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Tools for critical inquiry
EGT-eng-front_cover
Authors: Bob Sharpe, Kamilla Bahbahani, Niem Tu Huynh
Editors: Roland Case, Judy Wearing
Tools for Critical InquiryTools for Critical Inquiry is a project of The Critical Thinking Consortium (TC2). TC2 is a non-profit partnership of schools, school districts, teacher professional associations, and other educational organizations. Its aim is to promote thinking from primary to post-secondary education through partner-sponsored professional development, publications, and research.
For more information, contact:The Critical Thinking ConsortiumE-mail: [email protected]: www.tc2.ca
Tools for Critical InquiryThis series introduces the core tools needed to inquire critically within a specific discipline and offers multiple strategies and exemplary lessons to support teachers in embedding thinking into teaching the subject matter. TC2 has published titles in both English and French that explore discipline-based thinking in history, geography, and archaeology.
Traductrice et auteure de l’édition française : Catherine Duquette
Éditrice de l’édition française : Romy Cooper
Auteurs de l’édition anglaise : Bob Sharpe, Kamilla Bahbahani, Niem Tu Huynh
outils d’enquête d’analyse critique
Enseigner la pensée géographiqueLes ressources pédagogiques « Outils pour la pensée géographique » sont des outils d’enseignement
créés par The Critical Thinking Consortium (TC2). Le consortium est un organisme sans but
lucratif regroupant des écoles, des conseils scolaires, des facultés d’éducation, des associations
professionnelles et des organismes œuvrant dans le monde de l’éducation. Son but est de
promouvoir le développement de la pensée critique à tous les niveaux d’études au
moyen d’ouvrages, de travaux de recherche et de formation professionnelle.
Pour en savoir plus
The Critical Thinking Consortium
Courriel : [email protected]
Site Web : www.tc2.ca
La pensée critique dans les disciplines
Nous offrons des publications en français qui expliquent la pensée critique en histoire et en géographie,
et qui offrent des leçons modèles pour enseigner aux élèves comment réfléchir à une variété de sujets
dans le curriculum d’histoire et de géographie.
Une ressource didactique pour
enseigner six concepts permettant
aux élèves de développer leur pensée
critique en histoire
Une ressource didactique
pour enseigner six concepts
permettant aux élèves de
développer leur pensée
critique en géographie
Un ensemble de neuf défis d’analyse critique pour encourager les élèves à penser de façon critique en histoire du Canada au XXe siècle, en s’appuyant sur un éventail d’événements et de personnages
Un ensemble de huit défis d’analyse critique pour encourager les élèves à penser de façon critique en géographie, en s’appuyant sur un large éventail de sujets et d’enjeux régionaux, nationaux et mondiaux
ISBN 978-0-8
6491-395-1
Enseigner la pensée géographique
Consult our website for
details of titles in this series
that are available in FrenchTeaches six portal concepts to nurture critical inquiry in archaeology
A collection of nine critical challenges
that encourage students to think
historically about twentieth-century
Canadian history
The CriticalThinking Consortium
Exemplars in Historical Thinking:20th Century Canada
AUTHORS Mike Bowman • Mike Clare • Tim Dingwall • Garfield
Gini-Newman • Jan Haskings-Winner • Anita Kyriakou
Charles Leskun • Linda Mowatt • Rick Olma
Larry O’Malley • Ian Pettigrew • Jennifer Watt
EDITORS Garfield Gini-Newman • Catriona Misfeldt
S E R I E S E D I T O RRoland Case
P r i m a r yi n t e r m e d i a t em i d d l e
s e n i o r
✔
A C R O S S T H E C U R R I C U l U m
A C R O S S T H E C U R R I C U l U m
Exemplars in H
istorical Thinking: 20th Century Canada
✔
Critical Challenges across the Curriculum is a project of the Critical thinking Consortium. tC2
is a non-profit partnership of school districts, faculties of education, teacher professional
associations, and other educational organizations. our aim is to promote critical thinking
from primary to post-secondary education through partner-sponsored professional
development, publications, and research.
