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Case Study: Three Gorges Dam

Notes for Teachers

 

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1. Introduction

The topic of mega-dams lends itself to debate at various educational levels. The topic tends to catch the imagination and useful discussion can be achieved without technical knowledge, using just imagination and some lateral thinking. This section suggests ways in which teachers can make best use of the resources available, particularly using the World Wide Web. A summary of the Three Gorges Dam's history and issues can be used either to inform the teacher or as a direct sources of information for pupils.  A bibliography, containing both basic texts and academic research articles, and web links are also provided. Much of this material has been adapted and updated from: Simm DJ (2002) Using the internet as a teaching tool: Three Gorges Dam, China, in Teaching Geography, volume 27(2), pages 82-86. Many of the links from this article have changed or become defunct since its publication in 2002, so this module provides an update.  The Geography Association website contains further educational resources and a range of services.

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2. Why study the large dams issue?

The big dams debate fits into many A-level curricula in the following areas:  

  • developing knowledge and understanding of  basic environmental, social and economic impacts of human activities in the landscape;

  • developing understanding of a multi-faceted issue with various viewpoints and to debate differing perspectives;

  • the study of a distant locality.  

The topic can be effectively used to introduce a complex issue such as the large dam debate and can also be used a case study for regional geography of China. The inter-relationships between the social, cultural, economic, political and environmental impacts and perspectives are particularly evident. This case study offers a good introduction into the complex issues concerning large dams, environmental and socio-economic impacts and sustainable development.

The World Wide Web is particularly appropriate because it is a topical and contemporary source of information that will appeal to increasingly ICT-literate pupils. The timescales involved in publication of text books means that content may be out-dated, whereas the World Wide Web provides an up-to-date source of information. Although the accuracy and content of the material can be compromised, teaching strategies can be adopted to overcome such limitations and can even be used a part of the teaching exercise. The use of the internet and the World Wide Web also offers a new range of innovative teaching and learning strategies that can be adopted for different purposes. ICT skills acquisition, developed through use of the internet and the World Wide Web can be effectively integrated with academic skills. For instance:  

  1. develop research skills using the new technology by searching and navigating the web using search engines;

  2. enable pupils to critically evaluate material found on the World Wide Web;

  3. produce a synopsis of the topic extracted from several key sites;

  4. develop debating skills and acquire an ability to view issues from different perspectives and viewpoints.

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3. Types and sources of information

Because the Three Gorges Dam project is still under construction, only the most recent texts and journals may make significant reference to it. Up-to-date information may be obtained from sources such as topical, popular scientific magazines (such as Geographical Magazine, Scientific American or National Geographic), or the World Wide Web. Typing keywords into a search engine will yield hundreds, if not thousands, of 'hits'. Because most are unsolicited and experts have not refereed their content, World Wide Web sites are of variable quality, accuracy and reliability. Consequently, teachers and students must critically evaluate the nature and purpose of each site. It is hoped that this module will provide some advice on finding and integrating suitable World Wide Web materials into your teaching.

The nature of sites accessible on the World Wide Web is varied, ranging from environmental pressure groups to Chinese embassies, from tour operators to engineering contractors, and from press releases to educational sites.  However, the World Wide Web is a dynamic medium, with new sites and material regularly coming on-line, and also material and sites being no longer available, so it pays to also search for yourself on a regular basis, and to check their content, particularly before a teaching session.

For general information and images, there are a wide range of possible sources. In particular, there are a plethora of tour operators .  Tour operator are most accessible by typing 'Yangtze River' into a search engine.  Typically they are trying to sell tours along the Yangtze River as the last opportunity to see the Three Gorges in their natural state.  Some, for instance Four Winds Travel and China Travel Service provide some general background information on the river or China, but most are of limited use, made up of a selection of scenic pictures and itineraries.  Travelogues of independent travellers may provide some valuable insights, but are less common and tend to be emotive and general. Much better, but generally more difficult to find, are the travelogues of freelance journalists and photographers' portfolios. Freelance photo-journalists tend to have useful collections of images in their portfolios, particularly of the construction stage.  Galen R. Frysinger's portfolio includes pictures of models of the project and the local people.

