Presentation on the topic "General characteristics of Africa" ​​in geography in powerpoint format. An interesting presentation for schoolchildren, which tells about the natural conditions, population and economy of Africa. The presentation contains a large number of drawings, diagrams, tables and assignments for students.

Fragments from the presentation

• Africa occupies 1/5 of the land (30.3 million km2), on which there are 53 states (with islands).
• Half a century ago, the entire political map of Africa was full of colors of colonial powers: England, France, Belgium, Portugal, Spain, Italy. The mainland's colonial past largely determined its backwardness. Africa lags far behind other regions of the world in key economic and social indicators of development, and in some countries the gap is even widening.

The composition of the territory of Africa

• According to the state system, only three states retain the monarchical form of government, the rest are republics.
• According to the administrative structure - four federal republics, the rest are unitary.
• The main criterion for assessing the economic and geographical position of African countries is the presence or absence of access to the sea. 15 countries have no access to the sea, no continent has so many inland countries, most of these countries are among the most backward.
• Young African states have not yet fully formed politically, therefore, cruel inter-clan and inter-ethnic struggle, political conflicts are common here. The borders inherited by these countries from the colonial past have become a hotbed of territorial disputes and border conflicts. Acute conflicts of this kind exist between Morocco and Western Sahara, Ethiopia and Somalia, etc.
• In order to strengthen the unity and cooperation of the states of the African continent, to preserve their integrity and independence, the Organization of African Unity was created in 1963. It includes 53 states. The headquarters is located in Addis Ababa, the capital of Ethiopia.

African Natural Resources

Africa has an exceptionally diverse range of natural resources. Mineral raw materials are of high quality and are often mined in an open pit.

The extraction of minerals is mainly carried out within seven mining regions:

1. Algerian-Libyan;
2. Atlas;
3. Egyptian;
4. West Guinean;
5. Eastern Guinean;
6. Copper belt;
7. South African.

Racial and ethnic composition of the population of Africa

• More than 400 ethnic groups are distinguished on the continent. Large nations have developed in North Africa, but the majority of the population is at the level of nationalities. Remnants of the tribal system are preserved (pictures below).
• The peoples of North and Northeast Africa speak the languages ​​of the Himite-Semitic family (Arabs, Berbers). The regions of Equatorial, Eastern and Southern Africa are inhabited by the Bantu peoples (the language is Swahili). Most countries south of the Sahara retain the languages ​​of the former metropolises - English, French, Portuguese. In South Africa, in addition to English, the official language is Afrikaanas (heavily modified Dutch). There are no one-national states on the continent.

Population density

The average population density in Africa is 27 persons/km2, which is several times less than in Europe and Asia. The distribution of population across the continent is characterized by very sharp contrasts. In general, uninhabited territories are located in the Sahara Desert. It is rare to find a population in the tropical rainforest zone. But there are also quite significant clumps of population, especially on the coasts.

Africa - the region of "urban explosion"

• For many centuries Africa remained predominantly a "rural continent". And now, in terms of the level of urbanization, it still lags far behind other regions, but the rate of urbanization here is the highest, the population of cities is doubling every 10 years.
• The manifestation of "urban explosion" in Africa has a number of negative consequences. It is mainly the capital cities that are growing, and growing thanks to the constant influx of rural residents who, having no means of subsistence, huddle in the slums.
• The largest city in Africa is the city of Lagos in Nigeria. Back in 1950, its population was about 300 thousand people, and now it has reached 13 million.
• However, living conditions in this overcrowded city are so unfavorable that in 1992 the capital of the country was transferred from here to another city - Abuja.

General characteristics of the economy of African countries

• After gaining independence, African countries began to make efforts to overcome centuries of backwardness. The nationalization of natural resources has been carried out, agrarian reform is being carried out, and national personnel are being trained. The restructuring of the sectoral structure began, which was of a colonial nature, that is, the mining industry was predominant and the country received the main income from the export of mineral raw materials.
• At present, the colonial type of the sectoral structure of the economy is preserved - agricultural production and the mining industry prevail, while the manufacturing industries are in their infancy. The one-sided development of the economy is also characteristic - a narrow (mono-commodity) specialization of the country's economy in the production of one product intended for export.

Agriculture in Africa.

The main sphere of material production in African countries is agriculture. In some of them (Chad, Mali, Rwanda, CAR) more than 80% of the population is employed in it. Agriculture is the most important in most African countries. In the structure of agriculture, export and consumer crops are distinguished.

African industry

• The foundations of national industry are being laid only today. The continent is still the least industrialized part of the world. Foreign capital was only interested in mineral raw materials and therefore vigorously developed the mining industry here.
• In the structure of the manufacturing industry, the light and food industries take the leading place. Recently, there has been a tendency towards an increase in the role of metallurgy and oil refining. Industrial areas are located in places of extraction and production of raw materials and on the coast.

Transport

• An important task for the development of the economy is the formation of a modern transport network and its convenient configuration. For a long time, the transport system of African countries served as a carrier of raw materials from the place of extraction to the port. Therefore, the greatest development was received by rail and sea transport. During the years of independence, other types of transport have also been developed.
• Africa ranks last among all parts of the world in terms of the main technical and economic indicators of the transport operation.
• The distribution of transport in Africa, the density of the transport network are highly uneven. Transport in South Africa and in the countries of northern Africa (with the exception of their dry regions) has reached the greatest development in terms of African scale, which reflects the general level of economic development of these countries. On the other hand, many areas of the Sahara, Namiba, Kalahari, equatorial and tropical forests are practically devoid of transport. Transportation on camels, donkeys, mules, carrying cargo by porters is common.

African rail transport.

• The total length of African railways is more than 82 thousand km. In the structure of domestic freight turnover, rail transport occupies a leading position, and in terms of passenger turnover, it is ahead of road transport. It should be noted the technical backwardness of this type of transport in Africa (diversity of track and locomotive traction).
• The first place in terms of the overall level of development of railway transport is occupied by South Africa, it accounts for up to 40% of the entire railway network, the second is North Africa (Mediterranean countries). And the most lagging behind is Tropical Africa, where the transport role of rivers is great. There are still no railways in Niger, Chad, Central African Republic, Somalia, Rwanda, Burundi, etc.
• Railroads have a distinct "penetration line" character - they link areas of mining or plantation agriculture with ports of export for their products.

Road transport in Africa.

• Road transport is the main transport of passengers. In African countries, along with a relatively small number of paved roads, there are a lot of unpaved roads that are often unsuitable for movement.
• Since 1980, the governments of many African countries began to invest in the creation of transcontinental highways that could unite the transport network into a single whole.
• Until recently, there was actually only one transcontinental highway - the Trans-Maghribian (which connects all the countries of North Africa). At the beginning of the 90s. In the 20th century, the Trans-Sahara Highway (connected Algeria, Mali, Niger and Nigeria) and the Trans-Sahel Highway (connected Senegal, Mali, Burkina Faso, Niger, Chad) came into operation.
• International organizations have developed projects for trans-African highways (see map). The implementation of their construction has already begun, however, due to political, financial and economic problems, the deadlines for completion of construction have not been determined.

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Theme 8. AFRICA

BJIOK KNOWLEDGE AND SKILLS

Exercise 1. Using Table 1 in the Appendix, plot the African countries that gained political independence after World War II on a contour map. Indicate the dates of independence and compare in this respect the countries of North and Tropical Africa.

Add- Using the "business card" on the flyleaf of the textbook, select the appropriate

body for- the existing "pairs" of countries in Africa and foreign Europe, approximately equal in

giving (for pleasure). by the size of the territory.

Task 2. Using the maps of the atlas and tables 3-5 of the "Appendices", classify the countries of Africa according to the degree of their wealth in minerals. Make a table in the following form:

Draw conclusions about the provision of these countries with raw materials and fuel for the development of heavy industry.

Add- Using the same sources, determine the main territorial combinations

body for- mineral. Describe the composition of fossils in each of them; given (us- try to connect it with the tectonic structure of the territory. Apply false). combinations of minerals on a contour map.

Task 3. Using figures 7, 8 and 9, tables 6, 7 and 8 in the "Appendices" and maps of the atlas, specify and complete the characteristics of land, water and agro-climatic resources of Africa contained in the text of the textbook.

Task 4. Using Table 3, quantify the "urban explosion" in Africa. What conclusions can be drawn from these calculations?

