UNIT 1 Five Themes Of Geography - Weebly
UNIT 1Five Themes ofGeographyThe movement, region, and locationthemes in geographyG2Unit 1: Five Themes of Geography
CHAPTER 1Place andMovementNiagara Falls, Ontario, and Paris, France, are easy to identify because of theirfamiliar landmarks.Before READINGMaking ConnectionsUse rapid writing to describe aplace you know. It may be aspecific location, such as yourhome, or a more general area,such as a city you visited.Include as many details as youcan. Why do you think youremember it so well?G4lace is one of the most important words in geography. Theworld is filled with unique places, some of them large andothers small. Every place has a location, a description bywhich it can be found. For each big city, such as Toronto, thereare many tiny crossroads communities, such as PunkeydoodlesCorners. This is an actual community in southwestern Ontario,between the cities of Kitchener and Stratford. No one is quite surewho first called it Punkeydoodles Corners, but long ago the placewas a stagecoach stop with an inn, some businesses, and a postoffice. Today, a few houses and a funny name are all that remain.It still has a sense of place, but just barely. The places shown hereare much better known.PUnit 1: Five Themes of Geography
What You Will Learnin This ChapterThinking About LITERACY What is the geographic idea ofplace/location? How can the geographic idea ofmovement help me to understand theconnections between places?This chapter will explain new meanings ofwords you already use. It will focus on newvocabulary and why it is important. You will alsolearn how to visualize to connect with whatyou are reading. What are the geographic terms relatedto place/location and movement? How can I interpret place/location andmovement by reading a map?Start a vocabulary sort chart of boldfaced wordsin the text and other words you don’t know. Takepoint-form notes on the importance of the wordor concept.See page S 5 in the Skills Tool Kit for help withvocabulary.Word ListHow I Use ItGeography UsePlaceSomewhereI can findsomethingA place is apart of theearth that isseparate ordifferent fromother partsImportance toLearningGeographyDrawing or Wayto RememberNew MeaningChapter 1: Place and MovementG5
Places Are UniqueWORDS MATTERplace a bounded area; a locality such as a town or a citylandmark an object or landformthat identifies a placeYou are an individual, right? There is nobody else exactly like youin appearance, ability, and personality. The friends of identicaltwins can tell them apart. Just as each person has a uniquecharacter, each part of the earth has a special “sense of place.”A place is a part of the earth that can be recognized as separate ordifferent from other parts. Each place is a unique combination ofnatural physical characteristics (for example, landforms and bodiesof water) and human-made features (for example, roads andbuildings). Punkeydoodles Corners is unique because of its oddname. Niagara Falls and Paris have their widely recognized naturalor human landmarks: the Horseshoe Falls and the Eiffel Tower.During READINGCheckpointWhy are the words place andlandmarks boldfaced in thisparagraph?What would make each of these places unique?G6Unit 1: Five Themes of Geography
Places come in many sizes, from a single room to the PacificOcean. Since places occur on the earth’s surface, they are of specialinterest to geography. This subject focuses on the relationshipbetween people and the earth. Geographers often study conditionsat different places on the planet. Since the days of the ancientGreeks, explorers have wanted to learn the characteristics ofdifferent parts of the world. In fact, the word “geography” comesfrom two ancient Greek words, “geo” (of the earth) and “graphica”(descriptions). National Geographic magazine has used maps,graphs, pictures, and words to describe places on earth for morethan a century.In 1986, Sharon Wood became the first Canadian woman to reach the summit ofMount Everest.WORDS MATTERgeography the study of theearth’s surface and people’srelationship to itWORLD RECORDSThe Highest PlaceMount Everest is the highestplace on earth. Standing8848 metres, it towers nearly9 kilometres above the levelof the Indian Ocean.Mount Everest is part of theHimalayan mountain rangein southern Asia. Thisgigantic landmark of rock,ice, and snow was firstclimbed in 1953 by