Geography Foundations Handout Packet

Steve SchmidtAppalachian State Universityabspd.appstate.eduschmidtsj@appstate.edu

Lesson 2: The Push and Pull of Migration

Talk, then write

Talk with the people at your table about why you or someone in your family history migrated from one place to another. Once you have talked, then write about it:

Here are the reasons why I or someone in family migrated:

Person ________________________________

Moved from ______________________________ to ______________________________

Here is why the migration occurred:

What were some push and pull factors for this migration?

Migration Vocabulary

Migration – The movement by people from one place to another with the intention of settling temporarily or permanently in the new location

Immigration – Move to live permanently in a foreign country

Emigration – Leave one’s own country to settle permanently in another

Push and Pull FactorsWhen we talk about migration, we discuss push and pull factors. Push factors encourage someone to leave where they are while pull factors encourage someone to settle in a new area.

As you watch the first 3 minutes 30 seconds of the YouTube video, list the push and pull factors you notice: (Google: wg.6 migration push and pull factors)

Push Factors Pull Factors

Sometimes We Don’t Decide Our LifeBy: Anonymous

As an immigrant, it is difficult. Sometimes, we don’t decide our life. When I was seven, I had to leave my country, Guatemala, because of the civil war. In the early 1980s, the guerrillas took over our village. Then the military came and killed more than half the town, including some members of my family. My parents, a sibling, and I survived. We had to leave the country because we were eyewitnesses, and the government could kill us.

We moved to Mexico to start another life. We moved from state to state until immigration officials arrested us. We were separated, and I didn’t know where my parents went. I grew up alone. I learned to work on farms. I picked tomatoes, cotton, and strawberries. When I was 11, I reached Tijuana, Mexico. I could not pay a “coyote” (to get me across the border). I lived on the streets, and I got food from the garbage. Sometimes, I found nice people who gave me food for work. This is how I survived until December 1988.

I decided to cross the border to the U.S. with some friends. We passed through a huge tunnel. We walked for four or five hours. Somehow, we found a ride to Los Angeles.

We did not have any money when we arrived in LA. We slept in the parks for two months. We did not find jobs because we were teenagers, so we moved on. I moved to San Francisco with two friends. After one month, I found a job in a Chinese restaurant. I worked for 18 hours every day. There was no overtime pay. I got $2.75 per hour.

For one year, I slept under Bayshore Freeway. Even though I suffered without food and a home, I felt free. I learned that in America, I can have both school and work at the same time. I learned how important education is. I attended City College of San Francisco in 1995. I couldn’t read or write in Spanish or English. I felt so frustrated, but I had an excellent teacher who taught me the trades as well as English.

After five years, I learned all about general construction such as plumbing, blueprint, electrical, and framing. Today I have my own business in construction. I have seven employees. As a woman, I have to compete with men. I feel proud because I have been so strong physically and mentally.

In conclusion, life is beautiful. It can be bright, dark, or colorful—depending on how you want to see it. From all these good and bad experiences, we can always learn to be a better human being.

Survival as a Jamaican ImmigrantBy: Paul Brown

Growing up PoorI lived with my grandmother and my aunt in Jamaica until I was a teenager. Our life in the country was much harder than the city life. We were poor so we had no electricity. We used kerosene lamps for light. We had no refrigerator or running water. We cooked over a wood fire.

I had to walk a long way to get water and wood. Then I had to carry them back on my head. Everyone in Jamaica carried the weight on their heads unless they had a donkey. We couldn’t afford a donkey. I had to clear the land to plant crops for food. I had to dig potatoes and yams. I dug cassava, turnips, and carrots out of the ground.

I always had a hard time remembering things. My grandmother would send me to the store, and I would forget what to buy. I would come home with something else. The same thing happened at school. I couldn’t remember what they taught me, so I quit in seventh grade.

The Hardest Work I’ve Ever DoneMy aunt sent me to trade school to learn furniture making. I was good at turning chair and table legs. I worked at that until I started having kids, and I needed to earn more money to support them. When I was 19, I went to work on a plantation where I cut sugar cane in the hot sun. That was the hardest work I have ever done. Next I went to work on a banana plantation where I carried the bananas on my head from the field to the trucks.

Applying to Work in the U.S.In my mid-twenties I had an opportunity to get a work card to come to the United States. I had to go to Kingston to pass a physical exam. After I passed the exam, they sent me back home to wait for a telegram. When I got the telegram, I packed my clothes and took the bus back to Kingston where I got on a plane withabout 200 people to come to Miami. We got on a Greyhound bus and they gave us $15 each to use for food for the three-day trip to Connecticut.

