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Appendix 1.1: Population Characteristics - Selected Countries and Selected Data

	Country	1	2	3	4	5	6	7	8	9	10	11	12
1	Algeria	1480	30.2	12.7	31	7	44	67	57	1520	56	12126	39
2	Angola	774	12	9.6	51	19	124	47	42	270	42	7924	48
3	Argentina	1719	36.1	13.0	19	8	22	72	95	8380	89	12055	29
4	Austria	52	8.1	96.4	11	10	5	77	99	28110	65	14638	17
5	Bangladesh	89	123.4	856.9	27	8	82	59	35	260	16	8451	43
6	Belgium	20	10.2	318.8	12	10	6	77	99	26440	97	15408	18
7	Benin	70	6	53.1	45	14	94	54	23	350	36	10599	49
8	Bolivia	68	8	72.7	36	10	75	60	77	830	58	8765	41
9	Burkina Faso	170	11.3	41.2	47	18	94	47	18	230	15	9992	49
10	Burundi	17	5.5	196.4	43	18	105	46	50	170	5	8125	47
11	Cambodia	112	10.8	59.7	38	14	116	52	35	300	14	8493	44
12	Cameroon	295	14.3	30.1	41	13	65	55	54	610	44	8292	44
13	Central African Republic	387	3.4	5.5	38	17	97	46	38	310	39	7074	42
14	Chad	782	7.4	5.9	50	17	110	48	30	160	22	8326	44
15	Chile	470	14.8	19.6	19	6	11	75	93	4860	85	10808	29
16	Congo	212	2.7	7.9	39	17	107	47	57	640	58	9611	46
17	Costa Rica	32	3.5	68.6	23	4	12	76	93	2640	44	12068	33
18	Croatia	35	4.2	73.7	12	11	8	72	93	3800	54	13884	19
19	Czech Republic	79	10.3	80.5	9	11	6	74	99	4740	77	13211	18
20	Denmark	27	5.3	123.3	13	11	6	75	99	32100	85	15337	18
21	Dominican Republic	30	8.3	172.9	27	6	47	70	83	1600	62	9569	36
22	Ecuador	172	12.2	44.0	28	6	40	69	86	1500	61	10812	36
23	El Salvador	13	5.8	276.2	29	4	41	69	73	1700	50	11147	39
24	Finland	210	5.2	15.4	12	10	4	77	99	23240	65	12633	19
25	Gabon	166	1.2	4.5	35	15	94	54	61	3950	73	10465	38
26	Germany	222	82.3	230.5	10	10	5	77	99	28870	85	13997	16
27	Ghana	148	18.9	79.1	40	12	66	56	60	360	35	9205	45
28	Greece	82	10.5	79.5	10	10	8	78	93	11460	59	15969	16
29	Guatemala	68	11.6	106.4	38	7	51	65	55	1470	38	9439	44
30	Guinea	153	7.5	30.5	43	19	153	45	24	560	29	10000	47
31	Haiti	17	7.5	267.9	34	13	74	51	53	310	33	7141	40
32	Honduras	70	5.9	52.7	33	6	42	68	73	660	44	9648	42
33	Hungary	58	10.1	108.6	10	14	10	70	99	4340	63	14663	18
34	Ireland	43	3.7	53.6	14	9	6	75	99	17110	57	16103	23
35	Italy	187	57.7	191.7	9	9	6	78	97	19880	67	14906	15
36	Ivory Coast	198	15.6	49.1	39	13	89	52	54	660	46	10427	45
37	Jordan	61	4.6	46.9	30	5	34	68	80	1650	78	12650	41
38	Kenya	353	28.3	49.7	33	13	62	49	69	320	27	8686	46
39	Korea, Republic of	61	46.4	468.7	16	6	11	74	99	10610	79	13751	22
40	Madagascar	361	14	24.1	44	14	96	52	80	250	22	8937	47
41	Malaysia	205	22.2	67.3	26	5	10	72	78	4370	57	12089	35
42	Mali	758	10.1	8.3	42	24	140	36	32	180	20	9535	47
43	Mauritania	640	2.5	2.4	40	14	101	52	34	470	54	11239	43
44	Mexico	1216	97.5	49.8	27	5	28	72	87	3670	74	13169	36
45	Morocco	442	27.7	39.0	24	7	62	72	49	1290	52	12491	36
46	Mozambique	487	18.6	23.7	41	19	134	44	80	80	28	7032	46
47	Netherlands	21	15.7	461.8	12	9	6	78	99	25940	61	13529	18
48	New Zealand	167	3.8	14.1	15	7	7	72	99	15720	85	15358	23
49	Nicaragua	74	4.8	40.3	38	6	46	66	64	380	63		44
50	Niger	787	10.1	8.0	53	19	123	47	28	200	15	9447	48
51	Nigeria	566	121.8	133.7	45	15	84	50	51	240	16	8891	46
52	Norway	201	4.4	13.6	14	10	4	78	99	34510	74	13579	20
53	Pakistan	499	141.9	176.5	39	11	91	58	35	480	28	9690	41
54	Panama	48	2.8	36.4	23	5	22	74	88	3080	55	9385	33
55	Papua New Guinea	288	4.3	9.3	34	10	77	56	52	1150	15	10938	40
56	Paraguay	253	5.2	12.8	32	6	27	69	90	1850	52	11176	41
57	Peru	798	26.1	20.3	28	6	43	69	85	2420	71	7878	35
58	Philippines	186	75.3	251.0	30	7	34	66	90	1160	47	9447	38
59	Portugal	57	10	108.7	11	11	7	75	85	10160	48	15211	17
60	Russia	10610	146.9	8.6	9	14	17	67	99	2410	73	13947	20
61	Senegal	119	9	46.9	43	16	68	49	38	570	42	9468	45
62	Sierra Leone	45	4.6	63.9	49	30	195	34	21	200	36	7091	44
63	Slovenia	12	5.4	270.0	9	9	5	75	93	9240	50	13884	18
64	Spain	314	39.4	78.0	9	9	5	77	95	14350	54	15521	16
65	Sri Lanka	40	18.9	290.8	19	6	17	72	88	740	22	9514	35
66	Sweden	274	8.9	20.2	10	11	4	79	99	25710	83	12440	19
67	Switzerland	25	7.1	173.2	12	9	5	79	99	44350	68	14144	18
68	Togo	35	4.9	86.0	46	11	84	58	43	300	31	9385	46
69	Tunisia	102	9.5	57.9	26	6	35	68	65	1930	61	13939	35
70	Turkey	484	64.8	83.2	22	7	42	68	81	2830	64	14353	31
71	Uganda	122	21	106.6	48	21	81	40	48	300	14	9037	47
72	Ukraine	375	50.3	83.3	9	15	14	68	99	1200	68	13947	20
73	United Kingdom	152	59.1	242.2	13	11	6	77	99	19600	90	13884	19
74	United States	5824	270.2	28.8	15	9	7	76	99	28020	75	15622	22
75	Uruguay	109	3.2	18.2	18	10	20	75	96	5760	90	11511	25
76	Venezuela	567	23.3	25.5	26	5	21	72	88	3020	86	10959	38
77	Yemen	334	15.8	29.4	44	11	77	58	38	380	25	9221	47
78	Congo Dem. Rep. (Zaire)	1409	49	21.6	48	16	106	49	72	130	29	8623	47
79	Zimbabwe	240	11.0	28.4	35	20	53	40	83	610	31	9600	44