SirEdmund Hillary and hisSherpa guide, Tenzing Norgay.Hundreds of adventurershave attempted the ultimatequest—Mount Everest’ssummit. Some of them havepaid with their lives.THINKING It Over1. List, in order of size, eight types of geographicplaces, with an example for each. Start with aroom and end with an ocean. (Hint: A city willfall somewhere near the middle.) k2. Work with a partner to pick two pictures ofplaces from this unit. (Don’t choose Paris orNiagara Falls.) For each one, make alist of a) the natural, or physical, features andb) human-made characteristics that make theplace unique. k3. Describe the natural and the human-madefeatures of the most interesting place you haveever experienced. See if your partner canguess the name of the place. t cChapter 1: Place and MovementG7
Where in the World?WORDS MATTERrelative location descriptionof a place in relation to otherplaces, using landmarks,distance, or compass directionsDuring READINGCheckpointWhich instructions (in the chartbelow) do you find easiest?Sketch a line map to yourfavourite place for a friend,showing the landmarks orstreets.“Where?” is the geographer’s favourite question. In this section,you will learn how to answer “Where?” questions using twomethods: relative location and absolute location.Relative LocationYou might describe the location of your home like this: “It’s at thefirst corner, just past the park.” This is called relative location,because where you live is related to another place, the park. Somepeople give relative location by using familiar landmarks anddirections such as “right,” “left,” or “straight ahead.” Others usestreet names, compass directions, and some idea of distance.Use the neighbourhood map below to find out how you userelative location. Read the two sets of directions to the arena.Which one seems clearer to you? Would you rather combine bothapproaches in your own unique style? Try it out.Where’s the arena? How do I get there?The Location of the Arena1. When you come tothe variety store,turn to your right.?Maple Street2. Walk past the baseball park, then turnto your left.Using CompassDirection and DistanceBirch Street1. Walk one blocksouth to Oak Street.Centre StreetUsing Simple Directionsand LandmarksVariety StoreOak Street3. At Park Street, turnsouth and walkthree blocks.Park Street3. At the end of thestreet you’ll see abig grocery store.4. Make a left there.5. Watch for the arenaup ahead onthe other side ofthe street.4. Turn east at the endof Park Street andgo one and a halfmore blocks.Forest Street5. The arena is on thesouth side of ElmStreet.GroceryStoreElm Street0G82. Turn west at OakStreet and goanother block.Unit 1: Five Themes of Geography400 mNArena
Absolute LocationWORDIf you have used a road map, an atlas, or a GPS (Global PositioningSystem) unit, you already know about absolute location. It is thelocation of a place independent of any other place. The system oflatitude and longitude is an example of absolute location.S MATTERabsolute location a descriptionof a place independent of anyother placeLatitude and LongitudeSuppose that a classmate was flying from Canada to visit relatives“down under” in Australia. The flight origin and destinationlocations would be listed this way in an atlas.Imaginary lines of latitude and longitude show the absolutelocations of these two cities.PlaceAtlas PageLatitudeLongitudeToronto, Canada6443.40 N79.23 WSydney, Australia15933.55 S151.10 EGPS units have become apopular way to find location.Four HemispheresYou cut an orange in half in different ways. To squeeze orangejuice, you slice it across the middle. To eat it in sections, you cut itfrom top to bottom. Geographers also divide the world into halves,with each part called a hemisphere. The northern, southern,western, and eastern hemispheres are the source of the N, S, W,and E in the chart above.WORDS MATTERhemisphere half of a sphere orglobe, especially the earthNorth PoleEquatorWesternHemispherePrime MeridianNorthern HemisphereEasternHemisphereSouthern HemisphereSouth PoleThe northern and southern hemispheres are divided by theequator, an imaginary line at the widest part of the earth.The eastern and western hemispheres are divided by the primemeridian, an imaginary line between the earth’s poles.Chapter 1: Place and MovementG9