The Tobacco-Apple CircuitIn Connecticut, we stayed at a camp for tobacco workers. We slept in bunk beds and were fed from trays like prisoners. We could go and come, but we had to be there for work at 6:00 in the morning and worked until 4:00 in the afternoon. I made $7 an hour. I had to tie up tobacco to keep it straight while it grew. When it was ripe, I had to pick off the bottom leaves from each plant and put them on a carpet where it was pulled to the tractor and taken to the barns to dry. When the tobacco was harvested, I got on a bus with another group of workers, and took a five-hour bus trip to northern Maine where we picked apples. At the camp we were allowed to cook food for ourselves. Most mornings, there was ice on the apples, so when I picked them, my hands were frozen. I had no choice about the work because I had signed a contract with the government.

After I finished the tobacco-apple cycle I was flown back to Jamaica. When I came to the States the second time, I could get a Green Card and all my papers if I married someone who was working. I did get married, and we moved to Rockville,Connecticut. We had two kids while I continued to work on a tobacco farm in Windsor.

Learning to ReadMy life began to change after I got married. I injured my left arm in a tractor accident. I could no longer work, so I went to the library in Vernon where a tutor started teaching me how to read. She also helped me to get my driver’s license.

After physical therapy I went to work for a textile manufacturer and saved my money until I could get a car. With my little reading skill I could get by because I used my common sense. I worked a lot of hours. They would call me sometimes to come in before my regular shift in order to cover for someone. Then I would work through my own shift. I loved to work.

Because I was a good worker, the supervisor kept pushing me to become a part-time machine operator. The other workers told me that the job would be more stressful because it had more responsibility and more reading and writing. I did not take the job until the company started laying off people and the machine operator job became full-time. As an immigrant, I had not established any credit, and I needed a full-time job to earn more money. My old car had caught on fire and I was making payments on a new one. I couldn’t refuse the machine operator job.

I continued to work in that job for 15 years until they closed the doors because of bankruptcy in June 2012. In the settlement package I was given the opportunity to go back to school. Now I am a student at Read to Succeed. When I can read better I will look for a job that pays well.

After reading these two articles, please fill in this chart describing what push and pull factors brought this person to the United States:

Name What “pushed” this person to leave his/her country?

What “pulled” this person to come to the U.S.?

Anonymous from “Sometimes We Don’t Decide Our Life”

Paul Brown from “Survival as a Jamaican Immigrant”

Role Play Have two students play undocumented immigrants who are sitting in a restaurant. Have another student play a security guard (not a police officer) who is harassing the immigrants and asking them for their green cards. The other students will play bystanders. Have students talk about and then write answers to the following questions:

What would you have done as a bystander in that situation?

What makes it easy or hard to get involved in the situation?

Was the Security Guard right in what he did?

Current U.S. policy makes it difficult for undocumented immigrants to obtain citizenship and focuses more on deportation. Should current U.S. policy be changed? Why or why not?

We Are Not Criminals Leonor Lachino

When I came to the United States, I never imagined all of the sad things that we would experience. We came here with the thought of helping our children. However, along the way we are treated as criminals. For example, there were times when we had to stay hidden in the house. We could only see the outside world through the blinds on the windows. We were afraid that if we left the house, we would be reported and taken away from our families forever.

Americans say that we have come to take their jobs. But look at the fruit orchards. It is mostly Latinos whowork there. If other people want those jobs, why aren’t they coming to get them?

When some Americans see that we are Latino, they show their racism. They don’t even have to say anything.Sometimes they just look at us in a disgusted way. Once, when I went to the store to buy a few items, I did not get a shopping cart. As the cashier checked me out, she put my purchased goods on the floor rather than getting a cart or asking me to get one.

So many people die along the way to the United States of America. The lucky ones make it. But then we are often treated with disrespect and blamed for taking jobs.

Writing about Reading

1. Imagine that you are a recent undocumented immigrant to the United States from Mexico and you know very little English. Describe your life. Would you encourage others in your family to come to the U.S.? Why or why not?

