Lesson: Iran in Demographics (Math connections)

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Lesson Objective

Students will be able to interpret pie and bar graphs of demographic information Students will understand class differences and what they imply in Iranian society Students will understand religious diversity in Iran

Lesson Plan

Lesson Name: Iran through Demographics                        Course: High School Language Arts by Anke al-Bataineh

Objective:   
Students will be able to interpret pie and bar graphs of demographic information

Students will understand class differences and what they imply in Iranian society

Students will understand religious diversity in Iran


Essential Questions:            (write on board)

What are people’s lives like in Iran?

How can we use numbers and graphs to understand this?

Materials:           
sidewalk chalk, large area with concrete/paved surface

Large index cards with vocab. Words printed on them

Calculator (to create proportional numbers with however many students are in your class)

Portable White Board and Marker

Articles on Iranian Demographics (Attached)

Teacher Guide to Demographics in Iran


Anticipatory Set:         (3 min)                                       
Tell students we are going to learn about a country (Iran) by looking at its demographics. Ask if students know what this means. Write the definition in big letters on the board. I use “numbers and statistics that tell us how many people fit into different categories within an area.” Ask if they can think of some categories you might want to study about a country, like “how many people _____________?”

Input:         (15 mins) Intrapersonal    
Spread dictionaries around the room. Pass out index cards to students with the following terms. If a student knows or wants to look up the meaning, they should keep the card. If they want, they can switch with a neighbor. Provide 2-3 minutes for them to write the definition on the card. Then, transcribe (10 mins) or paste (2 mins) these on the board or overhead, depending on the time you have and the difficulty of the words for students.

1.     Population

2.    Majority

3.    Minority

4.    Ethnicity

5.    Income

6.    Social Class

7.    Wealth

8.    Poverty

9.    Margin of Error

10. Median/Average

11.  Urban

12. Rural

13. Occupation

14. Birth Rate

15. Literacy

16. Youth

17. Persian

18. Arab

19. Sunni

20. Shia

21. Other (when used in a graph or chart)



Guided Practice:         (35 min)  Kinesthetic    
When terms have been understood by most of the class, take the class outside into a courtyard, playground, alley or sidewalk. Tell the students that you are going to arrange them to represent how many people in Iran fit into some categories, so that they can learn some general ideas about Iran. (I bring along a stuffed Ugly Doll, which I happen to have, and say that it represents less than one person.) You may elect a particularly disruptive or physically active student to draw the chalk outlines after looking at the original chart and placing all the people.  

 

If you have a large number of students, you might choose to draw the chalk outline once they are properly placed. I recommend drawing a big circle that should fit everyone beforehand, placing them, and then drawing chalk divisions between the sections. Label the sections and then ask students to look around and see if they can draw a conclusion. Write reasonable conclusions on the white board so you can bring them back to the classroom.

 

Conclusion/Assessment:         (12 min) Logical, Verbal

Once you have done this for each chart (starting with the easiest and moving to the more complex), take the class inside and discuss the conclusions drawn from the demographics. For example, we saw that only a little more than half of the country is ethnically Persian. What problems might we forsee due to this diversity? Do we notice any correlations between ethnic groups and languages spoken? What does this tell us about society? What similarities and differences do we see between Iran and the United States?


Expansion on this topic:

I assign the Youthful structures article for Independent reading (in class if there’s time, or homework if they do it) and ask them to respond to the following questions. It is challenging to read, so I tell them to skip the words they don’t know and underline ideas they can understand. You might choose to assign any of the other related articles.

 

1.     Why did Iran’s population grow a lot in the 1970s?

2.    How did the government feel about this?

3.    What did the government do?

4.    How did the government’s plan work out?

5.    Is there a population problem in Iran currently?

Links:

http://quickfacts.census.gov/qfd/states/00000.html

http://www.migrationpolicy.org/research/usimmigration.php

http://www.indexmundi.com/iran/net_migration_rate.html

http://hdrstats.undp.org/en/countries/country_fact_sheets/cty_fs_IRN.html

http://www.shababinclusion.org/content/blog/detail/1304/

http://www.unicef.org/infobycountry/usa_statistics.html?q=printme

http://newsvote.bbc.co.uk/mpapps/pagetools/print/news.bbc.co.uk/2/hi/middle_east/8060167.stm?ad=1

 

Vocab to Watch Out For:
see index card list
Lesson Reflection:

 

What went well?

What would you change?

What needs explanation?

Students enjoyed moving around and drew conclusions quickly about a mostly young population, little religious diversity, and a big difference between the US and Iran in terms of immigration issues. They anticipated that while the US is worried about who to let in, Iran might worry more about how to make people want to stay.

During the outside portion of this activity, students will have to interact physically and in close proximity. Take precautions about students who might interact inappropriately in this setting, separating them or talking to them ahead of time about expectations.

Not a math whiz? That’s okay! Here’s how you figure out how many students go into each bar or slice on your human graph. Convert the percentage to a decimal, and then multiply that decimal by the number of students you are “using.” To emphasize difference, round bigger portions up and smaller portions down. This will never be exact.  An example: You have 26 students, and need 51% to stand in the “Persian” ethnicity category. Using a calculator, multiply 0.51 x 26. You should get 13.26. Put 13 students in that area and say it’s “about half.”

 

 

 

Lesson Resources

IranGeography  
968
IranDemographics  
1,041
Iran Demographics Profile 2010  
1,047
Iran Wikipedia the free encyclopedia  
1,112
UNICEF Iran Islamic Republic of Statistics  
1,014
BBC NEWS World Middle East Iran facts and figures  
1,107
UNICEF At a glance United States of America Statistics  
920
Teacher Guide to Demographics in Iran  
961
IranYouthful  
1,001
BBC News Guide How Iran is ruled  
1,129
http://quickfacts.census.gov/qfd/states/00000.html
871
http://www.migrationpolicy.org/research/usimmigration.php
871
http://www.indexmundi.com/iran/net_migration_rate.html
871
http://hdrstats.undp.org/en/countries/country_fact_sheets/cty_fs_IRN.html
871
http://www.shababinclusion.org/content/blog/detail/1304/
871
http://www.unicef.org/infobycountry/usa_statistics.html?q=printme
871
http://newsvote.bbc.co.uk/mpapps/pagetools/print/news.bbc.co.uk/2/hi/middle_east/8060167.stm?ad=1
871

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