For more information about TC2
The Critical Thinking ConsortiumUniversity of British Columbia6365 Biological Sciences RoadVancouver, British Columbia V6T 1Z4
TeL 604-822-9297 • fAx 604-822-6603
e-MAIL [email protected] www.tc2.ca
SCHOOl DISTRICTS AND SCHOOlSBalmoral HallBranksome HallCalgary Board of educationCampbell River School DistrictCentral Okanagan School DistrictComox Valley School DistrictDelta School DistrictDistrict School Board of Niagara
english Schools foundationfoundations for the future Charter Academy
Halton District School BoardLittle flower SchoolNanaimo School District
Okanagan-Similkameen School District
Peace Wapiti School DistrictPeel District School BoardSaskatoon Public SchoolsSouthridge SchoolSt. John’s SchoolSt. Mildred’s-Lightbourn School
Stratford HallTall Pines SchoolToronto District School BoardToronto french SchoolToronto Montessori Schools
Upper Canada District School BoardVancouver School DistrictYork House School
EDUCATIONAl ORGANIZATIONSAND ASSOCIATIONSBC Social Studies Teachers’ Association
BC Teacher-Librarians’ AssociationBegbie Contest SocietyCalgary Regional Consortium
Central Alberta Regional Consortiumedmonton Regional Learning Consortium
english Schools foundationLesPlan educational ServicesLibrary & Archives CanadaNorthwest Regional Learning Consortium
Ontario Association for Geographic and
environmental educationOntario Geography, History, Humanities
and Social Sciences Consultants’ Association
Ontario History, Humanities and Social Science
Teachers’ AssociationOntario Teachers’ federationPrairie Association of Christian Schools
Provincial Intermediate Teachers’ Association
Southern Alberta Professional Development
ConsortiumStatistics CanadaThe History education Network/ Histoire et Éducation en Réseau
COllEGES ANDUNIvERSITIESAntigua State CollegeSimon fraser UniversityUniversity of British ColumbiaUniversity of British Columbia-Okanagan
The CriticalThinking Consortium
913029780864
9
ISBN 978-0-86491-302-9
ISBN 978-0-86491-317-3
9131737808649
ISBN 978086491317390000 >
Teaching Geographical Thinking
Teaching Geographical Thinking
Exemplars in G
eographical Thinking
Tools for Critical InquiryA P P L I C A T I O N S I N T E R D I S C I P L I N A I R E S
PRIMAIRE
MOYEN
INTERMÉDIAIRE
SECONDAIRE✔✔
Exemplars in Geographical Thinking
AUTHORS Jennifer Farrell-Cordon, Michael Fitzgerald, Usha James, Jane Kerr-Wilson, Amber Mitchell, Lisa Nellipuzha, Amy Parsons, Judy Wearing
EDITORS Usha James, Stefan Stipp, Judy Wearing
Tools for Critical Inquiry is a project of The Critical Thinking Consortium (TC2). TC2 is a non-profit
partnership of schools, school districts, teacher professional associations, and other educational
organizations. Its aim is to promote thinking from primary to post-secondary education through
partner-sponsored professional development, publications, and research.
Pour en savoir plus
The Critical Thinking ConsortiumCourriel : [email protected] Web : www.tc2.ca
Tools for Critical InquiryThis series introduces the core tools needed to inquire critically within a specific discipline and offers
multiple strategies and exemplary lessons to support teachers in embedding thinking into teaching the
subject matter. TC2 has published titles in both English and French that explore discipline-based thinking
in history, geography, and archaeology.
THT (new cover)
Teaches six portal concepts to nurture
critical inquiry in history
TGT (English)
Teach
ing
aRch
aeO
LOg
icaL Th
ink
ing
Tools for Critical Inquiry
Author Judy WearingEditors catherine edwards Roland case
Tools for Critical Inquiry is a project of The Critical Thinking Consortium. TC2 is a non-profit partnership
of schools, school districts, faculties of education, teacher professional associations, universities and
other educational organizations. Its aim is to promote critical thinking from primary to post-secondary
education through partner-sponsored professional development, publications and research.
