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Grade 9 Geography SMUS - Introduction to Geography (within Social Studies) - A Henderson


A Henderson

on 11 February 2015

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Transcript of Grade 9 Geography SMUS - Introduction to Geography (within Social Studies) - A Henderson

photo credit Nasa / Goddard Space Flight Center / Reto Stöckli
What is Geography?
- To be explored through a
selection of images and group
Look at each of the photographs your group has
Discuss what the geography might be in them
Do they prompt you to ask questions as well?
Extend yourself by trying to think of something that unifies your group's various photographs together (for some photo packs this is more difficult than others)
Pick one photograph that you would like to share with the rest of the class.
Group photo exercise
instructions and prompts
Each group in turn will share one or more of their pictures with the rest of the class and tell us the geography they identified
As they do so everyone else can start a word cloud simply listing some of the words and phrases mentioned
Sense of wonder - the wow factor
Sense of perspective - any people or their activities would seem pretty small in comparison to the grand landscapes
While we may be small in size however our impact on our world is massive and growing
'To the ends of the earth'
Movement or energy
Generates questions about the effects of e.g. the flowing ice or why these movements are happening
'Energy flows'
'Vanishing points'
Places change or disappear - the Maldive Islands in the picture will probably cease to exist in your lifetime
In geography we might consider the pace of the change, the consequences and the causes
'Moving stories'
People are constantly on the move but these moves are not random (i.e. there is a pattern to them) and they are not free (i.e. there are restrictions on them).
In geography we might consider things like sense of identity, and why some people have more or less freedom or movement than others
'Between heaven and earth'
This iconic photograph was taken from the Apollo spacecraft on the way to the moon in the late 1960s and has been said to have given birth to the environmental movement.
This and the other photographs are concerned with our dependence on the environment.
How do we get our food, water and energy are basic and profound geographical questions.
'Producers and consumers'
This family of images show two worlds: the majority (producers) and minority (consumers).
Many people around the world are defined by the work they must do to survive, traditionally food production but in an increasingly urban world manufacturing work is also common.
Questions about supply chains and justice are raised.
'Running free': whose space is this?
Space, even public space, is often regulated - encouraging (and discouraging) some people and behaviour over others e.g. Victoria businesses may encourages seniors to 'winter' here by advertising winter appartment rentals.
But this demarkation is often challenged e.g. free runners making their own way through the urban environment.
'Appearances can decieve: what is hapening here?
Descriptions typically reflect the unconscious or deliberate bias or the authors e.g. geography textbooks from nineteenth century Britain were white, male and carried lots of assumptions of superiority and blindness to other perspectives.
Who is doing the looking? What assumptions are they bringing to the looking? What is not being shown?
We may assume the photograph shows a nomadic herder in the Sahara but equally it could be a holidaymaker in Spain preparing for a beach barbecue.
to the world
of Grade 9 Geography

Who am I? My Journey?
What about you?
What is this course all about?
What can we expect from one another?
Textbooks and administration of these (maybe later)
Follow up
As we saw there are many compoments of geogrphy so it can be quite difficult to answer the question 'what is geography?'
The following five themes were identified by the National Council for Geographic Education in the States (1984) as one way to answer this question.
Note this is not the only way of defining geography.
The elements of geography
1. LOCATION - where is it?
Experiential instructions

Go outside and find examples of each of the themes.
Can do after each theme, or better split into five groups and go after all themes
Where is it?
Absolute location - where is it on the planet or on the map?
Relative location - where is it in realtion to other places or things?
What is it like?
What are the physical characteristics?
What are the human characteristics
How do we depend on the the environment?
How do we adapt to the environment?
How do we modify the environment?
Are there any physical movements like the wind or water?
What kind of movements are taking place with the people and their activities?
Some types of movement may not be immediately obvious like fashion and ideas
Area(s) connected by unifying characteristics.
The region may be physical or human or a combination.
Regions may be contiuous or discontinuous
Go outside and try and figure where you are - relatively and absolutely
Write your observations down
Be ready to share
Go outside
List at least 4 physicsal and 4 human features of this site
Be ready to share
Go outside
List all the types of regions this area might belong to.
Think of the address from local e.g. SMUS up to and beyond contintental
Any other types:
rural or urban
land use
How do we depend on the land at SMUS?
How do we interact with the environment?
How are we changing or impacting on the planet?
Describe and account for the movements you see people making
Can you find some movements in the physical world
Intangible connections?
For homework, collect an image or images that you think shows geography.
Challenge your class mates by bringing in another image that you think does NOT contain any geography.

You may be asked to annotate the image now or after we look at the five themes.
Follow up
You were asked to collect an images or images after a previous lesson
Now you are going to take those and annotate them to illustrate the (5 themes of) geography therein
These should be display standard as some will be chosen to form a wall display and all will be graded
Grading standards
Suitable image or images in place
Identifies a range of geogrpahy therein
- range and depth of this writing
Overall quality of presentation
Everything has to do with geography.
Judy Martz
Final thoughts
- what do these quotes mean?
http://bigfiles.smus.ca/Angus%20Henderson/Grade%209/ all photos for your group and all other groups available here.
"Geography is a subject
which holds the key to
our future."
"As a young man, my fondest dream was
to become a geographer. However,
while working in the customs office I
thought deeply about the matter and
concluded it was too difficult a subject.
With some reluctance I then turned to
physics as a substitute."
"I am a citizen not of
Athens or Greece, but of
the World."
T:\Angus Henderson\Grade 9\Intro photo exercise
Learning Goal
I can describe what it means to study geography using themes and examples.

Class 9-15 January 2014
Full transcript