Latitude LocationWORDS MATTERlatitude distance, north orsouth, from the equatorYou could make orange slices by cutting pieces across the orange,parallel to its widest part. Geographers divide the earth’s surfacelike this, with latitude lines running parallel to the equator. Northlatitudes are numbered from 0 at the equator to 90 N at theNorth Pole. South latitudes are numbered from 0 at the equator to90 S at the South Pole.Longitude LocationSWORD MATTERlongitude distance, east orwest, from the prime meridianWEB LINK For more information on latitudeand longitude, visitwww.pearsoned.ca/on7geography.G 10You could make orange segments by cutting pieces from one endof the orange to the other. Geographers divide the earth’s surfacelike this, with longitude lines stretching between the North Poleand the South Pole. These run east or west of the prime meridian,a measured line passing through the Greenwich Observatory inEngland. East and west longitude lines are both numbered from 0 at the prime meridian to 180 at the international date line. Thisline cuts through the Pacific Ocean, a convenient place to start anew day in the world time zone system.Unit 1: Five Themes of Geography
A World in MotionWORDS MATTERmovement the flow of people,products, information, andelements of natureHow did you get to school this morning? Did you walk, ride a bike,take a bus, or get a ride? However you travelled, this movementtook you from one place (home) to another (school). Movementconnects places at different locations. It is one of the fivegeographic themes, and refers to the flow of people, products, andinformation. Movement includes migration in the natural worldtoo. The web below shows all four of these motions.Students go homeafter schoolPizzas are deliveredto customersPeople immigrateto CanadaForeign ships bringimported goodsMovementCaribou migrate tosummer pasturesBirds fly southfor the winterMagazines carrynews to readersLetter carriers dropoff the mailDuring READINGCheckpointUse the sentences before andafter a boldfaced word to helpyou understand the meaning.This is using context. Makenotes about boldfaced words.G 14Geographers look at movement in two ways. They see systems,that is, a pattern of routes that connect places together. Peoplebuild networks of highways to carry people to and from work.Nature develops river systems to carry water to the ocean. Flowmeasures the volume of people, products, information, and otherthings that move along a system. For example, planners measuretraffic flow to decide where more lanes are needed on roads andhighways. Scientists measure the water volume in rivers to predictflood periods.The movement theme can be applied to many geographicquestions. What is the best way to get around a city? What is themost efficient way to bring freight to customers? How doeswireless technology move information? You will examine thesequestions in the next five pages.Unit 1: Five Themes of Geography
Moving PeopleFriday at last! Rick Westermann turned his BMW onto Highway404 and headed for Toronto. By the time he reached east–westHighway 401, commuter traffic was down to its usual crawl. Hewas still far from his downtown office, at least 45 more minutesaway. For the fifth time this week, Rick considered that there mustbe a better way. He told himself that next week he would tryparking at the top of the Yonge Street subway line, and ridingpublic transportation the rest of the way to work. It had to bebetter than wasting time in another traffic jam.A better way to get to work.Rush-hour traffic on Toronto’s Highway 27Allen Expressway407neVallyEGardiner xpres swayMetro boundaryExpresswayQEWNLake Ontario02.55 kmTransit carborough Rapid TransitSheppardDescribe the patterns of Toronto’s transport systems.Chapter 1: Place and MovementG 15
WORDS MATTERpublic transit transportationsystems that include buses,subway trains, streetcars, andcommuter trainsThe following Monday morning, Rick could be found on theDon Valley Parkway, caught in traffic again. Old habits die hard.Personal vehicles offer a level of privacy, comfort, and conveniencethat many commuters cling to, in spite of the high cost of gasoline,parking, and car repairs. About two-thirds of those who work inMetro Toronto drive to their job. Less than a quarter use publictransit. In many parts of the world, these fractions are reversed,with public transit the favoured way to travel in cities.Transportation to Work, Metro Toronto, 20014.6%0.8%0.2%0.5%22.4%Vehicle, as driverVehicle, as passengerPublic transitWalkingBicycleTaxiOther modes6.3%65.2%What percentage of Torontonians arrive at work by vehicle?Public Transit to Work, Top Six Canadian CitiesTop Six Metro AreasPopulation, 2005Toronto*5 304 00022.4Montreal*3 636 00021.7Vancouver2 208 00011.5Ottawa–Gatineau1 149 00018.5Calgary1 060 00013.2Edmonton1 016 0008.6*Subway systemsHow does a subway system affect the use of public transit?G 16Percentage of WorkersUsing Public TransitUnit 1: Five Themes of Geography