Teaching archaeological Thinking
consortium
thinking
criticalthe
consortium
thinking
criticalthe
School Districts and SchoolsBranksome HallBurnaby School DistrictCanadian Rockies Public Schools
Central Okanagan School DistrictChinook’s Edge School DivisionDelta School DistrictDistrict School Board of Niagara
Foundations for the Future Charter Academy
Grand Erie District School BoardHalton District School BoardKingsway College SchoolLittle Flower AcademyMontgomery County Public Schools
Northern Gateway School Division #10Northwest Territories Education, Culture and EmploymentParkland School Division #70Peace Wapiti School DivisionPeel School BoardPrairie Association of Christian
SchoolsPrairie Rose School DivisionRainy River District School BoardSaskatoon Public SchoolsSouthridge SchoolSt. Mildred’s Lightbourn School
Stratford HallTall Pines SchoolThames Valley District School BoardToronto French SchoolToronto District School Board
Toronto Montessori SchoolsUnited Synagogue Day SchoolVancouver School DistrictWaterloo Regional District School Board
Yellowknife Education District #1York House SchoolYork Region District School Board
Educational Organizations and AssociationsAlberta Teachers’ Association
BC Teacher-Librarians’ AssociationBegbie Contest SocietyCalgary Regional Consortium
Canadian Council for Geographic Education
Central Alberta Regional ConsortiumEdmonton Regional Learning Consortium
The History Education Network/ Histoire et Éducation en Réseau
Learning Network Educational ServicesLesPlan Educational ServicesLibrary and Archives of CanadaNorthwest Regional Learning Consortium
Ontario Association for Geographic and Environmental Education
Ontario Family Studies Leadership Council
Ontario History, Humanities and Social Science Consultants Association
Ontario History and Social Science Teachers’ AssociationOntario Teachers’ Federation
Provincial Intermediate Teachers’ AssociationScience Times CollaborativeSouthern Alberta Professional
Development ConsortiumStatistics CanadaSunshine Coast Teachers Association
UniversitiesAntigua State CollegeOntario Institute for the Study in Education/University of Toronto
Simon Fraser UniversityUniversity of British Columbia
9131977808649
ISBN 978-0-86491-319-7
Tools for Critical Inquiry
S e r i e S e d i t o r roland CaSe
For more informationThe critical Thinking consortium (Tc2)
#330 – 77 West 8th AveVancouver, British Columbia V5Y 1M8tel/fax: 604-639-6325email: [email protected]: www.tc2.caThis resource was published with the generous support of the The Learning Education Network
consortium
thinking
criticalthe
Teaches six portal concepts
to nurture critical inquiry in
geography Teaches six portal concepts to nurture critical inquiry in archaeology
A collection of nine critical
challenges that encourage
students to think historically about twentieth-century Canadian history
The Critical
Thinking Consortium
Exemplars in Historical Thinking:
20th Century Canada
AUTHORS Mike Bowman • Mike Clare • Tim Dingwall • Garfield
Gini-Newman • Jan Haskings-Winner • Anita Kyriakou
Charles Leskun • Linda Mowatt • Rick Olma
Larry O’Malley • Ian Pettigrew • Jennifer Watt
EDITORS Garfield Gini-Newman • Catriona Misfeldt
S E R I E S E D I T O RRoland Case
P r i m a r yi n t e r m e d i a t em i d d l es e n i o r
✔
A C R O S S T H E C U R R I C U l U m
A C R O S S T H E C U R R I C U l U m
Exemplars in Historical Thinking: 20th Century Canada
✔
Critical Challenges across the Curriculum is a project of the Critical thinking Consortium. tC2
is a non-profit partnership of school districts, faculties of education, teacher professional
associations, and other educational organizations. our aim is to promote critical thinking
from primary to post-secondary education through partner-sponsored professional
development, publications, and research.
