The territorial composition of the United States

Classification: people's livelihood >> Other social topics

Problem description:

five

Analysis:

For the "US Territory" section, please refer to the following scheme and steps:

Scheme ①: 1. Show the national flag and briefly introduce the meaning of reclamation area and striped area.

2. Read Figure 3-3 1, observe the American ocean and neighboring countries, and pay attention to the particularity of the geographical location of Alaska and Hawaii (such as crossing the northern cold zone, tropics, Oceania, etc.). ). Observe famous mountains, rivers, "plains, lakes, etc." .

3. Introduce Washington, D.C. ..

Scheme ②: 1. Show the American flag and ask, "Who knows the meaning of the American flag pattern?"

2. Explain the pattern of the American flag: 13 red and white stripes represent 13 states when the United States just became independent, and 50 white five-pointed stars in the blue star area represent 50 states in the United States.

3. Show Figure 3-36 and explain that only 48 states are located in the United States except the District of Columbia, where the capital is located. Where are the other two states represented by two stars?

4. The territory of the United States consists of 48 native states, 65,438+0 special zones and 2 overseas states.

5. Question: How did the American flag change from the original 13 stripe to 50 stars, that is, how did it expand from 13 state to 50 states? Explain with the following materials: a. 1783, Britain allocated the land east of the Mississippi River to the United States; B. 1803, Louisiana purchased from France; C.1810-1819, forcibly buying Florida from Spain; D. 18 18, Oregon purchased from England; E. 1846— 1848, seizing new Mexico from Mexico; F1845-1850, annexed Texas from Mexico; G. 1867, Alaska was purchased from Russia; H. 1898, taking Hawaii from Spain.

In the "highly developed economy" part, the following schemes and steps can be taken:

Economic overview section:

It can be divided into two levels: one is the gross industrial and agricultural output value of China, and the other is foreign trade. Three main points: first, the total output value of industry and agriculture has always ranked first in the world; The second is the country with the largest export of industrial and agricultural products and the largest export trade volume; Third, the country that imports the most cars, oil and textiles in the world. It should be noted that the reason why the United States imports industrial products and energy is because of huge consumption and serious waste and the needs of industrial production, not because of the backwardness of its own industry and the lack of energy. For example, the United States has abundant fuel power resources, including coal, oil, natural gas and hydropower. China's annual output of coal is 800-900 million tons, crude oil is 400 million tons, natural gas is 500-600 billion cubic meters, and it also produces nearly 3 trillion kWh of electricity, ranking first in the world. However, the United States accounts for a quarter of the world's energy consumption and is the country with the largest energy consumption in the world. Energy production still cannot meet domestic demand, and oil imports are increasing.

Part of the driving force of agriculture:

Option 1: 1. Guide students to read Figure 3-33 and discuss in groups: a. Specialization of agricultural areas and American agriculture; Specialization of agricultural production and American agriculture.

2. Summarize students' opinions and guide them: Specialization in agricultural areas and specialization in production can make full use of natural conditions and resources (water, soil, light, heat, etc.). All regions should give full play to the role of agricultural machinery and concentrate on using modern science and technology to greatly improve labor productivity.

3. summary; America's agricultural model makes it the country that exports the most grain in the world.

Q: The United States is the largest grain exporter in the world. Why does it import agricultural products such as coffee, cocoa and natural rubber?

5. Tip: A. Coffee, cocoa and natural rubber are produced in the tropics; B. the United States is located in the north temperate zone and lacks a large tropical area.

6. Summary: Although the United States has a large grain output and is a big agricultural country in the world, it still needs to import a large number of agricultural products growing in tropical areas because of its latitude.

Option 2: 1. Read Figure 3-3 1 and analyze its location characteristics (latitude and longitude, land and sea position) and terrain characteristics (in line with the section along the latitude line of the United States).

2. Guide students to evaluate the geographical location and topography of the United States, focusing on the following geographical matters: a. It is located in the northern temperate zone, Alaska spans the northern cold zone, and Hawaii spans the tropics; B. Most of them face the sea, and the coastal areas are greatly affected by the sea; C. The terrain is mainly plain, with vast arable land and good coordination of water and heat; D. tributaries of Mississippi River and agricultural irrigation, etc.

3. Briefly introduce the characteristics of agricultural areas and production specialization in the United States.

4. Summary Under the above natural and social conditions, the United States has become a world agricultural power. Finally, it explains the export of American grain and the import of tropical agricultural products.

Industrial power supply part:

Scheme ①: 1. Introduce the characteristics of American industrial economy: on the one hand, the output of major industrial products ranks in the forefront of the world, on the other hand, the research and development of new technologies ranks in the leading position in the world. This shows that the United States is still the country with the strongest economic strength and technical strength in the world. In the introduction, the teacher can list the output and world ranking of various industrial departments in the United States, so that students can have a perceptual understanding.