Data obtained from varied statistical sources, 2004

1.	Area (000 m2)	7. Average life expectancy at birth (years)
2.	Population, 1998 estimate (millions)	8. Literacy rate (%)
3.	Population Density (people/km2)	9. Average GNP/cap ($US/person/year)
4.	Birth rate (Births/1000 people/year)	10. Urban percentage of the population, 1996
5.	Death rate (deaths/1000 people/year)	11. Daily food availability per person 1992 (kJ/cap/day)
6.	Infant mortality rate (infant deaths/1000 live births/year)	12. Percentage population under age 15, 1996

Appendix 1.2: The "Think, Pair, Share" Strategy

This strategy provides an effective way of gathering ideas from a class of students and can be used in many situations. It is best to explain the whole strategy to the class before starting.

Instructions:

Think: Pose the question(s) to the students and tell each of them to think of the answer(s), without discussing their ideas with others. They should jot down their thoughts so they don’t forget them later. Allow them three to five minutes for this part of the strategy.

Pair: Tell students to share their ideas with a partner. This allows them to refine their own thoughts. Students may find that they agree on some points. They should add new points to their list. Allow about five minutes for this part of the strategy.

Share: Ask the question(s) of the whole class and write key points on the board.

Appendix 1.3: Co-operative Note

After class discussion, the teacher or a designated student writes one notebook entry for the class. Each student has an opportunity to ask to delete, revise, and/or add to the note so that everyone has contributed.

Appendix 1.4: T-Organizers

An organizer attempts to arrange the data under study in a visual way, so that the relationships among various factors can be more readily recognized, understood, and interpreted. Organizers may take the form of a chart, table, graph, flow diagram, matrix, or at the advanced level, a set of relationships expressed in mathematical symbols. A T-organizer uses the visual shape of the letter ‘T’ to compare two aspects of a topic such as the positive and negative aspects associated with living in regions of low and of high density population. In this case the stem of the T separates the positive and negative information.

