Goals:Formulate the objectives of the course in economic and social geography of Russia. Show the importance of geography as a science in studying the surrounding world. To introduce scientific geographers of Russia. Arouse interest in studying the geography of the economy and population. Introduce students to the structural features of the textbook.
Equipment:Physical and political-administrative maps of the Russian Federation, portrait of N. N. Baransky.
During the classes
I. Organizing time
II.Introductory conversation
On the board are the words of geographer Yuri Konstantinovich Efremov:“I love and know. I know and love. And the more I love you, the better I know.”
-In 8th grade we got acquainted with the nature of our Motherland, the largest country in the world by area. A country with diverse natural resources and natural conditions.
In 9th grade we will get acquainted with the economy in Russia and its population. This part of geography is called socio-economic or public geography.
Find a short glossary of terms on p. 376 (doc. D.) and p. 328 (study A.). There are many new terms in the course of economic geography that need to be understood, and a short dictionary of terms will help us with this. Find an explanation of the word enclave. This is part of the territory of a state, surrounded on all sides by other states and without a sea coast. If an enclave has a seashore, it is called a semi-enclave. Guys, what is the Kaliningrad region of Russia? (Semi-enclave.) Name other words from the dictionary that are not familiar to you.
In grade 9, we will also use digital reference (statistical) material, which is placed in the tables of the appendix (teacher A. p. 308), and by the authors Roma and Dronov in the text of the textbook (for example, on p. 338, table 69, on page 4, table 1).
In the textbook by A. I. Alekseev, before each paragraph there is a heading “You have to find out,” which highlights the main questions of the paragraph. At the end of the paragraph there are a number of questions: the first section is “Questions for self-assessment” - using them you can check the level of mastery of the material in the paragraph. The questions in this section are answered in the textbook.
In the “My Point of View” section, you can think and express your point of view, your judgment on solving problems related to the Russian economy. Maybe your decision will be wrong, but in the future you will encounter Russian economic problems in your life and solving them will be very useful.
The textbook also has a section “Imagine that...”, which invites you to a discussion, models a situation, a dialogue in which you participate. You need to determine your position and convince your interlocutor that you are right or understand the position of the other person.
In the section “The problem awaits your solution,” you are asked to model a geographical process, make a forecast for the development of the region’s economy, or solve a problem facing the country’s territory.
The section “My land in the fate of Russia” will allow you to learn about the peculiarities of your small homeland: city, village, district, both in class and outside of class. And the “Sociocultural Workshop” will allow you to conduct research on your region: the economy, population, problems of your homeland.
Each part has a thematic summary “Let’s sum it up” with the headings “Assessment of your achievements” and “Exchange of values”, the questions of which allow you to summarize the studied part of the textbook.
Economic and social geography is not only a school discipline, but also a serious science, the founder of which is Nikolai Nikolaevich Baransky. (It is possible for one or more students to prepare a report on
N. N. Baransky, his biography and activities.)
Economic geography studies the economy of a country and is divided into branches: geography of industry, geography of agriculture, geography of transport, geography of population, etc.
We will study the geography of the population and economy of Russia.
And the first part of our course is the geography of the components of the economy and population. But, having studied the geography of transport, industry, and agriculture, it is very difficult to imagine the image of any separate part of the country; a comprehensive study of individual regions is also necessary: the economy of the Urals, the European North, Western Siberia, etc.
Currently, geography is concerned not only with description, but also with explanation, forecast, management and correct placement of new economic objects - roads, cities, hydroelectric power stations, factories, etc. On the board is a diagram showing the tasks of geography as a science:
[description)-»1explanation| -Prediction) ->[control| -> 1creation of new objects|
(The diagram is in Alekseev’s textbook, in Dronov’s, Roma’s textbook it is not.)
In 9th grade we will get acquainted with the problems of the Russian economy: economic, social, environmental, and demographic. Having identified the distinctive features of the territory (its economy, population, problems), we must assume and then explain with reason (which is very difficult to do) what kind of future this territory has. For example, Siberia and the Far East are sparsely populated, there are no roads over large areas, and there are long distances between settlements. In the future, it is necessary to develop the richest natural resources here, build cities, factories, and roads. And in some cities of Siberia there are so many “dirty” enterprises (for example, in Kuzbass) that further construction is impossible from an environmental point of view.