Newspapers and press releases provide up-to-date and topical information. Some newspapers have features as well as press releases and breaking news items. Press releases will come from pressure groups, such as Probe International and Human Rights in China. Newsletters and press releases of organisations, such as the World Rivers Review published by the International Rivers Network, are also valuable for research purposes. Also access the web sites of news agencies such as the BBC, CNN and The Guardian, and others, for up-to-date information, press releases and, occasionally, specialised articles on topics such as siltation behind the dam, landslides or the media's portrayal of the project. Use their site search facilities to find relevant articles. In addition, you could try the indexes of the main search engines, such as About, Google and Yahoo.  These sites often have short reviews of topics and web listings.

A wide variety of topic summaries for different audiences can be found. Much of this material is housed on university sites. For instance, student essays and web presentations are increasingly common. Some are more technical and lengthy than others, some more factual and accurate than others. Material posted on the International Rivers Network and university sites probably provide the most reliable and detailed information on the topic. More technical news from engineering companies (such as McGraw-Hill Construction), but you need to evaluate whether they are involved in the project or not.

3.1 Existing education resources:

Make use of existing on-line educational resources.  There are numerous teaching sites springing up on the web aimed specifically aimed at schools, provided by individual institutions, educational departments or universities. Several useful pedagogical sites exist in the United States and, although curricula may be different, the material they contain can be adapted to your own needs. For instance Thirteen Ed Online, School Improvement in Maryland (USA) and Aldridge State High School (Australia) contain lesson plans that can be readily adapted to your needs. King Edward VII School provides excellent Key Stage 4 resources (as well as lots of other case studies on other geographical topics). Shrewsbury Public Schools suggests researching a directed list of sites and then making presentations and offers questions. The site also contains some useful and novel suggestions as to how to organise the presentation, for instance write and perform a short play, multimedia presentation, debate, or hosting a mock news show. The North Alabama State Education Department site provide teaching objectives and resources for different educational levels. Discoveryschool.com also offers an ambitious lesson plan involving the construction of a dam in a fish tank. The Borderless World site is probably the most entertaining and innovative site, which combines researching about the Three Gorges Dam with web page design, using a spy-film style. EconEdLink has questions on economic aspects.

Finally, link sites can be extremely useful for allowing searching of information under controlled situations. Contrasting perspectives can often be easily detected. For instance, Human Rights Watch and the International Rivers Network offer comments on human rights and resettlement programmes, whilst the Chinese embassy and some engineering contractors adopt a pro-large dams stance.

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4. Teaching strategies

The Internet and the World Wide Web offer a range of new and innovative approaches to teaching. The methods adopted will depend on the educational requirements and the suitability of the sites. Here are a few possible suggestions:

 

4.1 Question and Answer Work Sheets:

Using a question-and-answer approach (for instance, Worksheet 1 and Worksheet 2) promotes directed or 'controlled' searching for information from vetted sites, particularly those providing a topic synopsis. At different educational levels such an approach can serve different purposes, including: 

  1. comprehension of a single source of information; 

  2. the ability to summarise similar information from different sources;

  3. by including sites of different perspectives (e.g. environmental groups versus Chinese government), spotting contradictory statements and differing viewpoints. 

Examples of question sheets covering introductory (Worksheet 1) and advanced (Worksheet 2) themes are included in this module. The advanced themes (Worksheet 2), firstly, highlight the complex nature of the issue and, secondly, place the Three Gorges Dam in the wider context of the large dams issue.

Pupils could be given a list of questions to research, or fill in blanks inserted in sentences, or produce a précis. Pupils could be asked to compile a table comparing the Three Gorges Dam with other dams. A useful link site to other dam case studies is available at the Trade and Environment Database.

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4.2 Role-play game:

Role-play of the issue based around a debate to explore the main issues, opinions and conflicts of interest. The key players include the Chinese government, locals in favour of the dam (e.g. local contractors), locals against the dam (e.g. those being displaced), environmental pressure groups, Chinese opponent/dissident (e.g. Dai Qing, author of "The River Dragon Has Come!") and international human rights groups, international banks/investment consortiums funding project, and international companies supplying project, and International banks and companies boycotting the project (including the World Bank).  Suggested Web Links are listed in these categories to aid classification.