Sample T-Organizer:

Characteristics of High Population Density

Negative Characteristics	Positive Characteristics
Limited land area per person	Many services available in a small area

Appendix 1.5: Jeopardy Game

The student is given a statement such as, "The highway in our community", and their task is to formulate the correct question such as, "What is a potential safety hazard near our school?" Usually the teacher would provide the initial statements (in essence the ‘answers’) and students formulate the questions. Once experienced, however, this could be a group activity where students exchange statements with another group, or where one expert group is responsible for creating the statements for the rest of the class.

At the conclusion of the game, the teacher includes other types of questions (e.g., opinion, inference, drawing conclusions) which may not be included in a Jeopardy Quiz, since Jeopardy primarily elicits facts and details. Keep a list of the questions for future reference.

Appendix 2.1: Co-operative Note Outline
(Teacher’s copy with sample student notes in italics)

World Region	Areas of Sparse Population	Areas of Dense Population
North America	Deserts, mountain areas, Tundra, dry interior	Mild maritime areas, river valleys/lakes, coastal plains, temperate wet
South America	Mountain areas, deserts, interior rainforest, plateau, tropical wet/dry	River mouths, coastal plains, temperate wet and dry
Europe	Interior, mountain areas, northern cold/cool and wet	Coasts, rivers, interior plains, moderate climate
Asia	Tundra, interior, desert, mountain areas - climate extremes	River valleys, coastal plains and lowlands - tropical monsoon
Africa	Deserts, high plateau, tropical dry	Coastal lowlands, river valleys, cool plateau, tropical wet/dry
Australia	Plateau, deserts, mountain areas, interior dry	Coastal lowlands, river valleys, temperate moist

Appendix 2.2: Global Population Distributions:
Why Are People Located Where They Are?

World Region	Areas of Sparse Population	Areas of Dense Population
North America
South America
Europe
Asia
Africa
Australia

Appendix 3.1a: Matching Quiz on Population Characteristics

Place the correct number in the left column beside the term it defines.

Area	1	The average number of years a new-born is expected to live in a country
Population	2	The total value of all domestic and foreign output of a country divided by the total population and expressed in US dollars
Birth rate	3	The percentage of the total population who live in cities
Death rate	4	The percentage of the total population who are under 15 years of age
Life expectancy	5	The percentage of the total population who live far from cities
Infant mortality rate	6	The percentage of the total population who can read and write
Average daily food availability	7	The land enclosed within the borders of a country in kilometers squared
Literacy rate	8	The number of live births per thousand people per year
Urban population	9	The number of deaths of children under one year of age per thousand live births
Rural population	10	The number of deaths per thousand people per year
Population under the age of 15 years	11	The total number of people in a country
GNP per capita.	12	The number of kilojoules of energy available to the average person each day

Appendix 4.2: United States Population Growth, 1868-1998

United States Population Growth, 1868-1998

Year Population

1868 46.2

1878 50.7

1888 64.4

1898 72.2

1908 88.3

1918 103.6

1928 120.8

1938 129.4

1948 146.7

1958 174.0

1968 200.6

1978 222.5

1988 244.3

1998 270.8

Source: Statistics United States

Appendix 4.3: Teacher's Sample Line Graph

Click here for sample

Appendix 4.4: United States: Full-time Employment, 1993-1997

United States: Full-time Employment, 1993-1997 (millions)

	1993	1994	1995	1996	1997
Males	13.8	13.9	14.1	14.3	14.6
Females	10.9	11.0	11.1	11.3	11.5

Source: Statistics United States, 1998

Appendix 5.1: Life Expectancy and Infant Mortality Statistics for Some Countries

Country	Life Expectancy (years)	Infant Mortality (/1000 live births)
Australia	78	2
Brazil	67	43
Bulgaria	71	16
Canada	78	6
China	71	31
Colombia	69	28
Egypt	67	63
Ethiopia	42	128
France	77	5
India	59	72
Indonesia	62	66
Jamaica	71	16
Japan	80	4
Nepal	55	79
Poland	72	12
Rwanda	43	114
Syrian Arab Rep.	67	35
Thailand	69	25
Vietnam	67	38
Zambia	37	109

Source: Population Reference Bureau, 1998

Appendix 5.2: Teacher's Model of a Scattergraph

Click here for sample

Appendix 5.3: Birth Rate and Literacy Rate for Some Countries

Country	Birth Rate (/1000 people)	Literacy Rate (%)
Australia	14	99
Brazil	22	82
Bulgaria	9	98
Canada	12	99
China	17	78
Colombia	27	90
Egypt	28	51
Ethiopia	46	31
France	12	99
India	27	48
Indonesia	24	82
Jamaica	23	70
Japan	10	99
Nepal	33	24
Poland	11	99
Rwanda	39	61
Syrian Arab Rep.	33	66
Thailand	17	94
Vietnam	19	94
Zambia	42	74

