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747 views98 pagesCanadian Geography 120
Learning
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840410
New & Brunswick
CANADIAN GEOGRAPHY 120
PORTRAITS OF THE NATION
Program Development and Implementation Branch
New Brunswick Department of Education
P.O. Box 6000
Fredericton, N. B, E3B 5H1
1993 ACKNOWLEDGMENTS
‘The Department of Education gratefully acknowledges the work of the
following people in the preparation of this document:
Neil Adams Kennebecasis Valley High
Jack Davies Fredericton High
Kim Evans Moncton High
Robert Kenyon Oromocto High
Avis Fitton Department of Education CANADIAN GEOGRAPHY 120:
PORTRAITS OF THE NATION
June, 1953.men Hilary and Tensing find
fossil fish near the summit of Mt. Everest...
The geologist would attempt to describe the age of these fossils. The biologist would
attempt to describe their place in the process of evolution. The surveyor would be
concerned with changes in their location. The chemist would determine the
composition of the rock. The physicist would be concerned with the forces which
raised the fish to new found heights. Only the geographer is concerned with all of
the above and anything else which might help to explain how these fossils fit into a
global pattern.
Geography's concern is space. Geography uses a spatial perspective to study the
arrangement and interaction of people and places over Earth's space. By
understanding and using a spatial perspective, students seek answers to the
questions: What is it? Where is it? Why is it there? What is the significance of its
location?
Geography teaches students to organize their thinking with a view that
encompasses the spatial analysis of the properties of Earth's surface. It concentrates
on the ideas of distance and connections; and views the physical and human
elements on Earth's surface as interacting systems that connect the human
experience with the natural environment.
Geography presents a framework for addressing local, regional, national, and global
questions. Through geographic enquiry, which fosters critical thinking skills,
analysis and synthesis, students learn that the spatial distribution and arrangements
of living organisms, places, and events are critical elements in a comprehensive
knowledge of their world.t
1 Council of Chief State School Officers et. al.,
i i (National Assessment Governing Board,
US. Department of Education, pre-publication draft), p.10. RATIONALE
Geography is the study of humanity and the relationship it has with its natural
environment in all its diverse aspects. A Canadian geography course should
therefore, be centered on the study of the ever changing cultural and physical
landscapes of Canada and how they impact on each other. The nature of this
relationship may be realized with the adoption of an ecosystem approach - an
examination of physical systems; and an interrelating of these with man-made
structures and systems. Canadian geography should be involved with
environmental issues which are currently pertinent to the lives of Canadians. It is
recognized that the geographic concepts of place and location are fundamental. At
each stage it is essential to consider where things are, why they are there, and the
significance of these with respect to future patterns.
‘LEARNING OUTCOMES:
While specific objectives will be emphasized in particular units, it is important to
integrate these understandings and skills throughout the course. For example,
while a consideration of topography is undertaken initially when dealing with
landforms in unit 2, The Physical Basis of Canadian Geography, topography is an
important consideration when discussing resources, settlement, and
communication patterns.
Cognitive Objectives
‘Students will be able to describe and explain:
Canada's position in the world.
the evolution of the Canadian landscape and resource base.
Canadian weather and climate patterns.
Canadian soil and vegetation patterns.
Canada's changing demography.
the evolution of Canada's settlement patterns.
the origin, growth and structure of Canadian urban centers.
the pattern of primary, secondary and tertiary industries and their impact on
the Canadian environment and economy.
9. Canada's transportation and communication networks.
10. significant regional differences in Canada.
11. and utilize a wide range of geographic information and skills to project a vision
of Canada in the future.
PNA RENE Skills Objectives
Students will be able to:
1
fen
eu
interpret topographic maps - scale, grids, elevation symbols, profiling, direction,
area (for density calculations).
interpret oblique, vertical, stereo and satellite photographs.
use statistical information.
construct and interpret graphs, charts and tables to display geographic
information in diagrammatic form.
determine the accuracy and validity of information and detect bias.
understand the effects of map projections on displaying distributions.
use statistical techniques to understand and interpret statistical data.
synthesize information in a reasoned written response supplemented by maps,
diagrams, graphs, statistics and sketches. COURSE OVERVIEW AND UNIT STRUCTURE
Canada's Location, Boundaries and Dimensions
‘The Physical Basis of Canadian Geography
. evolution of the Canadian landscape through geologic time
landform processes
evolution of physical regions
|. weather, climate and climate regions
soils, vegetation and agricultural potential
paoge
Settling the Land
a. growth and composition of the Canadian population
b. distribution of the Canadian population
c. rural settlement patterns
d. origins of towns and cities
site and situation
land conflicts in the rural-urban fringe
e. the evolution and structure of a selected Canadian city: an urban case study
f. the rise and fall of single industry towns
Managing Natural Resources
agriculture
fishing
forestry
| mining
energy
water
mopoge
Secondary, Tertiary and Quaternary Industries
a. factors in industrial location
b. selected case studies in Canadian industry
Continental and Global Linkages
a. Canada in the Continental Economy
b. Canada and the World: Trade, Aid and Travel
‘A Geographic Perspective on a Current Canadian Issue SUGGESTED TEACHING TIMES
While all units in the suggested sequence are important to an understanding of the
geography of Canada, individual teachers may elect to make adjustments
appropriate to their situation.
TOTAL 80 COURSE ORGANIZATION - KEY QUESTIONS
While the course outline contained in this document is organized in traditional,
content defined units, it should be noted that the units also introduce students to
various types of geographical studies.
Map and graph skills are found in all units as they are related to all fields of
geography but the units also introduce students to a variety of ways of studying both
physical and human geography. Unit 1 has an emphasis on these skills and uses
them to define Canada's location. In examining Canada's boundaries, it is also
necessary to introduce the effects of political decisions. Unit 2 samples physical
geography including geology, climatology, meteorology and ecology. Unit 3
introduces demography, historical and settlement geography including rural
settlement and urban studies. Units 4 and 5 examine economic geography and
introduce the idea that geographic factors influence the distribution of economic
activity. Unit 4 adds an environmental and policy component when considering
the idea of resource exploitation versus sustainable development. Unit 6 moves the
course into the realm of geopolitics as it examines Canada's links with the rest of the
world. The final unit may have as its focus any of the above areas and should
provide an opportunity for synthesis of skills and concepts acquired throughout the
course.