Where and why were cities and factories, roads and ports, holiday homes and mines built in Russia? Why is the city of St. Petersburg, founded by Peter the Great, still thriving, but people are leaving Vorkuta? Why did thousands of villages and dozens of cities disappear? How to avoid making the wrong choice of place to create new objects? Now in Russia there are thousands of unfinished factories, roads, power plants, etc. This is the money of the country's population thrown away.
Geography should help society in solving economic problems and create for every resident of Russia an “image of the country,” “an image of a republic, a region, an image of a city,” “an image of a village,” that is, an image of his Motherland.
To understand the image of a territory, it is necessary to know how the economy (economy) of the territory developed historically, how the territory was populated, and what natural resources it has. And, of course, knowledge about the natural conditions of Russia and its parts will be very useful to us. We remember that people settle in areas with favorable conditions. These are: flat terrain; the presence of a river, lake, sea; warm summers and mild winters; sufficient moisture, lush vegetation, etc.
But this is not the case in Vorkuta, Norilsk, Novy Urengoy. These cities have cold and short summers, long and harsh winters, tundra and permafrost. Why do people live in such unfavorable conditions?
III. Consolidation
-What does economic and social geography of Russia study?(Economy (farm) and population and their distribution on the territory of the country.)
-Who is the founder of Russian economic geography? (N.N. Baransky.)
-What are the main tasks of geography?(Description, explanation of the processes occurring in the country, prediction or forecast of changes that may occur under one or another human influence, management of geographical objects, creation of new objects, i.e. geography should help society solve certain specific problems, i.e. . perform practical vital tasks important for the population and economy of the country.)
-Explain the words of Tsar Boris from A. S. Pushkin’s drama “Boris Godunov”:
Tsar. And you, my son, what are you doing? What's this?
Fedor. Drawing of the Moscow land; our kingdom From edge to edge. You see: here is Moscow,
Here is Novgorod, here is Astrakhan. Here is the sea.
Here are the Permian dense forests.
And here is Siberia.
Tsar. What is it
Is it a pattern here?
Fedor. This is Volga.
Tsar. How good! Here is the sweet fruit of learning!
How from the clouds you can suddenly survey the entire kingdom: borders, cities, rivers.
Learn, my son: science reduces our experiences of fast-flowing life - Someday, and soon, perhaps.
All the areas that you have now depicted so cunningly on paper will all fall to your hand. Study, my son, and you will comprehend the work of the sovereign easier and more clearly.
Homework
1.Answer the questions §1, study. A. s. 9 (self-assessment questions).
2.Answer the question: “What is the significance of geography for each person?” (Optional.)
3.Determine where the goods (clothing, food) came from using labels (3-5 types).
4.Draw on one piece of paper the “image of the world” - the image of Russia, a region or republic, a city, a village, using symbols.
Physical geography 6th grade. Lesson 1.
Topic: Introduction. What does geography study? How information about the Earth was accumulated
Purpose of the lesson: To reveal the content of the physical geography course; introduce students to the discoveries and exploration of the Earth in the Middle Ages.
Lesson objectives: Show the practical importance of geographical knowledge at different stages of the development of human society. Systematize knowledge about explorers and travelers. To develop students’ ability to comment and show on the map the travels of H. Columbus, A. Vespucci and others. To cultivate interest in the subject of geography, to form attitudes towards planet Earth as an object of beauty, benefit, study and protection. Equipment: physical map of the hemispheres, globe, physical map of Kazakhstan, grade 6 atlas,
scheme, “Geography as a science.” Presentation for the lesson. Video film Christopher Columbus.
Lesson type: learning new material.
During the classes:
I. Organizing students for the lesson. (1-2 min) Greeting, checking readiness for the lesson.
Message of the topic, purpose of the lesson.
II. Learning new material. (25 minutes)
The teacher's explanation of new material is accompanied by a presentation for the lesson.
At the beginning of the lesson, students are introduced to the content of the physical geography course and review the structural components of the textbook.
Write down the topic of the lesson in your notebook.
Bring students to understand that physical geography is one of the branches of science that studies the nature, population and economy of the earth's surface. As a result of the characterization (description) of the nature of the earth's surface, students discuss the question: what does physical geography study?
