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LESSON 14:

Earthquakes

In class:

Intro: Earthquake and mythology

Important terms:

Focus

Epicentre

Seismic waves

Aftershock

Earthquakes swarm

Seismometer

Strain energy

How does Earthquake occur? - Make sure you understand the process!

What are the primary and secondary impacts of earthquake?

CLIL:

Focus - hypercentrum

Epicenter - epicentrum

Seismology - seismologie

Aftershock - dotřes

Swarm - roj, hejno, proudění

Fault - prasklina, puklina

Strain energy - deformační energie

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Types of clouds + homework

- the forming of clouds is mostly caused by the weather fronts collisions

- two main aspects: form (shape) and height - here.

- How to identify the 10 different types of clouds? - atlas here.

Work in pairs:

- create your own Cloud Atlas
- your atlas must contain 10 photos for each type of cloud (and your thumbs up)
- upload your atlas (dropbox on MB)

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LESSON 13:

SELF-STUDY:

How to Read Weather Map

- watch this video and complete the worksheet

- new title: Low and High Areas - Cyclones and Anticyclones

- watch this video a and make notes: What is Coriolis effect?

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LESSON 12:

Weather Fronts:

In class:

- You should be able to define these term:

a) Air Mass
b) Weather Front
c) Four types of fronts

In your textbook:

- basic rules about cold and warm front

- why cold fronts move always faster than warm front (= Cold fronts move faster than warm fronts because cold air is denser, meaning there are more molecules of material in cold air than in warm air).

- presentation (slide 5-8) - how warm and cold air move and what changes in weather pattern can we expect (temperature, clouds types, weather conditions)

Summary: video

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UNIT 6: Climate Change - Causes and Impacts

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UNIT 6: Climate Change - Causes and Impacts

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LESSON 11:

Q.: To what extent does human activity contribute to recent climate change?

Climate is the average weather pattern over a long period of time for a particular location on Earth = Can show long term trends.

Climate change has been a normal feature of the Earth's history,. but does human activity contribute to recent changes?

Human activities are increasing levels of greenhouse gases (GHGs, such as carbon dioxide, methane and water vapor) in the atmosphere, which leads to:

1. an increase in the mean global temperature

2. an increased frequency and intensity of extreme weather events

3. the rise in sea level

4. the potential for long term changes in climate and weather patters

Study this diagram, which shows the inputs, outputs, and relationships among human activities, climate change processes, climate characteristics, and threats to human populations and ecosystems - diagram

Carbon cycle:

chemical backbone of all life on Earth

same amount we always have

process where carbon atom continually travel from the atmosphere to the Earth and then back to the atmosphere - diagram

Role of greenhouse gases:

Maintain mean global temperature

Normal and necessary condition for life on Earth

allow short wavelengths of radiation such as visible light and UV too pass through to the Earth's surface, but they trap the longer wavelengths such as infrared radiation

N2O = nitrous oxide

CO2 = carbon dioxide

CH4 = methane

Study this picture

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LESSON 10:

Mind map:

Q. The Effect of Ice Age (= Climate, Geography, Life on Earth).

Life on Earth:

During the fluctuation of climate during the ice ages, animals will migrate, adapt or die (like Mammoth or European cave lions or Irish elk)

Often times they migrated to warmer areas closer to the equator.

Animals are more winter-hardy and some have changed their physical form (= Saigas respiratory system or Mammoth, who could survive in temperatures as low as −50 °C ).

Some animals turned this migration into a yearly cycle.

Others took up permanent residence in their new location (= some animals who are now inhabiting regions in Africa).

Animals migrated across the Bering land bridge to N.A. and across the ice bridge to Australia.

Geography:

Change the continental shape.

Permanent frozen soil (100 m wide in N.A.)

The accumulation of ice.

long-term impacts:

landforms produced by glacial deposition

glacial pressure

glaciers melting

glacial transport and erosion

Climate:

At higher latitudes, temperature difference was far more dramatic than in areas closer to the equator.

In the central Greenland inland ice show that temperature during the "Last Glacial Maximum" here could be 23 degrees lower than it is today, while the temperature in the tropics around equator only was about 5 degrees lower at the same time.

World's oceans sea surface temperatures were in average 4-5 degrees lower than today.

The sea surface level in the oceans dropped to 120 meters.

In most places, the climate became cool and dry.

More information - here.

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LESSON 9

The Effects of the Ice Age

In class:

What is Ice Age? (= periodical long period of reduction of earth´s surface, sea level and atmospheric temperature).

What is glacial and inter-glacial - here

What causes Ice Age? - info here

• Shuffting Continents

• Uplift of Continental Block

• Reduction of CO2 in the Atmosphere

• Astronomical factors (Milankovitch Cycle)

Definition: The Milankovitch theory is used to explain the impacts of the Earth’s movements on its climate. It was developed by Serbian geophysicist and astronomer Milutin Milanković during the early 1900s. This theroy is based on two conditions:

1. Planets orbiting the Sun follow elliptical (oval) orbits that rotate gradually over time (apsidal precession = "wobbling") - here.

