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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student
Work, and Teacher Commentary for the World Geography Course.
Performance Task for Unit 5: “Regional and Global Population: It’s A Growing Concern”
Enduring Understandings:
The student will understand that the culture of a society is the product of the religion, beliefs, customs, traditions,
and government of that society.
The student will understand that humans, their society, and the environment affect each other.
The student will understand that location affects a society’s economy, culture, and development.
The student will understand that the movement or migration of people and ideas affects all societies involved.
Standards: SSWG 5a,b,c,d,e,f,g
Each year, leaders from South Asia, Southeastern Asia and Eastern Asia meet to discuss important regional
issues. This year’s topic is population growth. In preparation for this year’s Population Summit, these leaders
research ways to address the impact of population growth in the region and on other world regions. An
international humanitarian organization is aware of population-related concerns in Asia and will award a five
million dollar economic aid grant to the country which best demonstrates this need as a result of population
growth. The decision will be based on how well each country answers the following question in terms of
population growth, “How do culture, human-environmental interaction, location and movement/migration
contribute to your country’s need for the aid?”
Using the Jigsaw Method of Cooperative Learning, form a five-member base (home) group, each assuming the
role as the leadership delegation from one of the following countries: China, India, Japan, Bangladesh and
Pakistan. Then, students form expert groups, each responsible for becoming an expert on one of the following
Human or Physical geography features: politics, economics, science and technology, physical geography or
ethnic/religious/customs/traditions of their country. Expert group members research their topics.
Suggestions for Expert Group Research:
Politics
Type of Government
Stability of Government
Current issues facing the government
Current and former leaders and their impact
Economics
Outsourcing
Types of occupations
Major sources of industry
Labor force
Science & Technology
Health care and medicine
Growth and development
- Education
- Infrastructure
- Business and industrial growth
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD GEOGRAPHY UNIT 5 PERFORMANCE TASK:
REVISED 09/01/2008  Page 1 of 8
Copyright 2007 © All Rights Reserved
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Physical Geography
Major physical features
- Location of major physical features
Major climates
- Location of major climate zones
Topography and climate
- Impact on development
- Impact on population
Ethnic Groups/Religion/Customs/Traditions
Religions and their customs and traditions
Ethnic Groups and their customs and traditions
Roles of gender in society (Equality vs. Inequality)
- Family roles
- Labor force
- Literacy rates
- Educational levels and opportunities
After expert-group members share their research with each other, they return to their base (home) group. Then,
students share information they learned from their expert groups with their base (home) group. This allows
students to connect Physical and Human systems of geography in their country, while analyzing the impact of
this interrelationship on population growth.
Each country will present a Power Point slideshow at the Population Summit based upon their research. The
meeting coordinator provided the following presentation guidelines:
Introduction
- Provide an overview of the situation.
- Include background information regarding issues associated with population growth.
- This segment should be no more than 2 slides.
- Include charts, graphs, maps and/or photographs as evidence to support your position.
A segment about Cultural geography
- Describe your country’s profile, including population, beliefs, customs, traditions, religion, and
government.
- Describe and explain the major ethnic and religious groups in the region.
- Analyze how these demographics may impact population growth and density.
- This segment should be no more than 4 slides.
- Include charts, graphs, maps and/or photographs as evidence to support your position.
A segment analyzing Human Environmental Interaction
- Explain and analyze positive and negative consequences for human-environmental interaction
created by population growth in your country and/or region.
- Explain and analyze the relationship between population distribution and topography in your
country.
- Explain and analyze the relationship between population distribution and climate in your
country.
- This segment should be no more than 4 slides.
- Include charts, graphs, maps and/or photographs as evidence to support your position.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD GEOGRAPHY UNIT 5 PERFORMANCE TASK:
REVISED 09/01/2008  Page 2 of 8
Copyright 2007 © All Rights Reserved
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A segment analyzing the impact of Location
- Explain and analyze how the location of major physical features and climate impact population
growth in your country and region.
- Explain and analyze how population growth in your country and region affect the economy,
culture and continued development of your country and region?
- This segment should be no more than 4 slides.
- Include charts, graphs, maps and/or photographs as evidence to support your position.
A segment analyzing the impact of Movement & Migration
Describe how movement and migration of people affects the region, including intended and
unintended consequences.
Describe how movement and migration of ideas affects the region, including intended and
unintended consequences.
Explain and analyze how movement and migration affects the economy, culture and continued
development of your country and region?
- This segment should be no more than 4 slides.
- Include charts, graphs, maps and/or photographs as evidence to support your position.