Add- Prepare a summary of the report on the topic: "Population of Africa." Use

body for- text and drawings of topics 3 and 8 of the textbook, maps of the atlas, tables of "Appendices", given (complicated). additional literature.

Task 5. Analyze figure 77. Using the economic map of Africa in the atlas, indicate specifically which ore, non-metallic minerals, food products and types of agricultural raw materials determine the monocultural specialization of each of the countries indicated in the graph.

Task 6. Based on the physical and economic maps of Africa in the atlas, determine: 1) the main areas of the mining industry in Africa and their specialization, 2) the main areas of commercial agriculture and their specialization, 3) trans-African transport routes. Also use the drawings of topic 5 of the textbook.

Add- Using the maps of the atlas, make a table in your notebook "Zonal special-

body for- zation of export and consumer crops in

giving (creative!) Africa" ​​in the following form:

Draw all possible conclusions from the analysis of this table.

Task 7. Using the text of the textbook and the plan of Cairo in the atlas, prepare a message

(creative on the theme "Cairo - the Arab city of North Africa." Use also

something!). additional sources of information.

Add- Imagine that you have taken a journey down the Nile from Aswan to

body for- mouth. Describe your trip in a letter to a friend. try to do dacha (for so that a colorful image of this territory arises.

pleasure).

Task 8. What do you think should be done to prevent future

(creative!). a repeat of the "Sahel tragedy"? Give a rationale for your "project".

Add- In his novel Five Weeks in a Balloon, Jules Verne spoke of

body for- travel in Africa in a hot air balloon. "Repeat" the route of this dacha (for trips. In which countries are they located and what are they pleasure). areas of Africa described by the writer today?

Final 1. (Work in a notebook.) Compare the countries of North, Tropical Africa and

task 9. South Africa according to some indicators characterizing their population and economy. Determine the similarities and differences. Arrange the necessary data in the form of a table.

2. Compare the major extractive industries in North Africa and Southwest Asia. What conclusion can be drawn from this comparison?

3. Compare the main export crops of Tropical Africa and South Asia. What conclusion can be drawn from this comparison?

4. For class demonstration, prepare a small album called Geography of Africa on Postage Stamps.

Answer the questions:

1. Why is the shift of the population to the coasts of the oceans and seas in Africa less pronounced than in overseas Asia?

2. Why is the Congo River not used for the export of industrial products from the Copper Belt?

3. Why is Cairo called "the diamond button that fastens the delta"?

4. Why is Senegal called the "Peanut Republic"?

Are the following statements correct: W

1. Most African countries achieved independence in the second half of the 20th century.

2. Africa is the region with the highest birth rate and the highest death rate in the world.

3. African countries are characterized by high rates of urbanization.

4. Nigeria's main mineral is bauxite.

Choose the correct answer:

2. The most important types of minerals in North Africa are ... (coal, iron ore, bauxite, oil, natural gas, phosphorites).

3. The least developed countries in Africa include ... (Algeria, Ethiopia, Chad, Niger, Somalia, South Africa).

4. The main export crops of Tropical Africa are ... (wheat, millet, cotton, citrus fruits, peanuts, coffee, cocoa, natural rubber, sisal).

Can you:

1. Put the following countries, mentioned in the text and on text maps, on the contour map of the world from memory: Libya, Algeria, Sudan, Ghana, Congo, Angola, Zimbabwe, Namibia, Mozambique, Madagascar?

2. Show on the map the following cities mentioned in the text and on maps: Cairo, Kinshasa, Addis Ababa, Nairobi, Lagos, Dakar, Luanda, Johannesburg?

3. Explain the meaning of the following concepts and terms: monoculture, subsistence economy, apartheid?

4. Indicate which of the following countries are the main producers and exporters of cocoa: Ivory Coast, Ghana, Nigeria, Tanzania, Angola?

Identify the countries to which the following statements apply:

1. A country located on an island with an area of ​​1,600 thousand km 2.

2. Countries located "inside" the territory of South Africa.

3. A country lying on the middle course of the Niger River and not having access to the seas.

4. Country whose capital is the city of Nairobi.

5. A country where 98% of the population is concentrated in a territory that occupies less than 4% of its total area.

1. The copper belt stretches from Zambia to the southeastern part of ... .

2. ... - the largest producer and exporter of oil in Africa, a member of OPEC.

3. South Africa produces... all of Africa's manufacturing products.

METHODOLOGICAL KEYS TO TOPIC 8

What needs to be remembered

1. The political map and the peoples of Africa. (Geography, grade 7.) 2. Features of the physical and geographical position, relief, minerals, climate, waters, soils and vegetation of Africa, natural zones within it. (Geography, grade 7.) 3. Ancient Egypt. (History, grade 5.) 4. The main content of the national liberation struggle of the peoples of Africa in the late XIX - early XX century. (History, grade 8.) 5. The material of part I of this textbook. 6. Concepts and terms: colony, bantustan, platform, desert, savannah, equatorial forest, kimberlite pipe, national park.

What you need to know

Topic Leading Ideas 8.

The transformation of the socio-economic structure of Africa requires great efforts on the part of both the African peoples and the entire world community.

Main scientific knowledge of topic 8:

1. Characteristic features of the economic and geographical position, geography of natural conditions and resources, population, industry, agriculture, environmental problems of Africa. 2. The concept of monoculture. 3. The image of the territory of North Africa. 4. The image of the territory of Tropical Africa. 5. Brief overview of South Africa. 6. Keywords of the theme: 1) colonial type of sectoral structure of the economy, 2) monoculture, 3) Arab city type.

What you need to know

1. Using a textbook and an atlas, independently obtain the necessary knowledge for characterization. 2. Carry out comparative characteristics of industries, regions and cities. 3. Prepare a summary of the report on a given topic.

Topic 9. NORTH AMERICA

BLOCK OF OBTAINING KNOWLEDGE AND SKILLS

Exercise 1. Using the text of the textbook and maps of the atlas, describe the US EGP. Is it really beneficial? Why do you think so? Apply the standard plan for characterizing the country's (region's) EGP on p. 222.

Task 2 Using the text of the textbook and figures 83-86, describe the largest

(creative most urban agglomerations and metropolitan areas of the United States. Calculate the proportion of three

something!). megalopolises in the area and population of the country, compare the population density in megalopolises with the national average, draw conclusions. Choose from the text and figures of topic 3 those provisions and figures that are appropriate to use when characterizing urbanization in the United States.

Additional Make a crossword "States and cities of the USA".

task (for pleasure).

Task 3. Using the data in the tables and figures of topic 5 and the tables of the "Appendices", make the necessary calculations, make a bar (bar) or pie chart in your notebook showing the share of the United States in world industrial and agricultural production for certain types of products. Analyze them.

Task 4. Using the text from your textbook and a map of US mineral resources in an atlas, prove that US mineral resources contribute to the development of a diversified industry. Illustrate the following phrase of the textbook: "The main wealth of the eastern part is fuel minerals, the western one is ore." Apply the standard plan for characterizing the natural prerequisites for the development of the country's (region's) industry on p. 222.

Add- Using data on reserves and production of coal, oil, natural gas, iron

body for- ore in the USA, calculate the availability of them (in years). Taking advantage given (us- data in the text of the textbook and in table 1, calculate the share of the United States in the world false). explored reserves of coal, oil, natural gas, iron ore. What conclusions can be drawn from this analysis?

Task 5. Using Figure 87, name the top five oil states in the United States. Determine in which of them oil production is also carried out on the continental shelf. Try to explain the configuration of the existing system of oil pipelines, the reasons for the construction of the Trans-Alaska oil pipeline, which was built in the 70s. From Figure 25, determine where the United States imports oil and petroleum products from. What explains this? Apply a typical plan for the characteristics of the industry of the country (region).

Task 6. Using Figure 88, compile in your notebook a concise and reference table "The main areas of the US steel industry" in the following form:

Task 7. From Figure 28, determine from which countries the United States imports iron ore. What caused it?

Use the economic map of the United States and the world engineering map in the atlas to specify the characteristics of engineering contained in the text of the textbook. Determine by them the largest centers of this industry. Illustrate the textbook's position that the main engineering regions coincide with the US metropolitan areas.