2. The angle of the Earth's axial tilt with respect to the orbital plane varies (due to Sunlight) between 22.1° and 24.5°, over a cycle of about 41,000 years. The current tilt is 23.44° - here. The tilt makes the orbit circular or more oval.

Summary - here

Task:

- Read this text

- Create a mind map.

- Main question: The Effect of Ice Age (+ three subcategories Climate, Geography, Life on Earth) - make sure you have the mind map in your notebook.

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LESSON 8

TOPIC: Paleoclimatology and Causes Climate Change

- Study this page and make nots - text here. (Focus on What is Paleoclimatology + What Causes Climate Change + Why is Paleoclimatology Important?)

- What are Milankovitch cycles and what other factors could cause climate change? - video here

- Voluntary - if you want to know more - video here

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LESSON 7

TOPIC: Weather, Meteorology and Climatology

In class:

- You should know the difference between weather and climate (slide 2 and 3)

- What is meteorology and climatology.

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LESSON 6:

- watch this documentary (first 45 min) - here

- answer the questions below

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LESSON 5:

TOPIC: Agribusiness

what is Agribusiness:

Agribusiness refers to any business related to agricultural production.

Companies in this industry encompass all aspects of food production on all levels (subsistence and commercial farming)

Agribusinesses include small family farms and food producers up to multinational conglomerates involved in the production of food on a national scale.

what does it include:

a)  agrichemicals
b) breeding,
c) crop production
d) distribution
e) farm machinery,
f) processing
g) seed supply
h) marketing and retail sales.

where the profit go (see attachment )

4 spheres of Agribusiness (+ facilities and activities)

a) Production (farms, greenhouses - ploughing, planting etc.)

b) Processes (slaughterhouse, butcher, mill - freezing, slaughter, cutting, packaging etc.)

c) Distribution (storehouse, granary)

d) Market (marketing, advertising etc.)

CLIL:

- greenhouse - skleník
- slaughterhouse - jatka
- butcher - řezník (profese či obchod)
- storehouse - sklad
- granary - sýpka

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Essay writing

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Essay questions:

1) Compare and contrast the challenges for farming in two LEDC countries

2) Analyze the solving strategies for primary sector in LEDC countries.

3) "Climatic conditions are the major challenge for farming systems in all LEDC countries". To what extent is this statement valid?

4) Compare and contrast the solving strategy in two LEDC countries.

Command terms - here

Below you can find essay body outline, but you don´t have to use it

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LESSON 4:

TOPIC: New case study: Ethiopia

Description:

- 50% of gross domestic product (GDP)
- 46.3 percent of the nation's Gross domestic Product (GNP)
- 83.9% of exports
- 80-85% of total employment
- In 2016, arable land as a share of land area for Ethiopia was 15.1 % - see here.
- Forest areas have dwindled to less than 4% of Ethiopia's total land in 2000 Today it is 12,2 %. .

Problems and challenges:

- Ethiopia's agriculture is plagued by periodic drought, soil degradation caused by overgrazing, deforestation, high levels of taxation and poor infrastructure.

- Inaccessibility, water shortages, and infestations of disease-causing insects (mosquitoes), prevented the use of large parcels of potentially productive land.

- more problems and international aid (= solution?) see here

Methods and solutions:

Text 1: fixing agriculture - here

Text 2: Reforestation - here

Text 3: International aid - here

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6A - Mongolia

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6A - Sahel

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6A - Amazon

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6A - India

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6B - India

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6B - Sahel

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6B - Cuba

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6B - Amazon

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Texts - Farming in LEDC

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Farming in LEDC - group project

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LESSON 3

TOPIC: Changes in field patterns

Task: Compare these two pictures and answer the questions

- Explain your answers (1–2)

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LESSON 2

TOPIC: Type of farming

In class:

- type of farming

- extensive vs. intensive Farming

- what are inputs (three subcategories), processes and outputs in agriculture

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Farming as a System - Keywords

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LESSON 1

TOPIC: Agricultural Inputs, Processes & Outputs

- You should be able to describe in general terms the main features of an agricultural system: inputs, processes and outputs - here

- starter - video
- watch this mňam mňam video

Q.: Why did we watch the first video?
Q.: Watch the second video and then study the diagram above (try to come up with proper vocabulary)

- Apply the inputs, processes and outputs model for a Big Mac using the worksheet (second blue tab) to the right.

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SEXTA

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TOPIC: Sustainable tourism

Case study Dubai

study textbook p. 166 - 167

What are the reasons that Dubai is one of the top tourist destination on the world?

To your notebook: To what extend is Maha Resort environmentally friendly and support sustainable tourism?

