Tools for critical inquiry
Teaching Geographical Thinking
Revised and expanded edition
EGT-eng-front_cover
Teachers wanting to engage students in geographical
thinking through critical inquiry will find Teaching
Geographical Thinking—Revised and expanded
edition a very welcome resource. It provides a solid
framework ofTools
concepts,
examples, and questions
for Critical Inquiry
that clearly develop what critical inquiry means in
geographical problem-solving.
Tools for Critical Inquiry is a project of The Critical Thinking Consortium (TC2). TC2 is a non-profit
partnership of schools, school districts, teacher professional associations, and other educational
organizations. Its aim is to promote thinking from primary to post-secondary education through
partner-sponsored professional development, publications, and research.
Tools for Critical Inquiry
Teaching Geographical Thinking
This series introduces the core tools needed to inquire critically within a specific discipline and offers
multiple strategies and exemplary lessons to support teachers in embedding thinking into teaching the
subject matter. TC2 has published titles in both English and French that explore discipline-based thinking
in history, geography, and archaeology.
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This series introduces the core tools needed to inquire critically within a specific discipline and offers
multiple strategies and exemplary lessons to support teachers in embedding thinking into teaching the
subject matter. TC2 has published titles in both English and French that explore discipline-based thinking
SERI
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Usha James, Stefan Stipp, Judy Wearing
PRIMAIRE
MOYEN
✔ INTERMÉDIAIRE
✔ S E C O N DA I R E
A collection of eight critical challenges
that encourage students to think
geographically about a large range
of local, national, and world issues in
geography
90000 >
ISBN 978-0-86491-317-3
Each concept is discussed and illustrated with
examples, questions and criteria to guide the
interrogation and assessment of geographic
problems. Most of the examples draw upon current
and pressing geographic problems in Canada. The
examples are followed by concise discussions of the
portal concept’s key dimensions, and suggestions for
practical teaching applications across the curriculum.
For more information, contact:
The Critical Thinking Consortium
E-mail: [email protected]
Website: www.tc2.ca
Revised and expanded edition
Teaching Geographical Thinking
This valuable resource is organized around:
Suitable
for
grades 4–
1
(intermed 2
iate
to senior)
9 780864 913173
Authors: Bob Sharpe, Kamilla Bahbahani, Niem Tu Huynh
Editors: Roland Case, Judy Wearing
ISBN 978-0-86491-317-3
$26.95 • 153 pages • softcover
NEW IN THIS EDITION!
;; refined labels for the concepts
;; reorganized text that is more user-friendly
;; a new chapter, “Critical thinking and
geographical thinking”
;; expanded teaching activities that incorporate
Internet resources and online mapping
;; in-depth activities and support for map
interpretation and appraisal
;; an index listing all the critical challenges
suggested in this publication
www.tc2.ca/shop
© The Critical Thinking Consortium 2016
Background
TABLE OF CONTENTS
1
Background
1 Introduction to geographical
thinking
Introduction to
geographical thinking
IEW
PREV
ER
ical
ograph
s for ge
rtunitie
Oppo
g
ical
thinkin
ograph
ge
of
nce
porta
The im
g
inking
th
thinkin
l
raphica
to geog
ints
Portals
try po
ping en
the
Overlap
g into
thinkin
dding
be
ssroom
Em
phy cla
ra
og
ge
2 Critical thinking and
geographical thinking
CHAPT
3 Alternative frameworks for
studying geography
Concepts in
geographical thinking
4
Thinking geographically is an important
and challenging objective involving six
foundational concepts that underlie almost
every issue or question in geography.
This chapter explains how a seemingly simple geographical
event can be probed in revealing ways by framing questions
EVIEW
ER PR
around six key concepts. The chapter introduces each
ce:
CHAPT
nifican
concept, explains its importance and suggests how teachers
atial sig
ctic
the Ar
w of sp
rest in
Overvie
te
might support use of these concepts in their teaching.
in
ance
ened
OPPORTUNITIES FOR GEOGRAPHICAL THINKING
Portal concepts
A ship loaded with fertilizer from northwestern Russia arrived in Churchill on Wednesday, the first time the
northern Manitoba port has received goods from Russia.
—CBC News, October 17, 20071
4 Spatial significance
Spatial significance
nific
Height
ial sig
nts
of spat
stude
sions
ept to
Dimen
e conc
ss
cing th
ce acro
Introdu
nifican
sig
ial
at
ing sp
Explor
m
ant
rriculu
Signific
:
ge
the cu
en
al chall
s
e critic
rtunitie
Sampl
t oppo
en
pm
develo
Spatial significance focuses on determining
and assessing the features of particular
geographical phenomena and their locations
that make them worthy of attention or
recognition.
This chapter discusses the concept of spatial significance,
and what students need to understand about it. Suggested
activities supported with sample student materials explain how
to introduce various attributes of the concept and apply these
to the study of almost any topic in geography.
