GEOGRAPHY UNIT – EAST ASIA
Teacher: S Ashton
Length of Unit: 4 weeks
Title of Lesson:Geography of East Asia
Level: 9th Grade; ESL 2/3; B-FBB
Textbook:World Geography by Boehm
Chapters 26-28
Standards: lessons follow the National Geography standards (pp. T40-41)
Days 1- 4/Physical Geography
Objectives:Students will be able to:locate the regions of Asia on a map
correctly label a map of Asia and China
locate the physical characteristics of China
describe the landforms of East Asia
compare the landforms of China with those in the rest of East Asia
list the natural resources of China
explain how currents, mountains, and winds influence the climates of
East Asia
Materials:textbook; maps – regions of Asia, China; colored pencils; paper; PowerPoint of China; study
guide; word search puzzles
Unit Launch Activity:have students brainstorm the answers to the following questions:
What countries do you think make up East Asia?
Teacher will list each correct country on the board; ask for student volunteers to try and locate
each country on the pull down world map in the front of the world
What traditions, products, or ideas come to mind when you think of East Asian countries?
Teacher will list suggestions on the board
What news stories/current events have you heard about a country(ies) from East Asia?
Teacher will list topics on the board
Activities:(45/55 min)
Day 1 - with a partner and using the textbook, students will list the five regions of Asia and two
facts about each region
students will label and color a map of the regions of Asia
Assessment:lists on the regions of Asia
correctly labeled map of Asia
Homework: students to bring in articles about East Asia to post on the bulletin board
Day 2-3 – teacher will review the regions of Asia and then explain that the class is going to focus
on studying China
each student will label a map of China while the teacher is reviewing a PowerPoint of the
geography of China
each student will answer the questions about the PowerPoint on the geography of China
Assessment:correctly labeled map of China
correctly answered study guide
Homework: finish study guide if necessary
Word search puzzle – (can startin class if necessary for filler time)
study for test on the physical geography of Asia
Days 5 -18/Cultural Geography
Objectives: Students will be able to: analyze charts/graphs
describe ethnic groups/population distribution of East Asia
analyze Chinese influence over east Asia
discuss the Western influence in East Asia
evaluate the effects of revolution on China/Taiwan
make a Chinese paper cutting
analyzing China’s transformation
compare education systems of Asia/US
examine the global economy
Materials:textbook; overheads – languages, ethnic groups; tissue paper; PowerPoint on Chinese Revolution; video – Chinese Revolution; class set of articles, worksheets – Choices/Geography Alive!, Upfront Magazine, Taiwan Brochure; directions for paper cutting (Dyllis)
Activities:
Day 5 –teacher will ask student s to analyze the picture on p. 661 – Tokyo street at night; class discussion
on student conclusions
have students take turns reading pp. 661-665
teacher to initiate an analysis of the age/gender population graph – p. 662 – using graph study
questions as a start
teacher to project a transparency showing ethnic groups in China. Class discussion to follow on
possible reasons/problems/future expectations for China
teacher will answer questions about China’s “one=child” policy. Refer students back to graph on
p. 662
Assessment: student analysis of graphs
responses to class discussion
Homework:students to complete #2, p. 665
Day 6 –Small group activity
Teacher leads the class in a review discussion of the population issues read about yesterday
and reviews the homework from last night.
Students will perform an in-class research assignment using their textbook and class notes :
Divide the class into small groups – 4-6 and have the students analyze the population issues
facing East Asia – population growth rates, migration, urbanization
Each group must answer the following questions:
What is the history of the issue?
Why is it a concern now?
What are the causes/effects of the issue?
What is expected to happen in the future?
How are East Asians solving the issue?
What do you think can be done?
Assessment –teacher will review issues and record suggested solutions
students create an outline that addresses each point
Homework – finish outline if necessary
study for a test
Day 7 –Teacher will lead a class discussion that reviews yesterday’s material and asks why migration
may lead to the diffusion of cultural ideas
Students will take turns reading out loud, pp. 673-679.
At the appropriate time, teacher will display the overhead of the Languages of China and
lead the class discussion while answering the questions on the overhead.
After finishing the section on Arts/Leisure, students will create their own Chinese paper
cutting “Double Happiness” (get directions from Dyllis)
Assessment – student responses
Paper cutting
Homework –study for a test
Day 8-9– Teacher will review issues from the past two days and make the point that sometimes a government
will find a solution – some will agree, some disagree
Teacher will lead a class discussion on the formation of governments
how/why/what they do/why people change their governments
PowerPoint – Rise of Communism in China. Students to answer the study guide questions
that go with the PowerPoint
Teacher will facilitate discussion to help students answer the study guide. Teacher will try to
steer the conversation to try and have students think about the following idea:
Market socialism was introduced by Deng Xiaoping as an economicreform establishing
the groundwork for China’s current economicboom. Challenge students to define market
socialism and have themdiscuss if they think economic reforms in China can be
successfulwithout political reforms
Show students a short video (23 mins) – The Chinese Revolution
Pre-viewing Discussion Questions
•Ask students to provide background information on China’s population
size, type of government and economy. Students may be challenged to
provide a list of products they have at home that were made in China.
•China is one of the world’s most ancient cultures.Ask students to list
China’s many contributions to the world and ask if they believe it is
China or the West that has had the greater influence on the other.
•Locate China on a map of the Eastern Hemisphere.Ask students to identify
on the map several physical features which have kept China isolated
from the outside world throughout its history.
Assessment– student responses to class discussion
completed study guide
Homework – study for test tomorrow
Day 10 – students will take a teacher generated test
Assessment – test score
Homework – none
Day 11-15–Teacher will follow the Brown University, Choices for the 21st Century Education Program,
China on the World Stage. This beginning section focuses on the economic transformation
of China under Deng Xiaoping.
Students will be reading, as a class, the introduction and recording China’s transformation
on a graphic organizer. The second article they will read is on the economic, social,
and political reforms under Deng Xiaoping. Students will be answering questions on a
study guide.
Students will be analyzing song lyrics from Cui Jian and other artists as a role playing
activity. Students will be looking at the songs through the eye of workers, farmers,
students, and businessmen.
Assessment – student responses in class discussions, graphic organizer, and study guide.
Homework – completing the class work from any particular day if necessary.
Day 16 –Teacher will review the reforms in China, especially education.
Students will brain storm what the education system is like in the US. Teacher will record
responses on the board.
Students will take turns reading the article, The Rise of China. Students will describe the
education system in China; teacher will add in information, and record responses on
the board.
Students will then read the article on the education system in Taiwan; students will describe the
education system in Taiwan; teacher will add in information, and record responses on
the board.
Students will then create a triple Venn diagram comparing/contrasting the education systems
In the US/China/Taiwan
Assessment – Venn diagram
Homework –complete Venn diagram
Day 17 – Teacher to review with the class the changes that have occurred in China – economic and the
strain that has placed on the world’s resources
Student to view the DVD – China –Inside Out and complete the viewing questions.
Assessment –completed video guide
Homework – none
Day 18-20 – Teacher will follow the Geography Alive! Curriculum for Chapter 32, The Global Sneaker:
From Asia to Everywhere. The main idea is what is globalization and how it effects
people and places.
Students will learn about globalization by investigating the athletic shoe industry. They will
focus on the key stages in the production of a sneaker: design, locating materials, manufacture,
and distribution. They apply their knowledge by creating a choropleth map of the globalization
of various products from their homes.
Assessment – completed graphic organizers, vocabulary lists, maps, and questions to readings
Geography Alive! Generated test
Homework - none