Bennis DesRivieres

Pearson 7-8
forSuccess
C o n n e cted

This iconappearson Pearson

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www.oearsoned.calontariooearsonTa
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of myfather,RoberR.
In memory t DesRivier es,
andfather-in-law,
Jam esA.Tr ipp.
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Copyright O 2008 PearsonEducation Canada, a divisionof ProjectTeam

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cii
ContributingWriter AudraMorgan,
Willowdale School,
Middle TDSB
TamarStein
BeckyMorris,
St.Matthew
HighSchool,
Ottawa-Carleton
Catholic
SB
OntarioGrade7 Historyand GeographyReviewers
PearsonEducationCanadathanksits reviewers,
who DavidMoskal, HaltonDistrict
Wl DickPublicSchool, SB
helped shapeCanadianHistoryand PhysicalGeography
MaryMoxon, MiddleSchool,
RuthThomson
throughdiscussions
and reviewsof manuscript
and
PeelDistrict
SB
oroofs.
PeterNayler,
SusannaMoodieElementary
School,
ScottBrennan,HighParkPublicSchool,LambtonKent Hastings
andPrinceEdward
District
SB
DistrictSB TroyRalph,Tomken
RoadMiddleSchool,
RenataBubelis,
DolphinSeniorPublicSchool,Peel PeelDistrict
SB
DistrictSB Jennifer
Rawes, SeniorPublicSchool,
Balmoral Peel
MarcCaterini,MotherTheresaSchoolCatholic District
SB
Elementary
School,HaltonCatholicDistrictSB Bradley
Reid,St.Thomas Aquinas Catholic
School,
MichelleCiarloni,Ascension School,Halton
Separate Catholic SchoolBoardof Eastern
District Ontario
CatholicDistrictSB OurLadyof GoodVoyage
AnnMarieRicardo, Catholic
JanetClark,Fallingbrook
MiddleSchool,PeelDistrictSB Elementary
School,
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Catholic
District
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AnitaSabatini, Kent
Lambton
Boardof Niagara District
SB
DebbieDoland, ChimoElementary
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Tomken Peel
CanadaDistrictSB District
SB
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PublicSchool,DistrictSchool HollyTaylor,
LesterB. Pearson
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ClintMonaghan,
JeanVanierIntermediate
Catholic BrianWeigl,Laurentian
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CatholicSB RegionDistrict
SB
UNIT I FiveThemesof Geography G2

Chapter1 Placeand Movement G4

Visualizing
ThinkingAbout Literacy:Vocabulary; G5
WorldRecords:The HighestPlace G7
GeoSkill: Reada Mao bLz
Zoom In: WirelessTechnologr G19

Chapter2 Environment
and Interaction G22
ThinkingAbout Literacy:TakingNotes \a ZJ

Heroesand Villains:The GreenTeamChallenge G26

Zoom In: Effectsof Closingthe Fishery G29
GeoSkill: Interpreta ThematicMap u5z
VtlorldRecords:The WorstStormin TwoCenturies G34
Play:Climbfor the Environment G40

Chapter3 Regions G42

ThinkingAbout Literacy:ReadingPictures G43
Zoom ln: The BorealShieldEcozone G51
GeoSkill:Creatinga SmallAreaMap G52
In My Wodd:DifferentTypesof Regions G56
ExploringPointsof View:WillOntario'sGreenbeltPlanWork? c58

Backto the Big ldea G50

UNIT2 PhysicalPatternsAre lmportantc 62

4
Chapter Landforms
and Rivers G64
ThinkingAbout Literacy:Findingthe Main ldeas G65
WorldRecords:Krakatoa:The BiggestKnownBlast G7I
In My World:ldentifyingLocalPhysicalFeatures c75
GeoSkill: ReadingContourLineson Topographic Maps G78
GeoSkill: UsingContoursto Drawa Cross-SectionDiagram G80
ZoomIn: TheYangtze, China'sChanging River G83

GlobalWarming
Chapter5 GlobalClimates: c88
ThinkingAbout Literacy:Causeand Effect G89
Heroesand Villains:DavidSuzuki G91
ExploringPointsof View:ls GlobalWarminga Threat? G93
Zoom ln: KatrinaDrownsNewOrleans n07
WorldRecords:The WorstTornado G98
GeoSkill: Interpreting
and GraphingClimate G 101

Chapter6 WorldAgricultural
Patterns G TLz
ThinkingAbout Literacy:Notetaking G113
In My World:TheSupermarket G115
GeoSkill: Understandingand Interpretingthe Seasons G119
Heroesand Villains:ShiftingCultivators G 124
 ExploringPointsof View:The BeefDebate G 128
Zoomln: CostaRicanBananas G 131
Play:The FarmRiskGame G 132

Backto the Big ldea G 134

UNIT3 NaturalResources G 136

Chapter7 and FlowResources

Renewable G 138
ThinkingAbout Literacy:Visualizing G 139
In My World:HighTechnology: The Microchip G 141
Heroesand Villains:EnvironmentalHealthAward G 145
ExploringPointsof View:ForestLoggingMethods G 146
GeoSkill: UsingDistribution
Maps G 150
ZoomIn: TheWorldSolarChallenge G 152

Chapter8 Fueland MineralResources G 158

ThinkingAbout Literacy:ReadingPhotos G 159
Heroesand Villains:AreAutomakers lrresoonsible? G 163
ZoomIn: TheAlbertaOilSands G 165
WorldRecords:Starof AfricaDiamond G t67
GeoSkill: UsingMapsto ldentifyResourcePatterns G 170
Play:The MillionDollarPit G 172

Chapter9 Resources
for the Future G 176
ThinkingAbout Literacy:Pointof View u rtt
In My World:Checkthe Wastebasket G 178
ExploringPointsof View:Dominionor Stewardship? G 179
WorldRecords:Discovering Giants G 182
Zoom In: Wind Farms:Old Technology for Today G 190
GeoSkill: Producinga Resource Map c 191

Backto the Big ldea G L94

Glossary G 196
lndex G 199

The Inquiry/Research Process J Z

AskingQuestions S4
Developing SubjectVocabulary S5
U s i n ga n d M a k i n gM a p s S6
CreatingDifferentTypesof Graphs S8
UsingPrimaryand Secondary Sources s10
Detecting Biasin Sources s11
Examining Different Pointsof View s12
 ,t4

T h em o v e m e nrte, g i o na, n d l o c a t r otnh e m e si n

geogra phy
 NiagaraFalls,Ontario, and Paris,France,areeasyto identifybecause
of their
f a m i l i alra n d m a r k s .

lace is one of the most important words in geography.The

world is filled with unique places,some of them large and
others small. Every place has a location, a description by
Making Connections
Userapidwriting to describea which it canbe found. For each big city, such as Toronto, there
placeyou know.It maybe a are marry tiny crossroadscommunities, such as Punkeydoodles
specificlocation,suchasyour Corners. This is an actual community in southwestern Ontario,
home,or a moregeneralarea,
between the cities of Kitchener and Stratford. No one is quite sure
suchasa cityyou visited.
lncludeasmanydetailsasyou who first called it PunkeydoodlesCorners, but long ago the place
can.Why do you think you was a stagecoachstop with an inn, some businesses,and a post
rememberit so well? office. Today, a few houses and a funny name are a17that remain.
It still has a senseof place,but just barcly. The places shown here
are much better known.

G4 U n i t 1 : F i v eT h e m e so f G e o g r a p h y
WhatYouWill Learn
in ThisChapter
Thischapterwillexplain newmeanings of
W h a ti s t h e g e o g r a p h i cd e ao f
place/location? wordsyoualready use.lt will focuson new
andwhyit is important.
vocabulary Youwill also
H o wc a nt h e g e o g r a p h i cd e ao f withwhat
to connect
learnhowto visualize
m o v e m e nht e l pm e t o u n d e r s t a nt dh e
youarereading.
connections betweenplaces?
sortchartof boldfaced
Starta vocabulary words
Whatarethe geographictermsrelated
in thetextandotherwordsyoudon'tknow.Take
to place/location
and movement?
point-formnotesonthe importance of theword
H o wc a n I i n t e r p r ept l a c e / l o c a t i o
an d
or concept.
m o v e m e nbt y r e a d i n ga m a p ?
SeepageS 5 in theSkillsToolKit for helpwith
vocabulary.
Word Llet HNIU*lt G@greplryUe lnPorlan@ to Onwlng or Way
Lamlng to Refrember
O@grcphy N*Manlng

Tlae 9onewhere A pla@ io a

I an find part of the
9Omething earth that io
seParate or
different fron
other parts

C h a o t e r1 : P l a c ea n d M o v e m e n t G 5
 You are an individual, right? There is nobody else exactly like you
in appearance,abilify, and personaliry. The friends of identical
twins can tell them apart.Just as each person has a unique
character, each part of the earth has a special "sense of place."
place a boundedarea;a local- A place is a part of the earth that canbe recognized as separate or
rrysucnasa townor a ctty
different from other parts. Each place is a unique combination of
landmarkan objector landform natural physical characteristics (for example, landforms and bodies
a place
thatidentifies
of water) and human-made features (for example,roads and
buildings). Punkeydoodles Corners is unique becauseof its odd
name. Niagara Falls and Paris have their wide\y rccognized natural
or human landmarks: the Horseshoe Falls and the Eiffel Tower.

Checkpoint
Why are the words place and
landmarkt boldfacedin this

iffi
paragraph?

"rri

Whatwouldmakeeachof theseplacesunique?

G6 U n i t 1 : F i v eT h e m e so f G e o g r a p h y
 Places cornein many sizes, from a single room to the Pacific
Ocean. Since places occur on the earth's surface,they are of special
interest to geography. This subject focuseson the relationship geographythe studyof the
surface
earth's andpeople's
between people and the earth. Geographersoften study conditions to it
relationshio
at different places on the planet. Since the days of the ancient
Greeks, explorers have wanted to learn the characteristicsof
different parts of the wor1d. In fact, the word "geography" comes
from two ancient Greek words, "geo" (of the earth) and"graphica"
(descriptions). National GeographicmaSazinehas used maps,
graphs, pictures, and words to describeplaces on earth for more
than a century. Place
TheHighest
MountEverestis the highest
placeon earth.Standing
8848 metres,it towersnearly
9 kilometresabovethe level
of the lndianOcean.
MountEverestis partof the
Himalayan mountainrange
in southernAsia.This
giganticlandmarkof rock,
ice, and snowwasf irst
c l i m b e di n 1 9 5 3 b y S i r
E d m u n dH i l l a r ya n d h i s
Sherpaguide,TenzingNorgay.
Hundredsof adventurers
haveattemptedthe ultimate
ouest-Mount Everest's
summit.Someof them have
In 1986,SharonWoodbecamethe firstCanadian
womanto reachthe summitoj
oaidwith their lives.
MountEverest.

l . List,in orderof size,eighttypesof geographic or physical,

listof a) thenatural, features
and
places,
withan exampleforeach.Startwitha b) human-made that
characteristics make the
roomandendwithanocean. (Hint:A citywill placeunique.k
fallsomewherenearthemiddle.)I<
3. Describe
thenatural andthehuman-made
2 . Workwitha partner
to picktwopictures
of of the mostinteresting
features placeyouhave
places
fromthisunit.(Don'tchooseParisor everexperienced.seeif yourpartner can
NiagaraFalls.)
Foreachone,makea guessthe nameof the place. t E

C h a o t e r1 : P l a c ea n d M o v e m e n t G 7
 "Where?" is the geographer'sfavourite question.In this section,
telativelocationdescrifiion you will learn how to answer "Whete?" questionsusing two
of a placein relationto other methods:relativelocation and absolutelocation.
$aces,usinglandmarks,
distance, or compass directions
Relative Location
You might describethe location of your home like this: "It's at the
first corner,just past the park." This is calledrelative location,
becausewhere you live is related to another place,the park. Some
Checkpoint peoplegive relative location by using familiar landmarks and
Whichinsructions(in thechart directions such as "right," "left," or "straight ahead."Others use
below)doyoufindeasiest? streetnames,compassdirections,and someidea of distance.
Sketcha linemapto your Use the neighbourhoodmap below to find out how you use
favouriteplacefor a friend,
relative location. Readthe two setsof directions to the arena.
showing thelandmarks or
sreets. Which one seemsclearerto you? Would you rather combineboth
approachesin your own unique style?Try it out.

Where'sthe arena?Howdo I get there?

1. Whenyoucometo 1 . W a l ko n eb l o c k
the varietystore, southto OakStreet.
turnto yourright.
2. Walkpastthe base- 2. Turnwestat Oak
b a l lp a r k t, h e nt u r n Streetandgo
to yourleft. anotherblock.
3. At the endof the 3. At ParkStreet,turn
streetyou'llseea s o u t ha n dw a l k
big grocerystore. threeblocks.
4. Makea leftthere. 4. Turneastat the end
of ParkStreetanc
g o o n ea n da h a l f
moreblocks,
5. Watchfor the arena 5. Thearenais on the
u p a h e a do n s o u t hs i d eo f E l m
the othersideof Street.
the street.

