Course Profile World Geography: Human Patterns and
Interactions (CGU4U), Grade 12, University Preparation, Catholic
Unit 1: Settlement Patterns and Interactions
Time: 23 hours plus 2 hours CA
Activity
1.1 | Activity 1.2 | Activity 1.3 | Activity 1.4
| Activity 1.5 | Activity
1.6 | Activity 1.7 | Activity 1.8 | Activity
1.9 | Activity 1.10 | Activity 1.11 | Activity
1.12
Unit Description
An ecumene can be defined as a settled environment. Although ecumenes consume a relatively small amount of the earth’s surface, the impact they have on both humans and the surrounding environment is considerable. In this unit, students examine the physical, social, cultural, and political factors that contribute to the formation of various settlement patterns. Students assess the ability of selected settlements, both in the present and past, to meet human needs. Students evaluate the impact concentrations of people have on a physical site as well as the role physical phenomena play in the form and function of a community. To support their studies, students use examples drawn from North, Central, and South America; Eastern and Western Europe; Asia; and Africa. Students apply effective communication, decision-making, problem-solving, time, and resource-management skills to ensure their success. Students employ both spatial and quantitative skills to determine why some ecumenes have grown and flourished while others have succumbed to the pressures of population growth. Finally, students create a case study of a present-day settlement in which humans have altered the physical site to meet their needs. Students are reflective and creative thinkers who examine, evaluate, and apply their knowledge of interdependent systems for their development as just, compassionate individuals in our global society.
K/U = Knowledge/Understanding, C = Communication, T/I = Thinking/Inquiry, A = Application
|
Activity |
Time |
Learning
Expectations |
Assessment
Categories |
Tasks |
|
What are ecumenes? How have they
developed? |
||||
|
1.1 |
2.5 hours |
SSV.01, SSV.03, GIV.01, GI2.03, SSV.02 CGE2b |
K/U A |
Students identify and collect the tools necessary to conduct a study in Human Geography. They define physical and cultural geography and determine the relationship between the two disciplines. They select an ecumene and answer four fundamental questions about it. |
|
1.2 |
2.5 hours |
SS3.03, GI3.03, SSV.03 CGE5g |
K/U T/I C A |
Students work to create a list that completes the sentence: “All populated settlements…,” e.g., possess a history, contain people etc. They use the list to complete a brief study of their own community and chart their results. |
|
1.3 |
1.25 hours |
SS1.01, SSV.03, SSV.01, HEV.03, GI2.01, GIV.01, GI2.02 CGE3c |
K/U T/I C A |
Students differentiate between two types of rural settlement. They create a spatial gradient map to determine the percentage of the population for each country that engages in agricultural activity. Students use a spreadsheet program to graph the rural/urban shift over time. |
|
1.4 |
1.25 hours |
SSV.01, SS1.02, GI1.01, GI2.02, SS3.01 CGE4b |
K/U T/I C A |
Students differentiate between the growth of urban centres in developed and developing areas. Students research the work of Walter Christaller, attempt to prove his theory correct, and suggest reasons for less-than-perfect results in modern times. Students assess the form and function of internal urban patterns. |
|
1.5 |
2.5 hours |
HE2.05, GIV.01, GI2.01, GI2.03, GI2.04 CGE3b |
A T/I C |
Students use GIS to describe the global pattern of population distribution. They compare this distribution with thematic maps and draw conclusions. They assess the relationship between population growth and quality of life by calculating the coefficient of correlation between two variables. They determine the strength of the relationship and suggest reasons for less-than-perfect correlation. |
|
1.6 |
1.25 hours |
HEV.01, HE2.01, GI2.07 CGE5g |
K/U T/I C |
Students create an organizer of three major projects that were responses to population growth and changing human needs, e.g., St. Lawrence Seaway, Columbia water project, polders of the Netherlands, Panama Canal, Aswan Dam, Narmada project in India, the terraced hillsides of Thailand. |
|
How does the physical environment affect
settlement patterns? |
||||
|
1.7 |
1.75 hours |
HE1.03, UC1.06, GI2.01, GI2.03 CGE7i |
K/U T/I C A |
Using thematic maps, students identify spatial patterns and correlations between global population distribution and landforms, climate, soils, vegetation, and latitude. With the use of GIS, students conduct a cost/benefit analysis between landlocked and coastal settlements. |
|
1.8 |
1.75 hours |
SSI.03, SS2.02, GI2.01, GI2.05 CGE5e |
T/I C A |
Students differentiate between actual and perceived boundaries. They use political and physical maps to identify boundaries influenced by natural phenomena and boundaries that are the result of human decisions. They determine if a boundary was primarily influenced by geography, culture, religion, language, ethnicity, economics, or political ideology. |
|
1.9 |
1.25 hours |
GC3.05, GI2.01, GI2.07, HE2.05, HE2.01, HE1.03, HE1.01 CGE7i |
K/U T/I C |
Students compare global settlement patterns to the global distribution of metallic minerals, mineral fuels, and non-mineral resources. They read a case study of a community dependent on a single natural resource for survival and report their findings in essay form. |
|
1.10 |
1.25 hours |
HE1.04, HE3.04, HEV.04, GI2.07, GI2.06 CGE1e, 7d |
K/U T/I C |
Students view a video on volcanoes to assess the impact an eruption will have on a settled area. Students note the differences/variation in disasters as they relate to the impact on social, economic, and physical attributes of each area. |
|
In what ways do human activities influence
settled environments? |
||||
|
1.11 (a) Human Culture (b) Human Function |
2.0 hours |
SSV.01, SS2.01, GCV.01, SS1.04, GI3.01, GC3.01 CGE4c, 5e |
K/U T/I C |
Students conduct a comparative study of the Yanomami of the Amazon and the city dwellers of Brazil and Venezuela - human settlements that are products of human culture and function yet worlds apart in technological development. Students assess the impact the societies have on their environment as well as the impact they have on each other. Students debate the future of the settlements and rate their ability to meet the needs of their societies |
|
1.12 |
3.75 hours |
GC2.04, HE1.01, GIV.02, GI2.01, GI2.05, GI2.07, GI3.02, HE1.02, GC3.01 CGE4e |
K/U T/I C A |
Students create a case study of a present-day settlement in which humans have altered the physical site to meet their needs. Students critically analyse the alterations, conduct a cost/benefit analysis, and suggest an alternative action. Students employ quantitative methodologies and geotechnologies to identify the positive and negative effects of the adaptations. Students present their findings. Topics may include: reclaiming the sea in Japan, urban sprawl in Brazil, deforestation in Madagascar, international networks in Japan, the “Big Dig” in Boston, Hibernia, North Sea Oil, and Three Gorges Project in China. |
Time: 2.5 hours
A geographer, like any scientist, must possess the fundamental tools of the trade before engaging in an inquiry. A study in human patterns and interactions necessitates the knowledge of all geographic studies as well as an ability to use geotechnologies for the purpose of inquiry and presentations. Considering the scope of this course, the first task for students is to be equipped with the maps, data, and vocabulary necessary to conduct a complex global study. In this introductory activity, students identify and collect the tools necessary to conduct a study in human geography. It is essential that students are able to read, understand, and use written materials effectively. Students define the terms physical geography and cultural geography and determine the relationship between the two disciplines. They select an ecumene of their choice and answer four fundamental questions about the settlement.
Ontario Catholic
School Graduate Expectations
CGE2b - read, understand, and use written materials effectively.
Strand(s): Geographic Foundations: Space and Systems, Methods of
Geographic Inquiry
Overall
Expectations
SSV.01 - analyse the characteristics of selected ecumenes (settled environments) and explain why they differ from place to place and from one period of time to another;
SSV.02 - demonstrate an understanding of basic concepts of spatial interaction and analyse the impact of spatial factors on human systems;
SSV.03 - explain the influence of social, political, cultural, and economic factors on human environments and activities;
GIV.01 - apply geographic skills, methods, and technologies to gather, analyse, synthesize, and communicate information on world geography.
Specific
Expectations
GI2.03 - illustrate global human patterns, using a variety of thematic mapping techniques (e.g., proportional flow lines, choropleths).
