Population Module
    Lesson 1 - Where in the world is the human population changing?

    Lesson 2 - How is population change linked to economic development? Lesson 3 - How does the social status and education of women affect a country's population?

    Lesson 4 - How can countries work together to solve problems related to population and resources?

Population banner


Lesson 2 - Page 3 - What can population structure tell us about economic development?

Additional insight into the relationship between economic development and population change can be gained from a geographical analysis of population structure, which describes the age-sex composition of a population. In the next collaborative learning activity, your team will examine the population structure of China. Before your team begins the activity, here is a brief demographic history of the country.

DEMOGRAPHIC HISTORY OF CHINA

With over 1 billion people, China is home to about 1/6 of all of humanity. Chinese culture and civilization have roots traceable to at least 4,000 years ago. It is the world's oldest continuous national culture and civilization. China's total area is about 3.6 million square miles, which is just slightly larger than the area of the United States including Alaska. Its physical geography is very complex, but in general it has deserts and mountains in the west and well-watered low plains in the east. China's population distribution corresponds to this general physical pattern--the wetter, lower, eastern part is densely settled and the drier, higher, western part is sparsely settled.

Until recently, China was far from modern sources of industrial innovation and change, but over recent decades the country has been developing rapidly. It is transforming its economy through industrialization and integration into the global economy. In 1997, the highly prosperous former British colony, Hong Kong, was returned to China.

In 1950, China's total population was about 550 million people. Mao Zedong, China's leader and Chairman of the Communist Party from 1949 to 1976, encouraged population growth. By 1976, China's population had grown to over 900 million. After Mao's death, China embarked on a vigorous population-control program. Families were ordered to have only one child. They were penalized through taxes, education, and housing policies for having more than one child. The "One-Child Policy" was an attempt to reduce population growth and to raise the standard of living within the country.

After the One-Child Policy was enacted in 1979, China's leaders toughened the policy to force families to have fewer children. This led to terrible consequences, such as female infanticide, because boys are favored over girls in Chinese tradition. Some experts estimated that as many as 500,000 girls were missing" on the average each year from 1985 to 1987 (Yuan Tien et al., 1992).

China's One-Child Policy was relaxed by government leaders during the late-1980s. But the 1990 census revealed higher than expected population growth, so the government again tried to toughen enforcement of limits on family size. Current rules (in 2000) limit most urban couples to one child, while rural residents may have two children. But the government has not been able to implement and enforce its policies and rules evenly throughout the country (Population Reference Bureau 2000). In the west, where many of China's ethnic minorities are found, enforcement has been particularly ineffective.

It is estimated that by 2050, China's population will be about 1.5 billion. Over the course of the next 50 years, it is also expected that China will dramatically improve its industrial infrastructure and experience rapid economic growth. This will most likely affect its population growth and age-sex composition.

To gain a better picture of China's population and development patterns, Click here Flash file for an interactive presentation that compares two different places in China: a rural village in China's interior and a bustling city on the coast. As your team views the presentation, take note of evidence that suggests how economic development affects the size and structure of populations within China.

Collaborative Learning Activity 2.1 - How and why does population structure vary from place to place?

In the next activity, your team will create and interpret population pyramids for different regions within China. Population pyramids are graphs that display the age-sex composition of a population through horizontal bars showing the males or females in a specific age group, called a cohort. These graphs can give you clues about the economy of a place or region. Your team will also compare population pyramids for different countries to explore relationships between economic development and population structure.

Click for the procedures to follow. NOTE: Some pop-up blockers will block this function!

Summary

In this lesson, your team evaluated a theory of demographic transition that explains population change as a result of economic development. The demographic transition theory predicts that death rates and eventually birth rates will decline as countries progress through four stages of development, leading to a stable population. Using census data from China, your team constructed graphs (population pyramids) depicting the past, present, and predicted age and sex structure of China's population. To consider further the relationship between economic development and population change, your team compared the age and sex composition of populations in more developed and less developed countries.

In the next lesson, your team will explore the influence of gender relationships between men and women on rates of population change. Your team will also evaluate policies undertaken by some countries to improve the status of women in order to reduce fertility rates.

Review of Materials Due

Before your team proceeds to the next lesson, each local group should:

  1. Submit one complete set of population pyramid worksheets from Collaborative Learning Activity 2.1.
  2. Post answers to all "blue box" discussion questions in the Group Discussion Board.

Your team should begin Lesson 2 on the date assigned by your instructor.