NATURAL RESOURCE USE OVER TIMEThe use of natural resources has changed over time. People’s ideas about what is a need and what is a want have changed as well (Figure 5.8). As we start to see more things as necessary, we consume more. This has created a greater demand for natural resources.

Think about your own experience growing up. Is there something that you used to do without that you now consider to be a need?

In traditional societies, people were based in small geographic areas or in isolated locations. They could only use the natural resources that were readily available around them to try and meet their needs. For example, people ate food that was available locally and was in season. If there was not enough food, they would have to go hungry.

HOW DOES OUR

USE OF NATURAL RESOURCES VARY?

FIGURE 5.8 This housing development in Brazil is built on land that used to be farmland.

I wonder how people have used land differently over time?

NELUNIT 2: Our World’s Natural Resources: Use and Sustainability150

05_geo7_ch5.indd 150 2014-10-29 2:18 PM

Estimated World Population, 1950–2100

0

5

10

15

Po

pul

atio

n (b

illio

ns)

Years

1960

1970

1980

1990

2000

2010

2030

2020

2040

2050

2060

2070

2080

2090

2100

1950

C05-F03-G07SB

Crowle Art Group

3rd pass

Geography 7 SB

0-17-659048-X

FN

CO

Pass

Approved

Not Approved

CHANGING NEEDSToday, we do not depend only on the natural resources that are available locally. Technology has allowed for greater access to food sources, building materials, fuel, and other natural resources from all over the world. This access has allowed us to lead longer, more comfortable lives than before.

Countries that have access to a variety of natural resources have expanded the idea of what a need is. In North America, our ideas about what we need in terms of the size of our homes, the kinds and variety of food we eat, our access to water, and how we get around are different from what they were fifty years ago.

Reliance on technology such as computers and cellphones has increased dramatically. In 1994, 32 percent of Canadian households owned a computer. By 2010, that number had increased to 93 percent. Ownership of tablet computers doubled from 2012 to 2013.

What we consider a need in terms of entertainment has also changed. In 1953, 10 percent of Canadian households owned a television. At that time, a TV was rare and not considered a necessity. By 1965, 93 percent of households owned a TV. By 2012, North American households had on average two or more TVs.

CHANGES IN POPULATION OVER TIMEPopulation trends are important in helping us understand current use of natural resources. They also help us predict challenges we may face in the future. As the population grows, so does our use of natural resources. More and more people are relying on the same amount of natural resources for food, clothing, shelter, and water.

Looking at Figure 5.9, we can see how fast the world population is rising. From 3 billion in 1950 to more than 7 billion in 2013, the world population is expected to grow to more than 10 billion by 2100. Information from the United Nations also shows that large cities are growing dramatically in number and size.

FIGURE 5.9 Population trends for 1950 to 2010 and estimated to 2100

How will the growing population affect natural resources?

What is the impact of technology on

the environment?

CHAPTER 5: Our Needs and Wants and the Environment 151NEL

05_geo7_ch5.indd 151 2014-10-29 2:18 PM

NATURAL RESOURCE USE AROUND THE WORLDAround the world, people use natural resources in very different ways. There are also many differences within countries. What people use depends partly on where they live and their surroundings, but also on their wants and needs. What natural resources are close to your home? How do the natural resources near your home compare with those in Vietnam, for example?

Review Figure 5.10. These profiles of young people from around the world give us an idea of what life can be like in their country. As you read, consider how the needs and wants of each person are met.

GERMANY

VIETNAM

PAKISTAN

SOUTHAFRICA

BRAZIL

Brazil

Oi! I live near São Paulo, the biggest city in Brazil. Class begins at

7:10 a.m. so I have to make sure I get ready on time. My brothers and

I walk to school together. We eat breakfast at school before class

starts. My favourite subjects are Portuguese, writing, and history. On

Fridays, I have music and computer classes. School ends at 10:45. When

I get home, I have to do chores like washing dishes. Once my chores

are done, I meet with my friends to play football. You probably call it

soccer. Afterward, I might take a nap, watch cartoons, or play computer

games before doing my homework. My family has dinner around 9:00.

Tonight we’re having breaded chicken, rice, beans, and salad. Yum!

Germany

My school day starts at 7:30 a.m., but I live only a

10-minute walk from the school so I don’t have to wake

up very early. For breakfast, I usually have bread with

butter and jam and a glass of milk or water. Most days,

school is over at noon, but both my parents work so I

go to an after-school program until they can pick me

up. Some evenings I have a music lesson or judo. When

I get home, my family and I eat dinner together—bread,

cheese, raw vegetables, and cold cuts. I’m usually

allowed to watch a little TV before bed or spend some

time on the computer.

South Africa

Today I had to get up at 5 a.m. so I could get to school on time. We live

in a township outside of Cape Town, and my school is in the city, so my

dad dropped me off at the train station. The trip takes about one and a

half hours. It’s good that I can use my cellphone during the trip. When

I get home, I have to do chores around the house. My parents buy

electricity vouchers (prepaid cards) from the corner store. That’s good,

but there is no warning when the electricity runs out. That can be bad

because then we have to have a cold supper.

152 UNIT 2: Our World’s Natural Resources: Use and Sustainability NEL

05_geo7_ch5.indd 152 2014-10-29 2:18 PM

FIGURE 5.10 Map of the world. How are the needs and wants of each person met? What questions would you want to ask each person?

GERMANY

VIETNAM

PAKISTAN

SOUTHAFRICA

BRAZIL

Pakistan

I live in a small fishing village on the coast of Pakistan. My school

has only five teachers and more than 300 students, but most kids

don’t come to school every day. We eat fish and vegetables because

meat is very expensive. When I get home from school, I have to

walk another kilometre to get clean drinking water. In my village,

only a few people have wind-generated electricity. I have to do my

homework by lantern-light.

Vietnam

Hi, I live in Ho Chi Minh City. Today I bought beef

noodle soup for breakfast from the lady at the

soup cart on the corner. Mom and Dad took me

on the motorcycle to school. The traffic was

very busy—there are cars and trucks, but mostly

motorcycles. We go to school for only half a day

because there are not enough teachers. There

is little to do after school, so sometimes I walk

around for a while and then go home to tend

our rooftop garden. Most of the time we have

running hot and cold water, but sometimes the

electricity stops working.

1. PATTERNS AND TRENDS What factors influence

our needs and wants? How would your needs

and wants change if you lived in a different time

or place?

2. INTERPRET AND ANALYZE Create an organizer to

compare the daily lives of the young people in

the case studies with your own daily life. Who

uses the most natural resources? Write a short

paragraph to justify your thinking.

CHECK-IN

CHAPTER 5: Our Needs and Wants and the Environment 153NEL

05_geo7_ch5.indd 153 2014-10-29 2:18 PM