguments: offers analysis and reaches plausible conclusions: few conceptual errors.8 points
- Presents a thesis or a position: organized argument: offers analysis BUT with limited support: errors do not detract from conceptual understanding.7 points
- Thesis or position is not clearly defined or is missing altogether: little or no analysis: limited, if any support provided: errors detract from conceptual understanding.6 points
- Does not provide a context or take a position. Rambles and does not refer to the context of the essay.Thoroughness
10 points
- Even coverage of all areas of study in the essay: where appropriate analyzes and summarizes various points of view: provides complete understanding of the issues and complexity involved.9 points
- Covers most areas of study in the essay: summarizes some different points of view: gives some evidence of knowledge of the issues and complexity involved.8 points
- Adequately covers most areas of the topic: provides sketchy evidence of knowledge of the issues and complexity involved.7 points
- Inadequately covers the topic or may cover only portions of the topic: incomplete and inaccurate evidence of knowledge of the issues and complexity involved.6 points
- Does little more than mention or repeat portions of the topic: simply restates the question.Documentation
10 points
- Provides relevant and specific examples and data: goes into depth: adds considerable, pertinent information.9 points
- Provides appropriate examples and data: goes into some depth.8 points
- Provides somewhat appropriate examples and data.7 points
- Provides limited examples and data: data is used ineffectively or inappropriately.6 points
- Most of the examples and data mentioned is accurate: student has failed to comprehend the issue.Presentation
(This is out of a five point rather than a 10 point scale because the other categories are much more meaningful in this assessment tool)
5 points
- Well organized: effective writing enhances the response: uses clear, precise, and/or vivid language.4 points
- Organized and fluent essay.3 points
- Some organization: mechanical errors may hinder comprehension.2 points
- Little organization: mechanical errors hinder comprehension.1 point
- No apparent organization: mechanical errors seriously impede comprehension.(This assumes a grading scale where 92 percent and above is an A)
Industrialization's Affects on Culture and the Environment
by Gary Gress, Norman High School, Norman, OK and R. Keith Lucero, Denver East High School, Denver, CO
Assessment Items
MULTIPLE CHOICE
- At the current rates of energy consumption, and without potential reserves, which
of the projections listed below is least likely
a. Petroleum will be the fossil fuel most likely to be depleted before all others.
b. Proven coal reserves can last at least several hundred years.
c. Nuclear power will provide more than one-third of Western Europe's electricity.
d. Reserves of natural gas will last longer than oil because the world currently uses much more oil than gas.
e. The demand for energy produced from coal will decrease.
- In terms of energy consumption, which of the following scenarios is more correct?
a. Less developed countries must import large reserves of energy resources to supply their populations.
b. Developed countries, with about one-fourth of of the world's population, currently consume about three-fourths of the world's energy.
c. The large percentage of the world's population in developing countries means an equally large percentage of energy used by their populations.
d. Most developed countries export a large percentage of their energy reserves to support the energy demands of the world.
e. China's energy consumption rate is the highest in East Asia.
- In which ONE
of the following locations are resources least
likely to be abundant and exploited?
a. southern Africa
b. the Middle East
c. northern Europe
d. west Africa
e. western Russia
- Which of the following is an example of how trading blocks can facilitate an increase
in industrialization?
a. Development of economic zones (maquiladoras) on the US/Mexico border.
b. Strength of diverse political parties in Mexico.
c. Devaluation of Mexico's Peso.
d. Peasant revolt in the southern Mexico state of Chiapas.
e. Increased border emigration from Mexico to the United States.
- Which of the following is the least acceptable reason for not
using alternative energy sources.
a. Radioactive waste left over from nuclear power is difficult to dispose because of the length of time needed for it to decompose.
b. Hydroelectric power is site specific, and may flood formerly arable land.
c. Solar energy may be cost prohibitive in relationship to the return of energy produced.
d. Biomass uses as a source of energy source, materials that serves other essential purposes: providing food, shelter and clothing.
e. Geothermal energy is site specific and the energy produced is difficult to transport.