Toronto has been more successful than other Canadian cities ingetting people to use public transit. The city’s public transportationsystem has operated street railcars since 1921, and completed the firststage of its underground subway line in 1954. In 2005, the TorontoTransit Commission celebrated its 25 billionth passenger. This total isabout four times greater than the population of the earth!Moving ProductsDuring READINGCheckpointWhat words tell us that theauthor wants us to see that it isimportant for people to usepublic transit?The movement of products connects places to one another.Airplanes carry passengers, but they also deliver cargo or airdropemergency food supplies to disaster areas. Energy flows through oiland natural gas pipelines and high-voltage electric power systems.Trucks, trains, and ships compete for most of the freight business.Million tonnes of freightThree Freight Competitors, Canada, 20034003002001000TrucksTrainsShipsWORDThe container freight system is a good example of movement.Products are packed into metal containers that look something likedumpsters. These containers can be stacked on the deck of a ship orclipped onto flatbed railcars or truck trailers. Special hoists lift thecontainers between different types of transport at containerterminals. There are real benefits to this system: security: containers remain locked cost: no need to handle the contents of the container, savingtime and human resources time: cargoes are delivered faster tracking: computers track container movement global: containers come in standard sizes, so contents do nothave to be loaded into different containers as they movefrom one country to anotherS MATTERcontainer freight systema system for moving productsthat uses standard-sized metalboxes that attach to trucks,trains, and shipsChapter 1: Place and MovementG 17
Three Freight CompetitorsTrucksTrucks can go almost anywhere,even over winter ice roads in the FarNorth. They are ideal for carryingmanufactured goods and packagedproducts. Trucks handle standardized freight containers and canprovide overnight “just-in-time”delivery for manufacturers such asOntario’s automobile assemblyplants. Trucks are heavy energyusers and their weight is very toughon roads. Heavy truck traffic is aproblem along most major highways.TrainsFreight makes up 90 percent of therailway business in Canada. Trainsare the best way to carry materialssuch as coal, iron ore, potash (forfertilizer), wheat, lumber, and hugerolls of paper. Often these productsare being carried to ports for shipment within Canada and overseas.Special train cars carry containerfreight and new automobiles. Trainsare more energy-efficient thantrucks, but can only follow fixedroutes.ShipsMuch of the shipping within Canadatakes place at a few ocean ports andalong the Great Lakes system. Shipscan load and unload huge volumesof the bulkiest raw materials, suchas oil, coal, iron ore, limestone, andwheat. They also handle internationalcontainer freight. Ships are the mostenergy-efficient form of transport,but they are limited by freeze-upduring the Canadian winter.G 18Unit 1: Five Themes of Geography
Z O O M INWireless TechnologyYou are bombarded with information every day.Wireless technologies, computer-based systemsthat operate using only signal waves, are the keyto information flows. Technology is expanding soquickly that successful new media products, suchas the iPod and the Blackberry , become widelyused very quickly. People wonder how they everlived without the new technology—until somethingeven better comes along!South Korea is probably the most advancedhigh-tech society in the world at present. Workingparents use their office computer to check on thekids after school, by interfacing with a tinycomputer webcam built into the refrigerator door.Many South Koreans use their cellphones