Add- Using the same cards, make a summary and reference in your notebook

body for- table "Structure of mechanical engineering in the largest centers of this industry given (complicated). in the USA".

Task 8. Using the text, figure 89 and other drawings of the textbook, as well as the economic map of the United States in the atlas, compile a concise and reference table "US Industrial Belts" in the notebook in the following form:

Formulate and record conclusions.

Task 9. Using Figure 90, describe the location of US crop production. By overlaying Figure 90 and the US political division map in the atlas, determine: 1) the two main "wheat" states (one for spring, the other for winter wheat), 2) the main "corn" state.

Task 10. Using the plans of downtown New York and Washington in the atlas and

(creative additional sources of information, prepare a report on cultural

something!).-historical and architectural sights of one of these cities. As a "guide" take a short "tour" around the city.

Task 11. Based on the text and drawings of the textbook and maps of the atlas, give a brief

(creative a written description of one of the US macrodistricts (according to one's own

something!) choice).

Add- Imagine that you have taken "journeys" around the USA - along

body for- parallels 40° N sh. and along the meridian 100° W. e. Describe the routes.

giving (for pleasure). Use additional literature.

Task 12 Carefully review the text and figures of part I of the textbook and tables

(creative"Applications". Choose from them all related to Canada. Use

something!). Atlas maps for Canada. Based on these materials, complete the brief socio-economic description of this country given in the textbook. Apply the sample country profile plan on p. 329.

Task 13 1. (Work in a notebook.) Using the materials of topic 9, name the main

(final). typological features of the population and economy of the USA and Canada. Present them in the form of the following table:

Work with this table, make a generalization.

2. (Work on a contour map.) Put on the contour map of North America (optional): 1) the largest cities, 2) the main seaports, 3) transcontinental railways. You can expand this list at your own discretion.

3. Determine what types of thematic maps in the textbook and atlas you used when studying this topic. Which of them are new to you?

4. Based on the text of the textbook and figure 81, describe the Central Business District of an American city.

SELF-CONTROL AND MUTUAL CONTROL UNIT

Explain why:

1. The Northeast of the United States was called the "workshop of the nation."

2. A significant part of the heavy industry of the USA and Canada is concentrated in the Great Lakes region.

3. US aluminum smelters are located in the Tennessee and Columbia river valleys.

4. The specialization of agriculture in the US and Canada changes as you move from east to west.

5. Florida, California and Hawaii attract the most tourists.

6. In the United States and Canada, in recent decades, interest in the development of the regions of the North has increased.

What problems arise:

1. In connection with the accelerated industrialization of the South and West of the USA?

2. Due to the fact that the US economy is becoming increasingly dependent on imports of oil, iron ore and other raw materials and fuels?

Do you agree with the following statements:

1. Megalopolis "Boswash" - the largest urban area in the US?

2. Recently, Alaska has become an important oil production area in the US?

3. Is farming dominant in the US and Canada?

4. Is the US transportation system of the same type as the transportation system of foreign Europe?

5. Does the St. Lawrence River connect the Great Lakes to New York?

6. Is Atlanta the largest airport in the world?

7. Is Canada's population 1/2 the size of the US?

Can you:

1. Find on the map the US cities mentioned in the main text of topic 9, and arrange them from east to west from memory?

2. Give examples of "dairy", "corn", "wheat", "orange", "pineapple", "apple", "cotton" US states?

3. Put on a contour map New England, the Far West, California?

4. Say which of the following indicators characterizes the share of the West in the area of ​​the entire country (in%): 20, 36, 49, 64?

5. List the types of minerals for which Canada is a global producer and exporter?

Use the text of the textbook and maps to answer the questions:

1. Which parts of the US are most likely to employment people in: 1) oil production, 2) the aerospace industry, 3) raising broiler chickens?

2. Which transcontinental railroads can be used to cross the US and Canada in a latitudinal direction?

3. What natural, socio-economic and historical reasons contributed to the development of the US Northeast?

Imagine:

1. That you have visited one of the big cities in the USA or Canada. Describe it.

2. That you wanted to get to know the US industry. What cities do you need to visit to visit: 1) an aircraft factory, 2) a large electronics factory, 3) an automobile factory, 4) a petrochemical plant, 5) a steel mill?

3. That you had the opportunity to work at: 1) a cattle ranch, 2) a tobacco plantation, 3) a sawmill. Which states in the US or provinces in Canada would you need to go to?

Fill in the gaps in the following phrases:

1. The economic capital of the United States is considered ..., but it is increasingly competing with it ....

2. Most of the Midwest borders on... and..., the two main waterways of North America.

3. Among the important crops of the South of the United States is ....

4. In the Canadian province... most of the inhabitants speak French.

METHODOLOGICAL KEYS TO TOPIC 9

What needs to be remembered

1. Political map and peoples of North America. (Geography, grade 7.) 2. Features of the physical and geographical position, relief, minerals, climate, waters, soils and vegetation of North America. (Geography, grade 7.) 3. Features of the historical development of North America in the late XIX-first half of the XX century. (History, grades 8, 9.) 4. Materials of part I of this textbook. 5. Concepts and terms: reserve, farmer.

What you need to know

Topic 9 Leading Ideas:

1. As a result of the collapse of the world socialist system and the Soviet Union, the role of the United States in world politics and economics has increased. 2. New relations between Russia, other countries with economies in transition and the United States have become an important factor in international stability and have changed the entire world political situation for the better.

The main scientific knowledge of topic 9:

1. Characteristic features of the EGP, the geography of natural resources and the population of the United States. 2. General characteristics of the US economy. 3. The main features of the geography of industry, agriculture, transport, nature management in the United States, the main industrial and agricultural regions. 4. Macroregionalization of the USA and the appearance of each of the four macroregions. 5. Brief economic and geographical characteristics of Canada. 6. Keywords of the topic: 1) North American type of city, 2) “second economy”, 3) gross national product, 4) stage specialization, 5) North American type of transport network, 6) industrial belt, 7) agricultural belt, 8) focal type of land development.

What you need to know

1. Describe urban agglomerations and megalopolises. 2. Describe the industry of the country. 3. Give a brief economic and geographical description of the country. 4. Compile a written economic and geographical description.

Instructions and plans for mastering the skills of independent study

1. Plan for the characteristics of the industry of the country (region):

1. The importance of the industry and the size of its products. 2. Natural prerequisites for the development of the industry. 3. The structure of the industry. 4. The main factors influencing the location of the industry, and the main features of its geography; sectoral industrial areas. 5. Dependence of the industry on exports and imports. 6. General conclusion; prospects for the development of the industry.

2. Plan for the characteristics of an individual country:

1. The main features of the EGP. 2. Economic assessment of natural conditions and resources. 3. The main features of reproduction, structure and distribution of the population. 4. General characteristics of the economy. 5. The main features of the location of the industry. 6. The main features of the location of agriculture. 7. The main features of the geography of transport. 8. Main economic regions. 9. The role and geography of foreign economic relations. 10. General conclusion; development prospects.

LESSON PLAN

The theme of the lesson is “Population of Africa”

The name of the lesson is "The Black Continent"

Kostroma, MBOU secondary school No. 24

Grade 11

The purpose of the lesson: identify the distinctive features of the population of Africa.

Lesson objectives

Educational:

Create conditions for the implementation of the skills of working with cartographic material and the text of the textbook.

To update students' knowledge acquired in the 7th grade about the population of Africa.

Educational:

Provide conditions for fostering a positive interest in the subject being studied, the topic of the lesson.

To create conditions in the lesson that ensure the education of attentiveness in the perception of answers.

To promote the development of communication skills through the organization of group work.

Developing:

Provide conditions for improving the skills and abilities of working with cartographic material, textbook text, and statistical data.

Provide conditions for students to master the algorithm for completing tasks and ways to fix the acquired knowledge.

To promote the development of volitional qualities of students in the event of difficulties in the course of work.

lesson type -

A lesson on updating knowledge through the practical application of the skills to work with cartographic material and the text of the textbook.

Forms of student work:

Individual (filling in the worksheet of the lesson)

group

Completing assignments for a specific section of the lesson plan

Solving a crossword puzzle or doing a test together

Mutual verification of work results

Didactic material:

Educational atlases (preferably for each student)

Worksheets (for each student)

Activity pack for 9 groups

Teacher's multimedia presentation

Technical equipment:

Teacher's computer

PC for each group (ideal, dream)

Multimedia projector

A marker board for demonstrating a teacher's presentation with the ability to make the necessary inscriptions on it with a colored marker or stylus.