For more information about TC2
The Critical Thinking Consortium
University of British Columbia6365 Biological Sciences Road
Vancouver, British Columbia V6T 1Z4
TeL 604-822-9297 • fAx 604-822-6603
e-MAIL [email protected]
WeBSITe www.tc2.ca
SCHOOl DISTRICTS AND SCHOOlSBalmoral HallBranksome HallCalgary Board of education
Campbell River School District
Central Okanagan School District
Comox Valley School DistrictDelta School District
District School Board of Niagara
english Schools foundationfoundations for the
future Charter AcademyHalton District School Board
Little flower SchoolNanaimo School District
Okanagan-Similkameen School District
Peace Wapiti School DistrictPeel District School Board
Saskatoon Public SchoolsSouthridge SchoolSt. John’s SchoolSt. Mildred’s-Lightbourn School
Stratford HallTall Pines SchoolToronto District School BoardToronto french School
Toronto Montessori SchoolsUpper Canada District School Board
Vancouver School DistrictYork House School
EDUCATIONAl ORGANIZATIONS
AND ASSOCIATIONSBC Social Studies Teachers’ Association
BC Teacher-Librarians’ Association
Begbie Contest SocietyCalgary Regional Consortium
Central Alberta Regional Consortium
edmonton Regional Learning Consortium
english Schools foundationLesPlan educational Services
Library & Archives CanadaNorthwest Regional Learning Consortium
Ontario Association for Geographic and
environmental educationOntario Geography, History, Humanities
and Social Sciences Consultants’ Association
Ontario History, Humanities and Social Science
Teachers’ AssociationOntario Teachers’ federation
Prairie Association of Christian Schools
Provincial Intermediate Teachers’ Association
Southern Alberta Professional Development
ConsortiumStatistics CanadaThe History education Network/
Histoire et Éducation en Réseau
COllEGES ANDUNIvERSITIESAntigua State CollegeSimon fraser University
University of British ColumbiaUniversity of British Columbia-Okanagan
The CriticalThinking Consortium
913029
7808649
ISBN 978-0-86491-302-9
ISBN 978-0-86491-393-7
A collection of eight critical challenges that encourage students to think geographically about a large range of local, national, and world issues in geography
Teaches six portal concepts to nurture
critical inquiry in history
Revised and expanded edition
© The Critical Thinking Consortium 2016
ISBN 978-0-86491-317-3 $26.95 • 153 pages • softcover
Teachers wanting to engage students in geographical thinking through critical inquiry will find Teaching Geographical Thinking—Revised and expanded edition a very welcome resource. It provides a solid framework of concepts, examples, and questions that clearly develop what critical inquiry means in geographical problem-solving.
This valuable resource is organized around:
• geographical importance
• evidence and interpretation
• patterns and trends
• interactions and association
• sense of place
• geographical value judgments
Each concept is discussed and illustrated with examples, questions and criteria to guide the interrogation and assessment of geographic problems. Most of the examples draw upon current and pressing geographic problems in Canada. The examples are followed by concise discussions of the portal concept’s key dimensions, and suggestions for practical teaching applications across the curriculum.
www.tc2.ca/shop
Teaching Geographical ThinkingRevised and expanded edition
Suitable for grades 4–12 (intermediate to senior)
NEW IN THIS EDITION! ; refined labels for the concepts
; reorganized text that is more user-friendly
; a new chapter, “Critical thinking and geographical thinking”
; expanded teaching activities that incorporate Internet resources and online mapping
; in-depth activities and support for map interpretation and appraisal
; an index listing all the critical challenges suggested in this publication
The Critical Thinking Consortium1580 West Broadway
Vancouver, BC V6J 5K8Phone: 604.639.6325
Email: [email protected]: www.tc2.ca
TABLE OF CONTENTSBackground
1 Introduction to geographical thinking
2 Critical thinking and geographical thinking
3 Alternative frameworks for studying geography
Portal concepts
4 Spatial significance
5 Patterns and trends
6 Interrelationships
7 Geographical perspective
8 Evidence and interpretation
9 Ethical judgment
Teaching Geographical Thinking 114 The Critical Thinking Consortium
Comparing two regions
Region A: ________________________________ Region B: ________________________________
Landforms
Vegetation
Climate
Forestry
Mining
Fisheries
Populationconcentrations
Activity Sheet #9
Student activity sheets
Teaching Geographical Thinking 32 The Critical Thinking Consortium
Significant development opportunities
In this sample lesson, students assume the role of consultants giving advice to the government about future development in the St. Lawrence Lowlands of Ontario. Students examine three components of the economy—agriculture, industry and transportation—and help the government rank them in order of their importance to a sustainable future for the region.