This course not only surveys Canada but also introduces students to the scope and
purpose of the discipline of geography. Each unit may be used to illustrate a
different aspect of geographical study, e.g physical, historical, economic. This
provides alternative ways to understand and make sense of the course material. It
may also serve to show students the extent and variety of geographical studies.
It is recommended that the course be taught by investigating a series of basic
tions. This method is similar to the issues approach used in many other social
studies programs. The use of questions, however basic, necessitates the search for
answers and thus focuses student attention. For this reason, teachers should use the
approach, which is elaborated upon below.
Unit 1 is intended not only as an introduction to Canada’s boundaries and location
but as an opportunity to review basic map skills. Tt could easily be organized around
the question,
Where is Canada?
This question sounds simplistic but is useful in engaging students at the outset of
the course. They may believe the answer is obvious but its simplicity hides many
Jayers of meaning. This question can be used to look at Canada's location as
described by latitude and longitude, distance from other centers, physical boundaries
and situation in the world. The discussion of all of these requires the use of atlases
and maps and an overview of the map skills needed to interpret such materials. The complexity of Unit 2 requires a series of questions be used to organize
investigations into Canada's physical geography:
Physiography
How did the Canadian landmass come into existence?
‘How was the landmass, once created, shaped?
What is the nature of the landscape which resulted?
What resources were created in the process?
Why is this of significance to Canada's development?
Climate
‘What are the characteristics of the various climates of Canada?
Why do Canada's climates differ?
What effects does this have on the lifestyle of Canadians?
‘Natural Vegetation and Soils
What natural vegetation and soils exist in Canada?
Where are they found? Why there?
How have geology, topography and climate influenced the nature and
distribution of the natural vegetation and soils of Canada?
What effect has the nature and distribution of natural vegetation and soils?
Unit 3 begins to study human interaction with the landscape described in earlier
units. It focuses on the composition and distribution of Canada's population and,
using a chronological approach, examines the way in which Canadians have
adapted their settlements to the resource base described in Unit 2.
Questions which might be used for this unit include:
Who settled Canada?
Why did they come here?
Where did they settle? Why there?
How did Canada's settlers divide up the land? Why?
Why are the patterns different from place to place?
Why did urban settlements begin to grow in early, rural Canada?
Why have cities and towns developed in their particular locations?
What effect has the growth of urban centers had on the Canadian
environment? Unit 4 studies the primary economy and examines the ways in which Canadians
make a living. Natural resources were the basis of the first economic activities in
Canada and continue to play an important part in economic development. It would
be natural to examine this topic by asking:
What are Canada’s natural resources?
Where are they found? Why there?
These questions provide an opportunity to make the link to Unit 2 which is
necessary to illustrate the influence of physical geography on Canada and Canadians.
The study should continue by asking:
What resource industries have developed in Canada? Where? Why there?
Why have some of Canada's resources not been developed?
Finally, the effects of resource exploitation as opposed to management should be
considered:
What has been the effect of Canadian resource exploitation?
What role should resource management play in the primary industries?
Is sustainable development a realistic and desirable goal?
It is logical to proceed from a consideration of resources to a study of secondary
industries. Tertiary and quaternary industries are also included in Unit 5 because
they depend on the secondary economy. Students might consider:
What manufacturing industries does Canada have?
Where are they located? Why there?
What effect has this on the changing distribution of population and wealth?
How does it affect the distribution of economic and political power?
What industries exist to service primary and secondary industry? Where are
they located? Why there?
Why are tertiary and quaternary industries becoming more important in
‘anada?
Unit 6 sets the nation in a continental and global context. This is an extended study
of Canada’s situation with respect to the rest of the world. It includes all types of
links between Canada and the global community Questions which might be asked
include:
With whom does Canada trade? Why those nations?
How important is this to Canada?
What is Canada’s role in the global community?
Why do we play this role? Do we do enough? The final unit is intended to provide an opportunity for students to apply the skills
acquired in the course to the analysis of current geographical issues. As a
consequence, its specific content may vary from year to year. In 1992, an
investigation might center on the following questions:
‘What might be the impact of railway closures in the Maritimes?
What could be the effect of NAFTA on the Canadian economy?
What might be the impact of global warming on agriculture in the Prairie
region?
It is not intended that the questions mentioned in relation to each unit be the only
ones which might be asked. It is suggested, however, that this kind of organization
might clarify the purpose of each unit to the student and provide the basis of an
investigative, discovery based style of instruction in the course.
How will this approach make for more effective classroom instruction? Well
framed questions will provide a clear task for students and help to channel their
efforts in analyzing material, synthesizing information and formulating responses.
This teaching technique clearly places the student in a problem solving situation.
10 GENERAL TEACHING APPROACHES
‘The teacher of geography should strive to use a variety of teaching techniques in
presenting each topic. The individual lesson should involve students in a variety
Of learning activities, thereby accommodating a number of learning styles. The
teacher should be limited only by his/her imagination.
Some examples of techniques that geography teachers can use are:
1
2
Field Work and Local Studies
This may be as simple as going outside to observe shadows, cloud formations,
soil profiles, or traffic flows. Students should be encouraged to gather data in
the field for later analysis. Ideas for local studies are contained in the
teacher's guide to Leonard A. Swatridge and Ian A. Wright, eds., Canada:
i ions, Markham: Fitzhenry & Whiteside, 1993. Pages 148
to 159 contain a useful section on developing local studies.
Visual Methods
Geography particularly lends itself to the use of visual techniques of analysis.
Whenever possible students should be involved in constructing, analyzing
and commenting upon flow charts, graphs, field sketches, and annotated
diagrams (based on life or on the printed word). Slides, photos and film are
also excellent resources from which students can describe and analyze
landscapes, patterns and distributions.
Mapping
Maps of all types should be used whenever possible in the geography
classroom. These should include atlas, topographic, weather and statistical
maps.