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PEOPLE AND THEIR SETTLEMENTS P. 38-57

43. LESSON:

Am I Globalized?

- How can we measure the extent of the globalisation?

Two indexes:

1) A.T. Kearney Globalization Index

2) K.O.F. Globalization Index

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Questions:

1) Evaluate the positive and negative effects of globalization.

2) Globalization brings new opportunities for the developing countries. To what extent do you agree with this statement?

3) Globalization is irreversible and inevitable. To what extent do you agree with this statement?
(comment: here you can find many opinions for your inspiration - here)

4) Discuss the positive and negative impacts of mass tourism.

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42. LESSON:

In class:

TOPIC: mass tourism and sustainable tourism

- funny intro:

Travel Expectations Vs Reality

- what is sustainable tourism? (= tourism that takes full account of its current and future economic, social and environmental impacts, addressing the needs of visitors, the industry and the environment.

Five aspects of sustainable tourism:

1) the place, its people, and their culture, are respected

2) the local people have a say in the decisions about tourism

3) they gain a fair share of the benefits from it, including money

4) there is as little damage to environment as possible

5) small scale, local, low impact, respect, environment, share, fair.

Case study: here

Study three examples of places struggling with overtourism (Venice, Barcelona + one another example) and make notes

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41. LESSON:

In class:

- tourism is the fastest growing industry in the world (+ largest employer - more than 250 million jobs)

- see these two graphs - number of arrivals and international tourism receipts

- explain the constant growth and quick recovery during the economic recession in 2008-10.

- there will be some impacts of COVID-19 pandemic - see here and here and here

Q: What are main attractions for tourism

1) physical attractions

2) human attractions

Q: Why is the tourism the fastest growing industry in the world?

1) more people have paid time off work for holidays

2) the speed of travelling is much quicker

3) more people own cars which gives them greater freedom to travel

4) life expectancy has increased in most countries and many people who are retired from work remain active

Q: What are the impacts of globalisation on the development of tourism?

1) television programmes and advertising make mepople more aware of how and where they can choose to spend their free time

2) the Internet makes it easier for people to search for and book holidays from home

3) there is now more choice of holiday destinations and many different types of holiday avaible (= modern global trends, global institutions like UNESCO, UNWTO, information)

Q: What are the benefits and the disadvantages of tourism?

- see the table and glue it to your notebook

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40. LESSON:

Research: Positive and negative impacts of globalization (Your example)

Take one random TNC and research its activities around the world.

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Case Study: Nokia and Globalization

- textbook scan

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39. LESSON:

Case Study: Nokia and Globalization

- finish the worksheet according to p. 144–145

- use all material from the textbook and find some specific examples of positive and negative effects of globalization

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38. LESSON:

- watch this video about globalization

- study this diagram - here

- early globalization: the Silk Road, Roman Empire, colonialism and imperialism in 19th century

- modern globalization: two periods1850-1950, 1950-2000 - diagram below

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37. LESSON:

Self-Study:

Leapfrogging

To your notebooks:

1) new sub-chapter: Leapfrogging
2) draw four columns: a) definition, b) objectives and opportunities, c) limits and potential problems, d) case studies
3) watch the first video and complete the first column
4) choose if you want to be an explorer, optimist or skeptic and complete your corresponding column
5) NEXT LESSON, you will share and exchange the information with your classmates
6) NEXT LESSON, make sure you have all relevant information in your notebook and all four columns are completed

For all:

https://www.youtube.com/watch?v=B-uvi9YGkIQ

For explorers:

https://www.youtube.com/watch?v=g974FyM2AS8

https://www.youtube.com/watch?v=8U3MjfDJuEg

https://www.youtube.com/watch?v=GaBs0nUvRbI&t=75s

For optimists:

http://www.worldbank.org/en/news/opinion/2017/10/11/africa-can-enjoy-leapfrog-development

For skeptics:

https://www.economist.com/node/10650775

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36. LESSON:

IT Activity

Plotting Economic Activity Data Using a Triangular Graph

- go to the following links for world economic activity
- choose 9 countries (no more than 3 countries in the same world region/continent) and write the data to the table
- display the data on the triangular graph on the second side
- after you complete your graph, write a paragraph analysis of your data:

1) Is there a correlation between regions of the world and economic activity?

2) Did you find any leapfrogging countries?

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35. LESSON:

Economic Development

In class:

- The 5 Sectors of the Economy

- Employment structure and development (is there any link? explain)

- Colin Clark´s sector model (see slide 5) - Make sure you are able to interpret it´s meaning)

- Deindustrialization (positive and negative impacts + examples - Rust Belt,  Donbass, etc.

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34. LESSON:

Development

In class:

New terms:

What is Sustainable Economic Development Assessment?

Two types of development:

Economic development is a measure of a country's wealth and how it is generated (for example agriculture is considered less economically advanced then banking).