Reflection & Conclusion
- Develop a conclusion in which you reflect upon the two major issues below.
- Use the sample questions to guide your concluding remarks.
- This segment should be no more than 4 slides.
- Include charts, graphs, maps and/or photographs as evidence to support your position.
Interrelationship between Physical and Human characteristics
- How do the development of customs, traditions and beliefs define your country?
- How do physical systems, such as landform features, topography or climate, influence
population distribution or growth in your country?
How does scarcity of resources (physical and/or human) impact decision-making by individuals, groups and/or
institutions?
Suggestions for Further Study
- To what extent does culture influence population distribution or growth?
- How does decision-making involve the potential for interdependency between individuals,
groups and/or institutions?
- Research and explain which of the conflict resolution options would be the best approach to
address future concerns associated with population growth - the use of legal procedures, force
and/or compromise.
The Coordinator at the Summit request the following in terms of format:
A title page slide including your country name, group members’ names, and date
Slides should use 16 point font, Times New Roman
No mechanical errors or misspellings on the slides
Map and Globe Skills:
4,6,7,8,11,12
Information Processing Skills:
1,2,3,4,6,8,11,12,14,15
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD GEOGRAPHY UNIT 5 PERFORMANCE TASK:
REVISED 09/01/2008  Page 3 of 8
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
*Note concerning rubrics: Each performance task is accompanied by two rubrics: a content rubric and a product rubric. The
content rubric is designed to measure how well a student can use the standards to demonstrate the enduring understanding(s).
The second rubric focuses on the product of the performance task. This is where students are scored on items involving
grammar, punctuation, spelling, creativity, presentation, etc. It is intended that the CONTENT rubric is weighed more heavily
when assigning a grade to the students.
Content Rubric for Performance Task
1
Below Standard
Incorrectly identifies
issues or underlying
concerns with
population growth.
Does not use a map,
chart, or graph as
supporting evidence.
2
Needs Improvement
Correctly identifies
issues or underlying
concerns with
population growth..
Describes 1 issue
associated with
population growth.
Describes 1 impact of
population growth.
Uses only 1 map,
chart, or graph as
supporting evidence
or incorrectly uses
supporting evidence.
3
Meets Standard
Correctly identifies
issues or underlying
concerns with
population growth.
Describes 2 issues
associated population
growth. Describes 2
impacts of population
growth. Correctly
uses any combination
of 2 maps, charts, or
graphs as supporting
evidence.
Analyzes cultural
aspects of
geography.
Incorrectly analyzes
cultural aspects of
geography in the
country. Uses only 1
map, chart, or graph
as supporting
evidence or
incorrectly uses
supporting evidence.
Correctly analyzes
cultural aspects of
geography in the
country. Analyzes 2
cultural aspects of
geography, but is
vague OR correctly
describes one aspect,
and not the other.
Uses any
combination of at
least 2 maps, charts,
and graphs as
supporting evidence.
Correctly analyzes
cultural aspects of
geography in the
country. Analyzes 3
cultural aspects of
geography, using
specific examples
supported by
evidence. Correctly
uses any combination
of at least 3 maps,
charts, and graphs as
supporting evidence.
Analyzes the
impact of human
environmental
interaction.
Incorrectly analyzes
the impact of human
environmental
interaction. Does
not offer explanation
and analysis. Uses
only 1 map, chart, or
graph as supporting
evidence or
incorrectly uses
supporting evidence.
Correctly analyzes the
relationship between
Human and Physical
systems on population,
but is vague. Does not
use specific examples
or uses vague
references to explain
either OR correctly
explains and analyzes
issue concerning only
one system type, using
specific examples.
Uses any combination
of at least 2 maps,
charts, and graphs as
supporting evidence.
Correctly analyzes
the relationship
between Human and
Physical systems on
population. Uses
specific examples to
explain analysis of
both systems.
Correctly uses any
combination of at
least 3 maps, charts,
and graphs as
supporting evidence.
Criteria Scale
Identifies and
describes
background
issues and
impacts
concerning
population
growth.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD GEOGRAPHY UNIT 5 PERFORMANCE TASK:
REVISED 09/01/2008  Page 4 of 8
Copyright 2007 © All Rights Reserved
4
Exceeds Standards
Everything in Meets
Standards PLUS:
Describes more than
2 issues associated
with and impacts of
population growth,
distinguishing
between intended and
unintended
consequences.
Insightfully uses any
combination of 3
maps, charts, or
graphs as supporting
evidence.