Statistical Analysis
Students may use statistics, which are precise and current expressions of
information, to examine patterns, trends, and correlations. In this area it is
recommended that teachers make use of the teacher's guide to John
Molyneux and Marilyn MacKenzie, Vistas Canada, Scarborough: Prentice-
Hall Canada, 19912,
‘Vistas Canada presents very detailed information and challenging activities. It is an
‘materials.
excellent teacher reference and source of enrichment
n GENERAL EVALUATION STRATEGIES
‘A wide variety of learning methodologies are recommended and this necessitates a
variety of evaluation methods. Students can be marked on written material, map
making, graphing and general illustrative techniques. Although the highest order
of achievement may be the production of a synthesis or general overview, such a
synthesis could be expressed in a written, visual or even a video form. This
provides an opportunity to encourage response from students with different
learning styles.
There are many hands-on activities suggested in this course. The evaluation of such
activities can be broken down into several sections; for example, in producing a
series of graphs based on a set of statistics:
(a) how accurately has the student translated the material from a written to
a visual format?
(0) how visually pleasing is the end result?
()_ how has the student demonstrated that he/she now has a grasp of the
concepts being illustrated? :
The final mark for the project should be a composite of such sub-sectional marks.
When tests are being designed it is important in geography, as in all subjects, to
evaluate a variety of skills, e.g. ability to recognize, recall, organize, analyze,
synthesize, evaluate and apply a variety of information. In geography however, it is
especially important to emphasize the visual and spatial aspects of study. To this
end, tests should usually include questions which are based on maps, diagrams
and/or graphs. The activities and exercises referred to in this curriculum guide
should be used as models to develop questions which testa variety of levels of
learning.
It is important that evaluation should do more than just cover the information and
skills learned in class. One of the major aims of the course is that students should
learn to apply the skills and concepts they have acquired to new situations. Students
should therefore be evaluated on their ability to solve problems.
12 DETAILED UNIT PLANS
L C, I B ‘| Di
Students should develop mental maps of Canada and an awareness of Canada's
position with respect to the rest of the world.
Objectives
Students will be able to:
use scale to determine the size of Canada.
calculate the area of Canada from a base map.
fead latitude and longitude to describe Canada’s position in the world.
describe the geographic basis of Canada’s boundaries.
tuse an atlas to locate places in Canada.
describe Canada's location with respect to other nations.
‘Teaching Approaches
‘This introductory unit provides an ideal opportunity to engage in student-centered,
activity based learning and thus set the tone for the entire course. It is suggested that
the teacher make extensive use of Walter G. Kemball, is i
Toronto: Oxford University Press, 1990 and Geoffrey J. Matthews and Robert
Morrow, Jr., Canada and the World: An Atlas Resource, ‘Scarborough: Prentice-Hall
Canada, 1985 and 1994 to supplement and extend the material in the basic text.
Students who have taken previous geography courses may already have some of the
skills taught in this unit. This unit of study provides an excellent opportunity to
utilize these students as peer tutors and to encourage cooperative learning.
oP ene
‘The unit objectives could be accomplished with a few exercises designed to involve
the students in a variety of practical activities to teach them some basic geographical
skills. These could include:
1. use of map scale to calculate Canada's dimensions. See Geographic
‘Understandings, pp. 16-17.
2. calculation of area using a base map of Canada and one of the methods
shown on Geographic Understandings, p. 19. Answers should be
compared to the figures given in the text and available atlases as well as to.
other student answers. The reasons for the differences should be discussed
and explained with reference to the method of calculation (Reference may
be made at this point to the significance of the projection of the base map.
See Geographic Understandings, p. 196 on map projections and
distortions.) ‘An extension of this may be to have students determine the area of
Canada including the 320 km. wide zone of economic control. (See maps
on p. 344-345 of Vistas Canada.) Students should have to add this to the
base map using scale and a limited number of control points to give an
approximation of the boundary. Students then could consider interesting
issues which arise from the exercise: Does Canada control all of the waters
of Hudson Bay? Does Canada control all offshore oil and fish resources?
(Refer to p.80 of CLL. Blair, E.E.D. Day and B.R. Frid, eds., The Canadian
Landscape: Map and Air Photo Interpretation, 3td ed. Toronto: Copp Clark
Pitman, 1990 on the Georges Bank boundary dispute.)
. the study of Canadian boundaries during which students would, on an
outline base map:
(a) name the extremities and give their latitude and longitude,
(b) mark and name natural features which are used as national and
international political boundaries,
(mark and name man-made features, e.g. latitude and longitude lines,
which are used as national and international political boundaries, and
(d) and discuss the advantages and disadvantages of using such features
for marking boundaries.
. the creation and use of symbols, developed on the basis of statistical data
such as that shown on page 16 of i rections to
show the locations of major Canadian features. If possible, current data
from Statistics Canada should be used with this exercise. Location and
place name geography should not be overemphasized; rather the location
of places should be incorporated into the study of every topic so that
locational knowledge will receive continuous reinforcement without
memorization.
. the study of great circle routes and their significance for Gander and
Iqaluit. See Geographic Understandings, p. 197. Students might also
attempt to explain the statement about the distance between Alert and
Moscow which is on the map on p. 8 of :
Directions. The implications of the answer could form the basis of
discussion of Canada's defence policies since World War II.
4 Resources
Geographic Understandings, p. 105 deals with area calculations. Note, however, that
there is an error in scale on page 105. Jt should read each dot represents 4 km? not 4
km2-
Pages 1 - 4 of Geographic Understandings deal with latitude and longitude.
Audio-Visual Materials?
[TITLE
‘ontour Connection,The
3 Audio-visual resources, where possible, are listed using the standard Instructional Resources
format. This includes the title, type of media, year of production, intended audience, length
in minutes, distributor and Instructional Resources ordering code. Unit 2: The Physical Basis of Canadian Geography
Students should acquire an understanding of processes which have produced, and
continually bring about, changes in the Canadian physical environment. This will
involve a study of the forces which produce the wide variations in landscape,
climate, weather, vegetation, and soils within our vast country.
Object
Students will be able to:
1, identify the three main rock types and explain their creation.
2 describe and explain the major forces in landform creation with particular
reference to: plate tectonics, folding, faulting, vulcanism and the Pleistocene
glaciation.
3, identify, locate and describe Canada's physiographic regions and explain their
origins.
4. use topographic maps and photographs to identify examples of specific
landforms.
3. interpret a simple weather map.
6. draw and interpret a climograph.
7. interpret isoline maps.
