Troubles for the Mekong: To Dam or Not to Dam?
Mary Frances Higuchi
September, 2001

Introduction:

In the late 1980s, the Chinese Government discussed the possibilities of developing the Mekong and its surrounding regions. The Chinese decided to build a dam to generate hydro-electricity to service the growing industrial developments in Yunnan Province (Upper Mekong). The building of this dam began in 1984 in Manwan and was completed in 1993. It has been successful with a capacity to generate 1500 megawatts. On the other hand, there were human costs. It flooded 24 square kilometers and displaced the inhabitants of 96 villages, approximately 25,000 people. Most of these people were members of minority groups rather than the Han Chinese.

Another dam, built on the Mekong at Dachaoshan downriver from Manwan, began in 1996. Two more dams will be under construction by 2010, one upstream from Jinghong and the other upstream from Manwan at Xiaowan. Three more dams are under consideration and as many as seven or eight might eventually be constructed on the Mekong where it runs through China.

How are the downstream countries being affected? Is it providing improved water flow during the dry season? Fishing has diminished in the Mekong Delta due to pollution in the water. Dams are being built on the Mekong's tributaries, too. How do they affect the Mekong Basin?

How will the dams affect the future of fishing? If the result of the dams even out the flow of the river, will the reduced wet season flow of the Mekong and an increased flow in the dry season have a negative effect on Tonle Sap? What about the agricultural crops that are grown along the Mekong?

What does this all mean for the future of the Mekong? It is assumed that the students have studied the route of the Mekong River and have some idea of the landscape and people living along the Mekong. It is hoped that after students learn how people adapt to and depend on the Mekong River, they will analyze and decide whether the Mekong River Commission should or shouldn't allow for more dams to be built along the Mekong.

Focus Question: How are economic improvements affecting the environmental future of the Mekong and its people?

HCPSII: Geography: Environment and Society: Students demonstrate stewardship of earth's resources through the understanding of society and the physical environment.

(4-5) Analyze the consequences of human modification of the physical environment in Hawai`i, the United States, and other parts of the world, and implement a plan of action to address the consequences.

The student will:

1. Identify effects of human activity on the physical environment.

2. Assess the positive and negative consequences on the environment.

3. Devise and carry out a plan to address the consequences.

References:

Asian International Waters From Ganges-Brahmaputra to Mekong. Edited by Asit k. Biswas and Tsuyoshi Hashimoto. Oxford University Press. 1996.

The Mekong: Turbulent Past, Uncertain Future. Milton Osborne. Atlantic Monthly Press. New York. 2000.

Mekong A Journey on the Mother of Waters. Michael Yamashita. Takarajima Books. 1996. (Out-of-print)

1. Asking Geographic Questions: How do the dams affect the Mekong? What about the riparian communities and the economic, political, social and cultural activities that are interwoven? For example, tourism, recreation, household activities, fishing, navigation, industries, irrigation, hydropower, and flood control have to be planned with all of the countries in mind. How are economic improvements affecting the political, social, and environmental future of the Mekong and its people?

In the 1950s, Laos, Thailand, Cambodia, and Vietnam wanted to increase their own resources. They turned to the Mekong River. A committee for Coordination of Investigations in the lower Mekong Basin was organized with the help of the United Nations. They wanted to develop water resource projects in the lower Mekong Basin. Constant irrigation by creating reservoirs behind the dams was the goal to help increase the farmers' productivity. Rain would be stored in reservoirs and used for irrigation and hydroelectric energy.

Ecological problems were created by the chemical fertilizers, pesticides, and machinery used. The chemicals polluted the waters. The tractors destroyed the frogs and worms that kept the pests away from the rice crops. Vital silt and nutrients flowing downstream to fisheries and rice feleds were cut off by the dams. The dams prevented the fish from migrating. Dams drowned farmland along the Mekong and its tributaries and people living along the banks of the Mekong had to relocate to higher lands that were unsuitable for farming. People are still hopeful that the river will once again support and nourish the lives of the people who live along the river.

Have students generate questions that they want to find answers for.

2. Acquiring, Organizing, Analyzing

A. HIPPO (Habitat Loss, Introduced Species, Pollution, Population Growth, Overconsumption) Discuss the HIPPO Dilemna. How does it apply to the Mekong River, its tributaries, and the countries that it touches.

B. Dams - Have students research effects of the quality of rivers as a result of building of dams. They should note the effects to the people, plants, and animals. For example, the Nam Ngum Dam is about 56 miles north of Vientiane, Laos. It was designed to produce energy for Vientiane and extra electricity so they could sell it to Thailand. A lake was created, displacing many Laotian farmers. The dam destroyed additional forests and drowned large numbers of animals. The rotting vegetation from the forests led to decreased oxygen that eventually killed many fish. Parasites and mosquitoes bred in the lake, carrying deadly disease like malaria, dengue fever, and lung fluke.

As students research different dams, they should formulate questions to explore. Use the questions from "Asking Geographic Questions" to get them started. (How do the dams affect the Mekong? What about the riparian communities and the economic, political, social and cultural activities that are interwoven? For example, tourism, recreation, household activities, fishing, navigation, industries, irrigation, hydropower, and flood control have to be planned with all of the countries in mind. How are economic improvements affecting the political, social, and environmental future of the Mekong and its people?) After studying several dams, including the dam at Manwan, have students organize, compare, and analyze the information to answer their question.

Assessment: Each member of the Mekong River Commission has to defend his/her position on whether or not to add other dams to the Mekong River. Have them write the essay and present it to the class. (If students are unfamiliar with persuasive writing, teach the fundamentals before having them write their short essay.) The plan needs to include:

1) the effects of the dam on the physical environment; 2) the positive and negative consequences on the environment; and 3) a description of a plan to address the consequences.