Everything in Meets
Standard PLUS:
Analyzes more than 3
cultural aspects of
geography in the
country. Explains
how the country
profile or other
demographics may
impact population
growth. Insightfully
uses any combination
of at least 4 maps,
charts, and graphs as
supporting evidence.
Everything in Meets
Standard PLUS:
Suggests and
thoroughly explains
at least 2 alternative
solutions to reduce
negative impacts of
humanenvironmental impact
on population growth
or density.
Insightfully uses any
combination of at
least 4 maps, charts,
and graphs as
supporting evidence.
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Analyzes how
location affects
economy, culture
and development.
Incorrectly analyzes
how location affects
economy, culture
and development.
Merely identifies or
lists the areas of
impact. Uses only 1
map, chart, or graph
as supporting
evidence or
incorrectly uses
supporting evidence.
Correctly analyzes
the impact of
location, but is vague.
Does not use specific
examples to support
analysis. Correctly
explains and analyzes
impacts of location
on 1 or 2 of the three
criteria. Uses any
combination of at
least 2 maps, charts,
and graphs as
supporting evidence.
Analyzes the
impact of
movement and
migration.
Incorrectly analyzes
the impact of
movement and
migration affects
people and/or ideas.
Merely identifies or
states that movement
or migration
occurred. Uses
only 1 map, chart, or
graph as supporting
evidence or
incorrectly uses
supporting evidence.
Correctly analyzes
the impact of
movement and
migration, but is
vague. OR Does not
use specific examples
to support analysis.
Uses any
combination of at
least 2 maps, charts,
and graphs as
supporting evidence.
Evaluates the
interrelationship
between physical
and cultural
aspects of
geography.
Does not connect
relational aspects of
physical and cultural
geography. Merely
lists or identifies
aspects of physical
and cultural
geography. Uses
only 1 map, chart, or
graph as supporting
evidence or
incorrectly uses
supporting evidence.
Connects physical
and cultural aspects
of geography, but
connection is vague.
Does not use specific
examples to support
evaluation. Discusses
1 or 2 aspects of the
interrelationship.
Uses any
combination of at
least 2 maps, charts,
and graphs as
supporting evidence.
Clearly analyzes the
impact of location.
Uses specific
examples to explain
and the impacts of
location. Explains
and analyzes impacts
of location on
economy, culture and
development.
Correctly uses any
combination of at
least 3 maps, charts,
and graphs as
supporting evidence.
Clearly analyzes the
impact of movement
and migration.
Uses specific
examples to explain
the impacts of
movement and
migration location.
Explains these
impacts in relation to
population growth.
Correctly uses any
combination of at
least 3 maps, charts,
and graphs as
supporting evidence.
Clearly connects
multiple aspects of
physical and cultural
geography. Explains
relationship using 3
specific examples to
support evaluation.
Correctly uses any
combination of at
least 3 maps, charts,
and graphs as
supporting evidence.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD GEOGRAPHY UNIT 5 PERFORMANCE TASK:
REVISED 09/01/2008  Page 5 of 8
Copyright 2007 © All Rights Reserved
Everything in Meets
Standard PLUS:
Incorporates and
explains how
projected growth and
development of the
country, region
and/or world impacts
the analysis.
Insightfully uses any
combination of at
least 4 maps, charts,
and graphs as
supporting evidence.
Everything in Meets
Standards PLUS:
Incorporates and
analyzes how
movement and/or
migration from other
world regions
impacts this region.
Insightfully uses any
combination of at
least 4 maps, charts,
and graphs as
supporting evidence.
Everything in Meets
Standard PLUS:
Connects the
interrelationship to
another theme (ie
Conflict, Conflict and
Change, or
Individuals, Groups,
Institutions).
Insightfully uses any
combination of at
least 4 maps, charts,
and graphs as
supporting evidence.
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Product RUBRIC
Criteria Scale
Students develop
a product that is
visually creative.
Students develop
a product that is
well organized.
Students develop
a product that
exhibits correct
usage of
mechanics.
1
Below Standard
Little or no
evidence of the
use of appropriate
fonts, color or
graphics. OR
Use of these
features severely
distracts from the
presentation’s
overall
effectiveness.
Little or no
evidence exists to
show clear or
logical
organizational
structure. Merely
a listing of facts.
More than four
errors are present
and are related to
spelling and/or
grammar.
2
Needs
Improvement
Incorporates
appropriate font,
color and graphics,
but distracts
somewhat from the
presentation’s
overall
effectiveness.
3
Meets Standard
Incorporates font,
color or graphics to
enhance the
presentation’s
overall
effectiveness.
Related material is
clustered, but lacks
clarity in
communicating the
relationship
between facts.