8. calculate temperature ranges.
9. identify and explain the major controls on Canada's weather and climate.
10. describe and recognize the climatic characteristics of various regions of Canada.
11. locate and describe Canadian soil and vegetation regions.
12. explain the interrelationships among parent material, topography, climate,
vegetation regions, and soil.
‘Teaching Approaches
Unit 2 provides an excellent opportunity to continue student centered, activity based
learning. The discussion of geology required should be accompanied by the
examination of rock samples, identification and classification of their characteristics,
and an explanation of their origin and usefulness. The study of physiographic
regions permits the introduction of topographic maps through sample studies of
representative landscapes. Extensive use of visual materials is recommended here
to help students develop accurate images of the Canadian landscape. Climate
studies lead naturally to field observations of weather and the tabulation of collected
data, the drawing of climographs, and the analysis of isoline maps. Soil studies
might be accompanied by examination of a soil profile in the school yard.
Correlations between all of these physical factors might be examined using an atlas
study in which their locations were all added to a single base map.
16 A selection of activities which might be found useful in this unit can be located in
the following:
1. Robert Morrow, Jr. and Don Revell, World:
Resource. Teacher's Guide, Scarborough: Prentice-Hall, 1987, p. 99 - 113.
2. C.L. Blair and RL Simpson, The Canadian Landscape: Map and Air Photo
Interpretation, Toronto: Copp Clark, 1978 and CLL. Blair, EE.D. Day and BR.
Frid, eds., The Canadian Landscape (1990 edition) both provide an index of
exercises illustrating particular physical features and their effects. See the back
page or pp. 16-18 respectively and select appropriate activities.
3, Also see the appendix for sample lesson plans.
None of the exercises are meant to be isolated examples. All teaching plans should
strive to show the interrelationship of the natural controls and how they have
combined to produce Canadian landscapes and climates. It is expected that exercises
in these areas will set the stage on which will follow the interplay of human
activities. The environment which has been described and explained is, after all, the
resource base with which Canadians have had to work.
Resources
Topographic maps of the local area
CLL. Blair, LED. Day and BR. Frid, eds., The Canadian Landscape, both 2nd and 3rd
editions. See listings on the back page and on pages 16 - 18 respectively.
Emile D. Chevrier and D.F.W. Aitkens.
Interpretation. Toronto: Macmillan, 1970.
David Philips. ‘The Climates of Canada. Ottawa: Minister of Supply and Services,
W. Derry and C. Nash. Geolab3. Toronto: McGraw-Hill Ryerson Limited, 1987.
F. Kenneth Hare and Morley K. Thomas. Climate Canada, Toronto: Wiley, 1974.
D.Q. Innis. Canada: A Geographic Study. Toronto: McGraw-Hill, 1966. See
particularly the section on soil profiles.
R. Spencer Inch and W.G. Stone. The Physical Environment. 2nd ed. Toronto:
McGraw-Hill Ryerson, 1982, See particularly the chapters on climate and
weather.
7 J. MacDougall, C. Veer and F. Wilson. Soil Prelims
i ince Edw: . LRRI Contribution
Number 141. Ottawa: Minister of Supply and Services Canada, 1991. This
publication is available from J.I. MacDougall, Research Station, Research
Branch, Agriculture Canada, Box 1210, Charlottetown, P.E.L C1A 7M8.
J. Brian Bird. The Natural Landscapes of Canada. 29d ed. Toronto: John Wiley and
Sons, 1980.
Environment Canada Atlantic Region.
(Ottawa: Ministry of Supply and Services, 1989. (rev. 1990)
P.A. Dzikowski, G. Kirby, G. Read and W.G. Richards, The Climate for Agriculture
in Atlantic Canada., Publication Number ACA 84-2-500, Agdex Number 070.
‘Allantic Advisory Committee on Agrometeorology. March 1984. This rather
specialized report has excellent climate maps of the Atlantic region presented
in blackline master format.
18 eosciences:
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1, Examine local rock outcrops and drift deposits (Road cuttings often provide a
good site for examining these.), relate these to the local topography and
correlate them with topographic and geologic maps.
2. As the opportunity presents itself, observe and discuss local weather
phenomena. Correlate observations with local weather maps which are often
available in the newspaper.
3, Take soil samples from various landscape settings, examine and account for the
profile, texture and acidity of each.
See also pages 153-154 of Canada: Exploring New Directions. Teacher's Guide,
Markham: Fitzhenry & Whiteside. Unit 2: Seti L
Students should develop an appreciation of the man-made patterns on the
Canadian landscape through an understanding of the salient physical and cultural
influences. This will be achieved by studies of the physical, historical, cultural and
economic factors which have produced (a) Canada's present population distribution;
(b) Canada's varying rural landscapes and (c) created the country's major population
clusters. This should enable students to assess the impact of current policies and
social trends on Canada's future settlement patterns.
Objectives
Students will be able to:
describe and explain the pattern of Canada's population growth.
describe and explain the ethnic composition of the Canadian population and
regional variations therein.
ve
3. describe and explain the distribution of Canada’s population
4. discuss the implications of Canada’s immigration policy on future population
patterns.
5, describe and account for Canadian rural settlement patterns and their
subsequent development.
6. evaluate the relative advantages and disadvantages of the various rural
settlement patterns.
7. explain the comparative advantages and disadvantages of site and situation for
the establishment and growth of cities.
8, illustrate the causes of urban growth by reference to at least one major
Canadian city.
9. describe and explain the factors involved in the rise and fall of single industry
towns.
10. explain and evaluate the impact of urban growth on surrounding rural areas.
Teaching Approaches
Having studied the resource base, students should now be ready to analyze the
interplay of human history and the natural environment. For the first time in this
course, people and their associated economic and cultural activities will become the
major focus of study.