Pupils could be asked to research and consider the different perspectives in the debate, and to justify their perspective. Sites supporting the Three Gorges Dam project include the China Daily Online and People's Daily Online newspapers, Chinese embassy, and China Water utility company. Sites opposing the Three Gorges Dam project include environmental pressure groups such as International Rivers Network (USA) and Probe International (Canada). For the local perspectives and views consult Zich (1997). Some sites specify a selection of sites with different viewpoints.

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4.3 CLASSROOM DEBATE:

The topic of dam construction lends itself to debate at various educational levels. The topic tends to catch the imagination and useful discussion can be achieved without technical knowledge, using just imagination and some lateral thinking. Worksheet 4 provides a sample lesson plan for a debate. Ask pupils to compile a table listing the advantages and disadvantages of the Three Gorges Dam to promote argument and counter-argument. Many of the sites contain background information and summaries of the pros and cons, which can then be debated.

A seminar debate could be used to introduce the pros and cons of big dam projects using a case study to highlight the social, cultural, economic, political and environmental impacts and perspectives. This case study also highlights the complexity of such debates.

The aims and learning outcomes could include:

  1. a better understanding of the big dam debate;

  2. developing research skills using traditional library facilities and the Internet;

  3. acquiring the ability to critically evaluate material found on the World Wide Web;

  4. developing debating skills and acquired an ability to view issues from different perspectives and viewpoints;

  5. the ability to produce a synopsis of a complex issue.

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5. Adapting and creating your own teaching materials

5.1 Using graphic and photographic images:

Many sites will provide, or link to, a variety of graphics and photographs. On-screen images can be used to locate and familiarise the student with the region and the project, and are useful starting points for discussions. Many sources also provide a range of maps, artist's drawings (e.g. of the completed dam), virtual tours (such as Flood Hazard Research Centre), and photographers' portfolios (e.g. of the local culture, region or dam construction). Location maps are accessible on the China Vista Tours and International Rivers Network sites. Satellite images are available on the NASA Earth Observatory and European Space Agency sites.

Many of the tour agencies provide simple, clear tours of the tourist sights of the region, with useful maps, but little on the dam. Tokyo University offers useful panoramic photos of Yangtze including new city of Sanxia, the new bridge crossing the Yangtze River, and a model (unfortunately the picture is blurred) of the dam. Useful collections of the construction phases of the dam are provided by China Travel Service, and others. In addition, North-East Asia Symposium provides useful panoramic photos of the Yangtze including the new city of Sanxia, the bridge crossing the Yangtze, and a model (unfortunately some blurred pictures) of the dam.

Images can easily be transferred to file by simply positioning the cursor on the image, clicking the right-hand button on the mouse, selecting Copy from the small box which appears, then opening or moving to the destination file and using the Paste function. Alternatively, right-click on the image and select 'Save Picture As' to save the image to disk. Students should be encouraged to follow good practice and cite the source (both the organisation/author and url address). Remember that somebody owns the rights to the image and the fact that it is on the Internet does not necessarily allow reuse of the image. Check the copyright statement, and use the image in accordance with the rules. This is particularly important if the work sheets and/or students work will appear on a public area of a web site.

By using the 'cut- and- paste' functions on the computer, your own handouts and overheads can be produced. Graphics and images will easily transpose into modern word processing packages. Alternatively, print out and use the traditional scissors and glue approach. In this way, work sheets can be created, but always remember to acknowledge your sources. 

For the more adventurous, ICT-literate teacher, you could produce your own web site using a web authoring package or simply by up-loading word processor or publishing software files onto your server.

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6. Integrating ICT skills with topic work

Developing ICT key skills and critical evaluation are important elements of curricula, particularly at Key Stage 3, and these skills can be effectively integrated with topic work. Initial consideration needs to focus on the level on ICT skills introduced. Do you wish to use the World Wide Web primarily as a teaching resource for the topic, or whether the development of ICT skills is integral to the geography work? In the case of the former, it is probably better control the amount of searching by providing a vetted list of web sites to consult, whilst for the latter use of search engines in-class may be justified. Pupils will need to be informed of the general background to this issue and then directed using the new ICT skills.

