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2.1 Rapid expansion problems (Page 2/2)

Activity 2:

To investigate and think about the circumstances of the people of rio de janeiro

[lo 2.3]

Make a list of the reasons for the influx of job seekers into Rio de Janeiro:
Make a list of the most significant problems that new inhabitants of the city experience:
What would happen if a fire broke out in a favela ?

Make a list of as many similarities as possible between the problems that people encounter in the cities of Africa and in Rio de Janeiro

Activity 3:

To discuss the influence of the climate of rio de janeiro

[lo 2.1, 2.2]

Determine the latitude of Rio de Janeiro and that will give you a reasonable idea of its climate. Consider the effect of the climate on the living conditions of both the poor and the wealthy inhabitants of the city.

Activity 4:

To discuss the following two problems

[lo 3.2]

A poor family leaves the Brazilian countryside to look for a better life for each member of the family in Rio de Janeiro, where the chances of a better life really are not good.

The circumstances of poor people looking for work in either Rio de Janeiro or any large city in South Africa are very similar.

Activity 5:

To suggest solutions to problems on poverty

[lo 3.3]

Consider the situation in Rio de Janeiro. For the poor the situation is bad. There

must be some sort of solution for the extreme poverty, the poor living conditions and the increasing levels of crime. What do you suggest?

Assessment

Learning Outcomes(LOs)
LO 1
GEOGRAPHICAL ENQUIRYThe learner will be able to use enquiry skills to investigate geographical and environmental concepts and processes.
Assessment standards(ASe)
We know this when the learner:
identifies sources of information, including simple statistics, to help answer the question about a social or environmental issue or problem; selects and records relevant information from sources for specific purposes (including recording and observing in the field); reports on enquiries, through discussion, debate, structured writing, graphs, tables, maps and diagrams.
LO 2
GEOGRAPHICAL KNOWLEDGE AND UNDERSTANDINGThe learner will be able to demonstrate an environmental knowledge and understanding.
We know this when the learner:
explains why more people live in some places than others; identifies how access to different kinds of resources influences development in different places; describes some ways in which society has changed the environment.
LO 3
EXPLORING ISSUESThe learner will be able to make informed decisions about social and environmental issues and problems.
We know this when the learner:
identifies inequalities within and between societies; analyses some of the factors that lead toward social and environmental inequality at different geographical scales and in different places; evaluates actions that lead to the sharing of resources and reducing poverty in a particular context.

Memorandum

Activity 2:

Facilities, entertainment, droughts, opportunities for children
No jobs, no housing, crime, unhealthy
Damage and deaths
Unemployment; poor housing; poor access to services; crime; unhealthy.

Activity 3:

23S – warm (sub-tropical)
High rainfall – diseases

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Read also:

OpenStax, Geography grade 6. OpenStax CNX. Sep 07, 2009 Download for free at http://cnx.org/content/col11000/1.1

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