forshopping, online banking, and place-to-placetravel (GPS). Wireless technology is the key to thisever-expanding “information superhighway”—andsatellites make wireless technology alGlobal Positioning System (GPS) unitsThe InternetSpaceCellular phonesCurvarture ofthe EarthWirelessTechnologyE-mailSatellite TVCoastline ofeastern North AmericaBlackberry Satellite radioTelevisionreceptionWhich of the examples shown in this diagram have you usedbefore? Give some other examples of wireless technology thatcould be added to the web.THINKING It Over1. Record two examples each for people,product, and information flows that you havepersonally experienced today. Compare yourexamples to those of another student. k2. Construct a graph to show all or part of theinformation in the number table “Public Transitto Work, Top Six Canadian Cities.” See pageS 8 in the Skills Tool Kit for help with graphs.t c3. What is holding Rick Westermann back fromusing public transit? Outline three differentapproaches to getting him off the highway andinto the subway system. Use the Toronto mapand pie chart to help you. t c4. Work with a partner to complete a Pros, Cons,Questions chart to summarize three competingfreight carriers—trucks, trains, and ships.t cChapter 1: Place and MovementG 19
People and the EnvironmentHotel guests were alarmed by angry shouting as cod fisherstried to push their way into a meeting room. Meanwhile, CanadianFisheries Minister John Crosbie made a hasty retreat out aback door. At a July 2, 1992, press conference in St. John’s,Newfoundland, he had announced a two-year suspension of codfishing. The cod had been overfished and neededtime to recover.The cod never did return. Limited fishing wasallowed a few times during the 1990s, with nosuccess. Finally, on April 24, 2003, the governmentof Canada closed the Newfoundland and Labradorcod fishery indefinitely. Cod stocks were estimated atonly 1 percent of their historic levels. Although thecod fishery involved Canada’s whole east coast,Newfoundland and Labrador relied on it far morethan the other Atlantic provinces and were muchmore affected by the depletion of the resource.Fortunately, since then the province has been able todevelop other resources—oil and nickel—to replaceits traditional fishing industry.WEB LINK For more information about codfishing and the cod moratorium, visitwww.pearsoned.ca/on7geography.What Happened to the Fish?Cod once flourished around Newfoundland andsouthern Labrador. Large numbers lived on the Grand Banks, therelatively shallow ocean beyond the island. After 1500, Europeanships fished each summer close to shore. Gradually small,permanent communities were built along the Atlantic coast.Inshore fishers used small boats to fish close to shore, returningdaily with their modest catch. After 1950, much bigger boats werebuilt and equipped with the latest technology. Offshore fishersused sound waves to find large schools of fish out on the GrandBanks. Powerful machines handled huge nets that were draggedalong the sea floor where the cod feed. Catches rose sharply, butgovernment scientists were confident that fish supplies wouldremain strong.WORDS MATTERinshore fishers fishers that fishwith small boats relatively closeto the shoreoffshore fishers fishers thatfish the deeper waters awayfrom the shore and use largerboats and more powerful equipment and technologyChapter 2: Environment and InteractionG 27
Cod Catch in Canada’s Atlantic Fishery, 1960–1992CATCH (tonnes, 1972197519781981198419871990What overall pattern do you see on this graph? Suggest reasons.Even larger ships came from Europe and other countries. Theyfished undisturbed within sight of Canada because nations couldclaim control of the ocean only 5 kilometres out to sea. After the1982 United Nations Law of the Sea Conference, countriesextended some control to 370 kilometres offshore. The Canadiangovernment set limits to foreign catches on the Grand Banks, butbetween 1986 and 1992, Europeans took an extra half milliontonnes! By 1989, scientists finally realized that cod stocks were indanger. It was already too late.Local fishers used small boats to travel daily to the inshore codfisheries.G 28Unit 1: Five Themes of GeographyModern factory trawlers are actually floating fish-processingplants that can stay at sea for several months. What effect hastechnology had on this industry?
