005 - Too Few or Too Many

Factual Question:

What benefits and problems does a country experience if there are too few children under the age of 15?
What benefits and problems does a country experience if there are too many children under the age of 15?
What benefits and problems does a country experience if there are too many people over the age of 65?


Debatable Question:

Can population policies ever be justified?
Taken From: http://pix-media.s3.amazonaws.com/blog/699/stork_baby.jpg

Key Terminology

  • Pro-natalist policy
  • Anti-natalist policy
  • Geriatric
The key terminology will be discussed in the lesson but if you are still unsure then you can click on the links below find definitions.



Activity One - Too Many or Two Few?


  • Discuss the advantages and disadvantages of having too many youthful or ageing dependents within a country. Use the slideshare and YouTube clips below, as well the information sheet given out in class to help you.



Hans Rosling - Ageing Population


Youthful Population - Gambia


Too Many Under 15




Activity Two - Anti-natalist Policies


An anti-natalist policy is a government policy to slow down the fertility rate of a country. Some times these are encouraged by incentives and others they are enforced. China is the classic example of an anti-natalist policy. Your task is to develop an information guide explaining the impact that China's one child policy has had on its population.

Things to include:
  1. Location map - remember China is not an island and every map needs a title, key, compass point diagram and scale.
  2. How did China's population get so large?
  3. Population Pyramid
  4. Outline of the one child policy.
  5. Impact of the one child policy - do consider the political impact.
  6. How has China's one child policy changed in recent years?
  7. Was the policy justified? 

Anti - natalist policies



Presentation
      • A3 sheet of paper only but be creative
      • Bibliography
Assessment

How will I be assessed?

Criterion A: Knowing and Understanding

Achievement level

Level descriptor

T

S

0

The student does not reach a standard described by any of the descriptors below.




1–2

i.   uses limited relevant terminology

ii.  demonstrates basic knowledge and understanding of content and concepts with minimal descriptions and/or examples.




3–4

i.   uses some terminology accurately and appropriately

ii.  demonstrates adequate knowledge and understanding of content and concepts through satisfactory descriptions, explanations and examples.




5–6

i.   uses a range of terminology accurately and appropriately

ii.  demonstrates substantial knowledge and understanding of content and concepts through accurate descriptions, explanations and examples.




7–8

i.   consistently uses a wide range of terminology effectively

ii.  demonstrates detailed knowledge and understanding of content and concepts through thorough, accurate descriptions, explanations and examples.




Criterion D: Thinking Critically

Achievement level

Level descriptor

T

S

0

The student does not reach a standard described by any of the descriptors below.




1–2

ii.  summarises information to a limited extent to make arguments

iv.  identifies different perspectives and minimal implications




3–4

ii.  summarises information to make arguments

iv.  identifies different perspectives and minimal implications




5–6

ii.  synthesizes information to make valid arguments

iv.  interprets different perspectives and their limitations.




7–8

ii.   synthesizes information to make valid, well-supported arguments

iv. thoroughly interprets a range of different perspectives and their implications.




Resources

National Geographic