Social (human) development measures the access the population has to wealth, jobs, education, nutrition, health, leisure and safety - as well as political and cultural freedom.

New terms:

a) GDP

b) GNP

c) HDI

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Essay Questions:

1)     Compare and contrast the urban problems with reference to one LEDC and one MEDC city.

2)     Compare and contrast the solving strategy adopted by one LEDC and one MEDC city (or) …applied by two LEDC or two MEDC cities.

3)     Evaluate the role of transportation, green environment or proper housing in solving the urban problems.

4)     “Rich cities don´t have serious urban problems, because fixing these problems is only about the money.” To what extent do you agree with this statement?

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Additional Case Study: Cairo

- textbook p. 55

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Presentation 5: Atlanta

If you want to see the notes, download the presentation

My comments:

- BeltLine and Greenbelt in Atlanta?

- Current state of residential segregation?

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Presentation 4 + notes: Berlin

If you want to see the notes, download the presentation

My comments:

- This presentation does not reflect some current solving strategy - such as Berlin 2030 - here

- Also I recommend to study some example of problematic schools - such as Rütli School (past and current situation)

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The New York Times describes it as a "great urban rainforest, covered by a canopy of smoke and sheet metal". Within, some are enthusiastic entrepreneurs whose small businesses have all the richness and diversity of a tropical forest. Others eke out a living through casual labour and meagre wages, desperate to emerge from the grey canopy of smoke and steel. Still others defy categorisation. But all coexist in the dynamic ecosystem that is Dharavi. The slum, one of Asia's largest, occupies over two sq km of prime real estate in India's financial capital of Mumbai. Up to a million people are estimated to inhabit Dharavi, and they generate an annual economic output estimated of as much US$1 billion (HK$7.9 billion).

A history of the slum

Dharavi has its roots in the late 19th century, as a hub for the leather tanning business. The area, built out of a swamp, was populated primarily by Muslims and lower-caste Hindus, as leather tanning was seen as a task unbefitting of the upper castes. As Dharavi grew, it retained its economic and cultural separation from Mumbai, and became notorious for its thriving criminal rackets and endemic gang violence. With a series of reforms in the late 1970s, the state government largely put the criminal underworld out of business. Slum residents were granted limited ownership rights over their dwellings, preventing gangsters from claiming ownership and harassing slum-dwellers for rent. Residents were also supplied with electricity and clean water, which criminals had previously stolen from the city and resold in Dharavi for extortionate prices.

Present-day Dharavi

Today, Dharavi has relatively low levels of crime. The slum is now known for the billion-dollar "informal economy" that provides many of its residents with their livelihood. The informal economy holds vital importance to the citizens of Dharavi, and its replacement with a formal system is something that could threaten their economic well-being. Over the past half-century an array of plans has been formulated to remake Dharavi, with none fully actualised. The Dharavi Redevelopment Project (DRP), formulated in the late 2000s and finally abandoned in the 2010s, was one of the most comprehensive redevelopment efforts. Recent state efforts have focused on radically modernising Dharavi through public-private partnerships. Why have proposals to redevelop Dharavi failed? Drawing on research done for a class at Harvard College, I will cover some of the potential economic explanations. Economic factors alone are far from sufficient in explaining the redevelopment challenges Dharavi faces, but they are nonetheless instructive.

Redevelopment problems

Should Dharavi be redeveloped, the output generated by entrepreneurs and other participants in Dharavi's informal economy would largely be lost to the residents and captured by private corporations, and this has strengthened opposition to redevelopment plans. Some researchers argue that current redevelopment programmes are designed by the state and private actors so as to capture value for corporations. These private gains from clearing slum land come directly at the expense of industry in Dharavi, which today include leather, textiles, food production, and recycling. The government has made no offer to compensate residents for the loss of their businesses and other ventures - perhaps pointedly, given that the informal sector work falls outside the tax net. Many academics argue that the intricate nature of the informal economy in Dharavi is poorly understood by government officials.

One example is Dharavi's informal recycling industry, which employs over 5,000 people and processes a majority of the waste produced in Mumbai. The informal nature of Dharavi's economy limits the government's ability to understand not only its productive capacity, but also the positive externality it generates by independently handling municipal waste and encouraging sustainability in Mumbai through recycling. Regrettably, the government's policy proposals have focused solely on the rehousing of slum-dwellers, with short shrift given to considerations of how they will seek meaningful livelihoods once their small and informal businesses are knocked down. The reduction of the issue to a purely logistical task has understandably stoked the ire of many whose entrepreneurship in Dharavi has provided daily income.