GI U n i t 1 : F i v eT h e m e so f G e o g r a p h y
Absolute Location
If you have used aroadmap, an atlas, or a GPS (Global Positioning
System) unit, you already know about absolute location. It is the absolutelocationa description
of a placeindependent
of any
location of aplace independent of any other place. The system of otherolace
latitude and longitude is an example of absolute location.

Latitude and Longitude

Supposethat a classmatewas flying from Canadato visit relatives
"down under" in Australia.The flight origin and destination
locationswould be listed this way in an atlas.
Imaginarylines of latitude and longitudeshow the absolute
locationsof thesetwo cities.

Toronto,Canada 7 9 . 2 3W
"
Sydney,
Australia 33.55'S 1 5 1 . 1 0E"
GPSunitshavebecomea
p o p u l awr a yt o f i n dl o c a t i o n .
Four Hemispheres
You cut an orangein half in different ways. To squeezeorange
juice, you sliceit acrossthe middle.To eat it in sections,you cut it
from top to bottom. Geographers alsodivide the world into halves,
with eachpart calleda hemisphere. The northern, southern, hemispherehalfof a sphereor
globe,especially
theearth
western,and easternhemispheresare the sourceof the N, S, W,
and E in the chart above.
NorthPole

South Pole

The northernand southernhemispheres aredividedby the Theeasternand westernhemispheresaredividedby the prime

equator,
an imaginarylineat the part
widest of the earth. linebetweenthe earth'spoles.
an imaginary
meridian,

C h a p t e r1 : P l a c ea n d M o v e m e n t G I
 Latitude Location
You could make orangeslicesby cutting piecesacrossthe orange,
parallel to its widest part. Geographersdivide the earth's surface
like this, with latitude lines running parallel to the equator. North
lditude distance,northor latitudesare numberedfrom 0o at the equatorto 90o N at the
south,fromtheequator
North Pole.South latitudes are numberedfrom 0" at the equatorto
90' S at the SouthPole.

Longitude Location
You could make orangesegmentsby cutting piecesfrom one end
of the orangeto the other. Geographersdivide the earth's surface
loryitude distance,eastor like this, with longitude lines stretchingbetweenthe North Pole
west,fromtheprimemeridian
and the South Pole.Theserun eastor west of the prime meridian,
a measuredline passingthrough the Greenwich Observatoryin
England.East and west longitudelines areboth numberedfrom 0o
W E Bt l N K . . { " { ' ! at the prime meridian to 180' at the international dateline. This
Formoreinformation onlatitude
andlongitude, visit line cuts through the Pacific Ocean,a convenientplaceto start a
www.pearsoned. ca/on7 geography. new day in the world time zonesystem.

G 1 0 U n i t 1 : F i v eT h e m e so f G e o g r a p h y
Alphanumeric Location
Alphanumeric location is a secondway to find absolute location. It
is a simple system that uses an alphanumeric $rid with a alphanumericgrid linesthat
dividea mapintosquares, with
combination of letters and numbers. Fine lines cross the map from numbers alongthetopand
top to bottom and from side to side. They form a checkerboard-like bottomandlettersalongthe
sides
grid to identify each square.You will practise using this location
method on pageG 13.

B3
of yourhomeandthe
ofthelocations
1. Writeshortdescriptions
s c h o o l .t E
2 . Recordthe latitudeand longitudelocationof pointsA, B, C, D,
and E on the mao. trl D
3 . On a largercopyof thismap,locateand labelthesecities:m

a) Toronto, ON, e) CapeTown,SouthAfrica,

44" N , 7 9"W 3 4 "S , 1 8 ' E
b ) S t .J o h n ' sN, L , f) Sydney, Australia,
4 7 " N , 5 2 "W 3 4 "S , 1 5 1 'E
c ) L o n d o nE
, ngland, g) Buenos Aires,Argentina,
52oN, 0" (longitude) 35" S, 59"W
d) MexicoCity, h) Tokyo, Japan,
1 9 0N , 9 9 " W 3 6 ' N ,1 4 0 ' E

NORTHPOLE

NORTH

SOUTH

15ilwl20w gfw 5ilw 30w

180"w 0" 3ft 6frt 90E r0 E l50E l80t
sourHPoLE o*--ry9-j$9-goo
WEST LONGITUDE EAST LONGITUDE kilometres

C h a p t e r1 : P l a c ea n d M o v e m e n t G 11
 \*.{1g i:.,,:,..

A m a ps h o w sa s i m p l i f i e d v i e wo f t h e e a r t h( o rs o m ep a r to f i t ) f r o m
d i r e c t l yo v e r h e a dH. e r e ' sh o wt o r e a do n es t e nh v s t e n

C h e c kt o s e ew h i c ho f t h e a b s o l u t e
l o c a t i o nm e t h o d tsh e m a o u s e s T
. his
m a ph a sa n a l p h a n u m egr irci d .

L o o kf o r a m a ps c a l et h a t s h o w se a r t hd i s t a n c el.t m i g h tb e s h o w na s a
s t a t e m e nstc a l e f; o r e x a m p l e1, c m = 1 k m . T h i sm e a n st h a t e a c h
c e n t i m e t roen t h e m a ps h o w so n ek i l o m e t r o e n t h e g r o u n dT. h i sm a p
u s e sa l i n es c a l ee, a s yt o m e a s u rw e i t ha r u l e r .

1cm=1km
kilometres Scale1:10O000
1 0 1 2 3 4 5

li/t/l//lllt/i
/r/r/lillt/ti llt/il/tlillt/lt/t/illt/l
0 L ' 2 ' 3 ' 4 ' 5 ' ..:,i:t::itit].li-]]]],iafi:l
,::, .::::::,irir r,.i:irll.'::.r:,.r.il:att:,r:...
l,:ial:J,:i

$wsffiffih T h et o p e d g eo f m o s tm a p ss t a n d sa t n o r t h .L o o kf o r e i t h e ra s i m p l e
compassrose a four-pointed arrowor a compassrose,oftenbut not always,nearthe top of the map.
or eight-pointed
symbol
showingthe majordirections
'. : i,'l':i':- t
of the compass
: ; ,, , : : - : . r. : . *:-..:,:i:'lii.l

U s et h e l e g e n dt o l e a r nt h e m e a n i n gosf t h r e et y p e so f s y m b o l o
sn
t h em a p .

Usedfor largerareas M a yc o n n e c tp l a c e s U s e ss m a l d
l e s i g nfso r
s u c ha s n a t u r a l ( r o a d sr, a i l r o a d s , towns,campgrounds,
f e a t u r e sl,a k e s ,p a r k s , r i v e r so) r d i v i d et h e m a n do t h e rh u m a n
a n dc i t i e s (boundaries) activities

G 1 2 U n i t 1 : F i v eT h e m e so f G e o g r a p h y
1 . lf youareflyingfromLondon,ON,what 4. a) Describe the relative of:
locations
i s t h ec o m p a sds i r e c t i otno : i ) S a r n i ai ,i ) i) LakeSt.Clairand ii) Punkeydoodles
Windsor, iii)Waterloo, iv) Hamilton? rpr CornersfiflI

2 . Givethe gridlocations
of thefivecities b) Howmanydifferent4OO-series
i n e u e s t i o n1 . s ' r r areshownon this maP?rn
highways

wouldeachof
3 . Howmanykilometres Ontariocities
c) Namethe fivelargest
theseflightstravel? Measure the shownon the map. r?l
distances fromandto the centreof each d) Sketchand labela maPto show
city.FromLondon,0N to i) Windsor, howthesefivecitiesare linkedby the
i v, )H a m i l t o n*., s " r
i i )S a r n i ai ,i i )W a t e r l o o 4OO-serieshighwaYs. rx"r

Legend 6r
-)
-EF highway
Secondary
.,[} Multi-laneprincipal
highway

@F highway
Provincial ':"
---
KrverS
Internationalboundary
1 -ri
;\
area
Built-up

E Bodyofwater oeli
Kitdhener
E land
Low-lying

V/,AV \ -
O TORONTO -Hamilton-
Y/9\-- z1

.', I
o Hamilton \
ii-
\rr\\
o Waterloo - , -:,i:--*- ---l\
..')
o /- I
Stratford
v v Distance
in kilometres '.1ffi7246 t
. ^ , c -. r - - f
@) park
National ! '' ' -6I o___4jon'
\.
-.-.r .LAKEEF'" /
lf park
Provincial 'zg t t / ,, ' ' '--''1'
lo ' ' 3i"

C h a p t e r1 : P l a c ea n d M o v e m e n t G 1 3
 How did you get to school this morning? Did you walk, ride a bike,
movementthe flow of people, take a bus, or get a ride? However you travelled, this movement
products,information,
and took you from one place (home) to another (school). Movement
elementsof nature
connects places at different locations. It is one of the five
geographicthemes, and refers to the flow of people,products, and
information. Movement includes migration in the natural world
too. The web below shows all four of these motions.

Studentsgo home
afterschool

Pizzasare delivered Foreignshipsbring

to customers importedgoods

Peopleimmigrate Birdsfly south

to Canada for the winter

Cariboumigrateto Magazinescarry
summerpastures newsto readers

Lettercarriersdrop
off the mail

Geographerslook at movement in two ways. They see systerns,

that is, a pattern of routes that connect places together. People
build networks of highways to carry people to and from work.
Checkpoint
Usethe sentences beforeand
Nature develops river systems to carry water to the ocean. Flow
aftera boldfacedword to help measuresthe volume of people,products, informatiorr, and other
you understand the meaning. things that move along a system. For example,planners measure
Thisis usingcontext.Make traffic flow to decide where more lanes are needed on roads and
notesaboutboldfacedwords.
highways. Scientists measure the water volume in rivers to predict
flood periods.
The movement theme canbe applied to many geographic
questions. W'hat is the best way to get around a city? What is the
most efficient way to bring freight to customers?How does
wireless technology move information? You will examine these
questions in the next five pages.

G 1 4 U n i t 1 : F i v eT h e m e so f G e o g r a p h y
Moving People
Friday at last! Rick Westermann turned his BMW onto Highway
404 andheaded for Toronto. By the time he reached east-west
Highway 407, commuter traffic was down to its usual crawl. He
was sti1l far from his downtown office, at least 45 more minutes
away.For the fifth time this week, Rick considered that there must
be abetter way. He told himself that next week he would try
parking at the top of the Yonge Street subway line, and tiding
public transportation the rest of the way to work. It had to be
better than wasting time in another traffi,c jam.

A betterwayto get to work. trafficon Toronto's

Rush-hour 401
Highway

frr\rrurrrrr

thepatterns
Describe transport
of Toronto's systems

C h a o t e r1 : P l a c ea n d M o v e m e n t G 1 5
 The foilowing Monday morning, Rick couldbe found on the
Don Valley Parkway,caughtin traffic again.Old habits die hard.
Personalvehiclesoffer a levelof privacy,comfort,and convenience
that many commuterscling to, in spiteof the high costof gasoline,
parking, andcar repairs.About two-thirdsof thosewho work in
publictransittransportation Metro Toronto drive to their job. Lessthan a quarteruse public
systems thatincludebuses,
subway trains,streetcars,
and
transit. In many parts of the world, thesefractionsare reversed,
commuter trains with public transit the favouredway to travel in cities.

Transportation
to Work,MetroToronto,2001
0.8%
o2%
0.5%

O Vehicle,
asdriver
aspassenger
Vehicle,
O P u b l i tcr a n s i t
Walking
I Bicycle
O Taxi
Othermodes

Whatpercentage
of Torontonians
arriveat workby vehicle?

PublicTransitto Work,TopSixCanadian
Cities

Montreal*

1 1 4 90 0 0

i 016000
*Subwaysystems

Howdoesa subwaysystemaffectthe useof publictransit?

G 1 6 U n i t 1 : F i v eT h e m e so f G e o g r a p h y
 Torontohasbeenmoresuccessful than otherCanadiancitiesin
gettingpeopleto usepublic transit. The city's public transportation
systemhasoperatedstreetrailcarssince1921,and completedthe first
stageof its undergroundsubwayline in 1954.In2005,the Toronto
Transit Commissioncelebrated its 25 billionth passenger. This total is Checkpoint
Whatwordstell us thatthe
aboutfour timesgreatetthan thepopulationof the earth!
authorwantsus to seethat it is
importantfor peopleto use
Moving Products publictransit?

The movement of products connects places to one another.

Airplanes carry passengers,but they also deliver cargo or airdrop
emergencyfood supplies to disaster areas.Energy flows through oi1
and natural gaspipelines and high-voltage electric power systems.
Trucks, trains, and ships competefor most of the freight business.