Planned learning outcomes:

subject

Metasubject

Personal

Work with various sources of geographic information (maps, text, statistics)

Name the population of Africa, the year of Africa

Characterize the forms of state and administrative-territorial structure of countries.

Characterize the racial, national, gender, age, religious composition of the population.

Explain the features of reproduction, accommodation, urbanization of the population of Africa

Development of intellectual, creative, cognitive interests of students.

Development of the ability to manage one's cognitive activity, the ability to formulate the results of one's intellectual efforts, to present the results of one's research.

Mastering a complete system of geographical knowledge and skills, the skills of their application in various life situations.

Development of respect for history, national characteristics, traditions, way of life of other peoples, education of tolerance.

Awareness of the problems concerning the African population, the level of education and the quality of life.

STRUCTURE AND PROCESS OF THE LESSON

The main stages of the organization of educational activities

Purpose of the stage

The content of pedagogical interaction

Time

(in minutes)

Teacher activity

Activity students

Cognitive

Communication - active

Regulatory

I stage. Organizational moment

Target - student activation.

Announces the topic of the lesson, introduces students to the epigraph of the lesson (1st and 2nd slides)

Get acquainted with an excerpt from a poem by N. Gumilyov

Distribute the missing textbooks among themselves

Getting ready for the lesson

I I stage

Studying the characteristics of the modern population of Africa

1.Updating knowledge - PLANNING

Creating a problem situation: Let's remember what features of the population of the region need to be analyzed in order to create a holistic view of them? Can we apply what we have learned?

Offers to formulate the purpose of the lesson, come up with a name for the lesson and fill in a cluster that reflects the intended course of the lesson (3 and 4 slides)

On the 4th slide, with a marker or stylus, he writes down questions, which in turn will become a plan for studying the topic and tasks for groups. When writing, I recommend focusing on the planned questions on the 5th slide. To do this, you can prepare a "cheat sheet" for yourself.

Distributes tasks between groups

Formulate the main goal of the lesson.

They recall the main characteristics of the population studied in the 10th grade and in the 11th grade when studying other regions. They are called.

They listen to each other.Discuss their options to achieve the goal.

Accept and save the learning goallesson. They are divided into groups.

They assume how much each person is personally ready to cope with the task.

Write down the name of the lesson.

2. DISCOVERY OF NEW KNOWLEDGE

Finding a solution to a learning problem (tasks for a group)

Leads students to the idea that in order to complete the task

You must complete all the tasks of the instruction card.

It is necessary to think over the order of the speech, the text of the speech, the text for recording in the worksheet.

Analyze the proposed fragments of cartographic material, the text of the textbook, etc.

Discuss the possibilities of group achievement of the results of the lesson, if necessary, distribute tasks among themselves.

Determine the speaker(s) from the group. Coordinate the text of the entry in the worksheet on their topic of the assignment

Learning activities to implement the plan

Presentation of the results of the group's work

Demonstrates presentation slides related to the topic of the presentation of a particular group (the transition is carried out by hyperlinks from slide No. 5)

Get acquainted with the results of the work of their classmates, make notes in the worksheets

Share the results of group work

Exercise self-control, correct their skills and abilities to briefly, but accurately formulate the main content of the speech of their classmates.

20 (1-3 minutes per group).Some groups need less time

Application of new knowledge.

Summing up the work.

Consolidation of the studied material.

Asks students questions: “Have we achieved the goal of the lesson? What conclusion can be drawn from all of the above?

Shows slide 26 with the conclusion of the lesson.

Demonstrates the 27th slide with generalizing questions.

Discuss the results of the work in the lesson, formulate a conclusion or get acquainted with the finished version.

Answer the questions proposed for consolidation on the studied topic

Discuss in groups the answers to the questions

Correct their knowledge

III . Summary of the lesson. Reflection of activity

The control

Depending on the amount of time left, he offers to either solve the crossword puzzle or answer the test questions (transition from slide No. 27)

Perform the task, control and evaluate their results. Submit the results to the teacher for review.

Group solution of a crossword puzzle or test is acceptable

Reflection on your actions

IV . Homework wording

Activation of cognitive activity of students

Offers to choose an option for a creative task: Prepare messages on the topics:

Myths, legends and tales of the peoples of Africa.

Cultural heritage of African countries

And the obligatory task:Practical work in the contour map: mark the boundaries of the distribution of races and large peoples of Africa

Write down homework

3. Plan for the characteristics of the population of the country (region):

1. Number, type of population reproduction, demographic policy. 2. Age and sex composition of the population, availability of labor resources. 3. National (ethnic) composition of the population. 4. Social and class composition of the population. 5. The main features of the distribution of the population, the impact of migration on this distribution. 6. Levels, rates and forms of urbanization, main cities and urban agglomerations. 7. Rural resettlement. 8. General conclusion. Prospects for population growth and labor supply.

Theme 8. AFRICA

BJIOKGAINING KNOWLEDGE AND SKILLS

Exercise 1. Using Table 1 in the Appendix, plot the African countries that gained political independence after World War II on a contour map. Indicate the dates of independence and compare in this respect the countries of North and Tropical Africa.

Add- Using the "business card" on the flyleaf of the textbook, select the appropriate

bodybehind- the existing "pairs" of countries in Africa and foreign Europe, approximately equal in

giving (for pleasure). by the size of the territory.

Task 2. Using the maps of the atlas and tables 3-5 of the "Appendices", classify the countries of Africa according to the degree of their wealth in minerals. Make a table in the following form:

Draw conclusions about the provision of these countries with raw materials and fuel for the development of heavy industry.

Add- Using the same sources, determine the main territorial combinations

body for- mineral. Describe the composition of fossils in each of them; given (us- try to connect it with the tectonic structure of the territory. Apply false). combinations of minerals on a contour map.

Task 3. Using figures 7, 8 and 9, tables 6, 7 and 8 in the "Appendices" and maps of the atlas, specify and complete the characteristics of land, water and agro-climatic resources of Africa contained in the text of the textbook.

Task 4. Using Table 3, quantify the "urban explosion" in Africa. What conclusions can be drawn from these calculations?

Add- Prepare a summary of the report on the topic: "Population of Africa." Use

body for- text and drawings of topics 3 and 8 of the textbook, maps of the atlas, tables of "Appendices", given (complicated). additional literature.

Task 5. Analyze figure 77. Using the economic map of Africa in the atlas, indicate specifically which ore, non-metallic minerals, food products and types of agricultural raw materials determine the monocultural specialization of each of the countries indicated in the graph.

Task 6. Based on the physical and economic maps of Africa in the atlas, determine: 1) the main areas of the mining industry in Africa and their specialization, 2) the main areas of commercial agriculture and their specialization, 3) trans-African transport routes. Also use the drawings of topic 5 of the textbook.

Add- Using the maps of the atlas, make a table in your notebook "Zonal special-

body for- zation of export and consumer crops in

Denmark(creative!) Africa" ​​in the following form:

natural area	Export crops	consumer cultures
Subtropics Semi-deserts and deserts Savannahs and woodlands Moist equatorial forests

Draw all possible conclusions from the analysis of this table.

Task 7. Using the text of the textbook and the plan of Cairo in the atlas, prepare a message

(creative on the theme "Cairo - the Arab city of North Africa." Use also

something!). additional sources of information.

Add- Imagine that you have taken a journey down the Nile from Aswan to

body for- mouth. Describe your journey in a letter to a friend. try to do dacha (for so that a colorful image of this territory arises.

pleasure).

Task 8. What do you think should be done to prevent future

(creative!). a repeat of the "Sahel tragedy"? Give a rationale for your "project".

Add- In his novel Five Weeks in a Balloon, Jules Verne spoke of

body for- travel in Africa in a hot air balloon. "Repeat" the route of this dacha (for trips. In which countries are they located and what are they pleasure). areas of Africa described by the writer today?

Final 1. (Work in a notebook.) Compare the countries of North, Tropical Africa and

task 9. Republic of South Africa according to some indicators characterizing their population and economy. Describe the similarities and differences. Arrange the necessary data in the form of a table.

2. Compare the main extractive industries in North Africa and Southwest Asia. What conclusion can be drawn from this comparison?