The government on profitability

Poorly constructed incentive structures have dampened the success of public-private partnerships in Dharavi. Since India's economic liberalisation in the 1990s, the trend in municipal development has been to forge partnerships between the private sector and the public sector. However, the push toward economic liberalisation has not been comprehensive, with rent control and restrictive land-policies discouraging private investment in housing. Price controls, by reducing the return on investment for developers, has led to a shortage of flats in Mumbai, consequently pushing more people into slums like Dharavi. This makes the task of redevelopment more onerous. Many note that redeveloping slums in central locations is profitable, but that such profits are not to be found when redeveloping slums in other areas. There is clearly a strong incentive for developers to take on the task of rehousing existing slum residents in certain pockets of the city in which it will be easy to develop high-end commercial or residential property, but the government has been unable to lure private investment more broadly across the city. In particular, worries about profitability mean there has been very limited interest in redevelopment on the massive scale required for work on Dharavi.

The prohibitive cost of rehousing slum-dwellers has discouraged the government from taking decisive action to redevelop Dharavi.

"Low-cost and low-effort"

Some academics argue that the state government deliberately ignores the issue of slum housing because Dharavi represent a low-cost and low-effort solution to inadequate housing in the city. Indeed, as documented by many researchers, the creation of alternative housing for current slum residents is mired in complexity and has almost never been achieved successfully. With the government unable to arrive upon a decisive and implementable solution to housing matters, the continued existence of Dharavi provides a simple means by which to avoid addressing more systemic issues in Mumbai.

Serious redevelopment is required to ensure the long-term prosperity of Dharavi's residents and of the city as a whole. A lack of cohesion and synergy among the various actors who have a stake in Dharavi has meant that everyone has had to settle for an outcome no one wanted. But with a rethinking of economic policy - as well as an improvement of bureaucratic norms and a reform of political practices, which I could not get to in this brief space - Dharavi and its one million people could join India's rising middle class for good.

Edited by Ginny Wong

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What can be done to help the residents of Dharavi, one of Asia's largest slums?

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The New York Times describes it as a "great urban rainforest, covered by a canopy of smoke and sheet metal". Within, some are enthusiastic entrepreneurs whose small businesses have all the richness and diversity of a tropical forest. Others eke out a living through casual labour and meagre wages, desperate to emerge from the grey canopy of smoke and steel.

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Presentation 3 + notes: Mumbai

If you want to see the notes, download the presentation

My comments:

- This presentation does not cover all urban problems in Mumbai (such poor Sanitation , informal job sector, overcrowded, lack of clean drinking water)

- I recommend this text about the most iconic slums settlement in Mumbai (Dharavi) - here

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Mumbai Case Study - Burianová, Kulhánková, Pavrovský

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Presentation 3 + notes: Sao Paolo

If you want to see the notes, download the presentation

My comments:

- find out some information about Favela in Sao Paulo

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Notes: Lima IV

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Notes: Lima III

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Notes: Lima II

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Notes: Lima

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Presentation 2: Lima

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Notes: Johannesburg

+

Racial demography - here and heritage from Apartheid period

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Presentation 1: Johannesburg

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PEOPLE AND THEIR SETTLEMENTS P. 38-57

19-20. LESSON:

Urbanization in MEDC and LEDC - group project

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PEOPLE AND THEIR SETTLEMENTS P. 38-57

Case study: Paris text + questions

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PEOPLE AND THEIR SETTLEMENTS P. 38-57

Urban Stress:

18. LESSON:

- Do more people live in urban or rural areas? - here

To your notebook:

- Study this presentation - here

What kind of urban problems we have?

1) urban microclimate I - temperature (heat island)
2) urban microclimate II - wind and condensation
Summary on slide 5
3) poor housing in LEDC and MEDC
4) inequalities and social problems
5) segregation and isolation (poor public transport)
6) lack of green
7) urban stress and mental health - text
8) land consumption
9) urban sprawl

- Study this diagram - here

- You should be able to describe the relationship between the urban problems and be aware of their coherence

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PEOPLE AND THEIR SETTLEMENTS P. 38-57

17. LESSON:

IT-lab activity - Prague Land Use Analysis

Use these two links and complete the worksheet and map:

1) http://goo.gl/P6dbDD

2) www.brownfieldy.org

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PEOPLE AND THEIR SETTLEMENTS P. 38-57

Land Use Zones - presentation

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PEOPLE AND THEIR SETTLEMENTS P. 38-57

16. LESSON:

Land Use Zones - presentation

- What kind of housing we can find in CBD, suburbs and urban-rural fringe.

- What is prefabricated housing?

What is the difference between Comprehensive redevelopment and Urban regeneration (see the textbook p. 49)

Greenfield and Brownfield project (For some example from Prague - use this interactive map)

- What is the difference between the regional shopping centers (Malls) and shops

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PEOPLE AND THEIR SETTLEMENTS P. 38-57

15. LESSON:

In class:

Land Use Zones - The Structure of Cities

In your notebooks:

- three models of urban Land (similarities and differences, limitation)

- what is CBD and what is its role in the city structure

- reasons for CBD location

- four main zones in cities (based o each model of urban land):

CBD (central business district)

Inner city

Suburbias

Urban-rural fringe

- differences in origin, density, type of houses, organization chart, land value (Make sure, you can explain these differences:
question style:

Why the land is far more expensive in rural-urban fringe?