ThreeFreightCompetitors, 2003
Canada,

400
.9p
c,

o
o
o
e
o
E 100
3
=
Trains

The container freight system is a gioodexample of movement. containerfreight system

a systemfor movingproducts
Products are packed into metal containers that look something like
that usesstandard-sized metal
dumpsters.These containers can be stackedon the deck of a ship or boxesthatattachto trucks,
clipped onto flatbed railcars or truck trailers. Specialhoists lift the t r a i n sa, n ds h i p s

containers between different types of transport at contarner

terminals. There are realbenefits to this svstem:

securitll : containers remain locked

cost:no need to handle the contents of the container, saving

time and human resources

time: cargoesare delivered faster

tracl<ing:computers track container movement

gllobal:containerscome in standardsizes,so contents do not

have to be loaded into different containers as they move
from one country to another

C h a o t e 1r : P l a c ea n d M o v e m e n t G l 7
 Three Freight Competitors
Trucks
g" dr"- rr*h"t
evenoverwrntericeroadsin theFar
I
North.Theyareidealforcarrying
I
manufactured goodsandpackaged
I
products.Truckshandlestandard-
I
I izedfreightcontainers
andcan
I Orovideovernight"just-in-time"
j formanufacturers
delivery suchas
Ontario's
automobileassembly
I
Trucks
Olants. areheavyenergy
I
usersandtheirweightisverytough
i
I on roads.Heavytrucktrafficisa
I problem alongmostmajorhighways.
i
i
I
L.*.._ _

Tfains
i-'"*-**-
Freightmakesup 90 percentof the
railwaybusiness in Canada.Trains
arethe bestwayto carrymaterials
suchas coal,ironore,potash(for
fertilizer),
wheat,lumber,and huge
rollsof paper.Oftentheseproducts
are beingcarriedto portsfor ship-
mentwithinCanadaand overseas.
Specialtraincarscarrycontainer
freightand newautomobiles. Trains
are moreenergy-efficientthan
trucks,but can onlyfollowfixed
routes.

Muchof the shipping withinCanada

takesplaceat a few oceanportsand
alongthe GreatLakessystem.Ships
can loadand unloadhugevolumes
of the bulkiestrawmaterials,such
as oil,coal,ironore,limestone,and
wheat.Theyalsohandleinternational
container freight.Shipsarethe most
energy-efficientformof transport,
but theyare limitedby freeze-up
duringtheCanadian winter.

G 1 8 U n i t 1 : F i v eT h e m e so f G e o g r a p h y
Youarebombarded withinformation everyday. witha tiny
kidsafterschool,by interfacing
WireIesstechnoIogies,computer-based systems computer webcam builtintotherefrigerator
door.
thatoperate usingonlysignalwaves, arethe key ManySouthKoreans usetheircellphonesfor
to informationf lows.Technology is expanding so shopping,onlinebanking, andplace- to- p l ac e
quicklythatsuccessful newmediaproducts, such travel(GPS).
Wireless is the keyto this
technology
asthe iPod@ andthe Blackberry@, become widely "information
ever-expanding superhighway"-and
usedveryquickly. Peoplewonderhowtheyever makewireless
satellites possible.
technology
livedwithoutthe newtechnology-until something
evenbettercomesalong!
SouthKoreais probably the mostadvanced
high-techsociety in theworldat present. Working
parents usetheirofficecomputer to checkonthe

GlobalPositioning (GPS)
System units

TheInternet phones
Cellular

E-mail Blackberry@

TV
Satellite Satellite
radio

Whichof the examplesshownin thisdiagramhaveyou used

before?Givesomeotherexamplesof wirelesstechnologythat
couldbe addedto the web.

t . Record eachfor people,

twoexamples 3 . Whatis holdingRickWestermann backfrom
product,
andinformation flowsthatyouhave usingpublictransit?
Outline threedifferent
personally
experienced
today.Compare your approachesto gettinghimoffthe highway and
examples student.k
to thoseof another intothesubway system. UsetheToronto map
pie
and chartto help you. t c
2 . Construct a graphto showallor partof the
information in thenumber table"Public Transit 4. Workwitha partnerto complete a Pros,Cons,
to Work,TopSixCanadian Cities."
See page chartto summarize
Questions threecompeting
S 8 in theSkillsToolKitforhelpwithgraphs. carriers-trucks,
freight andships.
trains,
t E t c

C h a o t e r1 : P l a c ea n d M o v e m e n t G 1 9
 Thischapterintroduced two commonthemesthat geographers
investigate-place/location and movement. Yousawthat thereare many
t y p e so f p l a c e si n t h e w o r l d ,e a c hw i t h i t s o w n l o c a t i o nT. h i sp o s i t i o n
Tie It Together
c a n b e d e t e r m i n euds i n ge i t h e rr e l a t i v el o c a t i o n
or absolute location
Compareyour notesto the
"Chapterin Brief"summary. methods.Youpractisedboth by usingmaps.ln this chapter,you learned
Whathaveyou learnedabout that movement connectsplaces,usingtransportation and
placeand movement?Why is it c o m m u n i c a t i o sn ys s t e m sP. e o p l ep, r o d u c t sa,n d i n f o r m a t i olni n k p l a c e s
importantto know thiswhen on earth,sometimesby usingsatellite-based
technology.
we studygeography?

5omewhereI can A place io a part

find something of the earth that
is separate or
different from
other parto

the mapandphotoonthenextpageto
lnterpret
identify ofthisuniqueplacein
characteristics
Greece.
l. Usethe mapto writea detailed
description
of thephysical
3 . Describe andhuman
therelative
location
oftheisland. place
Include thatmakethisplaceboth
characteristics
names anddirection.* r uniqueandpopularwithtourists.f c a
2. Usethephototo recordthefollowing 4. Constructa Venndiagram this
to compare
aboutthisplace:
information placeto yourowncommunity.r
a) itsphysical
features
b) itshuman-made
features
of geography's
c) evidence movement
theme t r I{

G2 0 U n i t 1 : F i v eT h e m e so f G e o g r a p h y
 il;" r ';;,,i#ii

m,#'5 r l:'-l r
-UTff
b..raci
I

Townon the Greekislandof Mykonos

Mykonos

T h el o c a t i oonf t h eG r e e kv i l l a g se h o w ni n t h e p h o t o g r a p h .

C h a p t e r1 : P l a c ea n d M o v e m e n t G 2 1
 Whyhasthe belugawhalebecomean endangered
species?

he belugawhale and many exoticanimals,suchas

beautiful tropicalbirds, are directlythreatenedbyhunting.
Making Connections Many are trappedlive for saleto collectors.However,
You find the schoolground for most endangered species and other wildlife, the real problem
coveredin litter. Doesthis is environmental. The habitats where they live are often
botheryou?Why?Listsome
damagedor completely destroyedby human activity. Their
solutionsto theproblem.
physical environment can be ruined by settlement, agriculture,
transportation routes, and other changes.Forestshave been
cleared,lakesand streams polluted, and wetlands filled.
The 100 000 or so remainingbehtgawhales are the survivors of
endangeredspecies a plantor a much larger population.
animalspeciesthat is at riskof
becomingextinct

environmentphysical
surround
ingsand conditions

G 2 2 U n i t 1 : F i v eT h e m e so f G e o g r a p h y
 Common ame belugawhale
S c i e n t i f inc a m e Delphinapterusleucas
Habrtat primarilyin seasonally
ice-covered
waters,someas far southas the
St. Lawrence River
Location northerncoastsof Canada,
Alaska,Russia,Norway,and
Greenland
Status endangered
Population estimates from 50 000 to more
t h a n1 0 0 0 0 0

WhatYouWill Learn
i n T h i sC h a p t e r
o \A/hat aro lho oonor:nhic thpmoc nf
l t. i s
r i l l f o c u so n n o t e - t a k i n g
T h i sc h a p t ew
a tn d i n t e r a c t i o n ?
environmen imoortantto knowhowto take notes.

r H o wd o I f o r mq u e s t i o ntso i n v e s t i g a t e Differentsubjectsrequireus to takedifferent

e n v i r o n m e n tiasls u e s ? typesof notes.In geography, for example,we
get information from pictures,graphs,charts,
. H o wc a n I p r o d u c e an interview
a n d m a p s ,a s w e l la s w o r d s .
p r e s e n t i nagv i e w p o i nat b o u ta n i s s u e ?
. A t t h e e n d o f t h i s c h a p t e ry,o uw i l l u s ey o u r
H o wc a n I s h o wh o wd i f f e r e npt e o p l e
h a v ec o n fl i c t i n gv i e w so n a n i s s u e ? notesand the organizer belowto reviewwhat
y o u h a v el e a r n e d o r t o t e l l a f r i e n dw h a ts h eo r
. H o wc o u l dI p r o d u c ea n e w sr e p o r ot n
h e m i s s e dw h i l ea w a vf r o mc l a s s .
nf a r e s o u r c e ?
t h e d e p l e t i oo
. H o wc a n I i n t e r o r eitn f o r m a t i ofnr o ma Deeaription lnteraation

t h e m a t i cm a p ?

C h a p t e2r : E n v r r o n m eannt d I n t e r a c t i o n G 2 3
 A1l living things arc affectedby their environment. You respondto
Landforms
two different fypes of environment: your physical and your social
surroundings.For example,the weather probably influences
what you decideto wear to school,while your friendships will
affectwhom you spendthe most time with. It is different in the
animal kingdom. Fish may swim togetherin schoolsand some
mammalsmay congregatein packs,but all dependdirectly on their
natural environment for survival. This includes landforms,
Natural climate,water, soils, and natural vegetation.We'lI look briefly at
Vegetation
eachof theseenvironmental factors in connectionwith different
wildlife species.

Landforms
Earth's surfaceis crumpled up in someplacesand worn away in
others.Volcanoes,earthquakes,and other mountain-building
forceshaveraisedland from beneaththe ocean.Wind, water,
and ice havetorn itback down. Oceandepths,plains,hills, and
mountains are the result of four billion yearsof formation. (You
will learn more about this in Chapter4.) Living things-plants,
animals,and people-survive in very diverselandform regions.
One remarkablespeciesis the bighorn mountain sheep,which
lives high in the RockyMountains.This sure-footedmammal's
balanceand agility take it where few other speciescan reach.

Bighornmountainsheeplive Climate
wherefewotheranimalscan go. Climate is the long-term averageof weather conditions at a
particular place.Global temperaturesrangefrom tropical heat to
polar cold. Moisture varies from humid rainforest conditions to dry
desert environments.Weatherextremes include r aginghurricanes,
tornadoes,andblizzards,as well as simmeringheat waves.(You
will learn about weather and climate in Chapter 5.) Living things
Notesshouldbe in short form have developednatural adaptationsto a wide rarl.geof conditions.
and in your own words(ust For example,Antarctic penguinscan go without eatingfor three
enoughto remindyou whatyou
months or more during the -80'C winter. By gatheringclose
read).Write threepoint-form
nofesaboutclimate. together,they stay warm enoughto survive until temperatures
"warmup" to -20'C.

G 2 4 U n i t 1 : F i v eT h e m e so f G e o g r a p h y
Water
About three-quartersof the surfaceof the earth is coveredby
water, most of it salty ocean.Humpback whales, shown here, are
amongthe largestanimals on earth, even though they eat only tiny
plant and fish life. Every day,they filter severaltonnes of seawater
through their unusual ribbed throat, trapping up to 2500 kilograms
of food. There is a fixed amount of water on earth and in the
atmosphere above,but it is constantly recycledthrough natural atmocslen€tf€ by€r dgases
thatsurro.mds
theearth
processes. Most speciesneedfreshwater to survive;for example,
peopleshould drink approximatelytwo litres daily.

Soils
Much of the Tandareaof tbe earth is coveredwith
a thin layer of soil material. It is usually a mixture
of worn rock particles and decayedorganicmaterial
from naturalvegetation.Human settlementand
agriculture are generallyconcentratedin those
regionsof the earth with thick, fertile soils. (You
will learn more about agriculturein Chapter6.)
Living speciescan use the soil to adaptto their
environment. Coloniesof meerkatslive in a world
of burrows under the KalahariDesertin southern
Africa. This protectsthem from predatorsand the
desert'sextremesof daytimeheat and nighttime cold.

C h a o t e r2 : E n v i r o n m e natn d I n t e r a c t i o n G 2 5
 Everyyear,Canadian Geographic magazine Theyalsogrewtreesfromseedlings
at school
rewards individuals andgroupsin Canada for andplantedthemto shadethestream'sbank.
supporting theenvironment. In 2005,Grade7
students at EcoleSecondaire de Rividre-du-
Loupin Qu6bec received a $1000awardfor
theirworkwitha localstream.
S c i e n ctee a c h eAr l a i nR e n a uta
d ke sh i s
students intoa nearby streamandwetland to
learnabouttheenvironment. Theycollect
information andidentifya problem. Thenthey
devise solutions to restore whatneedshelp.
Students raisedfishfromeggsin large
aquariums andtransferred Groupsin variouspartsof Canadaareconcerned
about
themto thestream.
preserving
wetlands.