‘The teacher should avoid the pitfall of implying that physical conditions cause a
particular human response, ie. determinism. It must be realized that choice is
influenced by the value system of a society, its technology, and organization, ie.
possibilism. Thus the response to a particular environment may vary with ethnic
origin and time. In lesson planning the teacher is advised to follow the second of the following
procedures (right side of chart):
‘A. Observation or Examination B. Ideas from Discussion or Reading
of Data !
|
| Observation and Recording
1
Recording 1
\ Problem
| |
I |
Classification and Analysis Hypothesis
| |
I I
I Collect and Record Data
Description and Explanation |
1
Test Hyposthesis
oT
If True If False
! |
' I
Attempt Further To New
Hypothesis and Hypothesis
Generalization
24 There are several excellent sources of ideas and activities which should be
consulted. These include:
1
: 's Guide, pp. 82-97 with
particular emphasis on sections 9/10 and 11/12.
chapter 8 contains student activities making use of classroom
generated population statistics which might then be compared with provincial
ord national data. A variety of other activities, and the supporting data to
complete them, may also prove of interest.
Vistas Canada, pp. 28-101 and the accompanying guide provide numerous ideas
and exercises. Many are quite advanced and would be useful for enrichment
activities.
‘The Canadian Landscape, all editions, and Chevrier and Aitkens,
i ion provide a variety of map exercises
illustrating settlement patterns from across Canada.
Graham Draper et. al., Canada: Land of Diversity, Toronto: Irwin, 1990, Chapter
12, Urban Patterns and Growth, pp. 157-166 provides a simple model to
jllustrate the processes of urban growth and development. Teachers could use
this as a model to help prepare a local study of their own community. Students
could be engaged in primary research in this process. A series of simple maps
showing the development of the community could be developed. Activity 15
on pp. 186-187 might also prove useful.
‘Also see the appendix for sample lesson plans and activities.
Resources
. Note particularly the studies of the ports of
eee ai Di
Vancouver and Montreal on pages 315 - 319 of Chapter 6, Transport and
Communication. See pages 154-156 of Canada: Exploring New Directions. Teacher's Guide. UNIT 4. MANAGING NATURAL RESOURCES
Students will be made aware of the nature of Canada's natural resources and will
evaluate the physical, economic and political factors which have influenced their
location, development and utilization. Consideration should also be given to the
future of these resources in the context of resource management and
environmental protection initiatives.
Objectives
Students will be able to:
1. identify, locate and describe the distribution of Canada's primary industries
2. describe and explain past and current trends in the development of the
resource industries.
explain the factors which influence the distribution of primary industries.
describe and explain the difference between renewable and non-renewable
resources.
demonstrate an understanding of the concept of sustainable development.
illustrate these concepts with specific Canadian examples and case studies.
appreciate the economic and political significance of Canada's water resources
in a continental context.
se
Noo
Teaching Approaches
In the planning of instruction for this unit, it is not intended that teachers deal with
all industries; rather a selection of in-depth studies should be undertaken.
Alternately, teachers might adopt a seminar approach using the jigsaw technique.
This would involve students in research and reporting in a cooperative group
environment. Each would gain an in-depth knowledge of one industry and, from
the reports of their peers, an acquaintance with several others.
It is imperative to maintain focus in planning instruction for this unit. Do not
neglect the essential geographic question "why here?". Reference to earlier studies
of the physical geography of Canada will review and reinforce previous learning as
well as supplying much of the explanation of the distribution of Canada’s natural
resources. Analysis of the location of resource industries will also serve as an
advance organizer for studies of industrial location theory which is presented in the
next unit.
Any investigation of resource industries should also include consideration of
transportation factors which can be studied from the appropriate chapters of the text,
eg. the effects of the railway on prairie wheat farming.
7 As in the previous unit, there are several excellent sources of ideas and activities
which should be consulted. These include:
1. Canada and the World: An Atlas Resource. Teacher's Guide. p. 114-141 and
150-158.
2. Vistas Canada, pp. 160-167 (fishing), 168-174 (forestry) 174-184 (agriculture)184-
193 (water) and 193-211 (mining).
3. See the appendix for sample lessons and activities.
In addition, a discussion of the multiple, often conflicting, uses of the local water
supply would help to focus students on the importance of water supplies.
Resources
See chapter 6 of Vistas Canada. griculture Canada
griculture is Everybody's
usiness
|VHVB 187
(ommitment to Action
|.B.Forest Industries)
\VHVB \s4
‘orestry: Coming of Age
\VHVB
W's Make A Deal (Atlantic yuivp
isheries Crisis anticipated)
jen and the Forests, The |VHVB |e po |cBC —|700486
lerv's Tree Farm \VH jo. 8 |MAGIC |703257
jore Than Just the Trees [16 mm Filmi78_ HA 28 NFB [203399
jore Than Just the Trees fave 7a JHA = 28s |NFB 700747
[Paper Chronicles |VHVB [naa 22 |NBDE 702318
[Pelts: Politics of the Fur
‘rade See, Hear! (Canada:
lames Bay, BC)
griculture in New
jrunswick
1700355,
[Fragile Harvest
29 inimum Tillage
Apple Farming in New
1701419
IVHVB
|VHVB
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[VHVB
\VH
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IVHVB IRishing in Newfoundland
[Fox Ranching
See page 157 of Canada: Exploring New Directions. Teacher's Guide.
31 UNIT 5: SECONDARY, TERTIARY AND QUATERNARY INDUSTRIES
Students will understand the locational forces which have brought about the
present patterns of industrial development and those which might influence future
distributions. Consideration will also be given to the relationships among these
patterns and the economic well-being of Canada's regions.
Objectives
Students will be able to:
1. describe and explain the regional pattern of Canadian industry.
2. explain the location of specific Canadian secondary industries with reference to
the major industrial location factors.
3. describe and explain the impact of the communications revolution on some
service industries particularly those based on information.
4, describe the causes of the increasing importance of tertiary and quaternary
industries in the Canadian economy.
Teaching Approaches
At the outset of the unit, the overall distribution of Canadian secondary industry
can be shown using Activity 7-4, p 222 of Vistas Canada and p. 111 of John Molyneux
and Marilyn MacKenzie, Vistas Canada. Teacher's Guide, Scarborough: Prentice-
Hall, 1992. (Vistas Canada presents activities which are at a high level of difficulty.)
This activity incorporates the plotting of a basic "graded shading” map thus
maintaining the activity based approach suggested at the beginning of this guide.
Teachers may wish to modify this activity to use colour coding instead of "graded
shading” in order to simplify the drawing process. It might also be feasible to reduce
the number of categories plotted. (NOTE: The base map referred to in the activity is
to be found on pp. 18-19 of the Teacher's Guide not in the location indicated in the
activity.)