Why the inner city was built in 19th century?

How the industrial revolution affected urbanisation?

Can you give some samples of industrial zones in Prague?

- glue this table to your notebook (see below)

- explain these differences on Prague - see this application.

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PEOPLE AND THEIR SETTLEMENTS P. 38-57

Worksheet - Barcelona

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PEOPLE AND THEIR SETTLEMENTS P. 38-57

14. LESSON:

Human and Settlements:

Textbook - p. 43 (Services – task 3)

NEW CHAPTER: Study presentation Urban Zones – Three Models of Urban Land

Make notes to your notebooks (pictures and diagrams are recommended)

Read the text (Barcelona) and complete the questions

Textbook p. 46 – complete your notes and describe the difference between Urban land use model for an LEDC (see diagram B p. 46) and models for an MEDC – try to come up with your ideas and explain these difference.

Do a mini-research and write a couple paragraphs – topic: Impacts of the Industrial Revolution on urban areas (+ some evidence or specific examples + what was the Industrial Revolution).

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Questions:

1) Analyze the methods used in pro-natalist policy / anti-natalist policy

2) Evaluate the efficiency of pro-natalist / anti-natalist methods

3) "Give people more money and benefits and the women will have more babies!" To what extend do you agree with this statement?

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Basic Essay Outline - we will need this form next lesson for our first essay structure

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Here you can find one example good written paragraph (PEE)

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What is pre-IB essay?

- An exam essay i really no different from a class or a homework essay, except that you have to write it without access to sources and within a given time period (= 45 min)

What to do?

1) Do read the question very carefully and make sure that you can answer it.

2) Answer ONLY the question!

3) You should support your statements with detailed supporting evidence!!

4) Your essay must contains three main parts: introduction, body (three paragraphs) and conclusion.

5) Your paragraphs must be organized (= see presentation How to write PEE below)

What definitely not to do?

1) Don't use first person!

2) Don't use these formulation: "In my opinion...", "I believe", "I think...". (= write instead: ‘It is clear that…’ or ‘Given the evidence, it can be seen that…’. Try to keep an academic tone to your writing

3) Avoid generalizations! (Example: "Muslim populations grow always faster than Christian populations" - NOT TRUE = evidence: population grow in Libya and Zimbabwe is same OR compare the fertility rate in Iran (1,6) and France (1,9) or Ireland (2) and United Arab Emirate (1,7).

4) Don´t write down everything you know about a topic, you need to select only relevant material.

Type of questions:

Q1 = Knowledge and understanding of specified content

Q2 = Application and analysis of knowledge and understanding

Q3 = Synthesis and evaluation (make a judgment and construct an argument)

Command terms:

- At the start of each question, there will be a ‘command term’. Make sure you understand them properly: complete list here

NEXT LESSON we will examine two of them:

Analyze (Q2): Break down in order to bring out the essential elements or structure

To what extent  (Q3): Consider the merits or otherwise of an argument or concept. Opinions and conclusions should be presented clearly and supported with evidence and sound argument.

Evaluate (Q3): Make an appraisal by weighing up the strengths and limitations

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GLOBAL POPULATION AND CHANGE, MIGRATION (textbook p. 4–31):

13. LESSON:

TOPIC: Finding out about the population

textbook p. 28-29

Guiding questions:

1) Many governments carry out a census, or count, every few years to get an idea of the structure of their population.

2) What is population pyramid?

3) three groups of people in population pyramid

4) What differences (min 3) are between population pyramid in LEDC and MEDC?

Population Ageing (see slide 2) - what are the features of this phenomenon?

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GLOBAL POPULATION AND CHANGE, MIGRATION (textbook p. 4–31):

12. LESSON:

TOPIC: Population policies:

- textbook p. 20–22

Guiding questions:

1) What is the difference between pro-natalist policies and anti-natalist policies?

2) What are some methods to control the increase in population?

3) What are some population control methods?

Case study: Singapore and local population policy and methods (textbook p. 20 + text B).

Another example - Singapore (textbook p. 20-21) - summary here.

HOMEWORK:

Comparison: China vs Iran

- the differences between One-child policy (China) and Two-child policy (Iran)
- see this two short videos and complete the worksheet:

1) China

2) Iran

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GLOBAL POPULATION AND CHANGE, MIGRATION (textbook p. 4–31):

11. LESSON:

TOPIC:
Case Study: Russia - Population decline

- textbook p. 18-19

Guiding questions:

1) What is current situation in Russia?
(use: www.worldbank)

2) Why the population rate declines in Russia today?