Natural Vegetation
natural vegetation plantsthat
Forests,grasslands,wetlands, and Arctic tundra show the variety
havenot beenintroducedby of natural vegetation that has developedin responseto climate
humans
and soil conditions. Peopleuse natural vegetation for food, for
herbivoresanimalsthat relyon
building materials, and for many other purposes.Herbivores eat
plantsas theirfoodsource
plants; carnivores often use vegetation to hide from their prey.
carnivoreslivingthingsthat
eat meat For example, the Bengal tiger often hunts for big gararle
in tall
grasslands,where its striped coat acts as camouflage.
degradedspoiled,reducedin
quality These five environmental factors shape the survival of plant
and animal species.Human activity often threatens habitats (for
example, through pollution of water by oil spills or improper waste
disposal). However, people sometimes restore degraded habitats
and return them to a more natural state. That's the {ood news.

1 . Makea copyof theweborganizer on pageG 24. Useinformation

C a ny o us e ea n a n i m ahl i d i n gi n
aboutthespecies to addpoint-form
in thissection notesto the
web.k
2 . Foreachpartof theweb,identify
a different
wayin whichhuman
activity
canthreaten k f
animalspecies.

G2 6 U n i t 1 : F i v eT h e m e so f G e o g r a p h y
Hotel guestswere alarmedby arrgryshouting as cod fishers W E BU N K . " ' r ' . .
aboutcod
Formoreinformation
tried to push their way into a meetingroom. Meanwhile, Canadian andthecodmoratorium,
fishing visit
FisheriesMinisterJohn Crosbiemade a hasty relreat out a www.pea raphy.
rsoned.ca/onTgeog
backdoor.At aJuly 2,1992,pressconference in St.John's,
Newfoundland, he had announceda two-year suspensionof cod
fishing. The cod had been overfishedand needed
time to recover.
The cod never did return. Limited fishing was
allowed a few times during the 1990s,with no
success. Finally, on April 24,2003, the government
of Canadaclosedthe Newfoundland and Labrador
cod fishery indefinitely. Cod stockswere estimatedat
only 1 percentof their historic levels.Although the
cod fishery involved Canada'swhole eastcoast,
Newfoundland and Labradorrelied on it far more
than the other Atlantic provincesand were much
more affectedby the depletion of the resource.
Fortunately,sincethen the province hasbeen able to
developother resources-oil and nickel-to rcplace
its traditional fishing industry.

What Happened to the Fish?

Cod once flourished around Newfoundland and
southern Labrador.Largenumberslived on the Grand Banks,the
relativelyshallowoceanbeyondthe island.After 1500,European
ships fished eachsummer closeto shore.Gradually small,
permanent communitieswere built along the Atlantic coast.
Inshore frshers used smallboats to fish closeto shore,returning
daily with their modestcatch. After 1950,much biggerboatswere
built and equippedwith the latest technology.Offshore frshers
used sound wavesto find large schoolsof fish out on the Grand tuh
Banks.Powerful machineshandled huge nets that were dragged trory,
along the seafloor where the cod feed.Catchesrose sharply,but
governmentscientistswere confident that fish supplieswould
remain strong.

C h a o t e2r: E n v i r o n m eannt dl n t e r a c t i o nG 2 7
CodCatchin Canada's
AtlanticFishery,1960-1992

1600
1400
.a
o r200
o
o
an 1000
o
c
c 800
o
600 l.
lllullll!llllllr,,
I
(J
400
(J
200
0
1 9 6 0 1 9 6 3 1 9 6 6 1 9 6 9 1 97 2 1975 1978 1981 1984 7987 1990

Whatoverallpatterndo you seeon thisgraph?Suggest

reasons.

Even larger ships camefrom Europe and other countries. They

fished undisturbed within sight of Canadabecausenations could
claim control of the ocean only 5 kilometres out to sea.After the
1982 United Nations Law of the Sea Conference,countries
extended some control to 370 kilometres offshore. The Canadian
government set limits to foreign catcheson the Grand Banks, but
between 1986 and 1992, Europeans took an extra half million
tonnes! By 1989, scientists finally realized that cod stocks were in
danSer.It was already too late.

Localfishersusedsmallboatsto traveldailyto the inshorecod Modernfactorytrawlers areactuallyfloatingfish-processing

fi s h e r i e s . plantsthatcan stayat seafor severalmonths.Whateffecthas
technologyhadon this industry?

G 2 8 U n i t 1 : F i v eT h e m e so f G e o g r a p h y
Theseareactualinterviews
donein Atlanticf ishingcommunities.

OffshoreFisher
I considered goingaway,butwherewouldI go?| LocalBusiness Owner
havenoskillsotherthanbeinga dragger man I m ean,thisplacein thefallusedto boomT. he
loffshore fisherl.I havea housedownherethat's truckswouldbeall overthe place.Anynightof
notpaidyet.lf I hadto complete the payments on theweek... therewerepeople. In restaurants
...
t h iso n ea n d. . . g oso me w h eere
l sew i thmyfamily, openall nightlong.Youcouldtellthis placewas
whatam I goingto do?Sothisis thesortof alive....
Lastfall ... it wasscar y....
Youwou l d
desperation. wonderif therewasanybody alive.

FishPlantWorker Government Counsellor

Whilewewereworking at thefishplant,wewere Manyof thesepeoplehavebeenfishingfor20,
makinggoodmoney, andweweretakinghome 25 year s....
lt' stheirwayof life.Theydidth ej ob.
sometimes $600 or $700 a week....I hadto go Theydid it well.Andjust likethat,it'stakenout
on TAGS[TheAtlanticGroundfish Strategy, of theirhands.... Andyoutryto explainto them
emergency payments thatendedin 19991.Andit thattheeconomy is changing.Theydon'twantto
waso n l ya l i t t l ebi t,l i ke$ 2 0 0 .S oI h a dto c ope just
hearthat.They wantto hearthattheycango
wit hw h a t h e r ew a s,w i tha fa mi l ya n db i l l s. backfishing.

Checkpoint
In your notes,write the
questionyou thinkeachofthe
peoplequotationsabovewas
asked.Usethe information
in the quotesto write a one-
sentenceanswer.

Whywouldit be difficultfor peoplein isolated to copewithcod depletion? i

communities
l
_l

C h a o t e r2 : E n v i r o n m e nat n d I n t e r a c t i o n G 2 9
 Environmental Opportunities
Like a suspense-filledmovie, the environment savedthe day just as
the cod fishery collapsed.Oil under the Atlantic Ocean, and nickel
in Labrador have breathed new life into the province'

Oil Under the Atlantic

As the Grand Banks fishery became depleted, oil was discovered in
the same place. In 1984, test drilling found large deposits about
300 kilometres east of St. John's. Environmental conditions there
are tough for drilling. The fo$-bound ocean is cloggedby icebergs
and torn by fierce winter storms. But the resource is rich, and, by
\997, oil companiesbegan to tap the Hibernia deposits.Extraction
will continue until 2075, perhaps longer.
Plenty of work camejust as the cod fishery closed.The world's
biggest drill platform was built in Bull Arm, Newfoundland'
Almost 2500 people worked on the Gravity Base Structure (GBS),
big enough to sit on the ocean floor, 80 metres below the surface.
Others built the Placentia Bay port, where tankers carry crude oil
from the GBS platform. Today, there are fewer jobs, but Hibernia
oil pumps millions of dollars into the province.

lobsjusttemporary?
Whyweremanyof the Hibernia

G3 0 U n i t 1 : F i v eT h e m e so f G e o g r a p h y
Nickel {'rom Labrador
In 1993, two prospectorsin a helicopter spottedlandforms
ore rockthat containsenough
indicating mineral ore along the remote Labrador coast. The mineralcontentto makemining
Discovery Hill depositswere so large that giant nickel company worthwhile

Inco paid $5 billion for the claims in 1996. Located at Voisey's Bay open-pitmining removalof ore
by diggingdirectlyintodeposits
[see the map on pageG 33) are 32 millton tonnes of mineral nearthe surface
reserves.Much more is expectedas exploration continues. There
is enough nickel ore rrear the surface for open-pit mining to
continue until 2018, before going underground.
Before Inco could start mining, the company had to guarantee
job priority to local Aboriginal peoples and provincial residents. By
2005, the mine was open, along with a nearby plant to concentrate
the nickel ore before shipping it. A refinery is planned for Long
Harbour, Newfoundland, by 2009. Already, more than 1000 people
are working on the project, 80 percent of them from the priority
groups. The environment has revived the economy of
Newfoundland and Labrador.

A largeminingprojectlikevoisey'sBayprovides
economicbenefitsbesidesjobs,such
as tax revenues
and opportunities
for businesses
thatservethe mineand itsworkers.

1 . Makea webchartto showthreedifferent 4. Imaginethat you havejust interviewedone

reasons for the disappearance
of cod.Record of the peoplequotedin ZoomIn.Writea news
two factsfor eachreason.k storythat givesthe person'sviewsaboutthe
2 . Makea timelineusingeightdatesfor the closingof the fishery.
Combine yourinterview
Hibernia
and Voisey's k
Bayinformation. with othersto producea newsletteror
shorttelevision reportaboutthe cod crisis.
3 . Writea paragraph
explaining
howimportant t r a
the environment
alwayshasbeento the people
of Newfoundland
and Labrador.t r

C h a p t e r2 : E n v i r o n m e natn d I n t e r a c t i o n G3 1
 l n 1 9 1 2 , t h e T i t a n rw c a st h e l a r g e sot c e a nv e s s eel v e rb u i l t .M a n y
b e l i e v etdh a tt h e p a s s e n gsehr t pw a su n s i n k a b l B e .u to n i t sf i r s tv o y a g e ,
g f f N e w f o u n d l a nadn d q u i c k l yS a n k M
T i t a n i sc t r u c ka n t c e b e r o . o r et h a n
1 5 0 0 o f I h e 2 2 O Op a s s e n g edr sr e d .

H o wd e e pi s t h e o c e a nw h e r eI h e T i t a n isca n k ?Y o uc o u l du s ea
t h e m a t i cm a p a m a pt h a t thematim c a pt o f r n do u t .A t h e m ei s a t o p i c ,a n da t h e m a t i m c ap
s h o w si n f o r m a t i oanb o u ta s h o w si n f o r m a t t oanb o u ta t o p t cs u c ha s r e l i e f .M o r et o p i c sf o r t h e m a t i c
p a r t i c u l at or p i c
m a p si n c l u d et h e d i s t r i b u t i oonf p o p u l a t t ofno,r e s t so,r c h a r d sa ,n do t h e r
r e l i e ft h e h e i g hot f l a n da n d f a po n t h e f a c i n g
o b s e r v a bilnef o r m a t t oH n .e r ei s h o wt o u s et h e r e l i e m
t h e d e p t ho f t h e o c e a n
p a g et o i n v e s t r g atthee m o s tf a m o u so f a l l s h t p w r e c k s .

B e c o m fea m i l i aw r i t ht h e m a pa n d i t s l e g e n dl .d e n t i f tyh e t o p i ca n dt h e
region t h e m a pc o v e r sC. h e c kt o s e ew h i c hm e t h o d ( st h) e m a pu s e s
t o s h o wr e l a t i voer a b s o l u tleo c a t t o nF.i n a l l ye,x a m i nteh e l e g e n d tosee
w h r c ha r e a l, i n e ,a n d p o r n st y m b o las r eu s e d .

F i n dt h e s p e c i f i ci n f o r m a t i oyno un e e db y u s i n gt h e m a pa n d l e g e n d .
f h e T t t a n isca n ka t a b o u 4 t 2" N latituda e n d5 O ' W l o n g i t u d e W. h e n
y o ul o c a t et h i s p o s i t i o on n t h e m a p ,y o uw i l l s e et h a t i t f a l l so n a
p a r t i c u l asrh a d eo f b l u e .B y m a t c h r ntgh i sc o l o u tro t h e l e g e n dy,o uc a n
seethat the Titanicwasfoundbetween200 metresand 4000 metres
b e l o ws e al e v e l .

E x a m i n teh e m a pt o i d e n t i f ym o r eg e n e r apl a t t e r n sL. o o ka t o t h e r

s h a d e so f b l u en e a rt h e T i t a n isci t e .l s t h e o c e a ns h a l l o w eorr d e e p e r
there? T h i sw i l l g i v ey o ua m u c hb e t t e sr e n s eo f t h e s h i p w r e c kd' se p t h .
M a k ea n e s t i m a t ea,n dc h e c kt h e l a s tp a g eo f t h i sc h a p t efro r t h e
actuaa
l nswer.