Students understand that the concept of “geography” in the time of the Greek scientist Eratosthenes meant “description of the earth,” and nowadays the essence and meaning of this word has become broader. At the same time, he notes that geographical science is currently engaged in the study and transformation of various parts of the earth's surface, studying the diversity of natural conditions and resources, the reasons for the formation of climatic and weather conditions, as well as the interaction of components in the “man - nature - society” system. In this regard, the lesson analyzes the content material that is studied in the initial course and which is the basis for subsequent courses in physical geography.
Next, using the presentation, the teacher explains: Recording the diagram in a notebook.
Geography
Physical economic
6-8 grades 9-11 grades
- the nature of the earth - the population
surface - economy
The meaning of physical geography:
1. navigate
2. find out the location of countries, states, mountains, rivers, etc.
3. use the benefits of nature correctly
4. explain why natural conditions are diverse, etc.
Students are explained various techniques for working with a textbook, map, and appendix. The teacher tells the children about the role of the textbook and reveals its structure. Geography notebook.
Rules for maintenance and registration. How to prepare homework in geography?
Memo (write it down in a notebook, available on the stand in the geography room):
Memo
1. Be sure to prepare the atlas map needed for this topic.
2. Read the textbook, looking for and showing as you read all the geographical objects mentioned in the text.
3. Answer the questions at the end of this paragraph using the correct cards.
4. To test yourself, try using a map to remember the main provisions of the paragraph you studied.
III. Consolidating new material
- Guys, why do we need geography?
GEOGRAPHY HELPES US SEE THE IMAGE OF THE WORLD AND ORIGINATE IN IT.
What are the tasks and methods of the science of geography?
Geography is a science not only about the location of geographical objects. She studies nature and society - people leading joint activities, creating civilizations and states. Look at the diagram, it will help you understand the main tasks of modern geography.
GEOGRAPHY - SCIENCE answers the questions: What? Where? Why? studies, explores, predicts, explains.
What are the tasks and methods of the science of geography? Description
Where is it located?
How does he live?
How it develops Explanation
Why does this happen? Forecast
What will happen in a day, a month, a year, 10 years? Control
How to make sure that... Designing new objects with predefined properties
Construction of cities, reservoirs, canals...
1) Continue the sentences.
1.Geography as a science originated…….
2.Eratosthenes, who lived…..
3. For a long time it was considered……
4.Now geography……
2) Answer the questions using paragraph 1.
5.Why does the Earth’s topography and climate change?
6.What are the new tasks of modern geography?
7. Is a forecast of changes in nature necessary? Give examples
IV. Lesson summary: (3 min) - What did you like about the lesson?
Homework: § 1. Read, study, retell.
“Questions on the geography of Russia” - Russia. Subject. Geographic golf. A game. Kharina Yu.V., geography teacher, MBOU Bystrukhinskaya Secondary School.
“Geographical location” - Positive features: Mark the state border of Russia on the contour map. 1. Position on the mainland, part of the world. Areas of continents. Tasks on the contour map. Position relative to the 0° meridian. Position relative to the equator. 5. Studying a new topic. 8. Lesson objectives: Seas and oceans washing the country (maritime borders).
“Motherland” - The endless fields of Russia, My sad land... Prepared by a 5th grade student “B”. Homework. Draw your homeland. Covered with a fair amount of dust from centuries of past existence. Russia is my Motherland.
“Economic geography of Russia” - For example: Geography is translated as “land description”. Subsections of economic geography: The object of economic and social geography is society: population and economy. Methods of economic and social geography. Geography began as regional studies and developed along the lines of in-depth study.
“Lesson on Russian Geography” - Sakhalin Island is the largest island of Russia, located in the Sea of Okhotsk and the Sea of Japan. Space. Justification for the placement of settlements and economic facilities. Geographic books and magazines (popular and scientific). Weather forecasts. When it is spring in one region, there is snow and blizzard in another. Space and aerial photographs.
“The situation of Russia” - Choose the correct statement: States with which Russia has both sea and land borders: 19°38? V.D. States with which Russia has borders only on land: m. Chelyuskin 12? 17’ (1,351 km). 1. Norway 2. Finland 3. Estonia 4. Latvia 5. Lithuania 6. Poland 7. Belarus 8. Ukraine. Kazakhstan 12.
There are 30 presentations in total
Outline
geography lesson in 9th grade
on the topic “Asian Russia. General characteristics.