 

6.1 Developing ICT skills:

  • To introduce and practice typing in http addresses accurately, ask pupils to locate selected images or information;

  • Copying (or saving and reusing) appropriate text and images from an Internet site to another document. It is important to reduce plagiarism and promote critical selection by setting tasks which encourage good practice;

  • Word processing and presentation skills. Ask pupils to compile a scrapbook or compile a newspaper report or newsletter that includes images.

  • Use word processors or other software (e.g. presentation software) to draft and re-draft material for a specific audience.

  • Searching for information using link sites or search engines. Learn how to refine searches, including using boolean functions (AND, OR).

 

6.2 Developing critical evaluation skills:

  • How easy is it to obtain up-to-date information on a contemporary issue such as the Three Gorges Dam using written (book) material in the library and using the World Wide Web?

  • How much information is available on the World Wide Web? From what viewpoints and how reliable is the information?

  • Which sites (organisations) appear to display the greatest bias? What purposes do these sites serve?

  • Which sites (and organisations) appear to provide the most reliable information?

  • How easy was it to find information on such a topical issue in a country with various restrictions and censorship?

  • Which search engine do you prefer and why? Which do you think is the best?

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7. Encountering problems

A variety of problems and issues related to using the World Wide Web may be encountered:

  • The volume of sites may make independent, unstructured browsing (web-surfing using search engines) by pupils often leads to them becoming inundated with the mass of 'hits' and too much choice or  information to evaluate.  This is time-consuming and frustrating, and there is easy opportunity for distraction. More structured research skills and directed learning is needed to make full use of the World Wide Web, both inside classes and through independent learning.  For instance, it is advisable to compile list of vetted sites. 

  • Much of the material found on the Web is unrefereed by experts. Inaccuracies or bias may exist in the content of unrefereed sites. Much material is either commercial or written by partisans promoting a cause. Students may be misled or confused by erroneous information. The lively but journalistic style is often aimed at the layman and not to satisfy specific educational needs or curricula. Consequently, teachers have a responsibility to promote critical evaluation of material found on the Web. These include assessing the provenance of the material, assessing its reliability, evaluating the motive for publishing on the internet, and considering other perspectives. There is also potential for plagiarism. When evaluating the site, ask yourself the following questions:

    • Is the site a credible source such as an academic institution (look for a ucollegename or .edu in the address for US universities, .ac.uk in the UK), professional society, or trusted newspaper? Is the author a recognised and qualified figure in their field (e.g. Luna Leopold, Arthur Zich)?

    • Does the site show any bias to a particular viewpoint (e.g. pro- or anti-Chinese government, environmental)?

    • Does the site present both sides of the argument and merely attack or promote one perspective?

    • Is the site well referenced or just an individual's account? Are any links to similar sites or to a range of viewpoints or perspectives?

  • The World Wide Web is a dynamic medium, one which is expanding at a phenomenal rate; new sites come on line, existing sites are modified and up-dated, and sites are abandoned or deleted without warning, and hypertext links may be broken. The user has no control over the content, longevity or location of a particular site, with the only influence through frequenting the site. Since my original paper was published in Teaching Geography in 2002, many of the links listed there have become defunct or the content changed. Check World Wide Web references prior to teaching to ensure that they remain active and scour the World Wide Web for useful new sites. As you have no control over the existence or format of any site, copy any valuable information to file in case it is deleted, but always remember to note the address. Also always acknowledge, and seek permission, copyright sources from the author or publisher.

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8. Conclusions

The Three Gorges Dam provides a valuable case study for exploring the social, economic and environmental impacts of dam construction and for the provision of ICT skills. The material available on the World Wide Web can be easily vetted and the levels of skills training adapted to the appropriate educational level. The topic is both topical and emotive allowing discussion of key issues at a range of educational levels.

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Other resources:

Adapted from:

© British Society for Geomorphology (Education and Outreach). Author: Dave Simm, Bath Spa University College (2004).

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