G3 2 U n i t 1 : F i v eT h e m e so f G e o g r a p h y
 60"W i
40ew

Elevation
:::::::::l : . r ' O n ed o t
r )UUU M rpnrp<cnt<
- -?nnn
''-
, 4 , ffi
IAO nonnlo

' 1000 Former

"4 L,tbr,tdor cod habitat
.c 500
, o. )t'., .'...370-km
, ur, 200
o .V o i s esy ' O . - seatevel limit
.
:_ Bay (,o
' 'o^ Sea depth . O i la n d
<)
2 0 0m
i . . 'o 4000
';":-1 O 6000
I
- :-t} r'
Labrador .' .'. v
't, 1 @
i -1 t bs'$
,' i -a* - - - - - , 1 >
-:-----'-t t/ O
wt.f o
! . ,
1 r . €

,.1.
i', '' t: ,l
:.. : .,

-'&" / lltl:
'1.
i t-
/ "J t'/
...
I
i i
Ll,ry
a a

::
: i

ATLANTIC
OCEAN

4sll

I 0 150 300km

601W 50lw

A t l a nct r e s o u r cleo c a t i o nfsi :s h ,p e t r o l e u m

a ,n d n i c k e l

1 . Describe
the areasfavouredby the 3 . Givethe absolute
and relative
locations
Northern cod.Referto bothrelative o f a ) t h e H i b e r n ioai lf i e l d ,b ) t h e
location and oceandepth.ldentifycod Voisey's Baynickeldeposits. Useyour
fishingareasthatweredepletedby finserto iraceroritesbetween these
i n t e r n a t i o nf lael e t sW
. h i c hm a ps y m b o l s r e s o u r c easn dt h e i ri s l a n dd e s t i n a t i o n s .
d i d y o uu s et o m a k et h i sd e c i s i o n,?
2 . Describe
thegeneralpatternof
Newfoundlaa nnd d L a b r a d opro p u l a t i o n .
whythis patternoccurred.
Explain

2: Environment
Chaoter and Interaction G33
 Geography focuseson the relationship between people and the

interactiontheact or process
earth. The interaction theme in geography highlights this
of havingan effectoneach connection. The earth gives people opportunities to provide
other themselveswith necessities:food, watet, clothing, heal, and
shelter. Scientifically advanced societies, such as our own, have
altered the environment as we've used it to satisfy our wants.
For example, we clear forests for farming and build port cities at
natural harbours. We use waterfalls and dam up rivers to create
electricity, and we blast transportation tunnels throu$h mountains.
The interaction theme includes opportunities humans take to
make use of the environment.
This theme also deals with challengesin people's interaction
with the earth. One type of challenge centres on different opinions
about using the earth's resources.Another challengeis the
incredibly destructive power of the earth. Volcanoes, earthquakes,
and mudslides can sweep away whole communities in minutes.
Tornadoes, hurricanes, and hlizzards unleash great devastation'
Storm
TheWorst
inTwoGenturies
In October1998, Hurricane
Mitchcausedterribledamage
and lossof life in Central
America.Morethan 11 000
peopledied,and at least
3 millionwereleft homeless.
Damageexceeded $5 billion.
Mitch wasa Category 5
hurricane,the mostserious
kind.Windsreached
290 kilometres per hour,and
the coastalstorm surgeraised
waves6 metreshigh.
The greatestdamagecame
as the hurricane dumped1 to
2 metresof rain overCentral
America.Massive mudslides
and floodswipedout entire
HurricaneMitchapproachesMexico's on October26, 1998.
YucatanPeninsula
communities.
A Category
5 hurricane overa widearea.
can causeenormousdestruction

G3 4 U n i t 1 : F i v eT h e m e so f G e o g r a p h y
Interaction as Opportunity
To have an opportunity means to have a choice. If friends asked
you to a favourite event, you'd probably chooseto go.You'dtake
the opportunity. The interaction theme is much like that. Checkpoint
At one time, geographersbelieved that the physical Makenoteson what these
environment determined people's lives and their choices.But they photostellabouthowhumans
turn environmentalobstacles
underestimated human ability to overcome obstacles.The ancient
into opportunities.
Romans built long aqueducts to carry water down from the
mountains. Long ago, Chinese and other Asian societieslearned to
farm on the sides of very steep hills where there was rich soil.
They built flat, terraced fields, little steppedplots on which they
could grow rice in the most rugged terrain. Both examplesshow
that people can turn environmental obstaclesinto opportunities.

A n a q u e d u ci tn S e g o v i aS,p a i na, n dt e r r a c e h
d i l l s i dfea r m si n t h e m o u n t a i nosf L o n gJ i , G u a n g x i
P r o v i n c eC,h i n aR
. o m a na n d C h i n e sseo c i e t i et su r n e de n v i r o n m e n o t abl s t a c l ei sn t oo p p o r t u n i t i e s

Cultural Landscapes
Today, geographersbelieve that the earth offers marry possibilities
to supply human needs. Peoplemay or may not chooseto take
advantageof these opportunities. That choice dependsupon the
inventiveness of their society.Both the Romans and the Chinese
used their technical skills to change the physical environment so
they could use the water or the fertile soils that the earth had
provided. Both societiescreated cultural landscapes. Whenever culturallandscape
themark
societiesuse their inventions and skills to farm or mine, to build thathumansleaveonthe
earth'ssurface
cities, or for any such activitv. a cultural landscapeis created.

C h a o t e2r : E n v i r o n m e a
nnt d I n t e r a c t i o n G3 5
W E BL I N KT Urban Landscapes
oncultural
Formoreinformation
Most Canadianslive in urban places. This is very different from
landscapes,
visit
www.oearsoned rapntqcograol-y, the rural societyof a century ago.Urban landscapesare the result
of great changesto the physical environment. Forestswere cut
down, hills were levelled,and valleyswere bridged. Streamsmay
urbanplacesomewhere with havebeen dammedor diverted into drainagecanals.At placeslike
at least1000people
clustered Vancouver,British Columbia,shorelineshavebeen straightened
closeto oneanother
and lined with docksand warehouses.As the city spreadoutward,
office towers of steeland glassreachedupward. This urban
landscapeis a fype of cultural landscapethat is commonin modern
Canadiansociety.

I
I

urbanlandscape
Vancouver's contrasts physical
withthesurrounding landscape.

1 . Inyourownwords, themeaning
explain of landscape?
4. Whatisa cultural Applythetermto
theme,ii)theinteraction
i) theenvironment photos
allthree in thissection.t, k
theme.Whyaretheyhardto separate?Ir or a smallgroup.
5. Workwitha partner
2 . HowdoesHurricane
Mitchshowthe Brainstorm a listof wayspeoplehavechanged
theme?k
interaction the localenvironment to createa cultural
landscaoe. f c
show
3. Howdoesbuildinga housingsubdivision
theme?
the interaction k

G3 6 U n i t 1 : F i v eT h e m e so f G e o g r a p h y
Interaction As Challenge
One challenge of interaction is to balance conflicting opinions
about using the environment. Some want to use the environment
clear-cutloggingpractices
for profit, while others want to protect it to maintain a way of 1ife. whereall the treesin an area
Read this news storv to soot different ooinions about the issue. arecut oown

managingthe forest usingthe

forestwisely

P r o t e s t e r sB l o c k t h e T r a n s - C a n a d a
Therels DisputeoverClear-CutLogging
Kenora, Ont. (CP) - A long-
standing dispute over clear-cut
logging practices rtear a northern
Ontario aboriginal reservecame to
a head Thursday as some 100
protesters erecteda blockade on the
Trans-Canada Highway. . . .
The protesters accuse logging
companiesWeyerhaeuserCorp. and
Abitibi-Consolidated Inc. of clear-
cutting on traditional native lands
near the Grassy Narrows reserve- JackForestArea
Whist<ey
t
despite opposition from reserve
$ Trans-Canada
Highway
residents.
The work has made it harder for
the residents to engagein hunting
and other traditional activities and
animal habitats have been complaint possible,and there's been
destroyed, said Grassy Narrows absolutely no response from the
spokesmanJoe Fobister. [ontario Premier Dalton] McGuingz
"It's destroying our way of life, government or from Weyerhaeuser
it's destroying who we are,period. or Abitibi Corp."
It has to stop." Fobister said. Ontario Aboriginal Affairs
"These companies clear-cut large Minister David Ramsay said that
amounts of our land and we receive talks with the First Nation have
no economicbenefits." Protesters been ongoing since 2004brtthat
blame the Ontario government for the province hasn't made the

TtrL
k

not doing enough to seriously progressit had hoped . . . .

addresstheir concerns,David Sone "We [Ontario government] are
of the Rainforest Action Network determined to work with [the
said. First Nations] and find a way Checkpoint
"They've fiTedevery kind of legal that we can work together in Newsreportsareoften told
proceeding and every kind of official rnanaging the forests." fromonlyoneor two pointsof
view.Whosevoices(opinions)
(newspaper)
Source:Ihe Observer, SarniaON,July15,2006,p. BB.
do we hearin thisstory?Which
sideof theprotestdo you think
is treatedmorefairly?Why?

C h a o t e r2 : E n v i r o n m e natn d I n t e r a c t i o n G 3 7
 The Whiskey Jack Forest Dispute
The whiskeyjack is a bird that givesits nameto a forest areain
northwesternOntario. The news story you just readhighlightsa
disputein the WhiskeyJackForestarca.It hasbeen$oin$on since
the late 1990s.That is when Abitibi-Consolidated hegancuttin$
wood in the areafor Weyerhaeuserto use at its nearby Kenora and
Dryden, Ontario, papermills.
W E BL I N K . The logginggoeson closeto the GrassyNarrows First Nation
Formoreinformation about reserve.The land beingloggedis Crown Land, ownedby the
theloggingandforest visit
industry,
www.pearsone{J. raphy.
ca/onTgeog Provinceof Ontario,but leasedto loggingcompaniesfor timber
cutting. Forestcompaniesmust submit a forest manaSementplan
to the province,showing how they will use their forest leasein a
responsibleway. The protestersdon't think clear-cuttingshouldbe
allowedhere.

JackForestConflict
TheWhiskey

GrassyNarrowsFirst Government Corp.

of Ontario Weyerhaeuser
Nations
Action
Rainforest OntariPo rovincial
Network Police

I I

loggingin the WhiskeyJackForestarea?

Whoopposesclear-cut

G3 8 U n i t 1 : F i v eT h e m e so f G e o g r a p h y
Why Forest Companies Clear-Cut
Many forest companies are international giants that must operate
cheaply in order to survive against their competitors. They bring
well-paying jobs to Ontario. They use clear-cutting because
Checkpoint
. it is the cheapestway to operate,resulting in low-cost Whatdoesthe term gionf
products for consumers mean?Whathappenswhen
we add it to the word
it is the safestmethod for the loggers themselvesbecause international?
trees are felled in one direction

it is easy to replant the cut area with seedlingsof one fast-

growing speciesof tree

Why Conservationists Oppose Clear-Cuts

Many people believe that the benefits of forest industry jobs need
to be balanced with the environmental damagethat clear-cut
logging causes.Some people are directly affected by this damage.
They oppose clear-cutting because
o it is destructive to animal habitats and causeserosion that
chokes streamswith mud
o it interrupts the traditional aboriginal way of life in the
forest, that is, hunting and fishing
o the replanted forests are vulnerable to diseasebecausethey
are composedof just one speciesof tree

Interaction with the environment can take many different

forms. The Province of Ontario is attempting to bring both sides of
the issue toSether tn abetter management plan for the Whiskey
Jack Forest atea.How can they do this? We do need lumber, and
people need jobs. You wili learn more about alternatives to clear-
cutting in Chapter 7.

1 . Whydidthe protest
takeplace?
Doyouapprove
of thissortof
activity yourviewswitha partner.k
or not?Discuss
Workwithothersto eitherwriteoutor role-play
a conversation
amongthreepeople: a loggingcompany executive,a
anda provincial
conservationist, government Seepage
official.
points
S 12for helpin examining of view.t E

C h a p t e r2 : E n v i r o n m e natn d I n t e r a c t i o n G3 9
 C l i m bf o r t h e E n v i r o n m e n t

T r yt h i s e a s y - t o - p l g
aay m e .T a k et u r n sr o l l i n go n e M a t e r i las
die to seewho can be the first to reachthe top of . o n ed t e . p l a y i n gp i e c e s
t h e g a m eb o a r dA . c h a r tb e s i d ei t t e l l sy o u . game board . c h a n c ef a c t o r sc h a r t
w h e t h eyr o u h a v ec l i m b e du p o r f a l l e nd o w n .