Discuss criteria for deciding on significance. Introduce or review criteria for determining the relative significance of agriculture, industry and transportation to the St. Lawrence Lowlands:
• Magnitude of influence: How deeply felt or profound is its influence?
• Scope of influence: How widespread is its influence?
• Duration of influence: How long-lasting are the effects?
• Strategic value: How crucial is it to securing the objective of sustainable development?
Assess current significance. Provide students with a few general resources on agriculture, industry and transportation in the St. Lawrence Lowlands, including Activity in the St. Lawrence Lowlands (Activity Sheet #2). Invite students to compare the three components of the economy by recording the information they gather on Assessing relative significance (Activity Sheet #3) and then ranking each component’s current importance. Based on the evidence gathered, ask students to justify their ranking in light of the criteria.
Sample critical challenge
Teaching Geographical Thinking
106
The Critical Thinking Consortium
Activity Sheet #2
Activity in the St. Lawrence Lowlands
The Muskoka area of the St. Lawrence Lowlands.
Agriculture• 37% of Canadian agricultural production comes from this region.
• Fertile soil, hot summers and an abundant water supply (Great Lakes and groundwater) encourage farming.
• Land cover in the region is 38% cropland, 33% forest, and 19% other farmland.
• Top three categories of fertile land: over 50% of class 1 land in Canada is located here and even more Class 2 and Class 3 land.
• Over 25% of all farm revenue from Canada is from this region.
• This region has an increasing number of large automated farms and large-scale livestock farms.
Industry• Canada’s industrial powerhouse and heartland is located in this region.
• A large labour force and consumer market, proximity to a large population base in the United States and an abundant supply of
raw materials are factors for industry.
• The part of this region located in Ontario produces 40% of Canada’s goods, while the portion in Québec produces 22%.
Transportation• This region has superior rail, road and water transportation networks.
• The rail system is part of the Trans-Canada network and connects to rail in the U.S.
• The road system centres on the 401 freeway that traverses the region from Windsor to Montreal, with up to 12 lanes in the
Toronto area.• The water transport system centres on the Great Lakes waterway and the St. Lawrence Seaway.
• The Great Lakes contain 20% of the world’s fresh water (world’s largest supply).
• There is only a 200 m elevation change from west to east.
• Six canals with 19 locks allow ocean-going vessels to travel 3800 km inland to the head of Lake Superior.
• Over 200 million tons of cargo each year are transported through the region, made up of 29% iron ore, 21% wheat, 17% other
agricultural products, 14% mine products and 12% iron and steel.
PopulationProvincial population
1981
1991
2001
2011
Ontario
8.6 million 10.1 million
11.4 million 12.8 million
Quebec
6.4 million 16.9 million
17.2 million 17.9 million
Municipal population statistics (2011):
• City of Toronto—2.6 million; Metropolitan Toronto—5.6 million.
• City of Montreal—1.6 million; Québec City—.5 million.
Energy sourcesElectrical generation by fuel
• Ontario: nuclear—35% (down from 57% in 1999); hydroelectricity—30%; coal—25% (declining); natural gas—10% (rising).
• Quebec: hydroelectricity—94%; coal and nuclear—6%.