3) Putin's plan two plans (2006 and 2012)

Q: Did Russia Really Boost Its Birthrate - text here and here

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GLOBAL POPULATION AND CHANGE, MIGRATION (textbook p. 4–31):

10. LESSON:

TOPIC:
Case Study: High rate of natural population growth - Niger

- textbook p. 16-17

Guiding questions:

1) What is current situation in Niger?

2) why death rate in Niger continue to fall
- text D and E (p. 17)

3) Use gapminder.org, select Niger and examine these combinations:

babies per woman (Y) vs income (X)

life expectancy (Y) vs babies per woman (X)

crude birth rate (X) vs extreme poverty (people below $1,90 a day) (X)

Task:

a) In three paragraph describe the connections between these factors.
b) Are these connections valid also for another countries? Give some examples.

HOMEWORK:

- Draw a spider diagram to show reasons why birth rates are still high in Niger. Follow these instructions:

A) Draw a circle in the middle of your page - Write in it "Why birth rates are high in Niger".
B) Draw lines radiating from the circle.
C) Write a reason at the end of each line and continue from the general to the more specific example.

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GLOBAL POPULATION AND CHANGE, MIGRATION (textbook p. 4–31):

9. LESSON:

TOPIC: Consequences of over- and under-population

Review: homework (Israel, Kuwait, Singapore)

Work in pairs:

- read one case study and make notes
- complete the output (see below)
- next lesson, you will share your knowledge with your partner

(1) textbook p. 8–9
Students use their knowledge to write a short newspaper article about how over-population in Lagos affects the quality of life of its people.

p. 9: task 3 Use the evidence in the photographs and extracts to write a short newspaper article about how over-population in Lagos affects the quality of its people. Be sure to use EVIDENCE FROM THE TEXT, including details from the photos, the testimonies, graphics. No outside research is necessary, but if you miss important information from the text, you will lose points.
Do not forget the key features of a newspaper article! It means, you should have an attention-grabbing title: and a story that introduces all the information

(2) textbook p. 10-11

Write a report about population situation in Australia, possible solutions, your recommendations and evaluation of possible solutions. Use textbook as an inspiration for your report, but your recommendations must be explained.

Outside research is voluntary not necessary, but if you miss important information from the text, you will lose points.

For more info see MB

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GLOBAL POPULATION AND CHANGE, MIGRATION (textbook p. 4–31):

8. LESSON:

TOPIC: Over- and under- population

Guiding questions:

1) definitions for over-, under- and optimum population (study - textbook p. 6–7)

2) What is the relationship between human population growth/decline and the availability of natural resources?

3) name some examples and consequences of over- or under- population in these countries

4) graph of outputs per head and population rate (see below)

Research:

- textbook p. 7, source D: Most over-populated countries in the world": SINGAPORE, ISRAEL, KUWAIT.

1) Take one of these countries and do internet research to find out why your country is over-populated. You can write the answer to your notebook.

Use more than three reliable sources (Wikipedia is fine, but it is not enough).

2) Draw three columns to your notebook (one for each country)

3) Be prepared to present your answer for your classmates.

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GLOBAL POPULATION AND CHANGE, MIGRATION (textbook p. 4–31):

7. LESSON:

TOPIC: Demographic transition model

Guiding questions:

1) What does a demographic transition model show?

2) What is Stage 1–5 of the demographic transition model?

3) you should be able to describe the population change in each stage - example

4) changes through various stages (causes, reasons, time period)

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GLOBAL POPULATION AND CHANGE, MIGRATION (textbook p. 4–31):

6. LESSON:

TOPIC: Population growth rates vary

- textbook p. 14
- source A and task 1 - adding the correct names of the countries and complete the table (see below) - glue it to your notebook
- source B - use this map and find out the information to these three statements (prove or disprove them) - write a short paragraph to each statement:

African women have on average 4 children.

all European population is declining

countries with a Muslim majority grow the fastest in Africa

Guiding questions:

1) What is the "Pincode" of our world? Explain briefly.
Useful video: here

2) How the population growth change the "Pincode" in the future?

3) Avoid generalization! Example: How the religion affects the fertility rate?
- use gapminder: here (color/main religion, number of babies per woman /Y/, income /X/). - summarize to your notebook and add some examples

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GLOBAL POPULATION AND CHANGE, MIGRATION (textbook p. 4–31):

5. LESSON:

TOPIC: Poverty and demography

Reading in class: Hans Rosling, Factfulness (p. 31–38)

Guiding questions:

1) How many people live in extreme poverty today?

2) Nearly 1.1 billion fewer people are living in extreme poverty than in 1990. In 2015, 736 million people lived on less than $1.90 a day, down from 1.85 billion in 1990.

3) While poverty rates have declined in all regions, progress has been uneven:

Compare to East Asia and Pacific, more than half of the extreme poor live in Sub-Saharan Africa with 413 million people living on less than US$1.90 a day in 2015, more than all the other regions combined. If the trend continues, by 2030, nearly 9 out of 10 extreme poor will be in Sub-Saharan Africa

4) The majority of the global poor live in rural areas, are poorly educated, employed in the agricultural sector, and under 18 years of age.

