In what ways, then, is it useful to treat the rivers of the Plateau of Tibet as a single unit for teaching? First, this perspective changes our focus away from national boundaries or even civilizations (“China,” “India”) to large catchment, watershed, and flow areas that sprawl across political borders, ecological zones, ethnic regions, and language boundaries. This sort of analysis shows the intimate dependencies of all those whose lives or livelihoods depend on the waters of the rivers. Second, focus on this group of rivers allows geographical and institutional comparisons among ways the waters have been used for the development of complex civilizations. From this perspective, it becomes germane to compare Indus with Angkor. Third, there is a common set of problems for managing these rivers—silting, low water, high water that results from monsoonal rains, the watershed, the lower-river belonging to different political entities, and the competing demands of irrigation, industry, and cities. Finally, all of these rivers are seriously threatened by global warming with its consequent decrease in the glaciers and snow pack that feed the rivers that begin on the Plateau of Tibet.
Teaching and Bibliographical Notes
There are exploratory accounts of every one of these rivers, usually produced by an early colonial mapping or military expedition. In our own time, since these rivers are critically important to the economies of all states they cross, there are literally thousands of scientific articles and reports on their flow, silt accumulation, flora along the banks, fauna, and policy considerations of dams, irrigation, and water usage. There are hundreds of legal articles on treaties between Asian nations that share rivers.
For introductory teaching about the commonality of Asia’s large rivers, there is nothing better than
Google Earth. Students can trace rivers and see the terrain they pass through and influence. Many places along the way will have embedded photos of specific sites. Particularly striking is the first appearance of terraced fields that can be compared among several rivers. Dams and their lakes are obvious. Irrigation also shows up. Deforestation is clear in these photos, as is road access.
Contrast the unified “Plateau of Tibet” approach of this article to Asia’s rivers to the approach in
Asia for Educators from Columbia University (http://afe.easia.columbia.edu/geography/element_b/eb5.html) and the Annenberg project on geographical teaching (http://www.learner.org/resources/series180.html), both of which accept national boundaries in the demarcation of geographic regions.
Many of these rivers have also generated popular books, often lushly illustrated. For example, see John Hoskin,
The Mekong: A River and Its People (Bangkok: Post Publishing Co., Ltd., 1992).
Historians with an ecological bent have occasionally treated a whole river but more frequently a portion of the river or an ethnic group that lives along it. Typical are the collected papers in Constance M. Wilson (ed.),
The Middle Mekong River Basin: Studies in Tai History and Culture (DeKalb, IL: Center for Southeast Asian Studies, Northern Illinois University, 2009).
These rivers have also fascinated non-scientific writers who have written a host of books that discuss the ways the river provides structure to societies. Recall Eric Newby’s comedic Slowly Down the Ganges (1966). The Yangtze, for example, has inspired literature for centuries, short pieces of which are anthologized in Madeleine Lynn, Yangtze River: The Wildest, Wickedest River on Earth (Oxford University Press: Hong Kong, 1997).