·
interpreting
thematic maps
·
map reading and
conventional practices
·
review GIS and
conventional map skills
·
graphing
styles/reading tables
·
latitude and
longitude
·
correlation
analysis
·
Decide whether to
provide resources or direct students to resources.
·
Locate up-to-date
global data and thematic maps.
·
Ensure students
have access to newspapers or adjust task to accommodate site selection.
·
Prepare a
checklist for inventory.
·
Access computers
with ArcView 3.2 for demonstration
purposes.
·
Vocabulary
required – thematic maps, geotechnologies, absolute location, relative
location, cultural ecology, physical geography, human geography, quantitative
methods, demography
·
Career profile to
discuss – Demographer
1. Without prompting, students write down a
description of their country of origin and a description of themselves as a
member of the country. Students present their efforts to the class. The fact
that some classrooms may be culturally diverse while others are quite
homogeneous is immaterial; the similarities provide the content for discussion,
e.g., all cultures desire basic needs, engage in economies, possess history,
defend their values. These physical, cultural, and social variables provide the
basis for a study in human geography and interactions. Note: Teachers should be sensitive to the personal nature of the
experience and support students in avoiding disclosure and discussion of
sensitive issues.
2. With assistance, students collectively define
the terms physical geography and human geography for the purpose of
understanding these two components of cultural ecology – the association
between human activities and the physical environment.
3. Equipped with basic vocabulary, students need
to equip themselves with the necessary tools. The teacher may take one of two
approaches. Using the inventory checklist of maps and data required for further
study (see Appendix 1), the teacher may provide textbooks, atlases, and
electronic sites. Alternatively, students may create their own portfolio of
essential tools.
4. Manipulating the information to conduct an
inquiry is an integral part of any geographic study. If the opportunity arises
the teacher should review basic GIS, mapping, graphing skills, and quantitative
methods. The checklist in Appendix 1 provides a list of skills that are used
throughout the course.
5. With the use of actual examples and reference
to the tools students have collected, the teacher and students discuss the
information required for assessment of a human settlement (a local, regional,
national, or global example may be used):
· a description of the site in both absolute and relative terms (map analysis – latitude and longitude);
· a physical description of the site and a demographic study of the population (tables and graphs);
· an analysis of the human/environment relationship (GIS, Correlation Analysis);
· an analysis of linkages and networks within the settlement and within the region (case study).
6. To complete their introduction of this senior
level study, students select a newspaper article that makes reference to a
country on another continent. Students answer the following questions:
· Where is the country located in absolute and relative terms?
· What are the physical and human characteristics of this location that make it unique?
· Who lives in the country?
· How do people impact the area?
·
Use the checklist
in Appendix 1 to assess students’ collection of maps, data, and resource
material for completeness; alter the checklist and use rating scale to assess
quality of collected resources.
·
Group conference
to assess four questions (K/U and T/I); assess students’ ability to demonstrate
an understanding of vocabulary and concepts, e.g., absolute and relative
location, physical and human characteristics.
Enrichment
Opportunity
With the maps and data collected, students attempt to divide the world into regions. They may use no fewer than four, and no more than ten, divisions. Students rationalize their divisions and present their suggestions to the class for constructive critique.
·
Provide summary
notes and a list of simplified terms prior to activity.
·
Provide a
flexible timeline for completion of this activity.
·
Arrange for peers
to assist in the collection of maps and written information.
Text
Baerwald, Thomas J. and Celeste Fraser. World Geography: Building a Global Perspective. Massachusetts: Prentice Hall, 2000. (Thematic maps and up-to-date data)
Chasmer, Ron, and Pamela Perry-Globa. Facing The Future. Oxford University Press, 2000.
Corbin, Barry, John Trites, and Jim Taylor. Global Connections: Geography for the 21st Century. Oxford University Press, 2000.
Crewe, James R., Barry Corbin, Malcolm Squires, and John Trites. World Geography – Teacher’s Resource Binder. Oxford University Press, 2000.
Crewe, James R., Barry Corbin, Malcolm Squires, and John Trites. World Geography. Oxford University Press, 2000.
Stanford, Quentin, ed. Canadian Oxford School Atlas, 7th ed. Oxford University Press, 2000.
Websites
ESRI - Canada - Schools and Libraries – www.esricanada.com
http://cwr.utoronto.ca/cultural/ - cultural profiles
OAGEE - http://oagee.org/
Stats Canada – http://www.statcan.ca/
UNESCO – Institute for Statistics - http://www.uis.unesco.org/
United Nations - http://www.un.org/
Time: 2.5 hours
An ecumene is defined as a settled area. The characteristics of the earth’s settled areas are a reflection of historical events, physical phenomena, and human activity that is subject to planned and unplanned change. Students begin their study of settlement by identifying four historical reasons for the development of human communities. They create a list of factors that are common to all settlement regardless of size or location. Students use these factors to complete a study of their own community’s site, situation, form and function. Students are expected achieve excellence, originality, and integrity in their own work and support these qualities in the work of others.
Ontario Catholic
School Graduate Expectations
CGE5e - respect the rights, responsibilities, and contributions of self and others.
Strand(s): Geographic Foundations: Space and Systems, Methods of
Geographic Inquiry
Overall
Expectations
SSV.03 - explain the influence of social, political, cultural, and economic factors on human environments and activities.
Specific
Expectations
SS3.03 - produce a case study to show how characteristics of their local area have evolved to meet changing human needs;
GI3.03 - describe practical and community-related applications of the conclusions reached in the independent inquiry.
·
Grade 9 Geography
section on settlement patterns
·
report writing
·
creating an
organizer
·
creating summary
notes
·
Obtain materials
to establish historic reasons for settlement and select examples for each
factor.
·
Prepare a visual
presentation of settlements using presentation software, e.g., PowerPoint,
Corel Presentations.
·
Review
construction of an organizer and components of a case study.
·
Compile a list of
community sources for historical site information and obtain topographic maps.
·
Vocabulary
required – site, situation, form, function, ecumene
·
Career profile to
discuss – Historical Geographer
1. With the use of visuals, readings, and
lecture, students develop an understanding that, historically, settlements were
generally established for religious, cultural, political, or economic reasons.
2. The teacher uses technology to present the
information, providing students with an example of how they could display their
work in future assignments.
3. Students work in groups to identify the
fundamental characteristics of any settlement. Their lists are created by
completing the sentence: “All populated settlements….” Suggestions may include:
· possess a history;
· contain people;
· were established to meet collective human needs;
· have a shape that is determined by both human activities and physical characteristics;
· impact the natural environment;
· are affected by natural conditions;
· are subject to change over time;
· engage in an economy;
· have collective values, morals, laws, and traditions;
· are governed formally and informally;
· exist in an absolute location as well as in a larger region;
· are contained by both actual and perceived boundaries;
· are connected and networked both internally and externally.
4. Students use these factors to assess the
form, function, site, situation, origin, development, and history of their own
community. Students make use of topographic maps, the school library/resource
centre, and community resource centre, as well as human resources, e.g.,
parents/guardians, teachers, and community leaders. They create an organizer to
collect their information and determine if the origin of their community was
religiously, culturally, politically, or economically derived.
5. With the use of their organizer, students
convert their collected points into a case study.
·
Construct a
rubric to assess the design of the organizer and students’ ability to
effectively communicate summary points; provide feedback on success and
direction for improvement (C).
·
Create anecdotal
records of students’ ability to apply the inquiry process to a new situation
(A).
·
Provide a
flexible timeline for submission of written report.
·
Arrange peer
assistance for construction of the organizer.
·
Adapt strategies
and evaluations as recommended in students’ IEPs.
Enrichment
Opportunity
·
Students seek out
a local historian to further their knowledge of their local community. They
conduct an interview and create a video portfolio to share their findings with
the class.
·
Students visit
the Geography Department of a local university to determine how a study in
World Geography is beneficial for both those who study geography and for those
in other disciplines. If possible, the visit could be to the university’s
website. E-mail correspondence with department liaison officer may provide the
necessary information.
General Resources –
Text
Baerwald, Thomas J. and Celeste Fraser. World Geography: Building a Global Perspective. Massachusetts: Prentice Hall, 2000.
Boehm, Richard G. World Geography. Toronto: McGraw-Hill Ryerson, 2000.
