1. Unit II – Chapter 2

2.  Make a list of items you have used so far today.  Give your best guess as to where these items originated.  Using a world map, draw a coloured line from the country where a product was made ending with the arrow point in Dartmouth, NS. If the country appears more than once, write the number in brackets rather than drawing separate lines.  Next, go around the classroom and find answers to the questionnaire handout.  Using the same world map and the results from your questionnaire, draw a different coloured line from the interconnected country ending with the arrow point in Dartmouth, NS  Assignment:  Explain the differences and similarities between the two sets of lines.  What did you learn from this exercise?  How might the maps differ in you lived in the North West Territories?  How are these configurations different than they were 50 years ago?

3.  Looks at the earth as a whole  Looks at the world as a Global Village – Marshall McLuhan  Studies the interdependence between humans and their physical environments; between global systems and cycles  Examines interconnectedness – i.e. Education levels and economic development and the standard of living  Looks at present and emerging trends  Studies techniques geographers use  Looks at cultural diversity  Discusses human impact on the Earth  Emphasizes that humans share the Earth with other living things

4.  Phrase coined by Marshall McLuhan YouTube – McLuhanYouTube – McLuhan  The world is shrinking because of advanced transportation and technology  Each of us has greater knowledge of life in other countries  Our lives can impact the Earth and other people in it  We have a responsibility to know how the Earth works, how we affect it and and how we are affected by other life on Earth

5.  relying on mutual assistance, support, cooperation, or interaction among constituent parts or members (Encarta, 2010)  unable to exist or survive without each other (Encarta, 2010)  Demand for soccer balls in Halifax may mean an increase in child labour in Pakistan  Increased fossil fuel burning based in consumer demand for products/energy means global warming which brings about weather change (i.e. highest tides in history – Bay of Fundy 2010  Demands for forest products (lumber, fuel, paper) means deforestation in BC which affects water supplies in US

6.  to be joined to something else or to a number of joined things, or make something part of such a network (Encarta, 2010)  to show a relationship between two or more things, or be related (Encarta)  Human and cultural activities significantly impact the Earth but the physical processes and Nature affect where and how these activities take place  Education levels, economic development and standard of living are interconnected

7.  We measure distance in travel time rather than actual distance  The distance doesn’t change but the time to travel it does  Convergence: Because of advancements in transportation and communication technology, people, goods and information travel more quickly  Divergence: Advancements mean more people travelling, communicating which increases demands on roads, networks therefore increasing time it takes to travel

8.  Gap between rich and poor is growing  20% of the world’s population controls 85% of the wealth  This 20% live in MDCs – most developed countries – high industrial development; low population growth  LDC – less developed countries – low industrial development; high population growth  LLDC – least developed countries – almost no industrial development; high population growth; annual income of less than $250 annually  North-South Gap – poorest people live in southern hemisphere; richest live in northern North-South Gap

9.  Economic growth is #1 priority  Global economy has expanded rapidly  Natural systems that support it have not  Results: Deforestation, desertification, climate change

10.  Many of the Earth’s natural systems are in danger of being pushed beyond their levels of stability (threshold)  Once we cross a threshold, we upset the equilibrium (balance)  change occurs rapidly (domino effect)

11.  Use natural resources to ensure there will be enough for future generations  Harvest natural resources in such a way that environment unharmed  Achieve economic growth and development without harming the environment

12. 1. Society 2. Environment 3. Economy

13.  How are people’s lives affected?  How are cultures affected?  Do some people benefit at the expense of others?

14.  How are plants and animals affected?  How are air, water, and soil affected?  What is the long term impact on the environment?

15.  How are local, national and international economies affected?  Are meaningful job opportunities provided?  Is there a long-term economic gain for people and communities?

16.  Reduce our dependence on fossil fuels and chemicals  Reduce our dependence on synthetic chemicals that persist in nature  Reduce our destruction of nature  Ensure we are not stopping people globally from meeting their needs (Sustainable Development through Animation, April 2010)

17. 1. Reduce pollution – slow global warming 2. Reforest 3. Increase food production 4. Decrease population