Introduction
Welcome to Asian Studies Term 2!
This learning sequence looks at the urban process, its consequences and responses, with a focus on the mega-city, Jakarta. Students explore the pressures of ever-increasing population on housing and living conditions, and contemporary responses including urban planning.
Key inquiry questions
- How and why do people move between places seeking a more sustainable lifestyle?
- What are the consequences of urbanisation for the growth of cities?
- How can people and institutions respond to urbanisation issues?
These activities have been adapted from the Asia Educaiton Foundation site.
Australian Curriculum Details
|
Geographical Knowledge and Understanding |
Year 7 – The influence of accessibility to services and facilities on the liveability of places
Year 8 – The causes and consequences of urbanisation, drawing on a study from Indonesia, or another country of the Asia region
|
Elaboration: Comparing accessibility to and availability of a range of services and facilities between different types of settlements in Australia and other countries, for example, access to clean water, sanitation, education and health services. Elaboration: Discussing urbanisation as a shift in where and how people live |
|
Geographical Inquiry and Skill Collecting, recording, evaluating and representing |
Year 7: Reflecting and Responding
Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal Year 8: Reflecting and responding Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS062)
|
|
Task
You will need to complete a variety of activities over the course of Term 2. Details of the activites can be found in the 'Process' section. You are free to work on these activities in any order however they all need to be compelted by the end of the term.
You are responsible for keeping your work in a safe place. You may like to use Word, Prezi, One Note or Evernote to record your findings. Please see the classroom teacher for support if you are unsure.
Process
Mega-city Jakarta
In these activities, you will learn about population density and growth of Indonesia's urban centres, particularly Jakarta.
Key inquiry question: How and why do people move between places seeking a more sustainable lifestyle?
Activity 1
Write definitions for the following vocabulary: You will need to use an online dictonary to find the meaning.
- Population density
- Population distribution
- Urban area
- Rural area
- Urban growth
- Urbanisation
- Mega-city
Activity 2
Use the Google Maps, as well as Google Earth to produce a map that identifies the following important features of Jakarta. Draw your map free hand. You can take a photo or scan a copy of your work and save it in electronic form. You can also choose to use a drawing tool rather than draw on paper.
- Java Sea and coastline
- Jakarta city and surrounds
- Bogor, Depok, Tangerang and Bekasi
- Tanjung Priok – port area
- Jakarta Garden City – new cities
- Ancol – recreation area.
Remember that all maps should contain a border, orientation, legend or labels, title.
Activity 3
Compare the size of Jakarta and your nearest capital city (Adelaide). The find out and compare the population of both cities. What do you notice? Collect an image of Jakarta and Adelaide both one from the past and one from today. How have the cities changed?
Activity 4
The population of Jakarta has increased dramatically in recent years. According to the Central Body of Statistics the population of Jakarta Daerah Khusus Ibukota (Special Capital City District of Jakarta) in 2010 was approximately 9.6 million. It is important to note that the actual numbers may vary depending on the information source, especially as some people are temporary residents and also illegal migrants.
- Use population data to create a line graph showing population growth in Jakarta. You may wish to use an online programme to create the graph.
Jakarta's population from 1870–2010
|
Year
|
Population
|
Year
|
Population
|
Year/Date
|
Population
|
|
|
|
|
|
31 October 1980 |
6,503,449 |
|
|
|
|
|
31 October 1990 |
8,259,639 |
|
|
|
|
|
30 June 2000 |
8,389 443 |
|
|
|
|
|
1 January 2005 |
8,540,306 |
|
|
|
|
|
1 January 2006 |
7,512,323 |
|
|
|
|
|
June 2007 |
7,552,444 |
|
|
|
|
|
2010 |
9,588,198 |
|
|
|
|
|
||
|
|
|
|
|
||
|
|
|
|
|
- Use the graph to write an analysis of the population growth over the years. Provide suggestions why this trend has occurred. This only needs to be a paragraph.
Activity 5
Jakarta offers a rich and varied landscape. The large population has occupied all available land, and also reclaimed land from the sea.