Video
Check local libraries for community film productions or, for larger centres, check Travel and Tourism, libraries, archives, and bookstores.
Websites
Stats Canada – http://www.statcan.ca/
Community website (e.g., http://www.city.toronto.on.ca/)
Time: 1.25 hours
Patterns of human settlement generally fall into a form of either rural or urban development. In this activity, students identify the characteristics of rural settlement patterns and assess their relationship with agricultural activities. Students compare the rural settlement of the past and present in both developed and developing nations. Students differentiate between two types of rural settlement. They create a spatial gradient map to determine the percentage of the population for selected countries of the world that engage in agricultural activity. They complete the analysis by using a spreadsheet program to graph the rural/urban shift over time.
Ontario Catholic
School Graduate Expectations
CGE3c - think reflectively and creatively to evaluate situations and solve problems.
Strand(s):
Geographic
Foundations: Space and Systems, Methods of Geographic Inquiry,
Understanding and
Managing Change
Overall
Expectations
SSV.03 - explain the influence of social, political, cultural, and economic factors on human environments and activities;
SSV.01 - analyse the characteristics of selected ecumenes (settled environments) and explain why they differ from place to place and from one period of time to another;
HEV.03 - analyse the effects of large-scale rural-to-urban migration on the environments of urban areas;
GIV.01 - apply geographic skills, methods, and technologies to gather, analyse, synthesize, and communicate information on world geography.
Specific
Expectations
SS1.01 - compare the capacity of selected ecumenes in the past and in the present to meet human needs;
GI2.01 - analyse and synthesize information from remote sensing, geographic information systems, and maps and present conclusions;
GI2.02 - use sequences of maps, aerial photographs, and satellite images as a basis for describing, comparing, and analysing changes over time and for making predictions about trends and patterns in human geography.
·
Grade 9 Geography
– rural settlement patterns
·
graded-shading
(spatial gradient) maps
·
spreadsheet
construction and use
·
Obtain
topographic maps to illustrate geographic terms and themes.
·
Review with
students the use of spreadsheet programs (e.g., Excel).
·
Create an example
of a gradient map to show students expected results.
·
Vocabulary
required – spreadsheet, rural, urban, spatial gradient map, linear and circular
settlement patterns, rural/urban shift, industrial revolution, agricultural
revolution, economic revolution, technological revolution
·
Career profile to
discuss – Agronomist, Genetic Engineer, Regional Planner
1. Although many students may have little or no
experience with rural living in Canada or abroad, begin by having students
describe their perceptions of a rural community. Students use a single word to
describe a rural environment and the suggestions are recorded. Collectively,
students select descriptors for conducting a qualitative study and descriptors
for conducting a quantitative study of the rural landscape, e.g., lifestyle vs.
income.
2. Origin – Students begin by assessing the two
general forms rural communities create on the landscape: circular and linear.
With the use of topographic maps and historical and modern-day examples,
students examine the physical, social, religious, cultural, economic, and
political reasons for such imprints. The teacher elaborates with the use of one
example for each variable.
3. Change – The teacher selects examples of
great migrations in history and discusses with students the reasons for mass
movements and the impact on the points of destination. The discussions should
be introductory in nature; a deeper analysis takes place in Unit 2. Students
note that the rural environment has undergone drastic change in the last 100 years.
The rural-to-urban shift has occurred for a variety of economic and industrial
reasons. The urban influx is also the result of technological advancements in
the agricultural industry. Students create a spatial gradient map that displays
the percentage of the population in selected countries that engage directly in
agricultural activities.
4. Using a spreadsheet program, the teacher
reviews the use of spreadsheets with students. The teacher provides students
with data that reflects the rural-to-urban shift over time. Students create a
line graph that displays the rural/urban shift over time. After properly
labelling the graph, students describe the pattern and attempt to explain the
reasons for the slope of the line.
5. Collectively, students make a list of the
impacts such movements create on both the form and function of urban and rural
environments.
·
Students write a
test to demonstrate their ability to distinguish between quantitative (amount,
empirical data, distributions) and qualitative variables (values, beliefs,
philosophies).
·
Assess students’
ability to effectively use technology for inquiry and presentation purposes
(C).
·
Use a checklist
to assess essential graphing skills.
·
Provide a flexible
timeline for completion of the spreadsheet.
·
Provide
opportunities to resubmit or improve upon map work if necessary.
·
Arrange peer
assistance for mapping and spreadsheet work.
·
Students conduct
the same study using GIS software, such as ArcView
3.2. Using up-to-date data, they edit ESRI or ArcCan attribute tables by
creating new fields and shapefiles. They create a spatial gradient map of the
percentage of land in agricultural use. Using up-to-date data, students create
a chart that shows the rural/urban shift over time. They display the map and
chart on the same layout.
Text
Baerwald, Thomas J. and Celeste Fraser. World Geography: Building a Global Perspective. Massachusetts: Prentice Hall, 2000.
Boehm, Richard G. World Geography. Toronto: McGraw-Hill Ryerson, 2000.
Chasmer, Ron and Pamela Perry-Globa. Facing The Future. Oxford University Press, 2000.
Corbin, Barry, John Trites, and Jim Taylor. Global Connections: Geography for the 21st Century. Oxford University Press, 2000.
Hannell, Christine and Stewart Dunlop. Discovering the Human World. Toronto: Oxford University Press, 2000.
Websites
http://www.bestpractices.org/
http://www.esricanada.com/k-12/
http://www.ifad.org/
http://www.unchs.org/
http://www.worldbank.org/research/projects/rural.htm
CD-ROMs
ArcView 3.2
Time: 1.25 hours
Students determine the reason for urban growth in both developed and developing world countries. Students analyse the form of several global cities, determine the reasons for the settled patterns, and identify the factors that have contributed to the cities’ growth. Students assess the spatial distribution of urban environments by applying the work of Von Thunen and the theories of Christaller to a settled landscape in an attempt to explain the patterns of human settlement on a landscape. Students complete this activity by identifying the internal patterns in a city, the reasons for change over time, and the reasons for differing patterns in developed and developing world countries.
Ontario Catholic
School Graduate Expectations
CGE4b - demonstrates flexibility and adaptability.
Strand(s): Geographic Foundations: Space and Systems, Methods of
Geographic Inquiry
Overall
Expectations
SSV.01 - analyse the characteristics of selected ecumenes (settled environments) and explain why they differ from place to place and from one period of time to another.
Specific
Expectations
SS1.02 - demonstrate an understanding of concepts of spatial interaction (e.g., intervening opportunities, complementarity, distance decay) and use them to explain patterns of movement and interactions between places (e.g., trade patterns, transportation patterns);
GI1.01 - explain how geographic knowledge and skills and geotechnologies can contribute to the resolution of major world social and economic problems;
GI2.02 - use sequences of maps, aerial photographs, and satellite images as a basis for describing, comparing, and analysing changes over time and for making predictions about trends and patterns in human geography.
·
GIS skills, e.g.,
ArcView 3.2
·
Grade 9 Geography
– urban land use
·
Assemble
resources on the works of Von Thunen and Christaller.
·
Book computers
with access to GIS software, if available. Note: See Teaching/Learning
Strategies for an alternative activity.
·
Vocabulary
required – basic and non-basic jobs, multiplier effect, colonization,
decolonization, agricultural revolution, industrial revolution, central place
theory, rank size rule, doubling rates, concentric zones, multiple nuclei,
sector model, developing countries, developed countries, primate cities, binary
cities
·
Career profile to
discuss – Urban Planner
1. The teacher begins by reviewing the reasons
for rural-to-urban shift. The teacher identifies the differences between the
process of development of urban environments in developed and developing
countries of the world. The discussions focus on the agricultural and
industrial revolution in the case of developed countries and, for developing
countries, the role of colonization and decolonization.
2. Landscape Patterns – The teacher discusses
with students the works of Von Thunen and Christaller. Students complete a GIS
activity, similar to that described in
ArcView GIS Geography Student Workbook and Teacher’s Guide (see Resources),
to prove the works valid. This GIS activity can be reconstructed for other
regions of the world. Students also determine reasons for less-than-perfect
correlation between modern-day urban centres and Christaller’s theoretical
pattern of development. If computers are not available, the requirements can be
converted for a conventional map (see Resources – Urban Dynamics).