3. Compare the main export crops of Tropical Africa and South Asia. What conclusion can be drawn from this comparison?

4. For class demonstration, prepare a small album called Geography of Africa on Postage Stamps.

Answer the questions:

1. Why is the shift of the population to the coasts of the oceans and seas in Africa less pronounced than in overseas Asia?

2. Why is the Congo River not used for the export of industrial products from the Copper Belt?

3. Why is Cairo called "the diamond button that fastens the delta"?

4. Why is Senegal called the "Peanut Republic"?

Are the following statements correct:^Sh

1. Most African countries achieved independence in the second half of the 20th century.

2. Africa is the region with the highest birth rate and the highest death rate in the world.

3. African countries are characterized by high rates of urbanization.

4. Nigeria's main mineral is bauxite.

Choose the correct answer:

2. The most important types of minerals in North Africa are ... (coal, iron ore, bauxite, oil, natural gas, phosphorites).

3. The least developed countries in Africa include ... (Algeria, Ethiopia, Chad, Niger, Somalia, South Africa).

4. The main export crops of Tropical Africa are ... (wheat, millet, cotton, citrus fruits, peanuts, coffee, cocoa, natural rubber, sisal).

Can you:

1. Put on the contour map of the world from memory the following countries mentioned in the text and on text maps: Libya, Algeria, Sudan, Ghana, Congo, Angola, Zimbabwe, Namibia, Mozambique, Madagascar?

2. Show on the map the following cities mentioned in the text and on the maps: Cairo, Kinshasa, Addis Ababa, Nai Robi, Lagos, Dakar, Luanda, Johannesburg?

3. Explain the meaning of the following concepts and terms: monoculture, subsistence economy, apartheid?

4. Indicate which of the following countries are the main producers and exporters of cocoa: Ivory Coast, Ghana, Nigeria, Tanzania, Angola?

Identify the countries to which the following statements apply:

1. A country located on an island with an area of ​​1,600 thousand km 2.

2. Countries located "inside" the territory of South Africa.

3. A country lying on the middle course of the Niger River and not having access to the seas.

4. Country whose capital is the city of Nairobi.

5. A country where 98% of the population is concentrated in a territory that occupies less than 4% of its total area.

Fill in the blanks in the followingphrases:

1. The copper belt stretches from Zambia to the southeastern part of ... .

2. ... - the largest producer and exporter of oil in Africa, a member of OPEC.

3. South Africa produces ... all the products of the manufacturing industry in Africa.

METHODOLOGICAL KEYS TO TOPIC 8

What needs to be remembered

1. The political map and the peoples of Africa. (Geography, grade 7.) 2. Features of the physical and geographical position, relief, minerals, climate, waters, soils and vegetation of Africa, natural zones within it. (Geography, grade 7.) 3. Ancient Egypt. (History, grade 5.) 4. The main content of the national liberation struggle of the peoples of Africa in the late XIX - early XX century. (History, grade 8.) 5. The material of part I of this textbook. 6. Concepts and terms: colony, bantustan, platform, desert, savannah, equatorial forest, kimberlite pipe, national park.

What you need to know

Topic Leading Ideas 8.

The transformation of the socio-economic structure of Africa requires great efforts on the part of both the African peoples and the entire world community.

Main scientific knowledge of topic 8:

1. Characteristic features of the economic and geographical position, geography of natural conditions and resources, population, industry, agriculture, environmental problems of Africa. 2. The concept of monoculture. 3. The image of the territory of North Africa. 4. The image of the territory of Tropical Africa. 5. Brief overview characterization of South Africa. 6. Keywords of the theme: 1) colonial type of sectoral structure of the economy, 2) monoculture, 3) Arab city type.

What you need to know

1. Using a textbook and an atlas, independently obtain the necessary knowledge for characterization. 2. Carry out a comparative description of industries, regions and cities. 3. Prepare a summary of the report on a given topic.

Topic 9. NORTH AMERICA

Exercise 1. Using the text of the textbook and maps of the atlas, describe the US EGP. Is it really profitable? Why do you think so? Apply a typical plan for characterizing the country's (region's) EGP on p. 222.

Task 2 Using the text of the textbook and figures 83-86, describe the largest

(creative most urban agglomerations and metropolitan areas of the United States. Calculate the proportion of three

something!). megalopolises in the area and population of the country, compare the population density indicators in megalopolises with the national average, draw conclusions. Select from the text and figures of topic 3 those provisions and figures that are appropriate to use when characterizing urbanization in the United States.

Additional Make a crossword "States and cities of the USA".

task (for pleasure).

Task 3. Using the data from the tables and figures of topic 5 and the tables of the "Appendices", make the necessary calculations, draw up a bar (bar) or pie chart in your notebook showing the US share in world industrial and agricultural production for certain types of products. Analyze them.

Task 4. Using text from your textbook and a US mineral atlas map, prove that US mineral resources contribute to the development of a diversified industry. Illustrate the following phrase of the textbook: "The main wealth of the eastern part is fuel minerals, the western one is ore." Apply the standard plan for characterizing the natural prerequisites for the development of the country's (region's) industry on p. 222.

Add- Using data on reserves and production of coal, oil, natural gas, iron

body for- ore in the USA, calculate the availability of them (in years). Taking advantage given (us- data in the text of the textbook and in table 1, calculate the share of the United States in the world false). explored reserves of coal, oil, natural gas, iron ore. What conclusions can be drawn from this analysis?

Task 5. Using Figure 87, name the top five oil states in the United States. Determine in which of them oil production is also carried out on the continental shelf. Try to explain the configuration of the existing system of oil pipelines, the reasons for the construction of the Transalya-Ska oil pipeline, which was built in the 70s. From Figure 25, determine where the United States imports oil and petroleum products from. How is this explained? Apply a typical plan for characterizing the industries of the country (region).

Task 6. Using Figure 88, compile in your notebook a concise and reference table "The main areas of the US steel industry" in the following form:

Task 7. According to Figure 28, determine from which countries the United States imports iron ore. What caused it?

Use the economic map of the United States and the map of the mechanical engineering of the world in the atlas to specify the characteristics of mechanical engineering contained in the text of the textbook. Determine by them the largest centers of this industry. Illustrate the textbook's position that the main engineering regions coincide with the US metropolitan areas.

Add- Using the same cards, make a summary and reference in your notebook

body for- table "Structure of mechanical engineering in the largest centers of this industry given (complicated). in the USA".

Task 8. Using the text, figure 89 and other drawings of the textbook, as well as the economic map of the United States in the atlas, compile a concise and reference table "US Industrial Belts" in the notebook in the following form:

Formulate and record conclusions.

Task 9. Using Figure 90, describe the location of US crop production. By overlaying Figure 90 and the map of the administrative-territorial division of the United States in the atlas, determine: 1) the two main "wheat" states (one for spring, the other for winter wheat), 2) the main "corn" state.

Task 10. Using the plans of downtown New York and Washington in the atlas and

(creative additional sources of information, prepare a report on cultural

something!).-historical and architectural sights of one of these cities. As a "guide" take a small "tour" around the city.

Task 11. Based on the text and drawings of the textbook and maps of the atlas, give a brief

(creative a written description of one of the US macrodistricts (according to one's own

something!) choice).

Add- Imagine that you have taken "journeys" around the USA - along

body for- parallels 40° N sh. and along the meridian 100° W. e. Describe the routes.

dacha (forpleasure). Use additional literature.

Task 12 Carefully review the text and figures of part I of the textbook and tables

(creative"Applications". Choose from them all related to Canada. Use

something!). Atlas maps for Canada. Based on these materials, complete the brief socio-economic characteristics of this country given in the textbook. Apply the sample country profile plan on p. 329.

Task 13 1. (Work in a notebook.) Using the materials of topic 9, name the main

(final). typological features of the population and economy of the USA and Canada. Present them in the form of the following table:

	Play type production population	National composition population		development farms	Industry structure farms	Territorial naya structure farms

Work with this table, make a generalization.

2. (Work on a contour map.) Put on the contour map of North America (optional): 1) the largest cities, 2) the main seaports, 3) transcontinental railroads. You can expand this list at your own discretion.

3. Determine what types of thematic maps in the textbook and atlas you used when studying this topic. Which of them are new to you?