Z O O M INEffects of Closing the FisheryThese are actual interviews done in Atlantic fishing communities.Offshore FisherI considered going away, but where would I go? Ihave no skills other than being a dragger man[offshore fisher]. I have a house down here that’snot paid yet. If I had to complete the payments onthis one and go somewhere else with my family,what am I going to do? So this is the sort ofdesperation.Local Business OwnerI mean, this place in the fall used to boom. Thetrucks would be all over the place. Any night ofthe week there were people. In restaurants open all night long. You could tell this place wasalive . Last fall it was scary . You wouldwonder if there was anybody alive.Fish Plant WorkerWhile we were working at the fish plant, we weremaking good money, and we were taking homesometimes 600 or 700 a week . I had to goon TAGS [The Atlantic Groundfish Strategy,emergency payments that ended in 1999]. And itwas only a little bit, like 200. So I had to copewith what there was, with a family and bills.Government CounsellorMany of these people have been fishing for 20,25 years. It’s their way of life. They did the job.They did it well. And just like that, it’s taken outof their hands. And you try to explain to themthat the economy is changing. They don’t want tohear that. They just want to hear that they can goback fishing.During READINGCheckpointIn your notes, write thequestion you think each of thepeople quotations above wasasked. Use the informationin the quotes to write a onesentence answer.Why would it be difficult for people in isolated communities to cope with cod depletion?Chapter 2: Environment and InteractionG 29
Environmental OpportunitiesLike a suspense-filled movie, the environment saved the day just asthe cod fishery collapsed. Oil under the Atlantic Ocean, and nickelin Labrador have breathed new life into the province.Oil Under the AtlanticAs the Grand Banks fishery became depleted, oil was discovered inthe same place. In 1984, test drilling found large deposits about300 kilometres east of St. John’s. Environmental conditions thereare tough for drilling. The fog-bound ocean is clogged by icebergsand torn by fierce winter storms. But the resource is rich, and, by1997, oil companies began to tap the Hibernia deposits. Extractionwill continue until 2015, perhaps longer.Plenty of work came just as the cod fishery closed. The world’sbiggest drill platform was built in Bull Arm, Newfoundland.Almost 2500 people worked on the Gravity Base Structure (GBS),big enough to sit on the ocean floor, 80 metres below the surface.Others built the Placentia Bay port, where tankers carry crude oilfrom the GBS platform. Today, there are fewer jobs, but Hiberniaoil pumps millions of dollars into the province.Why were many of the Hibernia jobs just temporary?G 30Unit 1: Five Themes of Geography
Nickel from LabradorIn 1993, two prospectors in a helicopter spotted landformsindicating mineral ore along the remote Labrador coast. TheDiscovery Hill deposits were so large that giant nickel companyInco paid 5 billion for the claims in 1996. Located at Voisey’s Bay(see the map on page G 33) are 32 million tonnes of mineralreserves. Much more is expected as exploration continues. Thereis enough nickel ore near the surface for open-pit mining tocontinue until 2018, before going underground.Before Inco could start mining, the company had to guaranteejob priority to local Aboriginal peoples and provincial residents. By2005, the mine was open, along with a nearby plant to concentratethe nickel ore before shipping it. A refinery is planned for LongHarbour, Newfoundland, by 2009. Already, more than 1000 peopleare working on the project, 80 percent of them from the prioritygroups. The environment has revived the economy ofNewfoundland and Labrador.WORDS MATTERore rock that contains enoughmineral content to make miningworthwhileopen-pit mining removal of oreby digging directly into depositsnear the surfaceA large mining project like Voisey’s Bay provides economic benefits besides jobs, suchas tax revenues and opportunities for businesses that serve the mine and its workers.THINKING It Over1. Make a web chart to show three differentreasons for the disappearance of cod. Recordtwo facts for each reason. k2. Make a timeline using eight dates for theHibernia and Voisey’s Bay information. k3. Write a paragraph explaining how importantthe environment always has been to the peopleof Newfoundland and Labrador. t c4. Imagine that you have just interviewed oneof the people quoted in Zoom In. Write a newsstory that gives the person’s views about theclosing of the fishery. Combine your interviewwith others to produce a newsletter orshort television report about the cod crisis.t c aChapter 2: Environment and InteractionG 31
