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Seventh Grade Social Studies
Unit 1: Geography of the Eastern Hemisphere
SS070105
Lesson 5
Lesson 5: Population Patterns of the Eastern Hemisphere
Big Ideas of the Lesson
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Population distribution is the way people are spread out over an area.
Population density is the average number of people living in a square mile or kilometer
Settlement patterns can be studied through a variety of maps
The Sahel is a semi-arid region in Africa between the Sahara on the north and the savannah in
the south
Settlement patterns are linked to physical features of the Earth as well as human features
Lesson Abstract:
In this lesson the students study the difference between population distribution and population
density. They begin by determining the population density and distribution of their own school,
expanding this information to the Eastern Hemisphere. They add the physical features to a map of
Africa and discuss how these characteristics influence settlement patterns. They use this information
to analyze population patterns, looking at modern as well as historical maps. The region of the Sahel
is examined in relation to the environmental problems it has experienced in the last century and how
this affects its population. They complete a population density map of Africa and note areas of dense
population as well as sparsely settled areas. The students summarize that they have learned about
population in a final discussion.
Content Expectations
7 – G1.2.4: Draw the general population distribution of the Eastern Hemisphere on a map, analyze
the patterns, and propose two generalizations about the location and density of the
population
7 – G4.3.2:
Describe patterns of settlement by using historical and modern maps (e.g., the location
of the world’s mega cities, other cities located near coasts and navigable rivers,
regions under environmental stress such as the Sahel).
Key Concepts
human characteristics
population patterns
Instructional Resources
Equipment/Manipulative
Atlases and textbooks
Document camera or overhead projector
Geography journal
Outline maps of Africa and Asia from Supplemental Materials or download from
About.com. 19 March 2009 <http://geography.about.com/library/blank/blxindex.htm>.
Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org
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March 26, 2009
Seventh Grade Social Studies
Unit 1: Geography of the Eastern Hemisphere
SS070105
Lesson 5
Floor plan of the school or hallway
Teacher Resource
Goralewski, Sharon. Supplemental Materials (Unit 1, Lesson 5).Teacher-made material. Michigan
Citizenship Collaborative Curriculum, 2009.
Mara. 19 March 2009 <http://www.mara.org.za/mapsinfo.htm#Population>.
World History: Hyperhistory. 19 March 2009
<http://www.hyperhistory.com/online_n2/History_n2/a.html>.
Lesson Sequence
1. Begin the lesson by explaining the difference between population density and population
distribution to the class. Population density is the average number of people living in a square mile
or other measurement for area such as a kilometer. Population distribution is the way people are
spread out over an area. This would show where there are areas of few people and other places
that are very crowded. Guide the students to understand the difference between these two terms
by a simple analysis of their school’s population. Obtain a floor plan of your school building or
alternately draw a sketch of the building. Place the map on a document camera to project on the
wall or draw an enlarged map. Tell the students the enrollment (population) of the school. Have
them count the number of classrooms and divide that number into the total number of students in
the school. Write the term “Population Density” on the school map and the average number of
students per classroom. Next write the number of students in each classroom at that particular
time. Perhaps a few classrooms will be empty or have a small group of students. Label the school
floor plan “Population Distribution”. Discuss with the students the difference and ask them for
ideas when each of the two different population counts would be useful. Hang the map in the room
to reinforce this information.
2. Review with the students what they have learned in previous lessons regarding physical features
and how these features are related to human characteristics. Project an outline map of Africa or
Asia on the board and give students a copy of the map you use. Copies of each map are located
in the Supplemental Materials (Unit 1, Lesson 5). In the case of Africa, as a class have them
locate, draw, and label the major physical features of Africa such as the Nile River, the Sahara,
the Atlas Mountains, the Congo River, the Kalahari Desert, the Niger River, Lake Victoria etc. The
students may use their textbooks and atlases to complete this step. Have the students predict
where they think the major settlements will be on this continent. Also, remind the students that
climate is another physical feature that must be considered. Ask questions to guide the discussion
such as, “Where do you think few people would choose to live?” “Where will there be the highest
population distribution?” “What other factors influence where people live?”
3. Once the students have discussed what they think might be the population patterns of Africa, have
them study the “Population Patterns in Africa” distribution map located in the Supplemental
Materials (Unit 1, Lesson 5). Such maps can also be found in textbooks and atlases. The
students further discuss the predictions made in Step 2. They compare historical maps of an area
such as the Nile River Valley with modern maps of the same area. There are two Early Civilization
maps in the Supplemental Materials (Unit 1 Lesson 5). They determine what the connection is
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Seventh Grade Social Studies
Unit 1: Geography of the Eastern Hemisphere
SS070105
Lesson 5
between the settlement patterns shown on each map. They note that the first major settlements
were in river valleys. These river valleys had a warm climate, an abundant source of water, fertile
soil and food in the form of fish. Ask the students whether they think physical features are the only
factors influencing settlement patterns. Help them to understand how human features have to be
considered as well. Next they look at a region of low population such as the Sahel and discuss
why there are so few people who live there. Explain that the Sahel is a narrow band of semi-arid
land south of the Sahara that gives way to the savannas, the broad grasslands in the tropical
region. The Sahel was formerly home to large populations of grazing mammals, but over-hunting
and competition from livestock has caused the endangerment and even extinction of some of the
native animals. Other threats to the Sahel include periods of extreme drought and encroaching
desertification. Again discuss how physical factors such as those found in the Sahel affect
settlement patterns.
4. Continuing to use the outline map of Africa and reference materials, the students color or mark in
the areas of highest or densest population on this continent. They might also refer to the
“Population Patterns in Africa” map found in the Supplemental Materials (Unit 1, Lesson 5). They
discuss what the consequences might be for a country that has a large population and a high
population density in terms of stress on the environment, such as intensive farming and the
resulting effects of drought or desertification on the natural environment arising from the land use
practices of the people. They can refer back to their discussion of the Sahel and then research
other areas of the Eastern Hemisphere that are experiencing environmental stress. Example
might include the earthquake zone in Pakistan or the flood plains of Bangladesh.
5. As a final check, on the board or on chart paper write the question, “Why do people live where
they do?” Ask the students to quickly list answers to the question in their geography journal. After
five minutes have the students turn to a partner and discuss what they have written. Allow them
five minutes to discuss their ideas. After this have students list their ideas under the question on
the board and summarize what they have learned.
Assessment
The final discussion about why people live where they do will provide evidence of students’
understanding of the relationship between environment and patterns of settlement in the Eastern
Hemisphere. Look in responses on the board and listen during students’ conversations for reasoning
that includes the impact of physical features (including climate), references to population density, and
how population patterns are related to the lives of the people in the region.
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