- Lets match this data: Use gapminder.org
- select Extreme poverty/people below $1,90 a day)
- add 12 African countries (including South Africa and Uganda)
- why there is an increase of people living in extreme poverty in SA and Uganda since 2012?

HOMEWORK:

- make a new title to your notebook (Population growth rate vary)
- watch this video (first 7 minutes) and make notes

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GLOBAL POPULATION AND CHANGE, MIGRATION (textbook p. 4–31):

4. LESSON:

TOPIC: Population growth

Question: ‘World’s population will continue to grow and will reach nearly 11 billion by 2100 and the growth will be linear!’. To what extent is this statement valid?

Class discussion based on your pre-reading (Hans Rosling, Factfulness, p. 83–92).

Guiding questions:

1) What could possibly stop population growth by the end of this century?

2) Is there any correlation between population growth and infants mortality?

Hans Rosling's theory - video here

- summarize Hans Rosling's theory to your notebook

- match his statement and choose three examples from the different part of the world and time. Use this bubble graph - here

HOMEWORK:

Roland Paulsen analyses

some of the claims of Hans Rosling and other New Optimists - watch here.

- Summarize to your notebook and point out, what is according to Roland Paulsen the main weakness of Hans Rosling's claims

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GLOBAL POPULATION AND CHANGE, MIGRATION (textbook p. 4–31):

3. LESSON:

TOPIC: Global population and change

- textbook p. 4–5
- introduction to World population growth issue, its historical causation and actual state.

Guiding questions:

1) Introduction to World population growth issue, its historical causation and actual state - study this diagram
(How big was the world's population when you were born? - here).

2) It took 400 000 years for our population to reach 1 Billion and only 200 to reach 7 Billion.

3) If current trends continue, global population will peak at 11 Billion around 2100 - video

4) Growth is slowing because average fertility rates are falling in nearly every country - check this statement here and here.

5) World total fertility rate (births per woman) is 2,4 (= quite close to replacement rate:

Replacement rate is the total fertility rate—the average number of children born per woman—at which a population exactly replaces itself from one generation to the next, without migration. This rate is roughly 2.1 children per woman for most countries, but not all! - video here.

6) Countries with higher and lower fertility rate - here

HOMEWORK:

Pre-reading - Hans Rosling, Factfulness (p. 83–92)

- read this text and make notes
- write a couple of paragraph and answer this question:  ‘World’s population will continue to grow and will reach nearly 11 billion by 2100 and the growth will be linear!’. To what extent is this statement valid?

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GLOBAL POPULATION AND CHANGE, MIGRATION (textbook p. 4–31):

2. LESSON:

TOPIC: Global population and change - terminology

Guiding questions:

1) What is demography?

2) What do demographers do? - text here.

3) Can be history, psychology, sociology or theology somehow useful for the demographers?

4) Make sure, you understand these terms:

- birth rate
- death rate
- net migration
- general fertility rate
- infant mortality rate
- life expectancy

You can use this guide.

5) How is population change calculated?

6) What is Natural and Overall population change?

7) How to calculate Natural and Overall population change?

Example: Take two countries each from the different part of the world and calculate natural and overall population change for the last year.

- use index mundi

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Are you better than chimps?

- take this test on basic global fact questions - here

- here you can see an average score of people from 14 countries - here

Discussion:

- discuss and compare answers in smaller groups

- discuss the potential danger of so many people having an incorrect understanding of the world

- Do we base our  worldview on emotions rather than facts?

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INTRODUCTION TO CITATION FORMS AND ACADEMIC ETHIC

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INTRODUCTION TO CITATION FORMS AND ACADEMIC ETHIC

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1. LESSON:

TOPIC: Introduction to citation forms and academic ethic:

PP presentation:

- What are citations?
- What is plagiarism?
- What is academic ethic?
- Chicago Style
- Harward Reference Style
- Choose one of these types and be consistent!

Guidebooks for Chicago-Style:

Guidebooks for Harward Reference Style:

- Make sure, you know, how to write a footnotes for Books (1 or more Authors) and online sources (websites, blogs, digital image).

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0. LESSON:

TOPIC: Basic information:

- student contract
- syllabus - key features (see below)
- geography lessons - textbooks, assignment etc.
- students questions

What you will need:

1) gmail account (= create a folder with your nickname. Share with me: tomasek@opengate.cz

2) log in Padlet (you can use your gmail account) - link here

- Padlet is not a replacement for MB!
- Padlet should helps you to organize your notes and have all materials in one place

3) useful link: gapminder.org

4) useful link: population.un.org

5) useful link: www.worldbank

6) Book: Hans Rosling, Factfulness