3. Students suggest reasons for a
less-than-perfect fit in recent times, e.g., technological revolution in
agriculture specialization, supermarkets, increased disposable incomes,
personal mobility, communication technology, markets online. They discuss the
differences between theory and reality.
4. Students
determine the difference between primate and binary cities. They apply the rank
size rule to the cities of a country to show natural patterns of growth and
placement. They calculate the doubling rate of selected cities and assess the
impact of continued growth in different regions of the world.
5. Internal Patterns – The teacher leads a
discussion on land-use patterns in cities. The teacher and students create a
land-use inventory, and use the local area as an example for discussion on
locations of commercial, residential, and industrial activities. The teacher
displays the concentric zone, sector, and multiple-nuclei models of urban land
use. Students identify characteristics of each model and determine the factors that
contributed to the shape of each model. Students predict future changes to the
models.
6. The teacher introduces students to the
multiplier effect and the difference between basic and non-basic employment.
Students complete a calculation, projecting the impact of the introduction of
additional basic level jobs on both a community’s employment level and
population projections. Students repeat the calculation for a community that
has lost a number of basic jobs.
7. Based on their knowledge of urban patterns on
a landscape and the internal patterns of an urban environment, students write a
one-page report proving the thesis: The
urban environment is a dynamic system of intra- and inter-relationships largely
driven by economic factors. or A
combination of physical and human factors created the urban patterns in the
Great Lakes megalopolis.
·
Use a checklist
for assessing students’ essential map skills (A, C).
·
Use a performance
appraisal to assess GIS skills (K/U, A).
·
Evaluate
students’ assessments of the less-than-perfect correlation between Central
Place Theory and modern-day application (T/I).
·
Evaluate
students’ reports for knowledge and application of concepts from this activity
and previous lessons.
·
Provide a
flexible timeline for completion of the assignment.
·
Provide notes,
outlines, critical information, and models before beginning the activity.
Enrichment
Opportunity
Students
read case studies or view films to answer the following questions:
·
Growth:
Surpassing Optimum Limits – How Big Can A Settlement Be?
·
Diminishing
Returns: Decentralization – Has the Urban Experience Gone Sour?
·
Building A New
City In Modern Times – What are The Human and Environmental Costs?
·
Changing
Patterns: When City and Hinterland Meet – What are the Ramifications of Urban
Sprawl?
Text
Baerwald, Thomas J. and Celeste Fraser. World Geography: Building a Global Perspective. Massachusetts: Prentice Hall, 2000. (urban models)
Boehm, Richard G. World Geography. Toronto: McGraw-Hill Ryerson, 2000.
Cartwright, Fraser. Urban Dynamics. Toronto: Oxford University Press, 1991. (multiplier effect)
Chasmer, Ron and Pamela Perry-Globa. Facing The Future. Oxford University Press, 2000.
Corbin, Barry, John Trites, and Jim Taylor. Global Connections: Geography for the 21st Century. Oxford University Press, 2000.
Gilbert, Alan and Josef Gugler. Cities, Poverty and Development:
Urbanization in the Third World,
2nd ed. Toronto: Oxford
University Press, 1993.
Hannell, Christine and Stewart Dunlop. Discovering the Human World. Toronto: Oxford University Press, 2000.
Taylor, Rex and Jon Nicolucci. ArcView GIS Geography Student Workbook and Teacher Guide. Crescent School/ESRI Canada.
Websites
Official city sites, e.g., www.mexicocity.com
http://www.unchs.org/guo/
http://www.worldbank.org/html/schools/issues/urban.htm
Time: 2.5 hours
Students create a map using GIS to describe the global pattern of population distribution. They compare this distribution with thematic maps and draw conclusions. They use a spreadsheet to assess the relationship between population growth and quality of life by calculating the coefficient of correlation between two variables. They determine the strength of the relationship and suggest reasons for a less-than-perfect correlation.
Ontario Catholic
School Graduate Expectations
CGE3b - create, adapt, and evaluate new ideas in light of the common good.
Strand(s): Human and Environment Interactions, Methods of Geographic
Inquiry
Overall
Expectations
GIV.01 - apply geographic skills, methods, and technologies to gather, analyse, synthesize, and communicate information on world geography.
Specific
Expectations
HE2.05 - explain why various environments have differing capacities to support population growth and industrial development;
GI2.01 - analyse and synthesize information from remote sensing, geographic information systems, and maps and present conclusions;
GI2.03 - illustrate global human patterns, using a variety of thematic mapping techniques (e.g., proportional flow lines, choropleths);
GI2.04 - use statistical analysis techniques (e.g., correlational analysis) to analyse and interpret data.
·
Thematic map
interpretation
·
GIS skills, e.g.,
ArcView 3.2
·
Use of
spreadsheets
·
Book computers
with access to GIS and spreadsheet programs, e.g., Excel, Quattro Pro.
·
Prepare a lesson
on quantitative methods, including coefficient of correlation.
· Create a rubric for assessment of the final product.
·
Vocabulary required – population
density, population distribution, coefficient of correlation
·
Career profile to
discuss – GIS Operator
Task
Determine the extent to
which a country’s population density determines quality of life.
Using a GIS, students prepare a population distribution map of the world and select quantifiable variables to layer on the map in order to determine if there is a correlation between a country’s population density and quality of life (ArcView 3.2 – use Arc Canada 2.0– cntry. 95 shp). Students calculate the coefficient of correlation between a country’s population density and a quantifiable indicator of quality of life.
1. Students use ArcView 3.2 to create a graduated colour map displaying the
differences in global population density.
2. Students plot major urban centres on the same
map, build a query to identify those that are in excess of ten million people,
and create a new shape file.
3. Students activate the new file and describe
the patterns that emerge. Students compare their map with the regional maps
from Activity 1.1 (linguistic, religious, etc.). Students record their
observations.
4. Students select indicators of quality of life
from the variables found in the attribute table of cntry.95.shp. A full
description of all attribute tables found in ArcView 3.2 and ArcCanada 2.0
can be found on the Esri Canada website. Students use the variables to show how
population density and quality of life are related.
5. Students produce a layout of their map and
create an original title that reflects this study.
6. The teacher directs a lesson in quantitative
methods. Using a spreadsheet program, students calculate the coefficient of
correlation between density and a variable that reflects quality of life, such
as gross national product, life expectancy, death rates, birth rates, etc.
7. The teacher instructs students on how to
interpret their answer. This exercise provides an opportunity to discuss the
difference between a positive and negative correlation, as well as the use of
numbers in supporting and developing an inquiry.
8. Students compare results and determine the
pros and cons of each geographic technique.
·
Using one-on-one
conferencing, assess students’ evaluation of the pros and cons of the two
geographic techniques for determining a correlation between variables in a
critical analysis.
·
Design a rubric
or rating scale to evaluate students’ ability to interpret the results of the
correlation calculation.
·
Arrange peer
assistance for mathematical procedures.
·
Provide written
instructions ahead of time.
Enrichment
Opportunity
Instead of producing a hard copy of the population density and distribution map, students turn in an electronic version with hot links for each of the cities over ten million. The links may contain pictures, data, or print material.
Text (data sources and
explanation of correlation techniques)
Baerwald, Thomas J. and Celeste Fraser. World Geography: Building a Global Perspective. Massachusetts: Prentice Hall, 2000.
Boehm, Richard G. World Geography. Toronto: McGraw-Hill Ryerson, 2000.
Chasmer, Ron and Pamela Perry-Globa. Facing The Future. Oxford University Press, 2000. Molyneux, John
and Marilyn MacKenzie. World Prospects: A
Contemporary Study, 3rd ed. Toronto: Prentice Hall, 1994. (explanation of quantitative techniques)
CD-ROMs
ArcView 3.2,
ArcCanada 1 and 2
Websites
http://oagee.org/
http://www.uis.unesco.org/
http://www.un.org/
Time: 1.25 hours
Students read case studies and/or view films to create a comparative organizer of three major projects from the past that were created in response to both growth and changing human needs. Students select from water diversion, land conversion, land reclamation, housing, and network developments to complete their study.
