Five Themes and the Mekong River

LOCATION: Location answers the question, "Where?" It can be absolute or exact, or it can be relative (in relation) to other places.

1. Pin point the exact location of the source of the Mekong River.

• What are its latitude/longitude coordinates?

• What are north of, south of, east of, and west of the source?

• What landmarks are nearby?

2. Create a map to show the path of the Mekong River from its source to its mouth.

3. Speculate any observations about the Mekong's pathway.

(K-3) Students will:

• Include the title, orientation, date, author's name, legend and scale.

• Include selected features (man made and/or natural) of the environment around the Mekong.

• Use geographical terms to describe the Mekong's pathway and human/physical characteristics of a place.

(4-5) Students will:

• Show organization of collected data.

• Construct a map, globe, graph, chart, model, etc., that includes collected geographic data.

• Explain the meanings, patterns, and relationships found in geographic data.

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PLACE: Physical and human characteristics give a place unique character that is recognizable. What makes this river different from other rivers?

1. What does the river look like?

• What is the shape of the river?

• Describe what you see in the landscape.

• Describe the distinctive physical or human features that stand out along the river.

2. Draw a picture of the river. It should reflect your group's perception. How is it different or similar to other rivers?

(K-3) Students will:

• Describe the similarities and differences of the physical characteristics of a community with another.

• Describe the similarities and differences of the human characteristics of a community with another.

• Show how the physical and human characteristics of a place/region determine the uniqueness of a place/region.

(4-5) Students will:

• Show similarities and differences of the physical characteristics of places and regions.

• Show similarities and differences of the human characteristics of places and regions.

• Apply this knowledge to draw conclusions and/or make connections.

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HUMAN ENVIRONMENT INTERACTION: Human-environment interaction involves the relationships humans have with their environment. How do people adapt to their environment? How do they depend on the environment? How do they change their environment and what are the consequences of these changes?

1. Identify and record the boundaries where the river is flowing. What evidence of economic and cultural use do you see? How are people living along the river affected by what other people are doing to the river? What is the quality of the water? How about land use surrounding the river? What environmental impact is present? How do people use the Mekong River? How do they adapt to the Mekong's seasonal changes? How are people changing the river?

2. Discuss how people interact with the environment at different sites of the Mekong River. How are people changing the environment and what are the consequences of these changes? If you were making a decision about the future of the Mekong, which of the following ways show that people want to save the Mekong River? Why do you think so? (Riparian governments; Working independently and through structures like the mekong River Commission; Community groups; Stakeholders; Local and international NGOs; Private investment; Construction interests) If you were living along the Mekong, what would you do about the preserving the environment?

3. Many different groups want to decide what to do with the Mekong River. Who do you agree/disagree with? Why? or Why not?

• Nations of the region want to tap it, control it, and develop it.

• Environmentalists want to protect it.

• Millions depend on it for their way of life.

Discuss.

4. Write a short essay on chart paper.

(K-3) Students will:

• Identify the earth's resources within land, air, water.

• Describe how and why people use earth's resources to meet their needs.

• Describe how people change the physical environment.

• Create and implement a plan to sustain and preserve a local environment.

(4-5) Students will:

• Identify effects of human activity on the physical environment.

• Assess the positive and negative consequences on the environment.

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

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MOVEMENT: Movement involves the mobility of goods and services, ideas, and people. What is being exchanged? Who is traveling? What are the networks and processes that move people, goods, and ideas?

1. List the kinds of movement that you see on, in, or near the river. Where are people going and why? How are goods and services brought to and from the river? Speculate on the exchange of ideas. How does this affect those who keep their traditional cultures? What means of transportation is present in the different areas of the river?

2. Draw a poster that depicts the movement of people, services and goods, and ideas.

(K-3) Students will:

• Identify factors that influence where people migrate and settle

• Determine the reasons why people settle in a particular place

• Show how the factors determine where people migrate and settle.

(4-5) Students will:

• Describe how human events including social, political and economic factors influence settlement patterns in different regions of the world.

• Apply this knowledge to form generalizations and inferences.

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REGIONS: Regions are physical or human (socio-cultural) areas on the earth's surface which are defined by unifying characteristics. They provide an organized way to study the earth's landscapes and peoples. Regions can overlap one another.

1. Look at what is happening in the Mekong River. Look for evidence of the following regional types:

a. Economic -- commercial, agricultural, residential, recreational

b. Cultural -- ethnic, religion, language, education, food sources

c. Environmental -- climate, vegetation, animals

2. Sketch a map of the Mekong River. Draw in the different regions. Explain why you have regionalized the area as such.

(K-3) Students will:

• Describe the similarities and differences of the physical characteristics of a community with another.

• Describe the similarities and differences of the human characteristics of a community with another.

• Show how the physical and human characteristics of a place/region determine the uniqueness of a place/region.

(4-5) Students will:

• Show similarities and differences of the physical characteristics of places and regions.

• Show similarities and differences of the human characteristics of places and regions.

• Apply this knowledge to draw conclusions and/or make connections.