Teac
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#3
Assessing significance
Rank order the factors using the following scale: 5 = significant influence 1 = limited influence
Agriculture
Industry
Transportation
Magnitude of 5 4 3 2 1
5 4 3 2 1 5 4 3 2 1
influence. Howdeeply felt or Explanation:
Explanation:
Explanation:
profound is (orwill be) its influence?
Scope of
5 4 3 2 1 5 4 3 2 1
5 4 3 2 1
influence: Howwidespread is (or Explanation:
Explanation:
Explanation:
will be) its influence?
Duration of 5 4 3 2 1
5 4 3 2 1 5 4 3 2 1
influence: Howlong-lasting are Explanation:
Explanation:
Explanation:
(or will be) the effects?
The Muskoka area of the St. Lawrence Lowlands.
Source materialInternet sources
Teaching Geographical Thinking 99 The Critical Thinking Consortium
Internet resourcesThe websites listed below provide rich online resources including interactive mapping services, downloadable maps and geospatial data, images, lesson plans and other useful teaching and learning resources. These sites have wide-ranging thematic content and their URLs have remained fairly stable over time, although there is no way we can guarantee this. If a cited link is broken, use your favourite web search engine to locate a more current URL.
CANADIAN CONTENT
1. Natural Resources Canadahttp://www.nrcan.gc.ca/home http://www.rncan.gc.ca/accueil (French)
Atlas of Canadahttp://atlas.nrcan.gc.ca/site/english/index.html http://atlas.nrcan.gc.ca/site/francais/index.html (French)
Earthquakes Canadahttp://earthquakescanada.nrcan.gc.ca/http://www.earthquakescanada.nrcan.gc.ca/index-eng.php http://www.seismescanada.rncan.gc.ca/index-fra.php (French)
GPS-GIS toolkit for the general public: A selection of essential low-cost tools andtypical applications, by Pierre Sauvé, National Resources Canadahttp://webapp.geod.nrcan.gc.ca/geod/tools-outils/index.php
GeoGratis: Geospatial data available online at no cost and without restrictions,http://geogratis.gc.ca/geogratis/search?lang=en
National Air Photo Libraryhttp://www.nrcan.gc.ca/earth-sciences/geomatics/satellite-imagery-air-photos/9265
Map Archiveshttp://www.nrcan.gc.ca/earth-sciences/geography/atlas-canada/map-archives/16868
Toporama—Topographic Mapshttp://atlas.nrcan.gc.ca/site/english/toporama/index.html
2. Statistics Canadahttp://www.statcan.gc.ca/start-debut-eng.htmlhttp://www.statcan.gc.ca/start-debut-fra.html (French)
Census Tract Profiles (2011)http://www12.statcan.gc.ca/census-recensement/index-eng.cfmhttp://www12.statcan.gc.ca/census-recensement/index-fra.cfm (French)
Maps and Geographyhttp://www.statcan.gc.ca/mgeo/index-eng.htm?MM
3. Can Geo Educationhttp://www.ccge.org/http://www.cgeducation.ca/fr/default.asp (French)
Teacher Resources http://www.ccge.org/resources/http://www.cgeducation.ca/fr/ressources/ (French) Canadian Atlas Online http://www.canadiangeographic.ca/atlas/intro.aspx?lang=Enhttp://www.canadiangeographic.ca/atlas/intro.aspx?lang=Fr (French)
A
Teaching Geographical Thinking 1 The Critical Thinking Consortium
Introduction to geographical thinking
Thinking geographically is an important
and challenging objective involving six
foundational concepts that underlie almost
every issue or question in geography.
This chapter explains how a seemingly simple geographical event can be probed in revealing ways by framing questions around six key concepts. The chapter introduces each concept, explains its importance and suggests how teachers might support use of these concepts in their teaching.
OPPORTUNITIES FOR GEOGRAPHICAL THINKING
A ship loaded with fertilizer from northwestern Russia arrived in Churchill on Wednesday, the first time the northern Manitoba port has received goods from Russia.