Ontario Catholic
School Graduate Expectations
CGE5e - respect the rights, responsibilities, and contributions of self and others.
Strand(s): Human and Environment Interactions, Methods of Geographic
Inquiry
Specific
Expectations
HE1.01 - identify examples from each continent of positive and negative effects of human activities on the natural environment;
HE2.01 - analyse the advantages and disadvantages of intensive human use of selected physical features (e.g., Yellow River valley);
GI2.07 - use written, oral, and visual communication skills to present the results of geographic inquiry and analysis effectively.
·
conducting a
cost/benefit analysis
·
Prepare case
studies.
· Choose projects for study and collect visuals and written materials for student assessment of impact.
·
Vocabulary required – land conversion,
reclamation, doubling rate, water diversion
·
Career profile to
discuss – Hydrologist
1. Students assess three human settlements that
reflect the past of three different communities from three different
continents.
2. Students record the collective demands of the
region or community at the time and assess the scale and scope of the demands.
They should note that, historically, human needs tended to reflect a society’s
limitations and collective desire to survive. Early to mid 20th-century
communities tended to focus their efforts on infrastructure needs, networks,
and economic endeavours in an attempt to meet the demands of the growing urban
population and the demand for a better quality of life. Basic needs of the past
are in many ways taken for granted today. Large-scale projects, although
created with good intent, often present large-scale stress on the environment,
e.g., land conversion and water diversion projects. Students may view a film at
this point on such projects as the Aswan Dam in Egypt, the Narmada Project in
India, the Panama Canal, the polders in the Netherlands, or the St. Lawrence
Seaway.
3. Students create a comparative organizer of
three major projects that were created in response to both population growth
and changing human needs and determine the impact such projects have on
settlement patterns.
·
Use anecdotal
notes or self-assessment of the process used to compare the projects.
·
Create a rubric
or other assessment tool to evaluate the organizer for evidence of knowledge
and inquiry.
·
Provide a word
bank, with simplified definitions, for reading.
Enrichment
Opportunity
If such a project were to take place in Canada today, who would you approach with your concerns? Students create a schematic diagram, tracing steps towards action.
Text
Baerwald, Thomas J. and Celeste Fraser. World Geography: Building a Global Perspective. Massachusetts: Prentice Hall, 2000.
Boehm, Richard G. World Geography. Toronto: McGraw-Hill Ryerson, 2000.
Gilbert, Alan and Josef Gugler. Cities, Poverty and Development: Urbanization in the Third World, 2nd ed. Toronto: Oxford University Press, 1993.
Hannell, Christine and Stewart Dunlop. Discovering the Human World. Toronto: Oxford University Press, 2000.
Harshman, Robert and Christine Hannell. The Human World: A Changing Place. Toronto: John Wiley and Sons, 1985.
Video
http://www.historychannel.com/index.html (The Big Dig – city of Boston underground network.)
Websites
http://econ.worldbank.org/
http://www.bigdig.com/
Time: 1.75 hours
Using landform, climate, soil, and vegetation maps collected in Activity 1.1, students identify spatial patterns and correlations with global population distribution. Students identify cities of the world that have a distinctive form and determine if the form is the result of physical features. Students identify cities in landlocked countries and determine three consequences of the locations. Students reflect upon the implication of natural and political boundaries, the need for justice in the distribution of land, and the processing of subsequent resources.
Ontario Catholic
School Graduate Expectations
CGE7i - respect the environment and uses resources wisely.
Strand(s): Human and Environment Interactions, Methods of Geographic
Inquiry,
Understanding and
Managing Change
Specific Expectations
HE1.03 - describe how landforms, climate, soils, and vegetation influence settlement patterns;
UC1.06 - explain the consequences of being a landlocked country (e.g., with respect to imports/exports, sharing of offshore resources) and describe how such a country responds to its position (e.g., Switzerland, Rwanda, Luxembourg);
GI2.01 - analyse and synthesize information from remote sensing, geographic information systems, and maps and present conclusions;
GI2.03 - illustrate global human patterns, using a variety of thematic mapping techniques (e.g., proportional flow lines, choropleths).
·
latitude and
longitude
·
geomorphology and
climatology
·
Prepare a
physical geography pre-assessment and provide a definition of region.
· Prepare instruction notes and visuals for review of landform, climate, vegetation, and soil regions of the world.
·
Vocabulary required – landlocked,
climate regions, soil regions, natural vegetation regions, landform regions
·
Career profile to
discuss – Geomorphologist
1. Students begin by comparing their population
distribution map, which they created in Activity 1.4, with global landform,
climate, soils, and vegetation pattern maps collected in Activity 1.1. Students
note both the distribution and density of populations in relation to mid, high,
and low latitudes. They further their analysis by assessing the role of
landforms, such as mountains, plains, lowlands, plateaus, and deserts, in
attracting or deterring settlement. They record both the positive and negative
aspects of these physical landscapes on settlements.
2. Students continue the analysis by comparing
population density and global distribution with maritime and continental
climates, soil regions, and vegetation types, such as grasslands, coniferous
forests, deciduous forests, and tundra.
3. In the second part of the activity, students
are presented with topographic maps of human settlements in order to study
physical structure or morphology. An activity similar to the one found in Urban Dynamics, pp. 60-62, would work
well. Students identify the general linear and circular patterns that tend to
emerge when assessing urban form. The cities of Melbourne, Mexico City,
Calcutta, Cairo, and Stockholm are good examples to use, for they are either
circular or linear in form, and each reflect a physical feature in their shape.
(See Urban Dynamics.)
4. To complete this study, students use GIS to
create a map that identifies cities of the world that are located in countries
that are landlocked. Students determine the consequences of such site locations
in terms of economic development by creating a spatial gradient map of GNP and
layering it onto the landlocked countries. They use the calculator function in ArcView 3.2 to determine the average GNP
for the world and build a query that identifies landlocked countries below the
global average. They assess the pattern, identify anomalies, and describe the
strength of the correlation.
·
Assess students’
map for clarity and the effectiveness of the legend in displaying the query
(K/U).
·
Monitor the group
discussion for assessment of students’ ability to critically analyse the
economic, defensive, and developmental implications of being landlocked (T/I).
·
Arrange for peer
assistance with the GIS activity.
·
Accompany
regional maps with critical information notes and highlight important
vocabulary.
·
Include written
and verbal instructions.
Enrichment
Opportunity
Using latitude and longitude, the teacher selects four coordinates somewhere on earth. Students locate the area and determine the benefits and limitations of the physical site to support an ecumene.
Text
Baerwald, Thomas J. and Celeste Fraser. World Geography: Building a Global Perspective. Massachusetts: Prentice Hall, 2000.
Boehm, Richard G. World Geography. Toronto: McGraw-Hill Ryerson, 2000.
Cartwright, Fraser. Urban Dynamics. Toronto: Oxford University Press
Knox, Paul L. Places and Regions in a Global Contest: Human Geography. Prentice Hall, 2001.
Peterson, Dean R., Delores F. Wundor, and Harlan
L. Mueller. Social Problems:
Globalization in
the 21st Century. Prentice Hall, 1999.
Rowtree, Lester, Marti Lewis, Marie Price, and William Whchoff. Diversity Amid Globalization. Prentice Hall, 2000.
Rubenstein, James M. The Cultural Landscape: An Introduction to Human Geography, 2nd ed. Prentice Hall, (spring 2002).
Websites
http://www.nationalgeographic.com/xpeditions/lessons/index.html
http://www.ulcc.ac.uk/unesco/terms/list82.htm - UNESCO - Thesaurus - search for topics dealing with land settlement issues
http://www.un.org/esa/subindex/gb15.htm
Time: 1.75 hours
Students differentiate between actual and perceived boundaries. They use a political and physical map of the world to identify boundaries that have been influenced by natural phenomena and those that are the result of human decisions. From the list, they determine if the boundary was primarily influenced by geography, culture, religion, language, ethnicity, economics, or political ideology. During this activity, students are expected to reflect upon the diversity and interdependence of the world’s peoples, respect and understand their history, and recognize the role of cultural divergence and convergence in the formation of boundaries.