Appendix 5.4: Student Scattergraph

Click here for sample

Appendix 7.1: Mount Washington Map

Name: ________________________________________ Date: ___________________

Appendix 7.2: Mount Washington Map Analysis

1. Place your name and the date on the map where indicated.
2. Write your answers on separate lined pages of notepaper. Create a neat cover page.
3. Select and lightly shade in all the areas on the map with the same land-use classification in the same color.
4. Create a neat, complete legend below the map.
5. Locate Mount Washington Middle School and give its grid reference. Why is this a good site for the school?
6. What effect has the school had on the development of Mount Washington?
7. What is the predominant color on your map? What color would you like to see more of?
8. What is the main color at the center of the map?
9. Why do these activities tend to cluster together?
10. Where are the largest areas of one color located on the map? What are these activities?
11. Are there areas where different land uses are mixed together? Do you think this is a good thing?
12. Can you find areas where the population is scattered? Give the location using grid references.
13. Can you find areas where the population is clustered? Give the location using grid references.
14. Can you find areas where the population is linear? Give the location using grid references.
15. Are specific patterns of land uses associated with major transportation routes? Give two examples from the map.
16. Locate the high school and give its grid reference.
17. Is this a good place to have a high school? Explain using the terms site and situation.
18. Locate areas of high and low-density residences and give their grid references. Which would you prefer to live in?
19. You are a local developer who wants to build a new shopping area. Which open area of the map would you select? What makes this a good location?
20. Imagine you are each of the following people. Where on the map would you locate?

• an elderly widower • a mother of young children

• a farmer • a physically disabled adult

Check to be sure you have answered each question.

Appendix 8.1: Jigsaw

Form groups of students as home groups. These groups should be as heterogeneous (mixed) as possible. Each person in this group is to become an expert at just one part of the assigned task. The persons from each of the home groups who has the same part of the assignment join together to form expert groups.

It is the job of these expert groups to discuss, research and learn all about their part of the assignment. They decide, as a group, which is the best way to present this information to the other members of their original, home group.

After they have completed their assignment the experts may make up two or three questions about their information to be used as quiz to test for understanding. The experts then return and teach the information to their home groups.

While the groups are working, the teacher moves from group to group giving help and advice where required. This is the time when the teacher marks on an observation sheet the students’ individual and group behavior when working in a small group setting.

Appendix 8.2: Clustering

Click here for sample

Place the topic idea in the centre of the blackboard or the centre of a page. Write an idea, fact or opinion that you associate with this central idea, circle it and link it to the central idea. Continue associating and linking ideas until you have a web of information as shown below.

Appendix 9:1 Student Scrapbook Rubric

	Levels of Performance
Criteria	Level 1	Level 2	Level 3	Level 4
Understanding Concepts	Shows limited understanding of the concepts of developed and developing	Shows some understanding of the concepts of developed and developing	Shows general understanding of the concepts of developed and developing	Shows thorough understanding of the concepts of developed and developing
	Rarely supports their hypothesis with complete explanations	Sometimes supports their hypothesis with complete explanations	Usually supports their hypothesis with complete explanations	Almost always supports their hypothesis with complete explanations
a) Inquiry and Research Skills and b) Map and Globe Skills	Unable to research without assistance	Able to research with some assistance	Able to research with little assistance	Able to research independently
	Shows no apparent growth in skills over the course of the unit	Shows some growth in skills over the course of the unit	Shows general growth in skills over the course of the unit	Shows significant growth in skills over the course of the unit
Communication of Required Knowledge	Written work, graphs and maps have little clarity and precision	Written work, graphs and maps have some clarity and precision	Written work, graphs and maps generally have clarity and precision	Written work, graphs and maps consistently have clarity and precision
	Rarely uses terminology such as birth rate, urbanization, open space or situation correctly	Sometimes uses terminology such as birth rate, urbanization, open space or situation correctly	Generally uses terminology such as birth rate, urbanization, open space or situation correctly	Consistently uses terminology such as birth rate, urbanization, open space or situation correctly
Applying Concepts and Skills in Various Contexts	Makes few connections between population and settlement patterns and their lives	Makes some connections between population and settlement patterns and their lives	Makes most of the connections between population and settlement patterns and their lives	Makes all or almost all of the connections between population and settlement patterns and their lives
	Applies few concepts of population and settlement to other contexts or situations	Applies some of the concepts of population and settlement to other contexts or situations	Applies most of the concepts of population and settlement to other contexts or situations	Applies all or almost all of the concepts of population and settlement to other contexts or situations

Comments:

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