- Which of the following is not an example of some of the ways in which industrialization
- "modernization" - could modify a cultural landscape?
a. diffusion of popular music
b. U.S. fast food chains expanding into global markets
c. clothing styles such as blue jeans
d. dissemination of religious doctrine
e. multinational corporations
- Identify the word in the list that doesn't match the other words and explain why
it doesn't match.
finite resources, uneven distribution, extraction concerns, consumption inequity, low cost, pollution
- Identify the word in the list that doesn't match the other words and explain why
it doesn't match.
improved infrastructure, increased land degradation, higher standard of living, better access to health care
- Analyze the source of and the alternatives for pollution on a global scale. (air,
water, and solid waste; recycling, pollution reduction, strategies, food production,
green revolution, ocean cultivation, high-protein grains.)
- Discuss the alternatives to nonrenewable resource depletion. (nuclear, solar, hydroelectric,
and geothermal)
- Contrast renewable versus nonrenewable resources. (Definition, location, consumption
patterns, problems and results.)
- Do the costs of industrialization outweigh the benefits of industrialization? Should
industrialization be one of the goals of states?
Scored Discussion: (Lesson 4 in the lesson plan.)
SCORED DISCUSSION
Students will participate in a scored discussion1 about the affects of industrialization on culture and the environment. Scored discussions use a fish-bowl type format with one group of participants in the middle of the classroom and the remaining students and teacher watching from a large outer circle. All listen to the discussion while the teacher scores contributions from members of the small groups. (See the Model Score Sheet, Handout Two) Discussions should last from approximately fifteen to twenty minutes. The small group members (in the inner circle) keep the discussion on track with the help of a discussion agenda. Outer circle members are actively listening and scoring their classmates also. Scored discussions are comparatively easy to score, allow students to take responsibility for their learning, and provide flexibility. Students in a scored discussion receive points, either positive or negative, each time they participate in the discussion.
DISCUSSION AGENDA
The discussion agenda is an essential aspect to the scored discussion process. This agenda, created by the students, structures the discussion based on information students have gathered from class activity and in the readings. For example, a twenty-minute scored discussion about "industrialization's effects on culture and the environment" might look like this:
I. Introduction of discussion topic
II. Review the case studies, readings, and research done on the topic
III. Discuss the benefits/costs of industrialization
a. specific examples from class discussion and individual research
b. benefits of industrialization
c. costs of industrialization
IV. Do the benefits of industrialization outweigh the costs? Should countries on earth continue to strive for industrialization?
SCORING
The teacher awards positive points to the inner circle group for such activities as taking a stand on the issue, presenting factual or research-based information, making a relevant comment, and drawing another student into the discussion. Drawing another student into the discussion is a means of ensuring wide participation and reinforces an important social skill - including others in a discussion. This is an example of one situation in which a student can combine activities to gain additional points. Points are usually awarded for a single activity, such as presenting factual information or stating a position. However, if Bill presents his information and then adds, "Susan, what can you add to this part of the discussion?" an additional point will be added to Bill's score.
Students can also receive points for asking clarifying questions and moving the discussion along. Listening skills are reinforced by earning points for politely noting when a speaker has made a contradiction or has contributed irrelevant information. The teacher can award positive points for making analogies, also.
The teacher may assign negative points to any student, whether they are in the inner circle or the outer circle, for the following situations; distractions, interruptions, monopolizing, personal attacks, etc. Teachers can also use negative points to keep the student audience quiet and attentive.
CULMINATING ESSAY
Once every student in class has had an opportunity to participate in the inner circle, assign the final essay question for homework. Do the costs of industrialization outweigh the benefits of industrialization? Should industrialization be one of the goals of states? Make sure students include the following in their essay; establish a position; be thorough, include supporting documentation; and have an organized presentation. (See the rubric that accompanies this lesson plan, Handout Three) Have students put their name on a "Post it Note" on the paper, but not anywhere else, when they turn in their essay. Assign a number to the student and write the number on the Post It and the mark the same number on one of the pages of the essay. Remove the Post It Note and save it so that you can easily identify the essay with the number that is on the Post It.
Hand out the essays only identified with the number and tell students that they are going to "grade" the paper using the rubric you have run off for their use. Handout the rubric. Give students about 25 to 30 minutes to read through the essays and assign a score based on what they read. They are to use the rubric to establish the level of proficiency of the paper they were asked to read. (You must make allowances to make sure that students are not reading their own essay.)
PORTFOLIO ASSESSMENT:
Essay of the scored discussion - answering the question posed above (question 12). See the rubric that accompanies the Scored Discussion - Handout.
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