This seemingly simple news event was reported online and on the CBC national news. It raises a host of
OVERVIEW OF SPATIAL SIGNIFICANCE:
questions that lie at the heart of the study of geography. If we can help students learn to think about and make
INTEREST IN THE ARCTIC
sense of this kind of issue, we will have gone a long way towards encouraging them to think geographically HEIGHTENED
and
to make geography a more meaningful part of their lives.
Control over the Arctic Ocean has become a much-debated issue. Under existing international law, countries
Why is this event newsworthy? In October 2007, it is likely that several other ships arrived in a new port for
canthe
claim areas up to 200 nautical miles (371 kilometres) from their coastline. Map 1 shows the recognized
first time. Yet the docking of a single Russian ship in a small northern port that is accessible for only 14 weeks
of of the five countries with coastlines surrounding the Arctic and the large unclaimed portion beyond the
claims
the year is a national news story. CBC news anchor Peter Mansbridge referred to the event as a milestone. 200-mile
But
limit.1
what makes it so important? Would the story have been news if the ship was from England or China rather than
MAP 1
Russia? Is it important because the port of Churchill is in northern Manitoba? Or does the significance of the
event lie in the fact that the ship was carrying fertilizer?
5 Patterns and trends
6 Interrelationships
7 Geographical perspective
8 Evidence and interpretation
As it turns out, the key to this event’s importance is that it was the first time a trade ship had navigated the Arctic
Ocean from Russia to Canada. Typically, goods are shipped to Churchill across the Atlantic Ocean from Europe,
taking 15 days—almost twice the duration of the Arctic Ocean route from Russia. Another aspect of this event’s
importance was its economic benefit; the group of Prairie farmers who arranged for the potash shipment claim
to have saved $400,000 in transportation costs compared to the usual route through Montreal and ThunderMAP
Bay. 1: Illustration of existing jurisdictions,
9 Ethical judgment
2008, 40.
1 “Churchill port welcomes first-ever Russian shipment,” Wednesday, October 17, 2007 | 4:42 PM CT, CBC News: http://www.cbc.ca/news/canada/
manitoba/churchill-port-welcomes-first-ever-russian-shipment-1.658756. See also a video clip of the CBC-TV report on “The National” by Marisa
Dragani. Subsequent shipments from Russia point to the ongoing importance of this news; see http://portofchurchill.ca for further information on
activities in the port.
Canadian Geographic, January/February
Teaching Geographical Thinking
1
Arc
tic
200-nautical-mile
limit
mo
Alp
ha
Unclaimed
Lo
-M
en
de
leye
U.S.A
RUSSIA
Mid
no
vR
-Oce
so
vR
an
idg
e
Rid
ge
North
Pole
idg
Bilateral
boundaries
NORWAY
DENMARK
e
CANADA
The Critical Thinking Consortium
1 S. Fick and A. Julie, “Slicing the Polar Pie,” Canadian Geographic, January/February 2008, 40-41.
Teaching Geographical Thinking
25
The Critical Thinking Consortium
MAP 2
Source material
Student activity sheets
200-nautical-mile
limit
RUSSIA
NORWAY
North
Pole
Internet sources
U.S.A
DENMARK
Activity Sheet #9
CANADA
Comparing two regions
Sample critical challenge
A
Significant development opportunities
Region A: ________________________________
Internet resources
The websites listed below provide rich online resources including interactive mapping services,
downloadable maps and geospatial data, images, lesson plans and other useful teaching and
learning resources. These sites have wide-ranging thematic content and their URLs have remained
fairly stable over time, although there is no way we can guarantee this. If a cited link is broken, use
your favourite web search engine to locate a more current URL.
Region B: ________________________________
Landforms
Vegetation
CANADIAN CONTENT
1. Natural Resources Canada
http://www.nrcan.gc.ca/home
http://www.rncan.gc.ca/accueil (French)
Atlas of Canada
http://atlas.nrcan.gc.ca/site/english/index.html
http://atlas.nrcan.gc.ca/site/francais/index.html (French)
Earthquakes Canada
http://earthquakescanada.nrcan.gc.ca/
http://www.earthquakescanada.nrcan.gc.ca/index-eng.php
http://www.seismescanada.rncan.gc.ca/index-fra.php (French)
GPS-GIS toolkit for the general public: A selection of essential low-cost tools and
typical applications, by Pierre Sauvé, National Resources Canada
http://webapp.geod.nrcan.gc.ca/geod/tools-outils/index.php
GeoGratis: Geospatial data available online at no cost and without restrictions,
http://geogratis.gc.ca/geogratis/search?lang=en
The Muskoka area of the St. Lawrence Lowlands.
In this sample lesson, students assume the role of consultants giving advice to the government about
future development in the St. Lawrence Lowlands of Ontario. Students examine three components of the
economy—agriculture, industry and transportation—and help the government rank them in order of their
importance to a sustainable future for the region.
Discuss criteria for deciding on significance. Introduce or review
criteria for determining the relative significance of agriculture, industry
and transportation to the St. Lawrence Lowlands:
rence
Activity
s
Agricu
lture
• 37%
The Muskok
• Fertileof Canadian
a area
of the
• Land soil, hot agricultural
St. Lawren
summe
produc
ce Lowlan
• Top cover in the
rs and
tion comes
an
ds.