Eastern macro-region".
The purpose of the lesson: to form a general idea of the features of the Eastern macroregion of Russia.
Tasks:
Educational: introduce students to the problems and prospects for the development of the region.
Educational: continue to develop the skills and abilities of working with the atlas and textbook, continue training in intellectual techniques of independent cognitive activity (highlighting the main thing, structuring educational material, systematizing knowledge, drawing up conclusions).
Educational: cultivate love for your country; promote understanding of one’s own intellectual achievements as a successful characteristic of a modern person.
Methods of conducting the lesson: partially search based on the analysis of atlas maps, illustrative and verbal, reproductive
Lesson type: lesson in learning new material
Equipment: textbook V.P. Dronov, V.Ya. Rom, I.I. Barinova, A.A. Lobzhanidze “Geography of Russia. Economy and geographical areas”, task cards, atlases, wall maps: physical, administrative.
During the classes
Org moment.
Updating knowledge.
Let's start the lesson with the words of V.M. Lomonosov: “Russian power will grow in Siberia.”
A) Introductory speech by the teacher.
B) Frontal conversation.
Learning new material.
1) General characteristics of the economic and geographical position of the region.
In the lesson we will get acquainted with the Eastern macroregion of our state, its characteristics, geographical location, resources, history and stages of development of its territory, we will find the problems and prospects of this region. The territory of the VMR in the west borders the Urals and the European North, in the south there are state borders with Kazakhstan, Mongolia and North Korea, the northern and eastern outskirts are washed by the waters of the Arctic and Pacific oceans, and also have water borders with the USA and Japan. The area is 12.8 million km2, which is larger in size than the large state of Canada.
2) Characteristics of natural conditions and natural resources.
Natural conditions are unfavorable (they do not facilitate, but rather hinder the development of the territory). The harshness of nature and the remoteness of the territory from developed areas leads to an increase in the cost of work in the region by 2-5 times. The wages of workers in Sèvres are 1.5-3 times higher (northern coefficient). The region's territory has huge reserves of natural resources. The northern territories concentrate 80% of energy reserves, 80% of mature wood, 75% of water and 80% of hydro resources, and large reserves of chemical raw materials. The natural resources of Western Siberia are actively used in the western regions. Oil and gas from Western Siberia transit to European countries. It is not economically profitable to transport ore, coal, and timber from the Far East to the West.
3) Population, economy and stages of development of the macroregion.
In general, the region has a low population density and is poorly supplied with labor resources. The region's economy is based on local natural resources and is dominated by extractive industries. For many centuries, the population of Siberia and the Far East was engaged in nomadic cattle breeding: reindeer herding in the north and breeding sheep and horses in the steppe, fishing in the taiga and on the sea coast. Until the 19th century. After the abolition of serfdom and especially the construction of the Trans-Siberian Railway, millions of peasants from the central provinces poured into the forest and steppe regions of Siberia. Through their efforts, Western Siberia was transformed into a large grain and livestock raising region. Eastern Siberia and the Far East still remained undeveloped; land development and use continued extensively. In the 30-50s, Stalinist repressions began. A large number of people were forcibly resettled to the territory of Siberia and the Far East. Thanks to them, cities, bridges, roads to hard-to-reach areas were built, development and mining were carried out. During the Great Patriotic War, most of the military enterprises were transferred to the cities of Western Siberia, located along the railway, which contributed to the further development of industry in this region. In the 60s, oil and gas production began in the north of Western Siberia, which gave impetus to the development of the oil and gas industry. In the 70s, large transport construction was carried out (the Baikaloamur Mainline - BAM, the road to the West Siberian North, the Amur-Yakut Mainline - AYAM). These roads were led to the sites of mineral deposits in Siberia and the Far East, which served as the basis for the construction of villages and cities. All this contributed to the creation of large territorial production complexes based on efficient energy and raw materials resources. Although in general the transport and economic development of the territory remains low.
Practical work.
- Work on individual cards.
EGP
Task on the card:
1. Highlight the positive and negative aspects of the EGP of the Eastern macroregion:
washed by the waters of two oceans;
removed from the center;
lack of railways and roads in the northern regions;
has a large extent from north to south, from west to east;
large economic regions; (The area of the entire region is 75% of the country’s area (13 million km 2).
harsh climate and permafrost;
borders the Ural economic region;
lack of labor resources in certain territories of the Asian macroregion;
has huge reserves of mineral raw materials;
availability of large water resources;
has a railway and a highway connecting the west and the east.