Correctly organizes
related material.
Uses headings or
bulleted lists to
organize.
Four errors are
present and are
related to spelling
and/or grammar.
One, two or three
errors is/are present
and is/are related to
spelling and/or
grammar.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD GEOGRAPHY UNIT 5 PERFORMANCE TASK:
REVISED 09/01/2008  Page 6 of 8
Copyright 2007 © All Rights Reserved
4
Exceeds
Standards
Everything in
Meets Standard,
PLUS:
Insightfully
incorporates font,
color or graphics,
and includes
sound.
Everything in
Meets Standard
PLUS:
Incorporates Unit
Connecting
Themes to
enhance
organization.
No spelling or
grammatical
errors are
present.
One Stop Shop For Educators
RESOURCES
ON-LINE RESOURCES
http://coe.sdsu.edu/eet/articles/jigsaw/index.htm
This site provides information on the Jigsaw format of cooperative learning. It provides
a description of student and group roles, research-based outcomes, and the benefits of heterogeneous groups. This site also
provides a color diagram of the Jigsaw method.
http://www.nationalgeographic.com/eye/overpopulation/effect.html
This National Geographic page highlights the human impacts of overpopulation. Specific topics addressed include floods and
dams, ozone and pollution, deforestation and desertification, each of which includes a link for further information. Each
additional link includes an introduction, the affect, the phenomena and the science of that topic. Video is also provided.
http://www.census.gov/ipc/www.idb
The U.S. Census Bureau site includes an International Data Base (IDB) of countries which includes demographic information
such as past, current and future population predictions, growth rate changes, mortality, migration and population pyramids.
http://un.org.popin.index.html
The United Nations maintains a population information network. This site contains links to information on addresses
population, social development, statistics and related concerns such as sustainable development and women. It includes links
to regional commissions, programs and specialized agencies.
http://un.org.popin.wdtrends.htm
The United Nations maintains data on world population trends including mortality and migration, population development,
population policies, world population estimates and projections.
http://www.un.org/popin/fao.eastasia.htm
This is a specific link on East and Southeast Asia from the United Nations Population Information Network. It provides
information on population change, natural resources and environmental links in East and Southeast Asia. The site also
includes information on population and environmental policies, types and causes of land degradation, brief country profiles as
well as charts, graphs and other resources.
http://un.org/esa/earthsummit/india-cp.htm
This is a specific link to information on India from the United Nations site. This country profile, one of hundreds, includes
“chapters” on topics such as combating poverty, changing consumption patterns, promoting sustainable human development,
integrating environmental concerns with development in decision-making, deforestation, sustainable agriculture, rural
development, and quality freshwater sources.
http://www.un.org/esa/earthsummit/asia-cp.htm
This page link from the United Nations site addresses concerns of various countries involving the Earth Summit. Country
profiles of various Asian nations are available, including all five countries in this simulation.
http://web.worldbank.org
The World Bank site contains population data on numerous countries including life expectancy and population density, as well
as related links to health and nutrition. The site contains links to World Bank programs, publications, events and frequently
asked questions.
http://www.prb.org
The Population Reference Bureau site features information that reflects its mission to “inform people around the world about
population, health, and the environment, and empowers them to use that information to advance the well-being of current and
future generations.” This site includes feature articles and specific links to global issues on gender, HIV/AIDS, environment,
urbanization and youth. This site also features a link for educators.
http://www.cia.gov/library/publications/the-world-factbook/index.html
Updated through July 2007, the World Factbook contains maps, charts and graphs as well as information on the physical
features, the people, government, the economy, communications, transportation, military and transnational issues.
http://www.cnn.org
Current events relating to various world regions are available through the CNN site.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD GEOGRAPHY UNIT 5 PERFORMANCE TASK:
REVISED 09/01/2008  Page 7 of 8
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
http://nieonline.com/ajc
Current events relating to various world regions are available through Newspapers in Education.
- Affiliated with Newspapers in Education, with teacher information available.
- Special weekly features include Geography in the News, Current Events Quiz, and
Cartoons for the Classroom.
- Linked to Atlanta Journal Constitution.
http:// www.usnewsclassroom.com
Current events relating to various world regions. Teacher guide available.
- Based upon current events magazine, US New & World Report.
*This unit was created by Cathy Powell and Nadine Wright with additional input from the GaDOE Social Studies staff and the
Social Studies Advisory Council. It was updated 11/29/2007.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD GEOGRAPHY UNIT 5 PERFORMANCE TASK:
REVISED 09/01/2008  Page 8 of 8
Copyright 2007 © All Rights Reserved