2. How do you feel about undocumented immigrants in the United States? Why do you feel this way?

Migrating to →

Migrating from

→

Australia Canada Chile Japan Nether-lands

Saudi Arabia Spain

United Arab

Emirates

United States

Canada 40,994 7,130 3,161 11,591 8,906 0 6,429 0 834,945

China 295,364 543,573 2,832 613,890 37,095 0 144,205 0 1,736,314

Cuba 631 10,320 5,419 205 1,113 0 105,748 0 993,729

Dom. Rep. 105 7,573 481 486 7,298 0 130,83

2 0 787,015

El Salvador 11,352 49,801 389 127 330 0 8,130 0 1,116,420

India 209,908 516,508 906 20,827 14,844 1,452,927 32,647 2,185,919 1,654,272

Korea, Rep. 72,632 114,549 1,909 600,336 6,190 0 3,718 0 1,050,860

Mexico 2,628 58,119 2,907 1,899 2,470 0 48,483 0 11,635,995Philippines 151,676 352,955 140 204,929 9,524 558,818 37,013 120,801 1,717,771

Vietnam 197,610 186,457 19 37,285 12,002 0 1,903 0 1,160,309

1. Where are the largest numbers of migrants moving from? Where are the largest number of migrants moving to?

2. Locate these areas on a world map. Can you identify any patterns?

3. Do some research on these migrations. What push and pull factors are involved?

Source: The Change Agent, Issue 33, March 2014

Worldwide MigrationSelected Data

Lesson 3: Georgia Map Scavenger HuntMap Skills 101: Understanding Maps

As you look at a map, decide what kind of map it is: physical, political, or thematic?

What does the title tell you about the information the map has?

Look at the key. What information does it show?

Important Map Features

Physical MapShows an area’s natural features like mountains, rivers, and lakes

Political MapShows man made boundaries like states and cities

Thematic mapThese maps have certain themes. They could show physical, cultural, social, or historical data. The map at right shows life expectancy with the highest in green, middle in yellow, and lowest in red.

Good Maps Have These Features . . . .

Title Describes what the map shows

Orientation Shows the way the map is placed on the paper. An arrow shows north or a compass rose shows north, south, east, and west.

Date Tells when the map was made

Author Describes who developed, researched, and drew the map

Legend Gives information about a map’s symbols

Scale Describes the relationship between the distance on a map and the actual distance on the ground

Index Alphabetic listing of place names or features and their grid locations

Grid A matrix of letters and numbers that make it easier to find places on a map

Surrounding Places Shows places that border the mapped area

Adapted from National Geographic’s Almanac of Geography

Georgia Map Scavenger HuntIn your group, answer as many of these questions as possible. You will use both sides of the map. If there are questions you cannot answer, ask another group!

1. What is the map’s title? 2. In what grid is the orientation arrow?

3. In what year was the map made? 4. Who is the map’s author?

5. Where is the map’s legend located? 6. One inch equals how many miles on this map?

7. Name six cities that have inset maps 8. Which five states border Georgia?

9. Draw the symbol for a state/local point of interest 10. Using the mileage chart, how far is it from Griffin to Brunswick?

11. Name five interstate highways running through Georgia (do not include 3 digit auxiliary highways)

12. In what grid is Millen located?

13. What road intersects with Skidaway Road near Savannah State University?

14. How can we tell the difference between cities with populations up to or over 25,000 people?

15. In what grid is Jefferson County? 16. In what grid is the Moccasin Creek State Park?

17. How long is the Historic Piedmont Scenic Byway? 18. How many parking locations are there along the Appalachian trail in Georgia?

19. What military reservation is found in grid M 11? 20. What type of airport is near Peachtree City?

Lesson 4: Plastic, Dirt, and the Dustbowl

Plastic Recycling Activity About 32 million tons of plastic ends up in landfills every year! What can we do with all the plastic waste that never gets recycled?

Your team will be given a piece of unrecycled plastic and some flip chart paper. First, brainstorm a list of ideas on what could be done to reuse your piece of plastic. How else could this piece of plastic that we normally throw away be used? Once your team has decided on the best idea, create a drawing that you will present to the other groups!

How Long Does it Take for Plastics to Biodegrade?By William Harris

Drop a ketchup bottle on the floor, and you'll be thankful for polyethylene terephthalate, or PET, the nearly indestructible plastic used to make most containers and bottles. Drop the same bottle into a landfill, however, and you might have second thoughts. Why? Because petroleum-based plastics like PET don't decompose the same way organic material does. Wood, grass and food scraps undergo a process known as biodegradation when they're buried, which is a fancy way of saying they're transformed by bacteria in the soil into other useful compounds. But bacteria turn up their noses at plastic. Load their dinner plates with some plastic bags and bottles, and the one-celled gluttons will skip the meal entirely.