2. Natural conditions
The nature of the earth's crust;
Waters - rivers, permafrost.
Task on the card:
1.Using atlas maps, assess the natural conditions of the Eastern macroregion:
3. Natural resources
Task on the card:
1. Using atlas maps, textbook text and statistical materials, assess the natural resources of the Eastern macroregion:
Fuel;
4. Population
Task on the card:
1. Using the text of the textbook and atlas maps, the map on the flyleaf of the textbook and statistical materials, characterize the population of the Eastern region:
Population size;
Population density;
Level of urbanization;
Migrations;
5. Household
Task on the card:
1. Using the map of the textbook, the map on the 2nd flyleaf of the textbook, atlas maps, appendix and statistical materials, find out the features of the economy of the Eastern macroregion:
Specialization of the macroregion (development factors);
Branches of specialization.
Reflection.
Conclusions:
The region occupies a vast territory, remote from the Central regions of Russia.
The Eastern region needs to develop external economic ties with the countries of East and Central Asia.
The transport network is poorly developed, so it is necessary to build new roads, especially in the north of the region, and develop river and air transport.
PU are unfavorable (they make it difficult to develop the territory).
PRs are the richest, but their development is more expensive than in the European part of the country.
The region's economy is based on local resources, but it is also necessary to develop knowledge-intensive industries.
Poorly developed infrastructure and difficult living conditions are the reasons for the low population density of the territory and lack of labor resources.
Homework.
Consider possible prospects for the development of the region. (Advanced tasks for the West Siberian region)
Using atlas maps and additional literature, characterize the key regions of Western Siberia.
Identify the main landforms and large water bodies of the West Siberian region.
Determine the main natural resources of the West Siberian region.
Have contour maps for the next lesson.
Plan for studying the lesson topic: 1.Level of economic development. 2. The enterprise is the primary basis of the economy. 3. Division of the economy into industries, inter-industry complexes and sectors. 4. Sectoral, functional and territorial structure of the economy. 1.Level of development of the economy. 2. The enterprise is the primary basis of the economy. 3. Division of the economy into industries, inter-industry complexes and sectors. 4. Sectoral, functional and territorial structure of the economy.
The totality of natural and man-made resources that are used by people to ensure life and improve the conditions of its existence. The interaction of people (labor power) and means of production: means of labor (what a person works with) and objects of labor (what he processes) The totality of natural and man-made wealth that is used by people to ensure life and improve the conditions of its existence. The interaction of people (labor) and means of production: means of labor (what a person works with) and objects of labor (what he processes)
In any country, society solves three interrelated problems: In any country, society solves three interrelated problems: what needs to be produced (what goods and services, in what quantities) what needs to be produced (what goods and services, in what quantities) how to produce these goods and services and services (using what technologies and what resources) how to produce these goods and services (using what technologies and what resources) for whom they are intended (how these goods and services will be distributed distributed). for whom they are intended (how these goods and services will be distributed).