Ontario Catholic
School Graduate Expectations
CGE5e - respect the rights, responsibilities, and contributions of self and others.
Strand(s): Geographic Foundations: Space and Systems, Methods of
Geographic Inquiry
Specific
Expectations
SS1.03 - identify boundaries according to type (e.g., natural, artificial, antecedent, subsequent);
SS2.02 - explain how and why national and regional boundaries evolve;
GI2.01 - analyse and synthesize information from remote sensing, geographic information systems, and maps and present conclusions;
GI2.05 - choose the most appropriate methods for forecasting, problem solving, and decision making to support their independent study.
·
Grade 10 History
– Cold War
·
thematic maps
collected in Activity 1.1
·
Students require
political and thematic maps.
· Prepare handouts and a lecture on the Cold War (show film).
· Access ArcView 3.2 and ArcCanada 2.0 files.
·
Vocabulary required – boundary,
political ideology, cultural divergence, cultural convergence
·
Career profile to
discuss – Cultural Geographer
1. The teacher discusses with students the difference
between actual and perceived boundaries. Together, students and the teacher
create a definition for both natural and physical boundaries.
2. With the use of both political and physical
landscape maps of the world, students identify boundaries that appear to have
been influenced by natural phenomena. The meandering erratic shape of the
boundary line often indicates a decision that resulted from a response to
physical features as opposed to a straight line that is more indicative of a
political decision.
3. In Teaching/Learning Strategies related to
political geographic boundaries, teachers must be sensitive to the national
origins of students. Collectively, students create two lists: boundaries that
appear to be the result of physical phenomena and boundaries that appear to be
affected by political decisions. Student answers may include:
· 49th parallel separating Canada and the USA;
· the division between Israel and Palestine;
· the division between Mexico and the USA;
· Alaska and the Yukon Territory;
· Haiti and the Dominican Republic;
· Brazil and the nine countries that border it;
· the boundaries of Germany;
· the division between North and South Korea;
· China and Mongolia;
· India and Pakistan;
· Papua New Guinea and Indonesia;
· North and South Korea.
4. The teacher delivers a mini-lesson on the
Cold War. During the Cold War, the term Iron Curtain was used to define the
boundaries between two political philosophies. The two world super powers of
the time, the USA and the USSR, created buffer zones around themselves and countries
with similar philosophies. The teacher directs students to a modern-day example
and determines if the perceived boundary is a result of cultural, economic, or
religious actions.
5. Students are randomly assigned a boundary
from the prepared list. They determine if political, economic, social,
religious, or ethnic variables played a role in creating the boundary. Students
share their findings in small groups.
·
Assess students’
skills in the group sharing session for their ability to debate, defend a
position, articulate effectively, cooperate, be a reflective listener, and be
supportive of others (C).
·
Assess students’
reflective journals used to record success and improvements required in group
dynamics.
·
Evaluate
students’ maps for essentials and accuracy.
·
Arrange peer
assistance with GIS work.
·
Allow students to
re submit work.
Enrichment
Opportunity
Boundaries are relatively static, however, when two nations are at odds over the placement of the boundary tensions can run high and eventually lead to conflict. In some cases, the boundary may be disputed, in others, recreated, or simply eradicated. As part of an enrichment opportunity, students research the creation of, and present dispute over, a modern-day boundary, such as the one found between:
·
Indonesia and
East Timor;
·
Pakistan,
Kashmir, and India.
Text
Baerwald, Thomas J. and Celeste Fraser. World Geography: Building a Global Perspective. Massachusetts: Prentice Hall, 2000.
Boehm, Richard G. World Geography. Toronto: McGraw-Hill Ryerson, 2000.
Chasmer, Ron and Pamela Perry-Globa. Facing The Future. Oxford University Press, 2000.
Corbin, Barry, John Trites, and Jim Taylor. Global Connections: Geography for the 21st Century. Oxford University Press, 2000.
Crewe, James R., Barry Corbin, Malcolm Squires, and John Trites. World Geography. Oxford University Press, 2000.
Websites
http://www.nationalgeographic.com/xpeditions/lessons/index.html
http://www.ulcc.ac.uk/unesco/terms/list82.htm - UNESCO - Thesaurus - search for topics dealing with land settlement issues
Time: 1.25 hours
Students compare global settlement patterns to the global distribution of metallic minerals, mineral fuels, and non-mineral resources to determine the relationship with respect to social/economic problems or success. They read a case study of a community dependent on a single natural resource for survival and assess the impact on form and function. Students report their findings in essay form. Students reflect upon the need for collective stewardship, conservation, and willingness to share wealth.
Ontario Catholic
School Graduate Expectations
CGE7i - respect the environment and use resources wisely.
Strand(s): Human-Environment
Interactions, Global Connections, Methods of Geographic Inquiry
Specific
Expectations
GC3.05 - conduct a case study of a country that depends on a single resource (e.g., oil in Nigeria or a Middle Eastern country) to illustrate the positive and negative impacts of this type of economy on cultural, political, and social life;
GI2.01 - analyse and synthesize information from remote sensing, geographic information systems, and maps and present conclusions;
GI2.07 - use written, oral, and visual communication skills to present the results of geographic inquiry and analysis effectively;
HE2.05 - explain why various environments have differing capacities to support population growth and industrial development;
HE2.01 - analyse the advantages and disadvantages of intensive human use of selected physical features (e.g., Yellow River valley);
HE1.03 - describe how landforms, climate, soils, and vegetation influence settlement patterns;
HE1.01 - identify examples from each continent of positive and negative effects of human activities on the natural environment.
·
GIS and inquiry
skills
·
knowledge of
natural resources, including type and value
·
basic
mathematics, including the calculation of multiplier effect
·
Create examples
for the application of multiplier effect.
·
Acquire a case
study of a single-industry community.
· Differentiate between social and economic factors.
·
Vocabulary required – resource,
reserve, multiplier effect, basic employment, non-basic employment
·
Career profile to
discuss – Mineralogist
1. Using GIS, students compare the distribution
of global populations with the distribution of metallic minerals, non-metallic
minerals, and mineral fuels.
2. Students describe the pattern and determine
the relationship between resources and human settlement on earth by comparing
resource location and ecumene development.
3. Students read a case study of a
single-industry community that is dependent on natural resources for
employment, e.g., oil in Nigeria. They identify the social and economic
problems such settlements face when the resource depended upon is exhausted or
in less demand.
4. Students complete this activity by defining
the multiplier effect and applying it to a fictional situation. Students
differentiate between basic and non-basic jobs. They calculate the number of
new jobs created when a new industry comes to a community and identify the
spin-off benefits from such a situation. Students also calculate the expected
increases in population and determine the impact on the settlement. The same
equation can be used to show the impact on a community when basic level jobs
are lost. Students report their findings in writing.
·
Use a rubric to
evaluate the calculations and impact statements of population loss and gain
(K/U, A).
·
Assess students’
GIS maps for accuracy and essentials using a checklist.
·
Arrange peer
assistance with calculations and GIS mapping.
·
Provide verbal
and written instructions for the task.
Enrichment
Opportunity
Students locate the settlement used in the case study, evaluate the site and situation, and prepare a report on the potential for future economic diversification.
Text
Baerwald, Thomas J. and Celeste Fraser. World Geography: Building a Global Perspective. Massachusetts: Prentice Hall, 2000.
Boehm, Richard G. World Geography. Toronto: McGraw-Hill Ryerson, 2000.
Cartwright, Fraser. Urban Dynamics. Toronto: Oxford University Press.
Chasmer, Ron and Pamela Perry-Globa. Facing The Future. Oxford University Press, 2000.
Corbin, Barry, John Trites, and Jim Taylor. Global Connections: Geography for the 21st Century. Oxford University Press, 2000.
Websites
http://econ.worldbank.org/
http://www.nationalgeographic.com/xpeditions/lessons/index.html
http://www.un.org/
Time: 1.25 hours
Some settled areas are under the constant threat of volcanic activity. Students explore the impact volcanoes will have on settled areas by watching a video and question how the settlements have been altered by an eruption. Students recognize that life is a gift and that a person entrusted with life does not own it but that one is called to protect and cherish it and assist others in need. This visual activity encourages students to compare variations in disasters as they relate to the type of settlement (rural/urban), plus the socio/economic and/or physical dynamics of the area.
