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Essential Resources for Geographic and Environmental Educators

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Issue Vol. 64, No. 4

Publication Date: March, 2014

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Editorial  

Page: 2

Author(s): Hughes, Shawn

I hope that everyone had a wonderful start to the New Year and/or their second semester. O.A.G.E.E. has been working hard to produce Geography lessons, posters and professional development opportunities to assist you with the implementation of Grades 7 & 8 Geography and Grade 9 Issues in Canadian Geography.

O.A.G.E.E. has developed classroom ready resources for each of the Concepts of Geographic Thinking for Grade 7 – 9. According to our recently revised curriculum document, “The four concepts of geographic thinking – spatial significance, patterns and trends, interrelationships, and geographic perspective – underpin all thinking and learning in Geography. In Grades 7 and 8, at least one concept of geographic thinking is identified as the focus for each overall expectation.” Lessons based on these Concepts of Geographic Thinking are in the final revision process and will be available online @ www.oagee.org. 

In addition, O.A.G.E.E.’s Randy Wilkie and Gary Birchall, have contributed a lifetime’s worth of work towards the betterment of geographic and environmental education. 

Randy Wilkie has produced a series of beautiful posters for your Geography classroom. The most recent poster outlines some of the changes to the 2013 Revised CWS curriculum and reviews the critical GeoQuestions: What’s Where? Why There? Why Care?

Gary Birchall (my personal hero and Editor of The Monograph) recently received two major awards for his efforts: 

Ontario Association for Geographic and Environmental Education - Award of Distinction 

The O.A.G.E.E. Award of Distinction is presented to an Ontario Educator who is passionate about and exemplifies great geographic education within the Province of Ontario. 

The Royal Canadian Geographical Society – College of Fellows

All the nominees are extraordinary men and women who believe in the Society and are dedicated to informing
Canadians and the world about this country.

The continued success of the O.A.G.E.E. Fall Conference depends on the tireless work of teacher volunteers, such as Chris Charman, who have dedicated countless hours of time and effort to provide current and relevant teaching strategies and resources for teachers across the province. See the opposite page for the dates and locations of our upcoming 2014 O.A.G.E.E. Spring and Fall Conferences.

These are exciting and crucial times for Geography in Ontario. At the Fall Conference, O.A.G.E.E. Council unanimously endorsed the St. John’s Declaration, which aims to improve geographic literacy in Canada. The St. John’s Declaration was created to advance geographic education for ALL Canadians. For those of you worried about the Geography curriculum being dissolved into other courses and slowly dying, I would encourage you to read and support the St. John’s Declaration created on August 10th 2013.

We need strong advocates, such as Geospatial Niagara, for maintaining the discipline of Geography in the Ontario
curriculum. Geospatial Niagara promotes geoliteracy and community participation through Geography. Currently,
they are organizing a Geographic Education Town Hall Meeting for the end of May, which aims to present a wealth
of knowledge regarding geotechnologies and geocareers.

O.A.G.E.E. and Geography needs you now more than ever! Is there something that we could be doing better? I’d
love to hear about it. We need your help in Ontario so that Geography can survive and thrive. Take an active role in your profession by becoming an O.A.G.E.E. member today. Just visit the website at oagee.org, click on the Membership tab, follow the simple steps, and in minutes you will be added to the membership list. This will entitle you to receive four issues of The Monograph, make you eligible to attend our conferences, and give you access to the growing number of resources available in our “members only” webpages.

Raising Geography’s Profile: The St. John’s Declaration  

Page: 4

Author(s): French, Lew

Last August, the Canadian Association of Geographers held their Annual Meeting in St. John’s, Newfoundland. Before the meetings the CAG with the support of RCGS, held a symposium for Geographic Education stakehold­ers from across Canada to meet. The goal was to come up with a declaration to advance Geographic Education in the 21st Century along with an action plan to further the objectives of the declaration...

Geography Focus of the Revised Social Studies, History, Geography & Canadian & World Studies Curriculum  

Page: 6-9

Author(s): Lowry, Mark

Editor’s Note: This is the first in a series of three articles by Mark Lowry, bringing you up-to-date on the 2013 Revi­sion of the Canadian and World Studies document, with a major emphasis on changes in Geography. The first is an overview that will be followed by a look at the role of various new components, including learning goals and success criteria, and then an introduction to the spatial and graphic continuum and technology.

GCW4U: How Will Climate Change Affect You?  

Page: 10-21

Author(s): Nickels, Erica; Hussain, Adria; Sleeth, Stephanie; Williams, James; Kozlowski, Alex; Postnikoff, Jennifer; Lakehead University, Pre Service Students

Big Question Overview

Big Question

How will climate change affect you?

Cast

Teacher Resources (Titles)

1. James Williams

Physical Effects

2. Erica Nickels

Human Impacts Locally

3. Alex Kozlowski

Human Impacts Globally

4. Adria Hussain

Bio-geography (Eco-system) Effects

5. Jennifer Postnikoff

Economic Impacts

6. Stephanie Sleeth

Political Impacts

CGG3O: Tourism’s Threat to the Natural Environments and Itself  

Page: 22-23

Author(s): Ketchum, Edward

Tourism can be a viable industry for a region to develop. It can provide jobs, attract investment, and produce much needed taxes for local and national governments. As well, it is an industry that does not directly mine or extract raw materials nor does it process or manufacture any resources, at least not directly. In this way, many people consider tour­ism to be a benign activity where one “takes only pictures and leaves only footprints”.

Unfortunately we know how tourism has degraded many locations in environmental terms as well as economically and socially.

This lesson and assignment gets students to address the environmental impacts of tourism as well as plan for sus­tainable tourism land uses.

CGC1P (Sheltered): Mental Mapping Here & Abroad  

Page: 24-27

Author(s): Anderson, Ruth

Lesson Overview

This lesson is meant to introduce the Space and Systems Unit of Grade 9 Sheltered Geography. Since many of the students at Rideau High School are recent immigrants or refugees to Canada, there is limited previous exposure to the Ontario Social Studies Curriculum. As a starting point,  a lesson in mental map drawing is included to engage stu­dents’ prior knowledge of place in their home country and here in Ottawa. Since specific geographic vocabulary may be limited, the basic mapping vocabulary will be introduced. Students will use a world map to trace the route they took from their home country to Canada. Following a lesson on key mapping vocabulary, students will draw a mental map showing their own route from home to school. Each map will include a border, a compass rose, a legend, a title, and a scale. Students will use a checklist to ensure they have included all the component parts and have filled in the definitions for the key vocabulary of the lesson.

Award Winning Geographers  

Page: 28-29

Author(s):