Gross Domestic Product (GDP) Gross Domestic Product (GDP) Labor Productivity Labor Productivity the total value of goods and services produced in the country during the year, expressed in US dollars; the total value of goods and services produced in the country during the year, expressed in US dollars an indicator of labor efficiency, which is measured by the amount of time spent on producing a unit of output p. 221 Footnotes 1 and 2 p. 221 Footnotes 1 and 2
This is a set of enterprises that produce homogeneous products or provide homogeneous services. This is a set of enterprises that produce homogeneous products or provide homogeneous services. Examples of industries: Metallurgical Mechanical engineering Chemical Garment industry Petroleum fuel Metallurgical Mechanical engineering Chemical Garment industry Petroleum fuel
Production sphere Non-production sphere Industry Construction Agriculture Transport and communications trade Housing Household services Healthcare Government bodies Law enforcement Education culture Science physical education and sports Social security
Group A - heavy Group B - light Textile Textile Garment Sewing Leather Tanning Leather Shoe Shoe Printing Printing food food Textile Textile Sewing Sewing Leather Tanning Shoe Shoe Printing Printing food food fuel ferrous metallurgy mechanical engineering and metalworking petrochemical forestry and woodworking pulp and paper construction materials fuel ferrous metallurgy machine building and metalworking petrochemical forestry and woodworking pulp and paper construction materials Industry composition may change See example on p. 223 Industry composition may change See example on p. 223
Historical experience suggests that in its development human society goes through three successive stages: - pre-industrial (agrarian); - industrial; - post-industrial. Historical experience suggests that in its development human society goes through three successive stages: - pre-industrial (agrarian); - industrial; - post-industrial. AGRICULTURAL STRUCTURE OF THE ECONOMY AGRICULTURAL STRUCTURE OF THE ECONOMY INDUSTRIAL STRUCTURE OF THE ECONOMY INDUSTRIAL STRUCTURE OF THE ECONOMY POST-INDUSTRIAL STRUCTURE OF THE ECONOMY
Agriculture) 1. Agrarian structure of the economy (with a predominance of agriculture) industry 2. Industrial stage (with a predominance of industry) information services 3. Post-industrial stage (information, in which the main role belongs to industries producing services). agriculture) 1. Agrarian structure of the economy (with a predominance of agriculture) industry 2. Industrial stage (with a predominance of industry) information services 3. Post-industrial stage (information, in which the main role belongs to industries producing services).
Historical approach to the study of economy PRIMARY SECTORPRIMARY SECTOR SECONDARY SECTOR SECONDARY SECTOR TERTIARY SECTOR TERTIARY SECTOR Mining industry Extractive industry Agriculture and forestry Agriculture and forestry Hunting and fishing Hunting and fishing Manufacturing industry. Manufacturing industry Construction Passenger transport Trade Financial activities Science and education Health Care Culture Management Various services We have revealed that in the history of society there are three stages of development from agrarian to information. Thus, three sectors can be distinguished in the world economy. We have revealed that in the history of society there are three stages of development from agrarian to information. Thus, three sectors can be distinguished in the world economy.
This is a selection of inter-industry complexes (IOC) This is a selection of inter-industry complexes (IOC) these are groups of industries connected into blocks, connected into blocks that perform a common national economic function; these are groups of industries connected into blocks, connected into blocks that perform a common national economic function
Inter-industry complexes of Russia Inter-industry complexes Economic functions Scientific knowledge Carrying out all types of work to obtain, store and disseminate scientific knowledge Military-industrial (MIC) with military equipment, weapons, ammunition Providing the armed forces with the latest military equipment, weapons, ammunition; civil production high technologies Mechanical engineering machines and mechanisms Providing all industries, agriculture and the population with a variety of machines and mechanisms Fuel and energy energy Production and distribution of energy in various types and forms Metallurgical, chemical and forestry structural materials Production of a variety of construction materials and chemicals Agro-industrial agricultural products Production, processing and delivery of agricultural products to consumers Infrastructure services Provision of various services to production and the population
A) Study the already established geography of the economy: what is located and where. b) Explores the principles of location: the location of individual enterprises and industries, why they are located here. Geography studies location conditions (what a specific territory can offer: climate, topography, population) and location factors (requirements made by enterprises). c) Study the territorial structure of the economy. Read the definition on p. 226.
Territorial structure of the economy (TSH) Territorial structure of the economy (TSH) TSH is a set of mutually located territorial elements in a certain way that are in complex interaction with each other. TSH is a set of territorial elements that are in a certain way mutually located in complex interaction with each other. Territorial elements: 1. Industrial areasIndustrial districts 2.Large urban agglomerationsLarge urban agglomerations 3.Recreational zonesRecreational zones 4.Main transport routesMain transport routes 1.Industrial areasIndustrial areas 2.Large urban agglomerationsLarge urban agglomerations 3.Recreational zonesRecreational zones 4.Main transport routesMain transport routesDetermine the geographic pattern of population settlement geographic pattern settlement of the population and its economic activity Determine the geographical pattern of population settlement geographic pattern of population settlement and its economic activity 1. Which sectors occupy the largest part in the economy of our country: production or non-production? 2.Which industries should be developed first: the production or non-production sphere? 3.What is the territorial structure of the economy? (Production.) (Non-production, primarily science, education and health care.) (This is the combination, relative location and interconnection of all territorial units of the country’s economy: districts, settlements, communications.)
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