Activity 7-7 in Vistas Canada and pp. 116-117 of the Teacher's Guide provides a
statistical activity which will emphasize to students the disparities of wealth based
on manufacturing across Canada and serve as a useful basis for discussion of
regional disparities. The-activity might easily be extended into a consideration of
solutions to the problems of disparities and suggestions for future courses of action
for the economically disadvantaged regions.
Unit 5 also provides teachers with the opportunity to develop relevant local studies
and to conduct field work. These studies should ascertain how the locational factors
discussed in Canada: Exploring New Directions,pp. 255-265 influenced the
32 establishment and continue to affect the operations of the selected industry. Vistas
Canada, pp. 222 and 228 provide examples of local industry locational studies with
particular emphasis on the use of statistics.
Any study of industry, whether local or otherwise, should include consideration of
the role of transport. In Canada: Exploring New Directions, transport is considered
in a separate chapter. This section may be consulted for general information on the
role of transport in the Canadian economy, e.g. its influence on the concentration of
industrial activity in southern Ontario.
Students should be made aware that the locational factors which influence the
establishment of secondary industry do not apply in the same way, if at all, to
tertiary and quaternary industries. “The provision of services is not bound by the
same physical constraints as the production of manufactured goods. However,
while the location of primary industries is almost entirely determined by the
location of the resource; secondary, tertiary and quaternary industries become
progressively less tied to particular locations. Services are required more widely.
Information flows easily and cheaply. Consideration should be given to the
implications of this for regional economic development.
For an activity based on tertiary industries, the teacher might consider Exercise 3(a),
p. 282 of Canada: Exploring New Directions. The data for the entire class relating to
demand for services might be displayed in table form. The table could then be used
to make comparisons to national patterns. It might be useful to consider why
regional differences in demand for services exist.
The local telephone directory will provide much information regarding industries
in your area, and may be used as a database, Maps and diagrams may be produced
on the basis of distribution and number of industries as represented in the directory.
For example, students may be asked to classify by type the local industries listed in
the yellow pages. (Each student should only be assigned a few pages to avoid
tedium. The results may be shared later in the exercise.) These industries might
then be plotted on a base map of the local area using colour coding to differentiate
the industrial types. At this point, students would begin to share data by plotting
their findings on a new base map then exchanging maps and copying the
information collected by others, The resulting map will illustrate the distribution of
industries in the local area and can be used as a basis for students to describe and
attempt to explain patterns of distribution which emerge. Depending on the nature
of the local economy, this exercise might also be used to illustrate the impact of
locational factors on any of the industries which are the subject of this unit.
Also see the appendix for sample lessons and activities. Resources
Vistas Canada, Chapter 8 is an essential teacher reference for this section.
Geography and Industry
[Beyond Words - Canadian
Fi Local Studies I
See pages 157-158 of Canada: Exploring New Directions, Teacher's Guide. ‘UNIT 6: CONTINENTAL AND GLOBAL LINKAGES
Students will assess the significance, to Canadians and the peoples of the world, of
Canada’s participation in the worldwide net of economic, political and cultural
interdependence.
Objectives
Students will be able to:
1. explain the importance of international trade as a factor in their lifestyle and
standard of living.
2. assess the importance of trade to the state of the Canadian economy.
3, describe the pattern of Canada’s import and export trade.
4. demonstrate an awareness of international trade agreements and their
significance for Canada.
5. describe and evaluate the nature of Canada's contribution to world aid
programs. :
6. _ identify the distribution pattern of Canadian aid dollars.
‘Teaching Approaches
This unit should not be viewed as a separate entity. Instead, attempts should be
made to integrate many of the concepts at a number of points in the course. Indeed,
this will already have been done so that portions of this unit serve as review. For
example, when tourism is discussed as a tertiary industry, the kinds of links forged
among Canada and other nations through international travel will provide a lively
method of introducing Canada's transportation and communication links to the
rest of the world.
This unit will also provide an opportunity to enhance the students’ global
awareness. This awareness will become much more immediate if the student deals
with concrete examples of linkages as opposed to looking at the issue theoretically.
It is particularly important that any information and/or issues dealt with here be as
current as possible. Periodicals are particularly useful for this purpose. Canada and
the World, for example, is a monthly publication which often features issues
spotlighting Canada's place in the global scene. Maclean's may also prove useful. A
class might be asked to count the number of column centimeters of "news" devoted
to foreign countries. If each student analyzes 1 or 2 different issues of the magazine,
a reasonable sample may be obtained. The data could then be plotted on a world
outline map and findings discussed. The strong linkages between Canada and the
United States will undoubtedly become obvious from this exercise. The extent of
and reasons for this relationship should be analyzed extensively. This would be a
35 logical point at which to review the nature and effects of the Free Trade Agreement
and the North American Free Trade Agreement.
A study which illustrates the connections between the local area and the global
community would also be appropriate in this unit. A port study of Saint John, based
on information readily available in the "News of the Port" column in the Evening
Times-Globe', serves well to drive home the nature of global interdependence. The
column can be used to tabulate imports and exports from Saint John. Destinations
can be tallied by the frequency with which shiploads move in or out of the port.
This information can then be turned into a proportional arrow map showing the
type of products (colour code the arrows by product),their origins or destinations
(shown by the direction of the arrows), and the relative importance of each (width of
the atrows scaled by shipload). The completed map should then become the basis of
discussion seeking to explain "why those products?" "why those places?", "of what
significance does trade have?", and "why should Canadians be aware of events in
the global village?”. Such a study would extend the port studies undertaken using
the text.
Statistics on many of Canada’s global connections may be found in Vistas Canada.
Foreign aid and tourism are both covered, for example, and these numbers might
form the basis of maps or diagrams illustrating the connections Canada has with the
wore) The balance of the section is worth consulting as well. Canada and the
with the accompanying Teacher's Guide also include
sections on trade, aid and communications which might be utilized.
4 The “New of the Port” formerly appeared in the Telegraph-Journal as indicated in the article in
‘Evening Times-Globe.
the appendix; itis now found sporadically in the
36 Resources:
Canada and the World: An Atlas Resource
Vistas Canada. See chapters 9 and 10 on trade and aid. Page 333 has a case study of
the wheat trade. See page 316 also.
io-Visual Materi
x Own Voice IMAGE |703367
‘olution: World at Risk \vuve bs |Narce |702039
See pages 157-158 of " i iets ?