Based on this logic, it's safe to argue that plastic will never biodegrade. Of course, that's not the end of the story. Daniel Burd, a student at Waterloo Collegiate Institute, recently demonstrated that certain types of bacteria can break down plastic. Until other researchers can replicate Burd's experiment and waste treatment plants can implement any new processes, the only real way to break down plastic is through photodegradation. This kind of decomposition requires sunlight, not bacteria. When UV rays strike plastic, they break the bonds holding the long molecular chain together. Over time, this can turn a big piece of plastic into lots of little pieces.

Of course, plastic buried in a landfill rarely sees the light of day. But in the ocean, which is where a lot of discarded grocery bags, soft drink bottles and six-pack rings end up, plastic is bathed in as much light as water. In 2009, researchers from Nihon University in Chiba, Japan, found that plastic in warm ocean water can degrade in as little as a year. This doesn't sound so bad until you realize those small bits of plastic are toxic chemicals such as bisphenol A (BPA) and PS oligomer. These end up in the guts of animals or wash up on shorelines, where humans are most likely to come into direct contact with the toxins.

One solution to this environmental disaster is biodegradable plastic. There are two types currently on the market -- plant-based hydro-biodegradable plastic and petroleum-based oxo-biodegradable plastic. In the former category, polylactic acid (PLA), a plastic made from corn, tops the list as the most talked-about alternative. PLA decomposes into water and carbon dioxide in 47 to 90 days -- four times faster than a PET-based bag floating in the ocean. But conditions have to be just right to achieve these kinds of results. PLA

breaks down most efficiently in commercial composting facilities at high temperatures. When buried in a landfill, a plastic bag made from corn may remain intact just as long as a plastic bag made from oil or natural gas.

How Much of the Earth is Usable Soil?Humans depend on the soil for food, because it supports plant and animal life. It may seem that soil is in abundant supply because we see it everywhere. What we do not realize is that there is not as much soil as we think. This activity will help you put into perspective how little of the Earth’s crust contains usable soil. When soil is lost, it is hard to replace because it can take 500 to 1000 years to create just one inch of topsoil! Water and wind erosion are constantly depleting the amount of soil that is available for use.

Materials

Paper plate; ruler; scissors

Activity

1. Look at the paper plate and imagine that this plate represents a one-dimensional view of the surface of the Earth. As you read the statements below, first draw and then use the scissors to cut away the parts of the Earth’s surface that do not have usable soil.

a. On three-fourths of the plate, draw ocean waves, rivers, and lakes. This represents the fact that 75 percent of the Earth is water. Cut away the three-fourths of the paper plate where you drew the water.

b. On half of the part remaining, draw deserts, mountains, bogs, and cities, as these areas do not have usable soil. Cut away the one-half of the paper plate slice where you drew the deserts, mountains, bogs, and cities.

c. On 75 percent the small slice you have left draw symbols that represent hot and cold temperatures and weather that prevent the soil from being used. Cut away the three-quarters of the remaining plate where you drew the weather symbols.

2. Look at the slice of paper plate you have left in your hand. It represents only about one thirty-second of the Earth’s surface.

Follow-Up Questions

1. What are some ways that humans use the soil?

2. What are some ways that humans abuse the usable soil supply?

Extension

Do some research and look up the areas of the Earth that have the greatest amount of fertile soil. How are we trying to conserve the soil in these areas?

Adapted from (Walker, Wood) The Science Teacher’s Activity-a-Day

Video: January Soils Sustain Life

Why is soil so important?

How is soil formed?

How can soil be lost?

Interactive Map ActivityWhat areas of the world have the most agricultural land area? Why?

What areas of the world have the least agricultural land area? Why?

What patterns do you notice?

Relation to US History: Dust Bowl

Interesting Facts about the Dust Bowl

•In 1932, there were 14 dust storms recorded on the Plains (an area that included the panhandle of Oklahoma and Texas, southwest Kansas, southeastern Colorado, and Nebraska). In 1933, there were 38 dust storms.

•Because of years of repeated dust storms, by 1934 approximately 100 million acres of farmland no longer had enough topsoil to grow crops.

•In April 1935, an Associated Press reporter used the term “dust bowl” to describe the conditions, and the term soon became popular.

•Nebraska – in the heart of “Dust Bowl” country – typically averaged 20 inches of rain per year. In 1934, only 14.5 inches fell, which caused corn yield crops to drop by 75%.

•Poor farming practices contributed to the Dust Bowl of the Great Depression. These included: over planting crops and overgrazing, as well as massive plowing under of natural grasses and replacing them with crops that weren’t drought resistant.