Interaction in GeographyWORDS MATTERinteraction the act or processof having an effect on eachotherWORLD RECORDSGeography focuses on the relationship between people and theearth. The interaction theme in geography highlights thisconnection. The earth gives people opportunities to providethemselves with necessities: food, water, clothing, heat, andshelter. Scientifically advanced societies, such as our own, havealtered the environment as we’ve used it to satisfy our wants.For example, we clear forests for farming and build port cities atnatural harbours. We use waterfalls and dam up rivers to createelectricity, and we blast transportation tunnels through mountains.The interaction theme includes opportunities humans take tomake use of the environment.This theme also deals with challenges in people’s interactionwith the earth. One type of challenge centres on different opinionsabout using the earth’s resources. Another challenge is theincredibly destructive power of the earth. Volcanoes, earthquakes,and mudslides can sweep away whole communities in minutes.Tornadoes, hurricanes, and blizzards unleash great devastation.The Worst Stormin Two CenturiesIn October 1998, HurricaneMitch caused terrible damageand loss of life in CentralAmerica. More than 11 000people died, and at least3 million were left homeless.Damage exceeded 5 billion.Mitch was a Category 5hurricane, the most seriouskind. Winds reached290 kilometres per hour, andthe coastal storm surge raisedwaves 6 metres high.The greatest damage cameas the hurricane dumped 1 to2 metres of rain over CentralAmerica. Massive mudslidesand floods wiped out entirecommunities.G 34Hurricane Mitch approaches Mexico’s Yucatan Peninsula on October 26, 1998.A Category 5 hurricane can cause enormous destruction over a wide area.Unit 1: Five Themes of Geography
Interaction as OpportunityDuring READINGTo have an opportunity means to have a choice. If friends askedyou to a favourite event, you’d probably choose to go. You’d takethe opportunity. The interaction theme is much like that.At one time, geographers believed that the physicalenvironment determined people’s lives and their choices. But theyunderestimated human ability to overcome obstacles. The ancientRomans built long aqueducts to carry water down from themountains. Long ago, Chinese and other Asian societies learned tofarm on the sides of very steep hills where there was rich soil.They built flat, terraced fields, little stepped plots on which theycould grow rice in the most rugged terrain. Both examples showthat people can turn environmental obstacles into opportunities.CheckpointMake notes on what thesephotos tell about how humansturn environmental obstaclesinto opportunities.An aqueduct in Segovia, Spain, and terraced hillside farms in the mountains of Long Ji, GuangxiProvince, China. Roman and Chinese societies turned environmental obstacles into opportunities.Cultural LandscapesToday, geographers believe that the earth offers many possibilitiesto supply human needs. People may or may no
England. East and west longitude lines are both numbered from 0 at the prime meridian to 180 at the international date line. This line cuts through the Pacific Ocean, a convenient place to start a new day in the world time zone system. G 10 Unit 1: Five Themes of Geography WEB LINK † For more info
Your Signature Themes report presents your five most dominant themes of talent, in the rank order revealed by your responses to StrengthsFinder. Of the 34 themes measured, these are your "top five." Your Signature Themes are very important
Trigonometry Unit 4 Unit 4 WB Unit 4 Unit 4 5 Free Particle Interactions: Weight and Friction Unit 5 Unit 5 ZA-Chapter 3 pp. 39-57 pp. 103-106 WB Unit 5 Unit 5 6 Constant Force Particle: Acceleration Unit 6 Unit 6 and ZA-Chapter 3 pp. 57-72 WB Unit 6 Parts C&B 6 Constant Force Particle: Acceleration Unit 6 Unit 6 and WB Unit 6 Unit 6
Five themes of Geography Want to get your kids engaged with the five themes of geography? Well, you’ve come to the right place! Included in this unit you will find: 1. A reading on the five themes of geography that is sized to be put into an interactive notebook. 2. A notebook flippable that students can use to take notes on each theme and
THEMES AND MOTIFS The central subject or topic in a work of literature (or art) is referred to as its theme. A sophisticated work will usually explore several, interrelated themes. A motif is a recurring idea or contrast examined in a work of literature and these will usually relate to the themes being explored. There are several major themes and
Step 3: Create a heading for Beliefs and Ideals with text and visual elements. [Sample included below.] As we move through the 9 connecting themes through the activities of this unit, keep filling in details on each quilt square. You can cover 1-2 themes per activity and review the previous themes briefly at the start of each new activity.
The Five Themes of Geography5 The Five Themes of Geography Main Ideas Geographers view the world in terms of the use of space. Geographers study the world by looking at location, place, . The United States and Canada Southwest Asia Latin America South Asia Europe East Asia Russia and the Republics .
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CAPE Management of Business Specimen Papers: Unit 1 Paper 01 60 Unit 1 Paper 02 68 Unit 1 Paper 03/2 74 Unit 2 Paper 01 78 Unit 2 Paper 02 86 Unit 2 Paper 03/2 90 CAPE Management of Business Mark Schemes: Unit 1 Paper 01 93 Unit 1 Paper 02 95 Unit 1 Paper 03/2 110 Unit 2 Paper 01 117 Unit 2 Paper 02 119 Unit 2 Paper 03/2 134