4. Based on the text of the textbook and figure 81, describe the Central Business District of an American city.

SELF-CONTROL AND MUTUAL CONTROL UNIT

Explain why:

1. The North-East of the United States was named "workshop of the nation."

2. A significant part of the heavy industry of the USA and Canada is concentrated in the Great Lakes region.

3. US aluminum smelters are located in the Tennessee and Columbia river valleys.

4. The specialization of agriculture in the US and Canada changes as you move from east to west.

5. Florida, California and Hawaii attract the largest number of tourists.

6. In the USA and Canada, in recent decades, interest in the development of the regions of the North has increased.

What problems arise:

1. Due to the accelerated industrialization of the South and West of the USA?

2. Due to the fact that the US economy is becoming more and more dependent on imports of oil, iron ore and other types of raw materials and fuel?

Do you agree with the following statements:

1. Megalopolis "Boswash" - the largest urban area in the US?

2. Recently, Alaska has become an important oil production area in the US?

3. Is the farm type of agriculture dominant in the USA and Canada?

4. Is the US transportation system of the same type as the transportation system of foreign Europe?

5. Does the St. Lawrence River connect the Great Lakes to New York?

6. Is Atlanta the largest airport in the world?

7. Is Canada's population 1/2 the size of the US?

Can you:

1. Find on the map the US cities mentioned in the main text of topic 9, and arrange them from memory from east to west?

2. Give examples of "dairy", "corn", "wheat", "orange", "pineapple", "apple", "cotton" US states?

3. Put on a contour map New England, the Far West, California?

4. Say which of the following indicators characterizes the share of the West in the area of ​​the entire country (in%): 20, 36, 49, 64?

5. List the types of minerals for which Canada is a global producer and exporter?

Use textbook text and maps to answer questions:

1. Which parts of the US are most likely to employment people in: 1) oil production, 2) the aerospace industry, 3) raising broiler chickens?

2. What transcontinental railroads can be used to cross the USA and Canada in a latitudinal direction?

3. What natural, socio-economic and historical reasons contributed to the development of the Northeast of the USA?

Imagine:

1. That you have visited one of the big cities in the USA or Canada. Describe it.

2. That you wanted to get acquainted with the US industry. What cities do you need to visit to visit: 1) an aircraft factory, 2) a large electronics manufacturing enterprise, 3) an automobile factory, 4) a petrochemical plant, 5) a ferrous metallurgy plant?

3. That you had the opportunity to work at: 1) a cattle ranch, 2) a tobacco plantation, 3) a lumber mill. Which states in the US or provinces in Canada would you need to go to?

Fill in the gaps in the following phrases:

1. The economic capital of the United States is considered to be ..., but it is increasingly competing with ... .

2. Much of the Midwest borders on... and..., the two main waterways of North America.

3. Among the important crops of the South of the USA is ....

4. In the Canadian province... most of the inhabitants speak French.

METHODOLOGICAL KEYS TO TOPIC 9

What needs to be remembered

1. Political map and peoples of North America. (Geography, grade 7.) 2. Features of the physical and geographical position, relief, minerals, climate, waters, soils and vegetation of North America. (Geography, grade 7.) 3. Features of the historical development of North America in the late XIX - first half of the XX century. (History, grades 8, 9.) 4. Materials of part I of this textbook. 5. Concepts and terms: reserve, farmer.

What you need to know

Topic 9 Leading Ideas:

1. As a result of the collapse of the world socialist system and the Soviet Union, the role of the United States in world politics and the economy has increased. 2. New relations between Russia, other countries with economies in transition and the United States have become an important factor in international stability and have changed the entire world political situation for the better.

The main scientific knowledge of topic 9:

1. Characteristic features of the EGP, the geography of natural resources and the US population. 2. General characteristics of the US economy. 3. The main features of the geography of industry, agriculture, transport, nature management in the United States, the main industrial and agricultural regions. 4. Macroregionalization of the USA and the appearance of each of the four macroregions. 5. Brief economic and geographical characteristics of Canada. 6. Key words of the topic: 1) North American type of city, 2) “second economy”, 3) gross national product, 4) stage specialization, 5) North American type of transport network, 6) industrial belt, 7) agricultural -yas, 8) focal type of territory development.

What you need to know

1. Describe urban agglomerations and megalopolises. 2. Describe the country's industry sector. 3. Give a brief economic and geographical description of the country. 4. Compile a written economic and geographical description.

1. Plan for the characteristics of the industry of the country (region):

1. The importance of the industry and the size of its products. 2. Natural prerequisites for the development of the industry. 3. Structure of the industry. 4. The main factors influencing the location of the industry, and the main features of its geography; branch industrial areas. 5. Dependence of the industry on exports and imports. 6. General conclusion; prospects for the development of the industry.

2. Plan for the characteristics of an individual country:

1. The main features of the EGP. 2. Economic assessment of natural conditions and resources. 3. The main features of reproduction, structure and distribution of the population. 4. General characteristics of the economy. 5. The main features of the location of the industry. 6. The main features of the location of agriculture. 7. The main features of the geography of transport. 8. Main economic regions. 9. The role and geography of foreign economic relations. 10. General conclusion; development prospects.

Theme 10. LATIN AMERICA

BLOCK OF OBTAINING KNOWLEDGE AND SKILLS

Exercise 1. According to the "visiting card" on the flyleaf of the textbook, determine the forms of government and the administrative-territorial structure of the countries of Latin America; make a table in your notebook. Compare these countries with the countries of foreign Asia and Africa and try to explain the differences.

Task 2. Using the map of the world's mineral resources and the economic map of Latin America in the atlas and tables 3, 4 and 5 in the "Appendices", characterize the composition of minerals in its individual sub-regions. Explain the similarities and differences.

Add- Determine the main territorial combinations of minerals

body for- Latin America and plot them on a contour map. What are the prerequisites Denmark(us- they create for the development of industry, for the development of new resource false). districts?

Task 3. Use figures 7-9 of the textbook, tables 6, 7 and 8 of the "Appendices" and maps of land, agro-climatic and water resources in the atlas to specify the characteristics of the region's renewable natural resources.

Task 4. Using figures 12-14 of the textbook and maps of fertility, mortality and natural increase in the population in the atlas, specify the provisions of the textbook related to the reproduction of the population.

Task 5. Using maps of the peoples of the world and religions in the atlas, specify the main features of the distribution of the people of Latin America by language families and groups, religions.

Add- The share of Indians in the total population of selected countries in Latin America

body for- is (in%): in Bolivia - 63, in Guatemala - 54, in Peru - 47, in

given (us- Ecuador - 40, Mexico - 15, Chile - 9, Panama - 6, Venezuela,

false). Colombia, Nicaragua, El Salvador, Honduras, Argentina - 2-4. Using this data, build a cartogram on the contour map of the region. Apply the instructions on p. 350.

Task 6. Using the map of world population density in the atlas, specify the main features of the settlement of the population of Latin America, noted in the textbook.

Task 7. Use figures 17, 18, tables 3 and 9 of the textbook and tables 16, 17 of the Appendix, as well as the urbanization map in the atlas, to specify the characteristics of the urbanization process in Latin America. Identify the most and least urbanized countries. Compare Latin America with foreign Asia Africa in terms of the level and pace of urbanization.

Task 8. Using the text of the textbook, the economic map of Latin America in the atlas, put on the contour map of the region the main countries specializing in the extraction and export: oil, iron ore, copper ore, bauxite, tin ores, sulfur, saltpeter. State the reasons for this specialization.

Task 9. Using the text of the textbook, the physical and economic maps of Latin America in the atlas, plot on contour map of the region the main countries specializing in the production of: coffee, cocoa beans, sugar bananas, wheat, corn, meat. State the reasons for this specialization.

Add- Try to answer the question: “What is loaded on ships in ports

body for- Latin America? Compete with your comrades, calling as you can

dacha (forpleasure). more export goods and ports of export.

Task 10. Consider Figure 22 of the textbook. Concrete it with an example of one of

(creative!). Latin American countries (optional).

Task 11. Using the text of the textbook and figure 97, as well as additional sources

(creative!). information, prepare a report on the topic "Development of the Amazon". Explain what problems this raises for Brazil, for Latin America, for the whole world.

Task 12. 1. Based on knowledge of geography and history, explain why Latin

(final). America in terms of socio-economic development is ahead of other regions of the developing world.