- Use Google images to collect 4-6 images of the different homes people have in Jakarta (include city and rural living)
- Write a description of what you find and how it differs to life in Australia. Where would you rather life and why?
Activity 6
Think about what you have learned during these tasks.
- Create a concept map describing what you know about Indonesia and Jakarta.
- You may wish to use an online programme such as Wallwisher or Wordle to display your collective ideas.
- Identify information you would still like to know about the mega-city of Jakarta.
Activity 7
The overwhelming increase in Jakarta’s population has been due to many people in rural areas wanting to migrate to the city. There may be many reasons for this. Many villages do not have access to good infrastructure including electricity, brick buildings, bitumen roads, common goods and education, but employment opportunities may be limited. In other areas, life is not as easy in many ways.
- Locate 3 useful and appropriate YouTube clips that display life in rural Indonesia. Provide the links to thse videos in your presentation.
- Use a Plus, Minus and Interesting (PMI) chart to record your observations.
Visit the 'Conclusion' section for your final response task.
Evaluation
Assessment Rubric – Year 7/8
|
Task |
Excellent |
Satisfactory |
Developing |
|
1. Dictionary Meanings |
All words are set out neatly and correctly recorded. |
All words and their meanings are recorded. |
Most words and their meanings are recorded. |
|
2. Sketched map of Jakarta |
All elements of the map are recorded and presented neatly including all important features. The map contains a border, orientation, legend or labels, title and scale. Sketch of Jakarta is well planned. |
All elements of the map are recorded and presented well including all important features. An attempt has been made to contain a border, orientation, legend or labels, title and scale. |
Map is drawn and partly labelled. No attempt to add extra features such as border, orientation etc. |
|
3. Google Earth task |
Neat, edited and well planned paragraph including images. |
Well planned and structured paragraph including a least one image. |
Paragraph incomplete and no images shown. |
|
4. Population Growth Graph |
Well planned and presented graph. Graph clearly and correctly labelled. Paragraph well-structured and edited clearly showing a sound understanding of the population growth. |
Correctly presented and labelled graph. Well-presented paragraph showing some understanding of the change in population |
Graph lacking detail. Paragraph incomplete. |
|
5. Images |
6 images presented showing different styles of homes. Detailed written description clearly stating which place is better to live and why. |
6 images presented including city and rural. Well planned description including reasons for your choice about which place to live. |
6 images presented lacking variety in types of images presented. Poorly constructed description. |
|
6. Concept Map |
Detailed concept map clearly stating what you have learnt and what you wish to find out. |
Simple concept map presented showing what you have learnt and what you wish to find out. |
Limited information presented in the concept map presented showing what you have learnt and what you wish to find out. |
|
7. Videos |
3 useful and appropriate YouTube clips are presented. Plus, Minus and Interesting (PMI) chart is well planned, edited and comprehensive
|
3 useful and appropriate YouTube clips are presented. Plus, Minus and Interesting (PMI) chart is well planned and edited.
|
Task does not contain all elements. |
|
Shows a sound understanding of Life in Jakarta. |
Made some reflective comments about life in Jakarta. |
Unable to make any connections or draw conclusions about life in Jakarta. |
|
Overall Behaviour/Effort |
Worked consistently and productively during all lessons. Confidently asked questions and sought teacher support when needed. |
Worked well during all lessons. Was able to recognise personal limitations and asked for supported when needed. |
Needed ongoing support to complete independent tasks. |
Conclusion
Choose one of the following questions to reflect on your learning: Write 1-3 paragraphs.
- Logical solutions: Think about the information you have sourced and list the most logical and positive ways that the problems of overpopulation in Jakarta are being addressed.
- Interesting images: Collect 6 images of Jakarta that you find most interesting and write you felt this way.
- Possible issues: Discuss the negative impact escalating overcrowding can have on Jakarta's society in the future.
- Positive futures: Imagine the city of Jakarta where all the problems associated with rapid urbanisation have been solved. Describe the design of the city.