—CBC News, October 17, 20071
This seemingly simple news event was reported online and on the CBC national news. It raises a host of questions that lie at the heart of the study of geography. If we can help students learn to think about and make sense of this kind of issue, we will have gone a long way towards encouraging them to think geographically and to make geography a more meaningful part of their lives.
Why is this event newsworthy? In October 2007, it is likely that several other ships arrived in a new port for the first time. Yet the docking of a single Russian ship in a small northern port that is accessible for only 14 weeks of the year is a national news story. CBC news anchor Peter Mansbridge referred to the event as a milestone. But what makes it so important? Would the story have been news if the ship was from England or China rather than Russia? Is it important because the port of Churchill is in northern Manitoba? Or does the significance of the event lie in the fact that the ship was carrying fertilizer?
As it turns out, the key to this event’s importance is that it was the first time a trade ship had navigated the Arctic Ocean from Russia to Canada. Typically, goods are shipped to Churchill across the Atlantic Ocean from Europe, taking 15 days—almost twice the duration of the Arctic Ocean route from Russia. Another aspect of this event’s importance was its economic benefit; the group of Prairie farmers who arranged for the potash shipment claim to have saved $400,000 in transportation costs compared to the usual route through Montreal and Thunder Bay.
CHAPTER PREVIEW
Opportunities for geographical
thinking
The importance of geographical
thinking
Portals to geographical thinking
Overlapping entry points
Embedding thinking into the
geography classroom
1
1 “Churchill port welcomes first-ever Russian shipment,” Wednesday, October 17, 2007 | 4:42 PM CT, CBC News: http://www.cbc.ca/news/canada/manitoba/churchill-port-welcomes-first-ever-russian-shipment-1.658756. See also a video clip of the CBC-TV report on “The National” by Marisa Dragani. Subsequent shipments from Russia point to the ongoing importance of this news; see http://portofchurchill.ca for further information on activities in the port.
Background
Teaching Geographical Thinking 25 The Critical Thinking Consortium
RUSSIA
U.S .A
DENMARK
CANADA
NORWAY
Arctic Mid-Ocean Ridge
Lomonosov Ridge
Alpha-Mendeleyev Ridge
Bilateral boundaries
RUSSIA
U.S .A
DENMARK
CANADA
NORWAY
Unclaimed
North Pole
200-nautical-mile limit
North Pole
200-nautical-mile limit
MAP 1
MAP 2
Spatial significanceSpatial significance focuses on determining
and assessing the features of particular
geographical phenomena and their locations
that make them worthy of attention or
recognition.
This chapter discusses the concept of spatial significance, and what students need to understand about it. Suggested activities supported with sample student materials explain how to introduce various attributes of the concept and apply these to the study of almost any topic in geography.
OVERVIEW OF SPATIAL SIGNIFICANCE:
HEIGHTENED INTEREST IN THE ARCTIC
Control over the Arctic Ocean has become a much-debated issue. Under existing international law, countries can claim areas up to 200 nautical miles (371 kilometres) from their coastline. Map 1 shows the recognized claims of the five countries with coastlines surrounding the Arctic and the large unclaimed portion beyond the 200-mile limit.1
CHAPTER PREVIEW
Overview of spatial significance:
Heightened interest in the Arctic
Dimensions of spatial significance
Introducing the concept to students
Exploring spatial significance across
the curriculum
Sample critical challenge: Significant
development opportunities
1 S. Fick and A. Julie, “Slicing the Polar Pie,” Canadian Geographic, January/February 2008, 40-41.
4
MAP 1: Illustration of existing jurisdictions,Canadian Geographic, January/February 2008, 40.
Concepts in geographical thinking
HOW TO ORDER
Orders may be placed by any of the following methods:• online at tc2.ca/shop*• email [email protected] with your purchase order**• phone 604-639-6325
We accept payments by Visa, Mastercard, cheque or cash.*All online credit card payments will be processed by Paypal.**Cheques should be made out to The Critical Thinking Consortium.