Square " C l i m bU p "

3 Youandyourteacher
o r g a n i zaen E n v i r o n m e n t
C l u ba t t h es c h o o l .
-****-*-io* i)
")tI 1 1 Y o uc o n v i n cteh e p r t n c t -
; fati to ?.7
p a lt o s u p p o rpt a p e r
r e c y c l i nagt s c h o o l .
L 4 A conservation ist comes
t o s p e a ka g a i n sctl e a r -
crrttino fnroc.fs

25 Y o u rc l u bp l a n t st r e e sa n d
shruba s l o n gt h es i d eo f
t h es c h o oyl a r d .
30 for
T h ec l u b i s n o m i n a t e d
t : . 1
t l
i _
i a CanadianGeographic
.) I f
--'----'r'-'-F t t award.
i
; , t . I
J ' J j
Square "Fall Down"
1I i 6 Forestcompany
t5 J
i n f o r m a t i osni t e sd o n ' t
i n c l u d ea l l t h e f a c t s .
-t\ Manystudents lose
l J q**__i
rr i '
-.
g -.*l -: *?*-:"*_"__ in the Environment
interest
t / al , ' | ^ . - ^ ^ + i ^ ^ r
\/tuu il rctruil6).
c l. i^r A^ b ' P :L U t n,,ro? \ t ! L j
fo rl *-; 18 A f e wp a r e n tw s o r k i n fgo r
""'-."-"-- f o r e sfti r m sw a n t h ec l u b
-t
s h u td o w n .
fatl fo 4
22 Y o uf i n dt h a tn o ta l l
teachers andstudents are
r e c y c l r nsgc r a pp a p e r .
33 Careless students break
somenewlyplantedtrees
w h i l ep l a y i n g .

$*iii"ii$Si$i.'ry
1 . W h ym i g h t h i sg a m eb e h e l p f utlo s o m e o n e 2 . Brainstorm and prolects
a listof activities that
t h i n k i nogf s t a r t i nagn E n v i r o n m eCnltu b ? l n v i r o n m eC
a s c h o oE n ltu bc o u l dd o .

G4 0 Un i t 1 : F i v eT h e m e so f G e o g r a p h y
T h i sc h a p t e sr h o w e dt w o t h e m e se: n v i r o n m e n
learned
a tn d i n t e r a c t i o n
t h a t a n i m a l sr e l yo n t h e p h y s i c ael n v i r o n m e n
Y.o u
f ot r t h e i rn e e d s .
H o w e v e hr ,u m a na c t i v i t yo f t e nd e s t r o yasn i m a lh a b i t a t sY. o ua l s os a w
r#- Tie It Together
h o wh u m a n si n t e r a cw t i t h t h e i rp h y s i c aslu r r o u n d i n gTsh. e yu s et h e i r
Usingyour notes,writean
s k i l l st o t a k ea d v a n t a goef o p p o r t u n i t i eosf f e r e db y t h e e a r t h .
e-mail,a note,or a text
message to a classmate who
Oeacription lnteraction missedthischapter.Explain
whatyou learned.Includenew
termsanddefinitions. You
couldusean organizer likethis
oneto organlze your notes.

Depthof Ttanic shiowreck:3835 m

l . HowdoesOntario's natural
vegetation
changefrom northto
south?Explain whichreason
accountsfor this pattern:a)
Iandforms?b) climate? or c) water
bodies? e fl=
2 . Howdoesthis mapshoweachof
thesegeographic
environment,
themes:a)
* s:
b) interaction? N
3 . Makea chartto comparethe views 0 50 '100
km

of logging companies and

conservation istsaboutforest
cutting. .$+ 3 -i- e#
Tundra:
no majortreespecies
andbanengrounds
Needleleaf

ffi Needleleafforest
Mixedforest:needleleaf
andbroadleaf
'!I..$Si
Broadleaf
forest

7l Pemits lo logging companies

r Pulpandpapermills

r : E n v i r o n m e natn d I n t e r a c t i o n G4 l
Chaote2
 l.

ffi
-i

I
s d* \ .*".':w

ur
- t J::S

-:h*

F.*n €r __
.- !.-,'-fu1,

o . \o r . rt l r i n l i o l t i r t ' s r 's r ' L ' l t c us i t c t t I ' o L tI t c l r t l t c t c r l t l

" \ l i t l r l l c L r r s f" . ) ' l ' h i s r c g . i o ni s o f ' l c t ti n t h c t t t n ' s . r ' r ' i t l l
c o n f l i c t s i n l r r r r lr r n c ll s r r r c l .r r n t l u ' i t l r I r r r t tc l t t t t t i t t l t t i t r - 9
Making Connections
T l t i n ka l r o t r st c l t o o l u ' o r l t l l f f i r i r s . I , l o s t C l t n r t t l i l t t t cs l o t t ' tk t t r l n f l t e r c g i t l t t v c t ' t ' u ' c l l .
c o n r l l eil1i r l r r sT h t ' I ' r r sqt a n r t ' s c v c ' nt l r o r r g hi t i s c i r l l c r l" t l t c c r ' o s s t ' o r t colfs t l t c c o t t t i t t c r t t t s .I"t i s
arcu ' s t r a l l lyv r t l r i ny o r r ls c h r i o l ' s I r . r r t fl i r r p ( ' o l ) l ( ' t of i q L r r ' ( ' o u( t' \ i r r ' t l vu l r c r c t h e N l i t l c l l eE r r s tt ' c ' s i o t t
reqior.tTht' st:t'oncllt-r't'lis
l r c g i r t lsr n t lc n t l s l
l ) e l \ , \ e e t ll ( ' U l i l l ; \ \ \ l l , r l l | t l r ' 1 1 \
I r r s o r r r t \: \ ' r l v s .t l r c l v l i c l t l l cI ' l a s tt ' c g i o t ti s v c t ' v d i f l c r c n t f r o r r r
\ v , 1 1 1 11 1r , l t 5 ( l 1 r , r ,1l , l 1 , 1 1

aqalrtst') C l r n l r c l l rI .r o r - o r t c ' t l r i n gi.r g . r c l t lt l i s f a n c cs c l ) l l l ' i l t c tsi t c t n ' o p l r c c s .

'l-hc
l l t r g c p l r o t o s l r r x v sl r l l ' s i c l r l r t n t l l t u t t t a r tc l t a r r t c t t t ' i s t i c cs l t r i t c
L r n l i k ct l r o s c i' o L r t t l l t c ' r ' cI.I o r v t ' r ' t ' t -l t. l t l t r t f l ' o r r tt h c l t i i l t t tt r c c s .
-llrt'tttttrl,
t l t r s r n l t l l r r ' p l t o t ol o o l i sl i l i r s t r c c t si t t V l r l t t t r c i l lr. l t '
Nlorc ltttrl niot'c Cattlclirtttslilvc lt lvlicidlcFlitstcrrt
\''rrnt'orn'r'r'.
I t c r i t l r g . t(' '.r ' i ' i t t i n gs t r ' o n Qs.o c i l t lc o l t t l c t t t i o t i sl t c t n ' c e l l t h c t u ' t t
p l l r c c ' s[.: r r l t l t r ' tr n o t r ' .s t ' tt ' t ' l t lt ' o t t t t f t ' i r ' isr t t l t c t ' c g i t l t tl r r c l c t t d i r l g
o i l t ' r p o r t c r s .i u r c c o n o n l i cl i r r l i t l r e t n t l t k c st l r c M i t l c l l cl i : t s t
i l r t l ) o r ' f ni l f t o C r tI r l t t l r r .

G42 r J n r t l . F r v eT l r e r n e so f G e o g r a p l r v
 --
, .; .: :': .J!
..a ^' .

." .-,-'.\j

+tr;ffi

WhatYouWill Learn
i n T h i sC h a p t e r
o W h a ti s t h e g e o g r a p hti h
c e m eo f r e g i o n ? A photois a typeof text. lt is onetypeof
p r i m a r yd o c u m e n tA. p r i m a r yd o c u m e nits f i r s t -
o H o wd o d i f f e r e ntty p e so f p h y s i c aal n d
h a n di n f o r m a t i o n .
h u m a nr e g i o ncso m p a r e ?
We needspecialstrategies to readpictures.
. H o wc a n I c o m p o s q e u e s t i o ntso g u i d e
I n t h i s c h a p t e ry,o uw i l l u s et h e s t r a t e g i eosf
r e s e a r cohn a n i s s u e ?
reading t h e c a p t i o na n d a s k i n gq u e s t i o n s .
o H o wc a n I u s ei n f o r m a t i ofnr o m p r i m a r y
a n d s e c o n d a rsyo u r c e s ? U s ea c h a r tl i k et h i s o n et o s t u d yt h e p h o t o s .

. H o wc a n I c r e a t ea m a oo f a s m a l la r e a ?

C h a p t e3
r : R e g i o n s G4 3
 In Chapter1, you learnedaboutthe geographicidea of place.It is a
location with unique physical and human characteristics-such as
your school.Regionis a similar concept,exceptthat it involves a
larger areaof the earth. Each of the following examplesof a re$ion
suggestsan areathat is not only unique but is alsolarger tltan any
single place.This chapterwill help you to understandhow and
why geographersuse the region theme.

Regions
regiona partof theearth's A region is a part of the earth's surfacewith similar characteristics
surface thathassimilarcharac- throughout its extent. The themeis usedto simplify complexideas
teristics
throughoutitsextent
about different parts of the world. Someregionsare createdentirely
by people.For example,Ontario is divided into severaltelephone
areacodes;punching in thosefirst three digits for a long distance
call is the common characteristicin eachof thesehuman re$ions.

Telephone
Area

Whyaresomecallingregionsso muchsmallerthanothers?
Checkpoint
To paraphrase meansto rewrite
informationin your own A physicalregionis basedon featuresof the earth itself.Just
words.Write one sentencethat say"the Rockies,"and most peoplethink of rugged,snow-capped
paraphrases the information mountains. Relatedimagesof waterfalls,beats, and ski resortsalso
that tellsthe differencebetween
cometo mind, becausetheseare all strong characteristicsof the
humanregionsandphysical
regions. Rocky Mountain region. They help to make it different from the
flatter land of the neighbouringPrairie region to the east.

G4 U n i t 1 : F i v eT h e m e so f G e o g r a p h y
Back to the Middle East
Regionsoften combineboth physicaland human characteristics,
such as mountains and ski resortsin the Rockies.The Middle East
has strong physical and human featuresthat help set it apart as a
region. You've aheadylearned that it is locatedat a "crossroads"
where the continents of Africa, Asia, and Europe meet. Much of
the trading in the ancient world passedthrou$h the re$ion.
Although it wasn't calledthe Middle East until about a century
ago,the region certainly was in the middle of things. By 1900,
diplomatsin Britain and Francewere viewin$ Asia as "the East."
Distant China andJapanwere part of the Far East, and countries
closerto Europe were termed either the Near East or the Middle
East. Confusing,isn't it? The regionswere much too $eneral.

Tropical
climate I Hotanddry J (Catholic
christian Protestant ! Indigenous
f
andEasternOrthodox) Sparsely
- 9t'nlotttl] I Drysummer ffi
- Mountaincrimate I Muslim area
PoPulated
ilii':l:[;Ji r ttinou
. ,,., warmanddry ! tudaic I
! wetallyear

Climatezonesin the MiddleEast. of the MiddleEast.

Religions

The Middle East doeshave somedistinct physical and human

characteristicsto identify it as a region. These canbe seenon maps
of climate and religion. Much of the region is dry, and most
inhabitants (more than 90 percent) are Muslim. Many of the
world's leading oil-producingcountries are alsolocatedin the
region, notably Saudi Arabia,Iran, and Iraq. Most of the oil fields
are clusteredcloseto the PersianGulf. Climate,culture, and oil
provide useful impressionsof a very complicatedpart of the world.
3: Regions G45
Chapter
W E BL I N K . There is even disagreementabout which countries are part of
Formoreinformation
ondifferent
the Middle East region. That is becausethere is no clear boundary.
regions
of theworld,
vlsit
\ \ . \ r A . D t r d r S o n cLdd O r T l l q q d ! : . An interrupted circle of water around the areacould act as the
regional boundary. You can seeit on the map below. However,
these limits would exclude both Egypt and Iran, always thought of
as Middle Eastern countries. Should Cyprus, Sudan, and
Afghanistanbe included in the region? In this chapter, you will
learn that it is often difficult to mark the outer edgeof a re{ion.

withquestionmarks(?)be
The MiddleEastRegion.Shouldthe countriesindicated
consideredpartof this region?

1. a) Howisa region
similarto a place?
Howdo 2 . Usea printor electronic
atlasto labelthe
and placesdiffer?k
regions countries
oftheMiddleEastonanoutline
b) Whyis it hardto identify
theboundary map.Addthesurrounding m
waters.
ofthe
MiddleEast?Ir 3 . Collectpictures
of the regionto identify
more
of itsphysical
andcultural characteristics.
Makea display of your findings.c

G4 6 U n i t 1 : F i v eT h e m e so f G e o g r a p h y
Scientists isolate cells of the body and examine them with a
microscope. In the same way, geoSraphersdivide the earth's
surface into smaller regions and study them closely. Both aim for a
better understanding of somethin$ very complicated. The re$ion
theme helps geographerssimplify a complex world. For example,
the world has many different surface features, such as mountains,
plains, and lowlands. Atlases contain landform maps for each
continent. Other maps illustrate different physical re$ions,
including climates, waters, soils, and natural ve$etation.