•An estimated 2 million people became “hobos” – people who would illegally hop on trains to get to jobs they’d heard about that were hundreds or thousands of miles away from their Dust Bowl farmland.

•In one year alone during the Great Depression, an estimated 6,500 people were killed as they tried to hop on moving freight trains (either by accident or by guards who were hired by the railroad to prevent people from jumping on trains).

•The New Deal programs initiated during the Great Depression included five major farm laws (AAA, CCC, FSA, SCS, and REA) that were designed to get farmers back on their feet. Many of these programs still exist today.

•During the worst of the Dust Bowl days, students were sometimes sent home to prevent “dust pneumonia.” Other times, they were kept at school overnight, because it was too dangerous to walk home in such harsh conditions and low visibility.

Dust Bowl DiaryImagine you are a farmer whose land has been devastated by the Dust Bowl. The topsoil is gone and the crops you planted last year never grew. You have been living on your land for three generations, but you need

money to feed your family and pay the mortgage. What will you do? Write a diary entry for May 5, 1935 describing what you will do.

Lesson 5: Road Trip!Day 1 - Sample Road Trip Budget Worksheet

Travel

From ______Albany________ to _____Dahlonega_________ (starting city) (stopping city)

Route travelled: __Georgia 91 North to Georgia B usiness east 82 to I – 75 North to I-475 North to I-75 North to I-85 North to Georgia 400 North to Georgia 249 to Georgia Business 19 North ________________________

Total miles travelled ___268____ Divided by car’s miles per gallon __25_____ = ___11_____ gallons

__11___ gallons @ $2.10 per gallon = $ _23.10__

Meals

Lunch ($10 per __3__ persons) = $ __ 30______

Dinner ($12 per __3__ persons) = $ ____36______

Attraction(s)

Name Dahlonega Gold Museum State Historic Site_ City where located _ Dahlonega_______________

Name _Amicalola Falls State Park___________ City where located __ _Dawsonville_____________

Why chosen? ___The group wanted to visit northern Georgia. We are very interested in history and had

_heard about the Dahlonega mine. We also love the outdoors and wanted to visit the state park. ______

Attraction 1 cost $ __6____ per ___3____ persons = $ ___18_______

Attraction 2 cost $ _5 parking fee__ = $ ___5_______

Hotel

Name ___Days Inn ______ City where located __Dahlonega________________

Hotel cost $ __60___ + 12% tax $ _7.20____ for __2___ rooms = $ _ 134.40___

Totals

Day 1 total cost $ _246.50_____

Day 1 total cost per person $ __82.17_____

Road Trip Budget Worksheets

Day 1

Travel

From __________________________ to __________________________ (starting city) (stopping city)

Route travelled: ____________________________________________________________________________

__________________________________________________________________________________________

Total miles travelled ____________ Divided by car’s miles per gallon ____________ = ____________ gallons

________ gallons @ $2.10 per gallon = $ __________

Meals

Lunch ($10 per ______ persons) = $ ____________

Dinner ($12 per _____ persons) = $ ____________

Attraction

Name __________________________________ City where located _______________________________

Name __________________________________ City where located _______________________________

Why chosen? _____________________________________________________________________________

_________________________________________________________________________________________

Attraction 1 cost $ ________ per ________ persons = $ ____________

Attraction 2 cost $ ________ per ________ persons = $ ____________

Hotel

Name ___________________________ City where located __________________________

Hotel cost $ ________ + 12% tax $ _________ for ______ rooms = $ ____________

Totals

Day 1 total cost $ ____________

Day 1 total cost per person $ ____________

Day 2

Travel

From __________________________ to __________________________ (starting city) (stopping city)

Route travelled: ____________________________________________________________________________

__________________________________________________________________________________________

Total Miles __________ Divided by car’s miles per gallon ________ = ________ gallons

________ gallons @ $2.10 per gallon = $ ____________

Meals

Breakfast ($6 per ______ persons) = $ ____________

Lunch ($10 per ______ persons) = $ ____________

Attraction

Name __________________________________ City where located _______________________________

Name __________________________________ City where located _______________________________

Why chosen? _____________________________________________________________________________

_________________________________________________________________________________________

Attraction 1 cost $ ________ per ________ persons = $ ____________

Attraction 2 cost $ ________ per ________ persons = $ ____________

Totals

Day 2 Total cost $ ____________

Day 2 Total cost per person $ ____________

Overall Totals

Overall trip total cost $ ____________

Overall trip total cost per person $ ___________

Lesson 6 : The Developing Country Developing Country Budget

Your SituationYour group is composed of people with degrees in economics and finance. You have formed a consulting firm and your first client has approached you for advice. Your firm will receive a large fee and a great deal of prestige if you are able to assist your new client.

