Subject Matter
Method of Procedure
Isothermal maps for January and July verify the class conclusions.
| Jan. | July. | |
| Indus Valley, | 40°-60° | 90° |
| Florida | 50°-60° | 80° |
Find out whether your conclusions are right.
Is the temperature of Florida favorable or unfavorable to crops?
Is a temperature somewhat hotter in summer and colder in winter unfavorable to crops?
Is there anything, then, in the temperature of the Indus Valley that explains their famines?
We must evidently look for some other cause for the famines. Upon what other climatic conditions do crops depend?
In what wind belt does the Indus Valley lie?
From what general direction do the trades blow in the northern hemisphere?
Let us see if there is ever any exception to this rule. How does the temperature of the land compare with the temperature of the water in summer? What effect has this upon the air over the land? What naturally follows?
From what direction, then, do the winds blow in India?
Turn to the map of the winds and find the exact direction. These winds are called the Southwest Monsoons.
Tell again from what direction the winds of India come.
What, then, do you conclude as to the rainfall of the Indus Valley in winter? Is there apt to be more or less rainfall in summer? Why? Look at the map very carefully and see if it is likely that even the summer winds bring much rainfall. Is the rainfall equally light all through the valley? Where is it apt to be heaviest? Why?
Prove that your conclusions are correct.
Would you then say that the rainfall is favorable or unfavorable for agriculture?
Does this mean, necessarily, that agriculture cannot be carried on in the lower valley?
What other river valley have you studied that is noted for its agriculture in spite of a very light rainfall?
What makes agriculture possible in the Nile Valley?
To what is the overflow of the Nile due?
Is there anything in the location of the Indus that makes it likely that it, too, overflows?
Overflow is less and a correspondingly smaller area productive.
Character of the soil.
River valleys in general have a rich soil. A river that overflows leaves a deposit of rich mud that makes its banks very fertile.
Favorable—warm climate, rich soil, overflow of the river.
Unfavorable—scanty rainfall.
Crops grow so rapidly and easily when rains do not fail, that vast numbers of the people engage in farming. It is almost purely an agricultural region.
It has attracted vast numbers of people.
Principal products—millet, rice, cotton, sugar cane, wheat, tea.
Practically all needed for home consumption.
More railroads might be built in order that food products could be carried readily from one section to another.
Better methods of irrigation might be employed.
More variety of occupation might be introduced, so that fewer people would be directly dependent upon agriculture for a living.
What is the result if the rainfall is less abundant than usual?
Upon what beside temperature and rainfall does the productiveness of a region depend?
Can you come to any conclusion in regard to the soil of the Indus Valley?
State again the conditions in the valley that are favorable to agriculture. Those that are unfavorable.
What has been the effect of these physical conditions upon the occupations of the people?
What has been their effect upon the density of population?
What crops would you expect to find in the Indus Valley? Consult your textbooks and see what else is grown there.
Do you think that much is exported? Why, then, do they have such terrible famines in India?
Can you suggest anything that might be done to lessen the danger of famine?
Consult your textbooks and see what steps have already been taken in this direction.
A LESSON FOR APPRECIATION
A lesson for appreciation which includes creative and interpretative work. The interpretation of the song in the dance, or dramatic game.
This lesson was planned and taught to a group of second-grade children by Miss Eleanor Wright of the Speyer School, Teachers College, Columbia University.