Precise Boundaries: Watershed Regions

Have you ever camped in Ontario? If you ltave, it may have been at
a park operatedby one of the province's regional conservation authorityan
conservation
thatmanages
organization the
authorities. Conservation authorities protect all aspectsof the
landsarounda riversystem
environment, from the hills where the river begins to the lowiands
ending at the river's mouth. They maintain many areasof
parkland in southern Ontario.

Checkpoint
Howcanyou tellwhenit is
worth spendingtime lookingat
a picture?If thepicturegives
extrainformationaboutthe
concept,lookcloselyand take
notes.lf it is an example,write
a point-formnoteof what is
shown,and moveon.Which
typeof pictureis thisone?

authorities
conservation
Ontario's to campin the province's
providethe opportunity
protected
wilderness
areas.

r : Regions G47
C h a p t e3
 A watershed is an area drair'edby a river system.Each
watershedan areadrainedby watershedis a physicalregion,separatedfrom other watershedsby
thewatersof a riversystem the higher land between them. A conservationauthority might
manageone watershedor a group of them. For example,the Metro
Toronto RegionConservationAuthority (MTRCA) is responsible
for the Humber, Don, and RougeRiver watersheds.The diagram
below showsthat in northern Ontario, elevatedland north of Lake
Superiordividesriver systems.Somerivers, suchas the Albany,
flow north to Hudson Bay,while others, such as the Pic River, go
south into Lake Superior.Boundariesbetweenwatershedregions
are easyto determine.A line is simply drawn along the height of
land from which water runs away in oppositedirections.

):-take ontario -!

Howarethe boundaries
betweenwatersheds
drawn?

G4 8 U n i t 1 : F i v eT h e m e so f G e o g r a p h y
Transition Zones:
Natural Vegetation Regions
Most boundariesbetween physical regions are not as preciseas a
watershed. Instead, there is a gradual change from one re$ion to
another that is hard to notice from observation. For example,the
Rocky Mountains are separatedfrom the Prairies by a zone of
foothills. As the name suggests,these are hills atthe foot (orbase)
of the mountains. Thev are a trarsition zorre. transitionzone an area
throughwhichone physical
regiongraduallygiveswayto
Mountains anotner

n ta r kt h e R o c k yM o u n t a i nf so o t h i l l s
W h a tc h a n g e isn t h e p h y s i c aeln v i r o n m e m
t r a n s i t i ozno n e ?

In the sameway, natural ve$etation patterns chan$e $radually

through transition zones.You can seethis on the map of forest
regions in Chapter 2 (pageG 41). Ontario is so large that its climate
changesa greatdeal from south to north. This has resulted in wide
bands of different types of natural vegetation acrossthe province.

Tundra Taiga
Forest B o r e aFl o r e s t MixedForest DeciduoF
u so r e s t

mosses,
Grasses, pines,
Spruce, and
Bothdeciduous Maple,oak,
shrubs cedar,
hemlock, etc. trees
coniferous elm,etc.
beech,

F r o ms o u t ht o n o r t hO ' sa t u r avl e g e t a t i opna t t e r ncsh a n g ed r a m a t l c a l l y .

, n t a r i on
Whatis the main geographic factorthataffectswherecertainvegetation typesgrow?

broadleafforest forestof trees

The warm southern part of the province was once covered that losetheirleavesas winter
with broadleaf forest. Large areasof northern Ontario feature approaches
coniferous forest. Conifers can sutvive much colder temperatures coniferousforest forestof trees
than broadleaf trees,such as maple and oak. Between thesetwo with needlesand thatdroptheir
seedsIn cones
forest regions is a transition zonewith both species,called the Mixed
tundra a regionof lowshrubs
Forest Region.North of the coniferous forests,there is another and otherhardyplantssuitedto
transition zotrelas forests gradually give way to tundra. shortsummersand extreme
wintercold

r : R e g i o n s G4 9
C h a p t e3
 Ecozone Regions
Physical regions can have sharp boundaries, or they can pass through
gradual transition zones. So far, you have seen only areasbased on
one type of feature, such as landforms or rivers or natural vegetation.
Drawing regional boundaries becomesharder when different
environmental factors are combined. The lines on the map below
may look precise, but actually are quite imaginary. The regional
characteristics are strongest in the middle of each zone andgradually
fade toward the boundary lines.

EcozoneRegions
ArcticCordillera
Northern Arctic
S o u t h e r nA r c t i c
T a i g aC o r d i l l e r a
T a i g aP l a i n s
T a i g aS h i e l d
H u d s o nP l a i n s
B o r e a lC o r d i l l e r a
Pacific lVlarine
M o n t a n eC o r d i l l e r a
B o r e a lP l a i n s
B o r e a lS h i e l d
P r ai r i e
M i x e dW o o d P l a i n s
A t l a n t i cl \ 4 a r i t i m e

In recent years, Canadian geographershave used combinations

e,cozonea regionidentifiedby of physical characteristicsto identify ecozones. Becauseeach
several
factors,includingland-
ecozonehas different environmental conditions, it supports a
forms,climate,soil,and natural
vegetation unique community of living things, including people. Ecozones
help focus the attention of conservationists on environmental
issuesand protection acrossall of Canada.For example,Parks
W E BL I N K . Canadahas almost completed creatrn{ at least one large national
Formoreinformation
onecozones,
visitwylw pear5)!€ddd park in all 15 ecozones.
an-7g€lqladr-v.

G5 0 U n i t 1 : F i v eT h e m e so f G e o g r a p h y
Themapon theopposite pageshowsthatOntario
hasthreeecozones, roughly dividednorthto
s o u t ht:h e H u d so P B o re aSl h i e l da, nd
n l a i n s,
MixedWoodPlains. TheBoreal Shieldis the
largest ecozone in the province andin Canada. lt
arches across sixprovinces. Thisecozone contains
manynaturalresources, suchas lumber, minerals,
wildlife,andfreshwater.lt is alsoveryimportant
foroutdoor recreation andsummer tourism.
Pressures to develop the regionresultin many
environmental problems. Forest clearing, water
pollution, andurbangrowththreaten partsof the
The BorealShieldecozonesupportsmooseas wellas many
BorealShield.Theseissues areespecially wildlife.
otherformsof Canadian
important alongthesouthern edgeof the region,
closeto the mostheavilypopulated areasof
Canada. Ontario's Algonquin Provincial Parkis the
largestprotected areain the region.

TheShieldalsooffersmanyopportunitiesfor recreation.
BorealShieldregionincludesbarerockyareasand Describe of the BorealShield
typicalcharacteristics
Canada's I ecozone.
largeexpansesof forest.
I
i
--l

l . Howare boundaries betweenriversystems postershowing

3 . Makea message eithera
regionsdifferent?k
and naturalvegetation conservationarea park.f
ora national
2 . Howdo conservationists
makeuseof
watersheds Whyis this
and ecozones?
imoortant?k i

r : R e g i o n s G5 1
C h a p t e3
 o\***6,
f.,;*;**,i*H "* l-;,,{:t;lji,iqi*:;: lv1.3;-;

l m a g i n teh a ty o u rf a m i l yi s i n t e r e s t ei n
d building a n e wh o m eY . ou
c o u l ds t a r tt o p l a nb y d r a w i n ga n a r c h i t e c t u r da rl a w i n go f a h o u s et h a t
w o u l ds u i ty o u rf a m i l yA. n a r c h i t e c t u rdarla w i n g i s a m a po f a b u i l d i n g .
H e r ea r ef o u rs t e p st o m a k ea g o o dm a po f t h i s s m a l la r e a( o ra n y
o t h e ro n e ) .

' " !
! : :

U s ea c o m p u t edr r a w i n g program o r a p e n c i la, r u l e ra, n d u n l i n e dp a p e r .

F i r s t ,d e c i d et h e b e s tw a yt o o r i e n t h e p a g et o f i t t h e s h a p eo f t h e m a p
areaT . h e n ,c h o o s ew h e r ey o uw i l l p u t t h e l e g e n dD . r a wa f r a m ef o r t h e
m a p n e a rt h e o u t e re d g eo f t h e p a g et o m a k ey o u rm a p l o o km o r e
a t t r a c t i v eY. o uc a na d dg r i d l i n e s( i n a d i f f e r e nct o l o u rf r o mw h a ty o u
w i l l u s ef o r t h e m a pi t s e l ft)o h e l py o up o s i t i o int e m s .

', t!i!
. I .' 1 . , t . ; . . 1i.l ,! i ' . [ i . . i : . , , .,;' 1 . : 1 ; :' , 1 q i ; ' ,

l m a g i n et h a ty o ua r e l o o k i n gd o w no n t h e h o u s ef r o md i r e c t l yo v e r h e a d .
D r a ws t r a i g hlti n e sf o r t h e o u t l i n eo f t h e h o u s ea n dg a r a g eT. h e n ,a d d
t h e t n s i d ew a l l st o d i v i d et h e h o u s ei n t or o o m sW . i t hm a p s ,a l w a y sw o r k
w i t h t h e m o s ti m o o r t a nlti n e sf i r s t .

'..i,.'..,

A f t e rt h e w a l l sa r ed r a w n b , e g i nt o a d d i n s m a l l e or b j e c t st h a t w i l l s t a y
in p l a c e( a t l e a s tm o s to f t h e t i m e ) .T h i si n c l u d e sb a t h r o o m f i x t u r e sa n d
m a j o ra p p l r a n c eLse. t t e kr e yd e t a i l s ( e . g . ,
" K i t c h e n " )
u s i n go n l yo n e
s t y l eo f p r i n t i n g
a c r o s st h e p a g e .

:, ; :.

A c o n v e n t i omn e a n st h e n o r m awl a yo f d o i n gt h i n g s F . i n i s hy o u rm a pb y
addrng a t i t l e ,a l e g e n da. c o m p a srso s ea. n da s c a l e i f d i s t a n c he a s
(
b e e nm e a s u r e dI)n. t h e m a pl e g e n du, s ea r e a l, i n e ,a n dp o i n ts y m b o l s
f o r d i f f e r e ntty p e so f i n f o r m a t i o n .

G5 2 U n i t 1 : F i v eT h e m e so f G e o g r a p h y
 F i n dt h e l i v i n gr o o mw i n d o wo n
t h ef l o o rp l a n .

E'trn.. Room
Living

llffils,ui'.*uy
h ooo, :- window +-+:]f ] -i
metre5

r f t h s h o u s ew o u l dy o us p e n dt h e m o s t i m e ?
I n w h i c hr o o n o

,Wffi
1 . M e a s u rteh e l e n g t ha n dw i d t ho f y o u rc l a s s r o o m
o r, s o m e
o t h e rc o n v e n i e n
smt a l al r e a . Checkpoint
the permanent
2 . Takesometimeto observe detailsof the small Writea paragraphto describe
. h e n ,d r a wa r o u g hs k e t c hm a pt o g u i d ey o ui n m a k i n g
a r e aT thesamedetailsyou mapped.
yourfinalcopy. Whichwaseasier? Whichgives
a betterconceptof whatthe
3 . Followthe stepson the previous
pageto drawa detailedmap areayou described lookslike?
n f l h ea r e 2v n r rm e a s u r eadn ds k e t c h e d .

C h a p t e r3 : R e g i o n s G 5 3
 Is there a chair at your home that is old and worn, but oh so
comfortable? Perhapsyou have somejeans like that too-a bit
tattered, but still a perfect fit. Form is what the furniture or jeans
look like. Function is how they work. Keep this in mind when you
look at two types of regions: formal and functional. The first type
is identified by its characterrstics;the second type operatesin a
particular wav.

Checkpoint
Useyour picture-reading
skills
on thisdiagram.

Howdo the termsformand functron

applyto this image?

What Is a Formal Region?

formal region an areawith at You live in severalformal regions at the same time, some large
leastonecharacteristic
that is and some small. There is the continent, the country, and the
commonthroughout the area
province. Closer to home, you live in either a rural township or an
urban municipality (such as the town of Markham). Many formal
regions are identified by their landforms, climate, waters, soils, or
natural vegetation. That is becauseeach of these physical regions
has at least one common characteristic.
Political areasare formal human regions. Their boundaries can
be drawn using various methods. Someboundary lines follow
natural separations,such as mountain peaks, rivers, the middle of
lakes,or the edgeof oceans.Sometimeslatitude or longitude lines
are used. Often the political boundary is a surveyedline drawn
long ago. The province of Ontario is a political region, with
boundaries drawn using severalmethods. Every method mentioned
in this paragraphhas shaped Canada'spolitical boundaries.

G 5 4 U n i t1 : F i v eT h e m e so f G e o g r a p h y
 Urbanpopulation
I Over1 000000
D 500000- 1 000000

Finddifferentmethodsusedto divideOntariofromotherformalresions

What Is a Functional Region?

