The Geography of Japan: An AP Human Geography Exam Review

Clay Burns

AP Human Geography

Central Magnet School

Murfreesboro, TN

Standards

·  II. Population and Migration

o  A. Knowledge of the geographic patterns and characteristics of human populations facilitates understanding of cultural, political, economic, and urban systems.

o  B. Populations grow and decline over time and space.

·  V. Agriculture, Food Production, and Rural Land Use

o  B. Major agricultural regions reflect physical geography and economic forces.

o  C. Settlement patterns and rural land use are reflected in the cultural landscape.

o  D. Changes in food production and consumption present challenges and opportunities.

·  VI. Industrialization and Economic Development

o  C. Development is a process that varies across space and time.

o  D. Sustainable development is a strategy to address resource depletion and environmental degradation.

·  VII. Cities and Urban Land Use

o  C. Models of internal city structure and urban development provide a framework for urban analysis.

Length

90 minutes (One block or two regular periods)

Objectives

Upon completion of this lesson, the students will:

·  Use population density to explain the relationship between people and the environment.

·  Interpret and apply theories of population growth and decline.

·  Analyze the economic forces which influence agricultural practices.

·  Explain issues related to the changing nature of contemporary agriculture.

·  Analyze the causes and consequences of international trade and growing interdependence in the world economy.

·  Analyze sustainability issues related to industrialization and development.

·  Explain the models of internal city structure and urban development.

Procedures

Introduction

Have the students copy the lesson objectives as a checklist. Instruct them to “check” items on the list only when they feel they would be confident using Japan as an example for an FRQ that relates to each particular objective. When their checklist is made and their notes are ready, begin the presentation.

Presentation

Begin with a map from the Washington Post showing a circle around East Asia and Japan with the caption: “There are more people living inside this circle than outside of it.” This will reinforce the high population density of the region.

Population:

Begin with a discussion of Japan’s aging population. Ask the students to draw what they think Japan’s population pyramid looks like, and identify which stage of the demographic transition the country is in. Then, show past, present, and future population pyramids for Japan. Have a short discussion on why Japan’s population is aging, and what this may mean for the country (they should bring up dependency ratio). Show on the screen the statement: “Adult diapers outsell baby diapers in Japan.” Let the students read and react to it. List some of the major population centers of Japan, and tell them we will come back to Nagoya to discuss industrialization.

Agriculture:

Briefly discuss the physical geography of Japan (size, climate, mountains, seismic, etc.). Have the students explain the difference between arithmetic, physiological, and agricultural density, and contrast the US and Japan for all three. Show students a chart that contrasts these and other countries so they can check their answers. What does Japan’s physiological density do to the cost of land, food, etc.? Start a discussion about rice farming. Ask why do they still grow rice instead of importing it? Get them talking about why it is important to the diet and culture, why Japan makes a point to grow 100% of their own, and why the government gives priority to agriculture. Get students to connect rice subsidies in Japan to corn subsidies in the US. Also discuss the term “Gohan” which in Japan means “dinner” as well as “cooked rice” illustrating the cultural significance of rice. A good connection to make in Middle Tennessee is to discuss how a small rice farming family held up the completion of a runway at a major airport in Japan, similar to how the completion of Interstate 840 was held up over a land dispute.

Industrialization & Development:

Discuss some of Nagoya’s locational advantages (help students tie in Weber’s least cost theory). What is being produced in Japan and why? Discuss high value added goods and give examples of some produced in Nagoya. Why do many car factories in Japan produce high end, luxury vehicles? It is rational to use the limited space for high value added electronics, cars (one-story plants are spread out), and aircraft parts. Show a diagram of Boeing 787 components and their origin. What is one of the most important parts of a jet? The wings. The US and Japan have the best steel in the world. (This would be a great opportunity to talk about the rich history of metallurgy in Japan. Discuss how the best samurai swords were made there, and connect this to the importance of metallurgy in aircraft parts like the wings of a jumbo jet. This could be its own fun lesson, too.) Discuss the respect for manufacturing as an economic activity in Japan. Show examples of how, instead of pictures of CEOs hanging in factories, you will see the top machinists, welders, and the like.

Cities & Urban Land Use:

Discuss Tokyo as a “world city.” How dominant is it in Japan? (a Tokyo accent is their “newscaster” accent, as opposed to Osaka’s “redneck” accent.) Show a map of Tokyo and see if the students can guess which urban model best fits (multiple nuclei model). Show them how Los Angeles is similar, as well as Murfreesboro, TN (where I teach). Bring back population density by discussing the bullet trains of Japan, and by showing the multi-story driving ranges in Tokyo.

Evaluation

Formative

Observe class discussions and be sure to keep everyone involved as much as possible. Many breaks are provided in the presentation for small group discussions, it should not be one long lecture. There are also instances where students are asked to draw population pyramids, predict things, etc. Be sure to observe that they are on task during these moments.

Summative

Practice FRQ. Let students choose or specifically assign them. This could be done individually or in small groups. They can even be FRQs we’ve previously used in class, but this time the students must use Japan in their answers.

Resources

Presentation (PowerPoint borrowed heavily from Dr. Kalafsky at UTK)

·  Critical Thinking and Physical Geography: Japan and East Asia

·  Case Studies in Human Geography: Japan and East Asia

o  Ron Kalafsky, Dept. of Geography, UT Knoxville

·  https://www.dropbox.com/s/kr201fohkdf4mmw/Kalafsky NCTA Human Geography Class 2016.pdf?dl=0

·  Washington Post map found here: https://www.washingtonpost.com/news/wonk/wp/2015/09/03/how-so-many-of-the-worlds-people-live-in-so-little-of-its-space/

Copies of possible FRQs: http://apcentral.collegeboard.com/apc/members/exam/exam_information/2004.html

APHG Standards:

https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap-human-geography-course-description.pdf