37 UNIT Z:_ A GEOGRAPHIC PERSPECTIVE ON A CURRENT CANADIAN ISSUE
Students will apply geographic skills and knowledge in the analysis of a current
issue. It is intended that this unit will provide an opportunity for student research
and summative reporting.
Students will:
identify a geographical issue.
develop an hypothesis.
select relevant information.
test the validity of the hypothesis (as per the model diagrammed in Unit 3) .
present the relevant information which has been collected in a variety of
formats. This will allow students to demonstrate a mastery of the various
geographic skills emphasized throughout the course, While part of the
presentation may be a written document, the use of maps, diagrams, statistical
charts and other visual materials is essential in such a presentation. Some
students may opt for an oral presentation using a multi-media approach.
peep
Teaching Approaches
Brainstorming may be a useful technique for identifying relevant issues and
accomplishing objective 1.
Since current information will be essential, teachers may want to determine if their
school library has a vertical file which will provide such information. If not, it
might be useful to enlist the students in collecting such information throughout the
semester.
Resources
To help students organize independent study see pages 5-13 of Vistas Canada.
t "s Guide. APPENDIX
Sample Lesson Plans and Activities Plan1
Draw and label a cross section to show the relationships of slope, bedrock, drift,
geology, soil and land use.
1. Refer to Page 64, fig. 1.
Interpretation. Blair and See 2nd edition.
(a) Plot a profile of the Cretaceous shale bedrock
(Southwest to Northeast)
Lemrepreserts 100 feet
1000"
(©) Plot areas of Drift Deposit
Erd Moraine
2. Plot soils - by class
soil 29/55W.
Drift
3. Briefly describe soil
‘Some adverse soil characteristics
and excess water
Refer to pages 62, 66, and 67.
8 Describe land use.
Arable/Grain
Low yield/Area
Final Diagram
Title: ~
41 Plan 2
Climate Conditions in Canada
1) Draw a graph of temperature longitude for the selected climate figures from
Canada, Put temperature on the vertical axis and longitude on the horizontal
axis.
Draw a blue line for January temperatures and a red line for July
temperatures. Next to each point on the graph record a) the altitude of the
location and b) the latitude of that point.
Temp °C
LOCATION ALT LAT/LONG JAN JULY
Halifax 4im 45°N 64°W 33°C 185°C
Fredericton 40m 46°N 67°W 92 192
Montreal 57m 46°N 74°W 97 213
Toronto 116m 44°N 79°W 39 219
ThunderBay 196m 48°N 89°w 148 175
Winnipeg 240m 50°N 97°W 177 202
Regina 574m 50°N, 97°W -169 193
Calgary 1079m_ SIN 114°W 99 16.7
Penticton 342m 49°N 120°W 2.6 202
Vancouver Sm 49°N 123°W 29 177
2) Write a paragraph to explain the controls at work to produce the conditions
shown across the country: a) in July; b) in January.
Similar graphs and questions could be produced for north to south lines.
eg, from S. Ontario to the Arctic.
The graph could also be adapted to show precipitation conditions across the
country at selected locations. Plan3
Analysis of Climate Statistics
Have students try to identify the location of the station from the statistics and their
knowledge of Canada’s climate regions.
Example 1:
J BMI ACM ey een eA Sere ON tin, Yr.
27° «29 «02 46 93 133 164 164 139 98 S54 02 AV.TC
ti ome «610297 HH 8G 1081391341283
Suggested Location
‘A coastal town in the Maritime region - probably on the Atlantic coast in Nova
Scotia.
Reasons for Choice
The winters are mild for Canada, but not mild enough for the west coast. Only three
areas of Canada would have winters as mild as this - the interior valleys of British.
Columbia (in the south), Southern Ontario and the East Coast.
The cool summer and high rainfall eliminate the first possibilities so an east coast
location is the most likely situation. Because the winter is so mild, a location right
on the Atlantic coast and in the south of the region would be most likely. (Actual
location - Yarmouth, Nova Scotia)
Controls at Work to Produce These Conditions
1) The mild winter and rather cool summer are produced by the nearness of the
sea which warms up slowly in spring and cools down slowly in the Fall.
2) The temperatures here are not as mild as the west coast because the dominant
flow of air is from west to east. In winter therefore, cold continental air is
often brought over the region. This air is often warmed by the contact with
the Atlantic air but is still colder than normal maritime or sea air.
3) The high rainfall is produced by:
a) the close contact with the sea which is the source of all precipitation
b) the constant succession of mid-latitude cyclones which flow over this
region from southwest to northeast. The rainfall associated with the
fronts in these storms can bring rain at any season. However, cyclones
are more common in the late fall and winter so rainfall is heaviest at
these times. Example 2:
J F M A M J jf A S$ O ND Yr.
92 86 28 43 108 158 192 183 138 78 14 -69 Av.53C
9 8 «81 BSG BL 99110931057
Suggested Location
Either the Saint Lawrence Lowlands or an inland location in the Maritimes. The
Maritime location is the most likely.
Reasons for Choice
‘The temperatures suggest an inland or continental type of climate with cold winters
and warm summers. However, the heavy rainfall suggests a coastal location. These
two conditions together suggest eastern Canada near the coast but under the
influence of the westerly winds from the interior.
‘The temperature patter for inland New Brunswick and the St. Lawrence Valley is
very similar, so are the total amounts of precipitation. However, the coastal areas
usually have a rainfall maximum in late fall and winter; the more inland locations
often have a summer maximum as convectional rainfall is common at that season.
For this reason, this situation is most likely to be in New Brunswick.
(Actual location - Fredericton, NB)
Controls at Work to Produce These Conditions
Most of the controls are similar to those mentioned in Example 1. However, the
colder winters and warmer summers show a more inland location in an area where
the dominant wind direction is from the continental interior to the west.
The rainfall pattern is similar to Example 1, although the amounts are a little
smaller as it is further from the sea.