2. Introduce the competitive status of "sunset industry" and emerging industries in the United States, and show some data or output value comparison, so that students can understand from the figures that traditional industries are gradually declining and emerging industries are booming.

3. Guide students to the level of theoretical understanding: the disadvantages and advantages of energy-intensive traditional industries and technological knowledge-intensive emerging industries.

4. Students can be arranged to visit the nearest science and technology industrial park.

Option 2: 1. By reading the material "Industrial Distribution in the United States", the distribution map of the three major industrial areas in the United States is displayed.

2. Analyze the development of industrial areas in the northeast of the United States from the aspects of development history, resources, transportation and agriculture. It shows that the industrial areas in the northeast of the United States are concentrated in traditional industries, and there are problems such as high land price and serious pollution.

3. Analyze the advantages of "sunshine zone" in the south and west of the United States: cheap land price, abundant labor force and less environmental pollution. American industry is gradually shifting to the south and west.

4. Introduce the rising conditions of emerging industries in the south and west regions: environment, technology, universities and scientific research institutions.

5. Summary: The output value and products of traditional industries in the northeastern industrial areas of the United States, and the output value and products of emerging industries in the southern and western industrial areas, so as to understand the characteristics of the decline of traditional industries and the rise of emerging industries in the United States, can be summarized by table comparison.

Both of the above two schemes need to consult a lot of information and data. Teachers can not only try their best, but also mobilize students to collect books and online materials.

Ecological and environmental protection issues:

In fact, this part discusses the ecological and environmental protection problems in the United States from two aspects: First, the agricultural development in the United States has led to "black storms" many times. Second, after continuous management, the ecological and environmental problems in the United States are not too serious now.

Teachers need to guide students to think: ① the relationship between land reclamation and "black storm"; (2) The relationship between topographic features and "black storm"; ③ Preventive measures of "black storm".

In the "Population and Cities" section, the following plans and steps can be taken:

Population segmentation:

It can be divided into population composition and population distribution. 1. The population is mainly composed of European white descendants, Asian immigrant descendants, blacks and Indians; Population distribution is reflected in the imbalance between space and region, and the imbalance between urban and rural population. In teaching, you can look at Figure 3-35 first to give students a perceptual knowledge of American cities and densely populated areas. Let's talk about its population composition, pay attention to the social status of black Americans with materials, and the contribution of Chinese overseas Chinese to American science and technology culture.

Northeast China, South China and West China

Area 25.8 24.8 49.4

Population 46.9 3 1.9 2 1.2.

2. Population distribution, you can use the statistical map of population density in the United States, or refer to the following data: population and area comparison of three major regions in the United States (unit:%). The proportion of urban population in the United States can be used as a transition to introduce the content of "American cities".

Urban part:

1. Find out the important cities in the United States on Figure 3-36 and determine their geographical locations.

2. Be familiar with the materials of seven major cities provided by textbooks, and collect extracurricular materials to supplement the relevant materials of Houston.

3. Classroom activities: Please be a tour guide and introduce 8 major cities in the United States to tourists (classmates). See which tour guide explains the most detailed and accurate information.

4. Judge the best tour guide.

The diagrams in this section guide:

L information provided in figure 3-3 1: ① the composition of American territory; (2) the oceans and neighboring countries on the edge of American territory; (3) the topography and distribution of the United States; ④ The relationship between American topography and agriculture; ⑤ The relationship between American topography and population distribution.

2. Information provided in Figure 3-33: ① Regional specialization of American agriculture; ② Spatial distribution of agricultural areas in the United States; ③ The relationship between American agricultural development and environment.

3. Information provided in Figure 3-36: ① Distribution of 50 states and 1 special zone in the United States; ② Distribution of major cities in the United States; ③ The process of American territorial expansion; ④ The migration of American industry.

4. Landscape map or with teaching materials, or with exercises, intuitively explain the corresponding specific problems.

After-school activities:

(1) combined with the United States "9? 1 1 "terrorist attacks, and discuss after collecting information: advantages and disadvantages of super high-rise buildings. Tip: Benefits-land saving, city symbol, centralized office, convenient contact and so on.

Disadvantages-it is difficult to escape in emergencies and disasters, it is difficult to remove garbage, and it is difficult to guide people during peak hours.

(2) Collect information to understand the contribution of overseas Chinese to American science and technology and social development. You can also hold small-scale introductions of relevant people and stories, such as the stories of Li Zhengdao and Yang Zhenning.

③ Based on the environmental problems of "Black Storm" in the United States, collect data, discuss the causes and control measures of sandstorms in China, and write a short paper.

(4) Painting competition. Draw a schematic diagram of American territorial expansion with historical data, and distinguish the territorial expansion in different periods with legends or colors. Display and evaluation of the best map.

⑤ Collect data after class to explore the main transportation modes and characteristics in the United States.