Strand(s): Geographic Foundations: Space and Systems,
Human-Environment Interaction
Overall
Expectations
HEV.04 - explain how the natural environment and natural phenomena affect human activities;
SSV.02 - demonstrate an understanding of basic concepts of spatial interaction and analyse the impact of spatial factors on human systems.
Specific
Expectations
HE3.04 - explain how natural hazards (e.g., drought, flooding, typhoons, landslides, earthquakes) and environmental problems caused by human activities (e.g., oil spills, acid rain) affect development in selected regions.
·
plate tectonics
·
ring of fire
·
types of
volcanoes
·
Acquire a video
on volcanic activity. The video must depict several areas of the world and how
they were impacted by volcanoes.
·
Prepare list of
concepts for students to recognize in the video, if necessary.
· Some students may be familiar with the destructive power of volcanoes but this activity allows students to assess the effect a volcano has on the settlement.
·
Vocabulary required – natural
disaster, natural event, volcano, lava, magma, pyroclastic flow
·
Career profile to
discuss – Volcanologist
1. The teacher conducts an initial discussion
with students regarding their knowledge of recent volcanic activity to reveal
that people and their way of life are altered by this and other natural
disasters.
2. Using maps of the world, the class identifies
the areas of the world most affected by volcanoes, making reference to the ring
of fire, Mt. Etna, etc.
3. Students view the video and create notes that
describe how the disaster affects the settlement.
4. The teacher and students discuss the ways in
which the settlement has been altered and suggest options for the future of the
affected area.
·
Perform an
informal assessment of students’ note taking during the video.
·
Assess students’
ability to apply their notes to conclusions about settlements and disasters (A,
C).
·
Provide an
alternative activity for students who are visually impaired.
·
Provide oral pre
planning of video content for the learning disabled, where required.
Enrichment
Opportunity
Students research famous explosions that have destroyed settlements. In some cases these have never been built again; in others the nutrient rich ash has been used as a starting point for new and productive agriculture.
Text
Chasmer. Earth Dynamics. Oxford University Press, 1995.
Geography Lab Inc. – a division of Johnson Publications Ltd. The Physical Geography Series, PHY – 03 “Volcanoes.”
Video
NFB. The Evolving
Earth Series – Volcano.
Nova – “Deadly Shadow of Vesuvius”. PBS.
Websites
USGS- http ://volcanoes.usgs.gov/ - global volcano activity
Time: 2.0 hours
Students conduct a comparative study of the Yanomami of the Amazon and the city dwellers of Northern Brazil and Southern Venezuela - human settlements that are both a product of human culture and human function yet worlds apart in technological development. Students individually assess the impact the two societies have on their environment as well as the impact they have on each other. Students debate the future of the two types of settlements and rate their ability to meet the needs of their human societies. Students evaluate this situation in light of social justice and their role in defending the oppressed.
Ontario Catholic
School Graduate Expectations
CGE4c - take initiative and demonstrates Christian leadership;
CGE5a - work effectively as an interdependent team member.
Strand(s): Geographic Foundations: Space and Systems, Methods of
Geographic Inquiry, Global Connections
Overall
Expectations
SSV.01 - analyse the characteristics of selected ecumenes (settled environments) and explain why they differ from place to place and from one period of time to another;
GCV.01 - analyse the impact of culture on settlement patterns and human activities.
Specific
Expectations
SS2.01 - explain why groups of people in similar environments (e.g., deserts) may have different ways of life;
SS1.04 - explain how culture (e.g., religion, gender roles, social values, food preferences) and function (e.g., finance, trade, government, education, manufacturing) affect the characteristics of a place;
GI3.01 - evaluate the positions of different groups on selected issues related to human geography;
GC3.01 - analyse selected settlement patterns around the world to show how they have been influenced by cultural factors (e.g., inheritance systems, land settlement systems).
·
distinguishing
characteristics between rural and urban settlements
·
the role of
culture in developing settlements
· Acquire a film of Yanomami, depicting their way of life and the issues they faced.
·
Vocabulary required– cultural
assimilation, cultural preservation
·
Career profile to
discuss – Cultural Anthropologist
1. The teacher begins by describing the task and
reviewing with students the methods and conventions of conducting a debate.
2. The world of the Yanomami predates recorded
history; however, similar to the modern-day city dwellers of Brazil and
Venezuela, they developed their settlements within natural parameters to meet
human needs. The societies religious, social, and economic factors affect the
societies patterns of settlement. This study also introduces students to the
elements of cultural diffusion and assimilation.
3. Students individually assess the impact the
two societies have on their environment as well as the impact they have on each
other.
4. Students debate the abilities of the two
types of settlements to meet the future needs of their societies.
·
Use a rubric to
assess students’ ability to discuss/debate the issue, defend arguments, present
accurate/relevant support for their position, and respect the opinions of
others.
·
Assist students
with film note making by providing guided questions.
Enrichment
Opportunity
Students create proposals for the preservation of aboriginal lands in the Amazon.
Text
Hannell, Christine and Stewart Dunlop. Discovering the Human World. Toronto: Oxford University Press, 2000.
Kernahan, Deo, Peter Lawley, James Ellsworth, Sharon Goodland, Sean Dolan, Mark Flumerfelt, Donald Quinlan, and Dennis Des Rivieres. Exploring World Religions: The Canadian Perspective. Oxford University Press, 2000.
Knox, Paul L. Places and Regions in a Global Contest: Human Geography. Prentice Hall, 2001.
Peters, John F. Life Among the Yanomami. Broadview Press, 1998 (several books have been written on the life and struggles of the Yanomami).
Peterson, Dean R., Delores F. Wundor, and Harlan L. Mueller. Social Problems: Globalization in the 21st Century. Prentice Hall, 1999.
Rowtree, Lester, Marti Lewis, Marie Price, and William Whchoff. Diversity Amid Globalization. Prentice Hall, 2000.
Rubenstein, James M. The Cultural Landscape: An Introduction to Human Geography, 2nd ed. Prentice Hall, (spring 2002).
Video
Several films have been produced – check local libraries for visual resources
http://www.videoproject.org/yanomami.html - site to order film
http://www.pbs.org/wgbh/nova/teachers/resbytitle.html - Warriors of The Amazon – Nova. Print version and teachers’ resources available online.
Websites
Cultural Survival - http://www.cs.org/
Time: 3.75 hours
Students create a case study of a present-day settlement in which humans have dramatically altered the physical site to meet their needs. Students critically analyse the alterations, conduct a cost/benefit analysis, and suggest an alternative to the action. Students employ both quantitative methodologies and geotechnologies introduced in this unit to identify the positive and negative effects of these adaptations. Students present their efforts electronically, demonstrating both their analytical abilities and technological competence.
Ontario Catholic
School Graduate Expectations
CGE4e - set appropriate goals and priorities in school, work, and personal life.
Strand(s): Geographic Foundations: Space and Systems, Methods of
Geographic Inquiry, Understanding and Managing Change, Global Connections
Overall
Expectations
GIV.02 - conduct an independent inquiry that applies geographic knowledge, skills, and methods effectively to a study of places and human patterns.
Specific
Expectations
GC2.04 - assess the impact of technological change in a region of the world;
HE1.01 - identify examples from each continent of positive and negative effects of human activities on the natural environment;
HE1.02 - describe selected examples of distinctive alterations of the physical environment by humans (e.g., terraced hillsides of Thailand, polders in the Netherlands) and explain the reasons for these adaptations;
GI2.01 - analyse and synthesize information from remote sensing, geographic information systems, and maps and present conclusions;
GI2.05 - choose the most appropriate methods for forecasting, problem solving, and decision making to support their independent study;
GI2.07 - use written, oral, and visual communication skills to present the results of geographic inquiry and analysis effectively;
GI3.02 - conduct an independent inquiry on a political, economic, cultural, or social issue related to a region or nation in Africa, Asia, or Oceania, using key concepts and methods presented in the course;
GC3.01 - analyse selected settlement patterns around the world to show how they have been influenced by cultural factors (e.g., inheritance systems, land settlement systems).
·
components of a
case study;
·
human and
physical geographic vocabulary.