2. (Work in a notebook.) Using the text and drawings of the textbook, as well as maps from the atlas, establish similarities and differences between Mexico, Brazil and Argentina.

3. Using the text of the textbook and additional sources of information, give a brief comparative description of two (optional) from the following cities: Mexico City, Havana, Rio de Janeiro, Sao Paulo, Brazi-lia, Buenos Aires.

4. Imagine that you are driving a car along the Pan-American Highway and keeping a diary. Give an example of such a record for one day (of your choice).

5. According to the text of the textbook and figure 98, describe the city of Brasilia.

SELF-CONTROL AND MUTUAL CONTROL UNIT

How would you explain:

What caused the emergence of the geographical term "Latin America"?

What explains the particularly large role of capital cities in Latin America?

How did the dependence on the world market affect the configuration of the region's transport network?

What was the purpose of the new capital of Brazil?

How do you understand:

The assertion that the geographical division of labor between the capital and peripheral cities of Latin America is based not on the principle of "city for country", but on the principle of "country for city"?

The expression: "Rio de Janeiro is a city where people enjoy life, and Sao Paulo is a city where they make a living"?

The expression: “If the price of coffee rises, so does Brazil”?

The expression of the famous Swedish writer A. Lundqvist, who compared Buenos Aires with a powerful spider, "which sits on the edge of the web that entangles the country"?

The expression: “Panama is first and foremost a canal”?

Can you:

Put on the contour map of the world from memory the following countries mentioned in the text and on text maps: Guatemala, Nicaragua, Costa Rica, Colombia, Suriname, Ecuador, Peru, Bolivia, Paraguay, Uruguay ?;

Show on the map the following cities mentioned in the text and on text maps: Mexico City, Havana, Caracas, Lima, Sao Paulo, Montevideo, Buenos Aires, Santiago?

Indicate in which of the following countries the official language is Spanish: Cuba. Venezuela, Brazil, Argentina, Chile?

Name one country in Latin America in whose exports an important role is played by: copper, bauxite, tin, oil, coffee, meat, wool, fish?

Check if right or wrongthe following statements, and if necessary, giverightanswer:

Argentina and Uruguay are the "whitest" countries in Latin America.

Mexico is the largest Hispanic country in the world.

Brazil is the largest Catholic country in the world.

Rio de Janeiro is the largest urban agglomeration in Latin America.

Venezuela is the only Latin American country that is part of OPEC.

Brazil and Colombia are the world's largest coffee producers.

Name the countries to whichthe following statements:

The only country in Central America that does not have access to the Caribbean.

The only country in the Andean sub-region that has no access to the sea.

A country where 4/5 of the population lives at an altitude above sea level.

A country where 17 times more people speak Portuguese than Portugal.

METHODOLOGICAL KEYS TO TOPIC 10

What needs to be remembered

1. The political map and the peoples of Latin America. (Geography, grade 7.) 2. Features of the physical and geographical position, relief, minerals, climate, waters, soils and vegetation of Latin America. (Geography, grade 7.) 3. Features of the historical development of Latin America in the XIX century. (History, grade 8.) 4. Materials of part I of this textbook. 5. Concepts and terms: altitudinal zonality, equatorial forest, river runoff, air masses, mestizos, mulattoes.

What needs to be learned

presentertheme idea10:

The countries of Latin America embarked on the path of restructuring the colonial sectoral and territorial structure of the economy and achieved some success.

Main scientific knowledge of topic 10:

1. Characteristic features of the EGP, geography of natural conditions and resources, population, sectoral and territorial structure of the economy, environmental problems of Latin America. 2. Economic and geographical characteristics of the country-subregion of Brazil. 3. Keywords of the theme: 1) Latin American city type, 2) “false urbanization”, 3) latifundia, 4) colonial type of territorial structure of the economy.

What you need to know

1. Using the drawings of the textbook, as well as maps of the atlas, independently concretize the main provisions of the textbook. 2. Give a brief description of the cities. 3. Make a cartogram.

Instructions and plans for mastering the skills of independent study

How to make and analyze a cartogram.

1. Designate on the contour map the boundaries of those territories that are subject to analysis. 2. Analyze a statistical or other source of indicators for the cartogram, enter the necessary indicators. 3. Group these indicators according to certain intervals. 4. Make a cartogram legend in which darker tones or denser shading will reflect a greater intensity of the phenomenon, and vice versa. 5. Apply coloring or hatching to the contour map. 6. Conduct an analysis of the cartogram, draw conclusions.

GLOBAL PROBLEMS OF HUMANITY

BLOCK OF OBTAINING KNOWLEDGE AND SKILLS

Exercise 1. Using all the content of topic 2 and other topics of the textbook, write in your notebook

(creative scheme "Factors and forms of society's impact on the environment".

something!). Think about the extent to which the solution to the problem of environmental protection depends on every inhabitant of our planet, including you.

Task 2. Using all the content of topic 2 and other topics of the textbook, tables 11, 16, 17,

(creative 34 and 35 in "Appendices", draw an oral "demographic portrait"

something!). planet today and in the first quarter of the XXI century.

Exercise3 Using all the content of topic 1 and other topics of the tutorial, as well as

(creative periodicals, prepare a message (written

something!). abstract) on the topic "On the way to a nuclear-free and secure world".

Task 4 Using figure 99 and the content of topics 2 and 5, as well as other topics of the textbook,

(creative!) describe the geographical aspects of the global food problem. Prove that the lack of food in the world is due primarily not to natural, but to socio-economic causes. Name the branches of the economy that take part in solving the food problem.

Task 5 Using all the content of topics 2, 4 and 5, as well as the regional part of the course and

(creative atlas maps, formulate the geographical aspects of energy and

something!). raw material problems of mankind. What do you think are possible ways to solve them?

Task 6 Using the material of topics 2 and 3 of the textbook and the media,

(creative prepare a debate on the topic "Problems of human health and longevity."

something!).

Exercise7 Use the content of topics 1-5 to explain the concept of maritime

(creative economy. Draw a diagram of this concept in your notebook. Compare maps of the world

something!). offshore oil production and transportation and global marine fisheries and independently formulate the problem that arises in connection with the territorial coincidence of offshore oil production and fisheries. Suggest ways to solve it.

Task 8 Using the content of topic 11, draw up a diagram in your notebook “Relationship

(creative problems of overcoming the backwardness of developing countries with other

something!). global problems of mankind.

Exercise9 Analyze the physical maps of the world and regions and determine for which

(forudo- countries, a rise in the level of the World Ocean even by 1-1.5 m could have

will). catastrophic consequences as a result of flooding of the territory.

Exercise10 1. Make a graphic summary of topic 11.

(final). 2. (Work in a notebook.) Based on the acquired knowledge, make a concise and reference table "Characteristics of the global problems of mankind." Make a generalization based on the materials of the table.

SELF-CONTROL AND MUTUAL CONTROL UNIT

howyou think:

1. If you could invent a way to increase the recovery of oil reservoirs by 20%, would this be equivalent to opening an oil basin comparable in production to the West Siberian one?

2. What does the figurative expression mean that the fuel and raw materials resources of developing countries represent only a small “tip of the iceberg”? What needs to be done in order to use this whole "iceberg"?

3. What does the expression mean: “We did not inherit the Earth from our ancestors. We borrow it from our descendants”?

4. Why does the solution of global problems depend not only on states and governments, but also on the actions of all the inhabitants of the Earth, each individual person, including you personally?

METHODOLOGICAL KEYS TO TOPIC 11

What needs to be remembered

All material for topics 1-10 of the textbook.

What needs to be learned

Topic 11 Leading Ideas:

1. The modern era is the era of the growing interdependence of a contradictory, but more and more integral world. 2. The center and connecting link of the whole complex of global problems of our time is man and his future.

Main scientific knowledge of topic 11:

1. The concept of globalization and global problems of mankind. 2. Essence, causes and ways of solving each of these problems. 3. The concept of a sustainable development strategy. 4. Sustainable development and geography. 5. Keywords of the topic: 1) globalization, 2) "golden billion", 3) global problem, 4) ecological crisis, 5) crisis (critical) ecological region, 6) marine economy, 7) global pro- gnoz, 8) global scientific hypothesis, 9) global (world) project, 10) sustainable development.