The parts of a functional regiion work togetherfor a purpose. functionalrcgiffi an area
identifiedbywhatoccurs
Most functional regionsarehuman regions(althougha watershed
withinit
couldbe consideredfunctionalbecausethe river systemcarries
water from the area).For example,to improve service,telephone
areacodesdivide Ontario into severalfunctional regions.Canada's
postalcodesystemalsocreatesfunctional regions.It divides
the whole countryinto smallregionsand assignsa letters-and-
numhers codeto eachregion to help speedup mail delivery.

photosillustrate
functionalregions?

Chapter R e g i o n s G5 5
 Functional regior-rs
often have an irnportantcentralpoint, such
as the big nrail-sortingstationsscatteredacrossCanada.Your
school is at the middle of a small learning region, drawing students
from the surrounding area.'fhe boundariesof the schoolregion
can be identified b_vhome addresses.Sometimes,information or
servicesgo out from the central point to the surrounding region.
Television and radio signals, and pizza and newspaperdeliveries
all createfunctional regions.Their boundaries change,basedon
technolo$v,advertisin$,and customertastes.

DifferentTypesof Regions
Y o ul i v ew i t h i nm a n yh u m a nr e g i o n sU. s et h e G i v ee x a m p l et o
s G i v ee x a m p l et o
s
f o l l o w i n cg h a r tt o i n v e s t i g a ft o
er m a a
l nd showhowyour showhowyour
f u n c t i o n arle g i o n tsh a t s u r r o u n ydo u rh o m e . c o m m u n i ti ys p a r t c o m m u n i ti ys p a r t
nf each rpoinn nf oanh rpoinn
W h i c ho f t h e s er e g i o n a s r e l a r g ei n s c a l e ? represented
here. represented
here.
W h i c ho f t h e ma r es m a l li n s c a l et,h a t i s ,
F e d e r aal n d p r o v i n c i a l D e l i v e royf v a r i o u s
l i m i t e dt o t h e l o c a la r e a ? p o l i t i c ar li d i n g s products

L o c a lg o v e r n m e n t A m a po f a n a r e ay o u
b o un d a r i e s t r a v e l l eidn y e s t e r d a y
l o a r dd i s t r i c t s R e c e p t i oonf v a r r o u s
Schoob
m e d i as e r v i c e s

Urban Regions
Do you live in a placewhere at least 1000 people are clustered
together in a fairly compact area?That's defined as urban, and
such a place is home to four out of five Canadians.During the past
%ffiffi#effi# century, there has been a huge population shift from the
urbanizationa population shift countryside. This is called arbanization, a worldwide trend.
fromthe countryside
to cities
Villages,ton'ns, cities, and metropolitan areas have formal
metropolitan area a cityand political bor-rndaries.
But, in many casestheir populations and their
t h e u r b a na r e a ss u r r o u n d i ni tg
functions have spilled far into the surrounding region. Urban
urbansprawlthe irregular
growthof a townor city overa sprawl is the common name fbr this occurrence.
largearea

G5 6 U n i t 1 : F i v eT h e m e so f G e o g r a p h y
 in Canada,1901-2001
Ruraland UrbanPopulation

The GoldenHorseshoeis abuilt-up areathatcurveshorseshoe-

like around the west end of Lake Ontario. (The "golden" part of
the name reflectsthe economicimportance of the region.) More
thanT million peoplelive in this small area,almost20 percent of
Canada'stotal population. A further 115 000 arrive everyyear.
At this rate, the Golden Horseshoewill have a population of
11 million by 2031.The GreaterToronto Area (GTA) is the most
heavily populatedpart of this region. You can seeit as a thick bulge
on the map on the next page.It aheadyhas 5 million people,and
threatensto cover the surrounding countrysidewith housin$,
shoppingmalls, and industries.
Environmentalistsplay an important part in directin$ the
growth of urban regionssuch as the GTA. Groups of concerned
citizens and plannershavebeen asking questionsthat challen$e W E Bt l N K . " " "
onurbanization
Formoreinformation
uncheckedurban sprawl. They want urban regionsto be $ood visit
andtheenvironment,
placesto live, where peopleremain connectedto the surroundin$ 7geography.
www.pearsoned.ca/on
environment.

Howto protectwatersheds,
forests,andwildlifein the region
Howto preserve
goodfarmlandto feedthe region

Howto provide landfor a growing

recreational population

Howto prevent zoneof urbandevelopment

a continuous

protest
citizens
Concerned
urbansprawl
against in theGTA.

3: Regions G57
Chapter
Will Ontario's
Greenbelt
PlanWork?

In February of 2005, manyof the environmentalists' W h a ti s y o u ro p i n i o n ? D i s c u stsh e f o l l o w i n g

concerns wereaddressed. TheOntariogovernment questions with a partner.Thenwritea paragraph
createdthe Greenbelt, a720 000-hectare zoneof e x p l a iinn gy o u ro p i n i o n :
protected space,stretching 325 kilometres from . Do environmental and citizens'groupshave
NiagaraFallsto Peterborough. Plentyof advice too much power?
and pressure camefromthe OntarioGreenbelt
. S h o u l df a r m e r sb e a b l et o s e l lt h e i rl a n dt o
Alliance,six dozencitizengroupsconcerned about
developers if theywantto do so?
the environment. TheGreenbelt region,shownon
the map,encircles the GoldenHorseshoe urban o W i l lt h e G r e e n b e P l t l a ns t o pu r b a ns p r a w lo, r
region.Futureurbangrowthis strictlyregulated. wrll it just makehousingunaffordable?
T h i sw i l l p r e v e nut n c o n t r o l l eudr b a ns p r a w lw , hile
protecting forests,waters,wildlife,and agricultural
lands.
TheGreenbelt regionhad beenopposedby
h o m eb u i l d e r a s n df a r m e r si n t e r e s t ei dn s e l l i n g v- !-=
t h e i rl a n df o r d e v e l o p m e nMt .a n yo f t h e ms t i l l LakeOntario /

believethat the planwill causea shortage of

landfor development and driveup home prices. i
ra
However, the planis verypopularrightnow.A
November 2006 surveyfoundthat 89 percent
of GreaterTorontoArearesidentsfavourthe
Greenbelt region,

Mapof Ontario's
Greenbelt
Plan.

1 . M a k ea V e n nd i a g r a m t o c o m p a r feo r m a l a graphto showurbangroMhin

2 . Construct
a n df u n c t i o n ar el g i o n sI n
. c l u d es o m eg o o d Canada.Whendid urbanizationincrease most
examples on the leftand rightsideof the rapidly?
Suggest possrble
reasonsfor this.See
d i a g r a m .I . pageS 8 for helpwithgraphs.d d,-

3 . a) Use"ln My World"to identifydifferent

h u m a nr e g i o nisn y o u ra r e a #
. 4d$
b) Writethreegoodenvironmental questions
relatedto the futureof yourlocalarea.See
pageS 4 for helpwith questions.,fl ,s:"

G5 8 U n i t 1 : F i v eT h e m e so f G e o g r a p h y
I n t h e f i r s tt w o c h a p t e ros f t h i s u n i t ,y o u l e a r n e da b o u tf o u rg e o g r a p h i c
t h e m e sT. h e yw e r ep l a c e / l o c a t i om no, v e m e net ,n v i r o n m e nat n ,d
interaction T.h i sc h a p t efro c u s e do n t h e r e g i o nt h e m e .l t b r i n g st h e
Tie It Together
otherfourtogether.Forexample,eachregionhasa locationand a
Useinformationfromyour
" s e n s eo f p l a c e "t o i d e n t i f yi t . F o r m arl e g i o n o s f t e nd i s p l a yu n i q u e photochart(shownhere)and
e n v i r o n m e n tfaalc t o r sw, h i l ef u n c t i o n arle g i o n fse a t u r et h e m o v e m e notf notesfrom your answersto
p e o p l ep, r o d u c t so,r i n f o r m a t i otno a s u r r o u n d i n g a r eW a .i t h i ne a c h margincheckpoints to createa
r e g i o np, e o p l ei n t e r a cw t i t h t h e i rp h y s i c asl u r r o u n d i n g s . summary of the chapter.
Y o ul e a r n e d t h a t r e g i o na s r eu s e dt o s i m p l l f ya c o m p l i c a t ewdo r l d .
T h et e r m " M i d d l eE a s t "p r o v i d em s entap l i c t u r e fso r o n e p a r to f t h e
earth.Yousawthat someregionsare usedto planand protectthe
e n v i r o n m e nW t . a t e r s h e desc, o z o n e sa ,n dO n t a r i o 'G s r e e n b erl e t duce
t h e h a r m f uel f f e c t st h a t p e o p l ec a n h a v eo n t h e e a r t h .

A. Inthischapter,youpractised making a mapof B . Youalsolearned abouttheconcept of region.

a smallarea.Now,sharpen yourpencil,and Whatisthedifference
l. Whatis a region?
getan eraser,a ruler,andunlinedp0per; or a formalregionanda functional
between
returnto yourcomputer drawingprogram. Describeexamples of eachtypeof
region?
Youwillbecreating a neatandaccurate map, in theareasurrounding
region yourschool.tr*
usinggeographic map-making conventions.
2 . Useexamples fromthischapter to writea
l. Closelyobserve eithertheinsideof yourschool paragraphshowing howregions areusedto
or theoutsideareaaroundit. Makea rough approach issues.t E
environmental
sketchasa guideto yourfinished map. * r
2. Review a SmallAreaMap
thestepsto Creating
on pagesG 52-53.Then,createan overhead
olanoftheschool area.Remember
or school
to leavespacefora frameanda legend.f;' r

r : R e g i o n s G5 9
C h a p t e3
 Y o uh a v el e a r n etdh a ta g e o g r a p hienrt e r p r e tpsi c t u r edsi f f e r e n t tl h
y a na
persow n h oi s t h i n k r n o t o a p l a c em r g h d
gf m o v i n g t o .A g e o g r a p hw e irl l
s e el o c a t i o nm, o v e m e net ,n v i r o n m e ni nt ,t e r a c t i oann, dr e g i o nY. o u
e x p a n d eudp o nt h e s et h e m e sa, n da p p l r e tdh e mt o i n v e s t i g a t i n g
e n v r r o n m e nrt sasl u e sY.o up r a c t i s em d a k i n ga n dr e a d i n m g aps.
N o wt h a ty o uh a v ef i n r s h etdh e u n i t ,r e v i e w w h a ty o ur e c o r d eidn y o u r
o r g a n i z ear sn d u s et h e s eq u e s t r o nass a g u i d e :
o W h a te x a m p i eosf t h e f r v et h e m e so f g e o g r a p hcya ny o u n o ws e er n
t h e o p e n r npgh o t o g r a p h s ?
o W h a te x a m p l ecsa ny o ut h i n ko f t o s h o wt h e f i v et h e m e so f
g e o g r a p hI ny y o u rl o c a cl o m m u n r t y ?

ffi ffirB'" E"r:;l'

't.; Hffifi
.9ry &
&,$"' ffiF
"tu €.' il& iF",-^'
'* r ry ,'.t'r?

!.
i,
1.'l
r.

{
Youaretryingto convince people to moveto yourcommunity.
Y o uw i l l m a k ep ro mo ti o nma a l te ri ato
l s highlight
theunique
characteristics of your hometown.In thisassignment, youmust
a p p l yt h ef i v ege o g ra p hthi ce me as n dmap- m aking skills.W hat
wouldattract people to moveto yourlocalarea?Seehowconvincing
youcanbe. *

@t Tip:lf youareworkingas part

ld e n t i ftyh eg eo g ra p hth
i ce mefo rw h i chyouwillbecome
the local of a Droductionteam,each
personwill be responsible
for
c o m m u n i et yx p e rt. researching oneparticular
geographic theme.

EM
Decidewhichmethod youwill useto promote
the localareaasa Tip: Beforeyoustart,review
placeto live.Thesecouldincludeprintformat(poster,
brochure, "UsingPrimary and
slideshow,video,storyboard)
andelectronicpresentations Secondary Sources" 0n page
(computer S 10.Besureto includeyour
slideshow,video). ownobservations. suchas
photographs or video,and
comments by localpeople.
EEg Remember thatyouare
lookingat the localareaasa
yourgeographic
Research themeby usinga variety
of information geographer, focusedon one
sources
aboutthe localcommunitv. geographic theme.Youcan
includeyourschoolas part
of theresearch (forexample,
schoolbusesas Dartofthe
movement theme).

C o n s t r uac tm a po f th e l o caco
l mmu n i or
ty theimm ediate ar ea
around theschool.Useit to showcharacteristics of oneor more Tip:Forexample, youcould
geographic themes thatwouldattractpeople to livein the drawa mapandlegendfor
localtransportation
routes,
community. suchas publicbuses,lf you
areusingan electronicformat,
fit themapintoyourslide
showor video.Inctudeit as
partof anyprintformat
Communicate yourcompleted researchandmapworkin a waythat display.
bringsoutthe best"image"of yourcommunity.
Besureto use
geographic
correct (SeepageS 5.)
subjectvocabulary.
{F$,:
i' dt
bs