·
Prepare a clear
concise task, based on specific and overall expectations.
·
Book computers
and the library/resource centre.
·
Prepare a
conferencing schedule.
· This culminating activity builds on the process used in Activity 1.6.
·
Vocabulary – students create
vocabulary of geographic terms specific to their inquiry
·
Career profile to
discuss – Environmental Geographer
1. The teacher reviews the content and skills
from previous activities in Unit 1.
2. The teacher presents the task, clearly
identifies the expectations, and distributes the evaluation rubric.
3. With approximately three hours to complete
this task, students establish a timeline for selecting a topic, collecting data
and print materials, and creating the finished product.
Task
Students research, analyse, and draw conclusions regarding the costs and benefits of a present-day “mega project” that has been designed to meet human needs.
Requirements
The case
study must include:
·
the background
reasons for the project (economic, physical, human);
·
an environmental
impact assessment (flora, fauna, atmosphere, land, water);
·
a human impact
assessment (culture, migration, density, distribution, dislocation);
·
a cost/benefit
analysis;
·
a critical
analysis of the results of the study and an informed decision on the project’s
ability to meet human needs;
·
an alternative
plan of action to soften the human and physical impact of the project;
·
the use of
geotechnologies and quantitative methods.
Possible Topics
·
Hibernia, North
Sea Oil Project, Three Gorges Project in China, the “Chunnel”, The “Big Dig” in
Boston
·
Assess the
process students use to complete this activity.
·
Use a rubric (see Appendix 2) to evaluate the final
product for students’ ability to:
1. develop an inquiry of their own design with the parameters of the assignment;
2. apply their knowledge of quantitative and geotechnical skills to their inquiry of a new situation;
3. communicate effectively and present their findings in a prescribed format;
4. demonstrate an understanding of their topic.
·
Provide guidance
and steps to be followed in the inquiry process.
·
Conference with
students on a daily basis.
·
Assist students
in setting short-term goals.
·
Arrange peer
assistance with readings.
·
Provide
appropriate readings for ESL students.
Enrichment
Opportunity
Students create a class Human Geography Web Page with links to resources to support this study. Post examples of good work for students in upcoming years. Compare the results of this case study with the observations made in Activity 1.6.
Print
Baerwald, Thomas J. and Celeste Fraser. World Geography: Building a Global Perspective. Massachusetts: Prentice Hall, 2000.
Boehm, Richard G. World Geography. Toronto: McGraw-Hill Ryerson, 2000.
Chasmer, Ron and Pamela Perry-Globa. Facing The Future. Oxford University Press, 2000.
Corbin, Barry, John Trites, and Jim Taylor. Global Connections: Geography for the 21st Century. Oxford University Press, 2000.
Crewe, James R., Barry Corbin, Malcolm Squires, and John Trites. World Geography. Oxford University Press, 2000.
Dunlop, Stewart and Michael Jackson. Understanding Our Environment. Oxford University Press, 2000.
Hannell, Christine and Stewart Dunlop. Discovering the Human World. Toronto: Oxford University Press, 2000.
Kernahan, Deo, Peter Lawley, James Ellsworth, Sharon Goodland, Sean Dolan, Mark Flumerfelt, Donald Quinlan, and Dennis Des Rivieres. Exploring World Religions: The Canadian Perspective. Oxford University Press, 2000.
Knox, Paul L. Places and Regions in a Global Contest: Human Geography. Prentice Hall, 2001.
Rowtree, Lester, Marti Lewis, Marie Price, and William Whchoff. Diversity Amid Globalization. Prentice Hall, 2000.
Rubenstein, James M. The Cultural Landscape: An Introduction to Human Geography, 2nd ed. Prentice Hall, (spring 2002).
Websites
http://www.un.org/
http://www.uis.unesco.org/
|
World Maps |
|
Data |
|
Analytical Techniques |
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|
Physical |
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Population |
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Coefficient of Correlation |
|
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Political |
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Density |
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Variation |
|
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Religions |
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GNP |
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Divided Circles |
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Language Families |
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GDP |
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Graded Shading |
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|
Resources |
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Education |
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Index Numbers |
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Fuel Deposits |
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Land Area |
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Log Scales |
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Climate |
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Medical Care |
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Lorenz Curves |
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Soil |
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Energy Consumption |
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Proportional
Circles |
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Vegetation |
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Energy Production |
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Rates of Change |
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Economic Activity |
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Government |
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Relative Percentage |
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Mountains |
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Resources |
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Trend Lines |
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Cities |
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Communications |
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Linear Graph |
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Precipitation |
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Life Expectancy |
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Bar Graph |
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Transportation |
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Death Rate |
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Scatter Graph |
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Rivers |
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Birth Rate |
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Logarithmic Graph |
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Lakes |
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Annual Growth |
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Triangular Graph |
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Metallic Minerals |
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Projected Population |
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Population Pyramid |
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Relief |
|
Infant Mortality |
|
GIS – Inquiry Skills ArcView 3.2 |
|
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Ocean Floor |
|
Demographic |
|
||
|
Currents |
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Urban Population |
|
·
Create a View |
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Pressure and Winds |
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Rural Population |
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·
Access Files |
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Deserts |
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Migration |
|
·
Add Fields |
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Peninsulas |
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Male Literacy |
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·
Use Legend
Editor |
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Latitude / Longitude |
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Female Literacy |
|
·
Open Attributes |
|
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Time Zones |
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Military Expenditures |
|
·
Build Queries |
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Population Distribution |
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Remaining Wilderness |
|
·
Create Shape
File |
|
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Government |
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Food Availability |
|
·
Edit Tables |
|
|
Agricultural Lands |
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Air Quality |
|
·
Input Data |
|
|
Atmospheric Pollutants |
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Water Quality |
|
·
Merge Tables |
|
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Plate Boundaries |
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Industrial Development |
|
·
Calculate |
|
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Earthquakes |
|
Temperature |
|
·
Hot Link |
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Volcanoes |
|
Precipitation |
|
·
Buffering |
|
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Population Change |
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Distribution of Wealth |
|
·
Create Layout |
|
|
Indigenous Peoples |
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Employment |
|
·
Edit Layout |
|
|
Alliances |
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Ethnicity |
|
·
Create Charts |
|
Collection/Location of Materials Complete __________________(date)
Place Names - Countries of the World Review Complete _________________(date)
GIS Inquiry Skills Review Complete_________________(date)
Task Rubric – Human
Activities that Affect the Site and Development of a Settlement
Selected Site:
Human Activity:
|
Criteria/
Expectations |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/
Understanding Demonstrates an understanding of the impact of human activity on a selected site HE1.02 |
- demonstrates limited knowledge of facts and terms |
- demonstrates some knowledge of facts and terms |
- demonstrates considerable knowledge of facts and terms |
- demonstrates a high degree of knowledge of facts and terms |
|
Thinking/Inquiry Applies inquiry skills to formulate study of selected site and produce a case study GIV.02, GI2.01 Critically assesses the significance of the site alteration GC2.04, GC3.01 |
- applies few of the skills involved in an inquiry process - uses critical-thinking skills with limited clarity and effectiveness |
- applies some of the skills involved in an inquiry process - uses critical-thinking skills with some clarity and effectiveness |
- applies most of the skills involved in an inquiry process - uses critical-thinking skills with considerable clarity and effectiveness |
- applies all or almost all of the skills involved in an inquiry process - uses critical-thinking skills with a high degree of clarity and effectiveness |
|
Communication Makes use of technology to communicate findings GI2.07 Reports in writing the impact of human activities on the form and development of the community GI2.07 |
- uses technology with limited effectiveness - communicates in writing with limited effectiveness |
- uses technology with some effectiveness - communicates in writing with some effectiveness |
- uses technology with considerable effectiveness - communicates in writing with considerable effectiveness |
- uses technology with a high degree of effectiveness - communicates in writing with a high degree of effectiveness |
|
Application Applies concepts and knowledge of physical and human geography GI2.05 |
- applies concepts and knowledge with limited effectiveness |
- applies concepts and knowledge with some effectiveness |
- applies concepts and knowledge with considerable effectiveness |
- applies concepts and knowledge with a high degree of effectiveness |
Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.
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