“Global ... militaristic ideas of the Western block. In the Soviet ... from in advance given properties by... form mining material... knowledge and skills which form the basis of worldview, general ...

General characteristics of the methodology of science

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... block. “The first of them is formed by categories in which the most generalcharacteristics... thoughts on getting and explanation of facts. Together with topics there are methodologies ... for his life knowledge, skills, skills: knowledge- system of scientific...

97. Africa - the region of "urban explosion"

For many centuries, even millennia, Africa remained predominantly a "rural continent". True, cities appeared in North Africa a very long time ago. Suffice it to recall Carthage, the major urban centers of the era of the Roman Empire. But in Africa south of the Sahara, cities began to appear already in the era of the Great Geographical Discoveries, mainly as military strongholds and trading (including slave) bases. During the colonial division of Africa at the turn of the 19th and 20th centuries. new urban settlements arose mainly as local administrative centers. Nevertheless, the very term "urbanization" in relation to Africa until the end of modern times can be applied, apparently, only conditionally. After all, back in 1900, there was only one city on the entire continent with a population of more than 100 thousand inhabitants.

In the first half of the XX century. The situation has changed, but not so radically. Back in 1920, the urban population of Africa numbered only 7 million people, in 1940 - already 20 million, and only by 1950 had increased to 51 million people.

But in the second half of the 20th century, especially after such an important milestone as the Year of Africa, a real “ urban explosion. This is illustrated primarily by data on urban population growth rates. Back in the 1960s. in many countries they have reached phenomenally high rates of 10–15, or even 20–25% per year! In 1970–1985 the urban population on average increased by 5–7% per year, which meant doubling it in 10–15 years. Yes, even in the 1980s. these rates remained approximately at the level of 5% and only in the 1990s. began to decline. As a result, the number of city dwellers and the number of cities began to increase rapidly in Africa. The share of the urban population in 1970 reached 22%, in 1980 - 29%, in 1990 - 32%, in 2000 - 36% and in 2005 - 38%. Accordingly, the share of Africa in the urban population of the whole world increased from 4.5% in 1950 to 11.2% in 2005.

As in the rest of the developing world, Africa's "urban explosion" is dominated by the growth of large cities. Their number increased from 80 in 1960 to 170 in 1980 and more than doubled thereafter. The number of cities with a population of 500,000 to 1 million has also noticeably increased.

But this distinctive feature of the African "urban explosion" can be especially clearly demonstrated by the example of the growth in the number of million-plus cities. The first such city was in the late 1920s. became Cairo. In 1950, there were only two millionaire cities, but already in 1980 there were 8, in 1990 - 27, and the number of inhabitants in them increased from 3.5 million to 16 and 60 million people, respectively. According to the UN, in the late 1990s. in Africa, there were already 33 agglomerations with a population of more than 1 million people, which concentrated 1/3 of the total urban population, and in 2001 there were already 40 millionaire agglomerations. Two of these agglomerations (Lagos and Cairo) with a population of more than 10 million people have already entered the category of super-cities. In 14 agglomerations, the number of inhabitants ranged from 2 million to 5 million people, in the rest - from 1 million to 2 million people (Fig. 148). However, in the next five years, some capitals, for example, Monrovia, Freetown, dropped out of the number of millionaire cities. This is due to the unstable political situation and military operations in Liberia and Sierra Leone.

Considering the process of "urban explosion" in Africa, one must take into account the fact that the industrial and cultural development of countries, the deepening of the processes of ethnic consolidation and other positive phenomena are associated with cities. However, along with this, the urban environment is accompanied by many negative phenomena. This is because Africa is not just urbanizing in breadth(but not in depth, as in developed countries), but the so-called false urbanization, characteristic of those countries and regions where there is virtually no or almost no economic growth. According to the World Bank, in the 1970s-1990s. Africa's urban population has grown by an average of 4.7% per year, while their GDP per capita has decreased by 0.7% annually. As a result, for the most part, African cities have not become engines of economic growth and structural transformation in the economy. On the contrary, in many cases they began to act as the main centers of the socio-economic crisis, becoming the focus of acute social contradictions and contrasts, such as unemployment, housing crisis, crime, etc. The situation is only aggravated by the fact that cities, especially large ones, continue to attract the poorest rural residents, who are constantly replenishing the stratum of the marginalized population. Statistics show that the top ten cities in the world with the lowest quality of life are nine African cities: Brazzaville, Pont-Noire, Khartoum, Bangui, Luanda, Ouagadougou, Kinshasa, Bamako and Niamey.

The "urban explosion" in Africa is very typical of the exaggeratedly large role of capital cities both in the population and in the economy. The following figures speak of the degree of such hypertrophy: in Guinea, the capital concentrates 81% of the total urban population of the country, in the Congo - 67, in Angola - 61, in Chad - 55, in Burkina Faso - 52, in several other countries - from 40 to 50 %. The following indicators are also impressive: by the beginning of the 1990s. in the production of industrial products, the capitals accounted for: in Senegal (Dakar) - 80%, in Sudan (Khartoum) - 75%, in Angola (Luanda) - 70%, in Tunisia (Tunisia) - 65%, in Ethiopia (Addis Ababa) - 60%.

Despite many common features of the “urban explosion” in Africa, it is also characterized by quite significant regional differences especially between North, Tropical and South Africa.

AT North Africa has already reached a very high (51%) level of urbanization, exceeding the world average, and in Libya it reaches 85%. Egypt already has over 32 million city dwellers, and Algeria has over 22 million. Since North Africa has been the scene of urban life for a very long time, urban growth has not been as explosive as in other sub-regions of the continent. If we keep in mind the material appearance of cities, then in North Africa a long-formed type of Arab city prevails with its traditional medina, kasbah, covered bazaars, which in the 19th-20th centuries. were supplemented by quarters of European buildings.

Rice. 148. Millionaire agglomerations in Africa

AT South Africa the level of urbanization is 56%, and the decisive influence on this indicator, as you might guess, is the most economically developed and urbanized Republic of South Africa, where the number of city dwellers exceeds 25 million people. Several millionaire agglomerations have also formed in this subregion, the largest of which is Johannesburg (5 million). The material appearance of the cities of South Africa reflects both African and European features, and social contrasts in them - even after the elimination of the apartheid system in South Africa - are still very tangible.

AT Tropical Africa the level of urbanization is lower than in North: in West Africa it is 42%, in East - 22, in Central - 40%. The average figures for individual countries are approximately the same. It is symptomatic that in the continental part of Tropical Africa (without islands) there are only six countries where the proportion of the urban population exceeds 50%: Gabon, Congo, Liberia, Botswana, Cameroon and Angola. But here are the least urbanized countries such as Rwanda (19%), Burundi (10%), Uganda (13), Burkina Faso (18), Malawi and Niger (17% each). There are also countries in which the capital concentrates 100% of the total urban population: Bujumbura in Burundi, Praia in Cape Verde. And in terms of the total number of citizens (more than 65 million), Nigeria occupies the uncompetitive first place in all of Africa. Many of the cities of Tropical Africa are extremely crowded. The most striking example of this kind is Lagos, which, according to this indicator (about 70 thousand people per 1 km 2), occupies one of the first places in the world. Yu. D. Dmitrevsky once noted that many cities in Tropical Africa are characterized by division into "native", "business" and "European" parts.

Demographic forecasts provide an opportunity to trace the course of the "urban explosion" in Africa to 2010, 2015 and 2025. According to these forecasts, in 2010 the urban population should increase to 470 million people, and its share in the total population - up to 44%. It is estimated that if in 2000-2015. If the urban population growth rate will average 3.5% per year, then the proportion of urban residents in Africa will approach 50%, and the share of this continent in the urban population of the world will increase to 17%. Apparently, in 2015 the number of millionaire African agglomerations will increase to 70. At the same time, Lagos and Cairo will remain in the group of supercities, but the number of their inhabitants will increase to 24.6 million and 14.4 million, respectively. million to 10 million inhabitants (Kinshasa, Addis Ababa, Algeria, Alexandria, Maputo, Abidjan and Luanda). And in 2025, the urban population of Africa will exceed 800 million people, with its share in the total population of 54%. In North and South Africa, this share will increase to 65% and even 70%, and in the now least urbanized East Africa, it will be 47%. By the same time, the number of millionaire agglomerations in Tropical Africa may increase to 110.