Your first task is to name and draw a map of the country which is located near the equator. Then, decide which form of government your country will have (democracy, king, dictatorship). Draw a railroad line that stretches all the way across the country. Create a map legend where you label the following: capital city, smaller cities, oil wells, major commercial airport (locate near the capital city), and smaller airports (locate two on the map).

Who is Your New Client?Your client is the government of the country whose name and map you have just developed. It is an underdeveloped country in Asia. It has a population of 2,500,000 people and an area of 25,000 square miles.

For many years, the world has ignored this poor, illiterate country. The situation has recently changed because oil was discovered and oil revenues are projected to be 50 billion dollars for the next year and for each year after that for the next ten years.

The government has asked your firm to decide how much money should be budgeted for each of the programs it wants to undertake. There is a list of proposed programs, but your firm may add additional programs as the budget allows.

Your MissionDecide what percentage of the budget should be given to each of these programs. How much is each percentage in actual dollars? Make a poster, chart, diagram, and/or table to present your new budget.

Programs

Program 1: Military DefenseYour country has an army of 5,000 men. There are no modern weapons to defend your country from neighbors who might want to take over your oil fields.

Program 2: CommunicationsOnly the capital city has telephone service. Fewer than 50,000 homes have telephones. There is no cellular service and getting on the Internet is virtually impossible. There are no television stations in your country. A few wealthy people who have traveled out of the country have satellite dishes and can pick up programs, but over 98% of the public have never seen television.

Program 3: EducationYour country has a literacy rate of only 11%. Of the 11% who can read, more than half have only finished the equivalent of sixth grade. Less than 1% of the population has a college degree. There are no universities in your country and the only high schools are in the capital.

Program 4: TransportationYour country has one major airport and two smaller airports. There is one railroad that links both sides of the country, but the tracks are a different gauge from the neighboring countries. If you want to travel out of the country by rail, you have to get off the train near the border and walk about one mile before you get to the train station at the neighboring country. Most roads are unpaved.

Program 5: UtilitiesElectricity is virtually non-existent in the smaller cities and in the rural areas. The only places with electricityin these areas are those that have portable generators. Outside of the capital, only the wealthy people and some hospitals have refrigerators, stoves, or electric lights. Even in the capital, electricity is not always available.

Program 6: AgricultureYour country’s people suffer from malnutrition. Rice is the main food eaten, but due to a drought, the production of rice is very low this year. (Rice needs a great deal of water to grow). Additionally, chickens and other farm animals have died from the lack of water. Your people don’t understand the basics of a balanced diet. Because of the drought, they are no longer self-sufficient. They need food from other countries. The country can afford to pay for the food, but getting it to the people and helping them understand their nutritional needs are problems.

Program 7: TourismYour country is in a beautiful area of Asia. Despite the drought, there are still many interesting things to attract tourists. Foreign investment could come to your country if enough tourists are attracted. However, there is only one hotel in the capital, and it is not very attractive. There are few restaurants. There is no touristindustry now, so tourism would have to be developed.

Program 8: Medical ServicesThere is only one doctor for every 50,000 people, and the hospital in the capital city is not very modern. At least the hospital in the capital is better than the so-called hospitals in the rest of the country.

Program 9: Recreation and ArtsYour country’s citizens have little opportunity to escape the dreariness of their everyday lives. There are no theaters or sports arenas. There are only three movie theaters in the capital, and they never show modern releases. Children do not learn about the arts in school because most children do not attend school. The country lacks stimulating activities for its citizens.

Program 10: IndustryYour country’s oil will not last forever. Experts believe that the oil supply will dry up within 35 years.Currently there is no industry on which to base its future economy. If industry were attracted to your country, the citizens could learn new skills and gain employment. They would have a future for their country once the oil runs out.

Program 11: AdministrationWith only 18,000 people having college degrees, your country needs to hire outsiders to administer its affairs. The current leader does not understand economics very well, although he is interested in protecting his people and seeing them prosper.

Program 12: TechnologyThe only computers in your country are those brought in by visitors or owned by the wealthy. Only the president and a few chosen people have email since Internet access is only possible through an expensive satellite link system. All record keeping, tax collecting, budgeting, and other activities that the United States government does by computer is done manually in your country. This takes time and is not always accurate.

Adapted from (ABSPD) Numeracy Manual