The differences between these two examples from the same region, show how the
full maritime effect of the ocean is limited to a narrow coastal region in an area
where the prevailing winds are often in an offshore direction. Attempt a similar analysis for the following figures:
D Yellowknife
JF M A M J jy oa
77 259 378 7.9 41 118 159 141
Pe een least eae Gece Cater eur eee J
2) Coppermine
} oF M A M J Jeet HEARTS:
28.6 30.1 -258 -172 56 34 93 84 26
2m 8 1 0 2 20 M4 4&4 2B
3) Vancouver
J oF M A M J jf As
29° 41 62 91 128 158 177 176 143
mo 1200 (968 HSK
4) London
J F M A M J J A s
4% 56 07 66 123 182 25 197 157
6 6 2 8 B sf 8 3 7
5) Cranbrook, British Columbia
J oF M A M J jy A Ss
$2 56 03 62 M10 142 18 168 122
6 9 2 2 7 6 B 2 W
N
“138
23
N
19.9
5
D
239
a
D
26.3.
n
Yr.
“54°C
Yr.
“Lec
Yr.
10.1°C
Yn
73°C
24cm,
Yr.
58°C Plan4
Using statistics for climate stations 1 to 10:
(a)
)
Plot climographs (See Canada: Exploring New Directions, p. 59) or
hythergraphs (Graph temperature on the vertical axis and precipitation on
the horizontal axis. See Countdown Canada for instructions.)
From the above graphs, complete the summary chart and suggest locations,
ile, nearest major town or city.
NN.B. Students should be aware that climatic data may vary from one source
to another - a result of averaging different years and selection of
weather station.
Possible answers are:
Edmonton
Halifax
Inuvik
Churchill
Prince Rupert
Vancouver
Ottawa
St. John’s
Toronto
Regina
mee Bb
Beexeeeen: J0yeM Jo S10}01 ‘9 seeiGep uj eunjesedwies = 1
SONSHEIS STEUNID JO sisAjeuy i] |
i + + |
;
i
jf
HE
al | b
in| Le
EX
t + | H
BECO
# [ i
ee ge ee ce eee ee cree cree Plan5
‘Duration of Bright Sunshine in Canada
Lesson 1
i Plot the figures (not place names) of average annual total of bright sunshine
in hundreds of hours (e.g., Gander = 15) on the outline map of Canada.
2. Draw an isoline to show zone(s) of more than 2000 hours. Shade the area
with more than 200 hours.
3. Mark H in area of highest value and L in area of lowest value.
4. Which two stations have the lowest reading in December? b) Account for
these low readings.
5. a) Which two station have the highest readings in June? b) Account for these
high readings.
6. Why does the pattern of bright sunshine not correspond with lines of
latitude?
Lesson 2
7. Which of: Ottawa, Ontario; Chatham, New Brunswick; Fort Smith,
Northwest Territories; would best suit the needs of the Canadian Air Force to
train CF-18 pilots. It is necessary that the location have bright sunshine, and
be used twelve months of the year on a regular basis. In your answer make
reference to total range, mean and standard deviation, with respect to
duration of bright sunshine.
Description
The exercise centers on each student drawing an isoline map, based onlist of climatic
statistics, and interpreting the pattern produced. It requires the transfer of statistical
information from the list, with the aid of an atlas, to an outline map of Canada.
Written and research skills are required to explain the map pattern with respect to
(a) latitude (b) summer and winter solstices (c) prevailing air masses and cloud
cover. Students use a physical geography text for reference. Mathematical skills and
concepts are utilized in the second part of the exercise (question 7 student question
sheet).
49 Objectives and Results
The objectives of the project:
He To increase familiarity with atlas and textbook.
2. To create a map which shows the relationship between latitude and hours of
bright sunshine. Thus encouraging careful mapping skills.
3. To make use of interpretation and written skills to explain the distribution
pattern.
4, Produce a map which may be used to help explian patterns of annual
temperature range, and of grain production.
5. To make use in a geographical context of skills and concepts learned in a
mathematical class.
6. To provide an exercise which can be used with students of varying academic
abilities at the grade twelve level.
7. To demonstrate the usefulness of geography in political decision making.
8 To provide an exercise of special concern to students of a school where many
of their parents are employed by the military.
Evaluation Marks are awarded for:
1. Accurate plotting of statistics on the outline map.
2. Drawing the isoline of 2000 hours of bright sunshine.
3. Marking on the map, the areas of lowest and highest bright sunshine.
4
Written explanation for extreme readings: January at Inuvik and
Coppermine, June at Inuvik and Yellowknife.
5. Written answer to question 6 (student question sheet) which should include
reference to air masses and prevailing wind directions.
6. Accurate determination of total, range, mean and standard deviation for each
of Chatham, Ottawa, and Fort Smith.
7. A clear statement indicating the significance of the results from ‘6’ above as.
related to question 7 (student question sheet). Lesson Plan
This exercise was introduced in the curriucum of Canadian Geography 120 as an
addition to the regular discussion of Canadian climate.
Period One
1
Discussion of sunshine receipt and noting that all places on earth have the
potential to receive the same number of hours of daylight over a year.
2 Distribution of statistical table, Average Duration of Bright Sunshine in
Hours. Discuss measure of bright sunshine in hours. Discuss measure of
bright sunshine, instrument used, and recording practice.
3. Discussion of use of the sunshine statistics for:
(a) agricultural value (especially solar energy for building proteins in grains).
(b) solar heating
(2) film production
(d) flying
4, Distribution of exercise. Explanation given for plotting in hundreds of hours
(map less cluttered). Students reminded of need for accurate plotting and
technique for isoline plotting.
5. Distribution of atlas (Oxford Economic), one per student. Students are
reminded to use the index for latitude and longitude of locations, and
provincial maps for accurate placement on outline map.
6. Distribution of outline map of Canada.
7. Students work individually to end of period.
Period Two
1 Brief discussion of determination and use of measures of central tendency.
Explanation of terms average, mean, range, and standard deviation.
2. Students complete map and questions using physical geography text as
necessary.
Materials and Sources
Canadian Oxford Atlas
Outline Map of Canada
Physical Environment Text - Inch and Stone - McGraw-Hill
Canadian Weather Statistics - Atmospheric Environment Service
Environment Canada
4905 Dufferin Street
Downsview, Ontario M3H 5T4
51 Average duration
of bright sunshine
in hours
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