• Over three categor region is 38% abundant
from
this
water
• This 25% of all ies of fertile cropland,
supply region.
farm
33% forest, (Great
region
revenue land: over
has an
Indust
50% of
and 19% Lakes and
from
increasi
ry
ground
other
ng numbe Canada is class 1 land
• Canada
water)
in Canada farmland.
encour
r of large from this
’s industr
• A
age farming
is located
automa region.
large
labour ial powerh
ted farms
.
here and
raw materia
ouse
force
and large-sc
even
and consum and heartlan
• The
ls
more
part of are factors
ale livestoc
Class
d is located
er
2 and
this region for industr market,
k farms.
Class
in
proxim
ortatio
y.
3 land.
located
ity to this region.
n
• This
a large
in Ontario
populat
• The region has
produc
ion base
superio
es 40%
• The rail system
in the
r rail,
of Canada
United
road and
road system is part of
’s
States
goods,
Toronto
centres the Trans-C water transpo
and an
while
area.
• The
anada
on the
abunda
the portion
rtation
nt supply
401 freeway networ
networ
• The water transpo
in Québec
k and
Rank
of
connec ks.
that traverse
orderrt system
• ThereGreat Lakes
produc
Magnit
ts to rail
the factors
centres
es 22%.
contain
s the
is only
in the
on the
• Six
region
influen ude of
20%
using
a
U.S.
200Agricu
canals
Great
from
the followi
m elevatio of the world’s
Windso
Lakes
with
deeply ce. How • Over
5
19 locks lturen change
waterw
r to Montre
200
fresh ng scale:
4
profou felt or
ay
water
allow
agricult million
from
al, with
(world’ and the St.
will be) nd is (orPopulaExplan ural productons of3 cargo ocean-going west to
5 = signific
s largest
Lawren
up to
ation:
east.
2
vessels
12 lanes
each
ts, 14%
supply) ant ce Seaway.
tion
influen its
year are 1
to travel
influen
in the
mine
.
ce?
transpo
produc
3800
ce
Provin
Industr
km
rted5
ts and
cial popula
1 = limited
12% iron through 4 inland to y
Ontario
tion
and steel. the region,3 the head
influen
Explan
made 2 of Lake
ce
ation:
Quebec
1981
Superio
up of
29% iron1
r.
Munici
8.6 million
Transp
ore,
pal populat
ortatio
21% 5wheat,
1991
• City
n
6.4 million
4
ion statistic
17%
10.1 million
other 3
• City of Toronto
Scope
Explan
s (2011):
2001
of
of Montre —2.6 million
ation:
2
influen
16.9 million
Energy
al—1.6
11.4 million
; Metrop
source
widesp ce: How
5
million
2011
olitan
s
Electric
read
;
Toronto
Québec
4
17.2 million
will be)
is (or
al
12.8 million
—5.6
City—
• Ontario
3
Explan generation
influen its
.5 million million
: nuclear by fuel
ce?
2
.
17.9 million
• Quebec ation:
.
1
: hydroel —35% (down
5
ectricit
from
y—94%
57% in
4
1999);
; coal
Teaching
3
and nuclear hydroel
Explan
Geographi
ation:
ectricit
cal Thinking
2
—6%.
y—30%
1
; coal—2
5
5% (declini
4
ng); natural
Duratio
3
Explan
gas—10
106
ation:
2
influen n of
% (rising)
1
.
long-la ce: How
5
Sheet
5
Explan
ation:
32
The Critical
1
4
3
Thinking
Thinking
The Critical
Consortium
112
2
2
1
5
4
Explan
ation:
3
2
1
cal Thinking
ation:
3
Geographi
4
Explan
1
Teaching
(or will sting are
effects be) the
?
Consortium
Assessi
ng sign
ificance
• Strategic value: How crucial is it to securing the
objective of sustainable development?
National Air Photo Library
http://www.nrcan.gc.ca/earth-sciences/geomatics/satellite-imagery-air-photos/9265
Map Archives
http://www.nrcan.gc.ca/earth-sciences/geography/atlas-canada/map-archives/16868
Toporama—Topographic Maps
http://atlas.nrcan.gc.ca/site/english/toporama/index.html
#2
Transp
Assess current significance. Provide students with
a few general resources on agriculture, industry and
transportation in the St. Lawrence Lowlands, including
Activity in the St. Lawrence Lowlands (Activity Sheet
#2). Invite students to compare the three components
of the economy by recording the information they
gather on Assessing relative significance (Activity Sheet #3)
and then ranking each component’s current importance. Based on
the evidence gathered, ask students to justify their ranking in light of the criteria.
Teaching Geographical Thinking
Lowland
#3
• Duration of influence: How long-lasting are the effects?
St. Law
Sheet
• Scope of influence: How widespread is its influence?
in the
Activity
• Magnitude of influence: How deeply felt or profound is its
influence?
Activity
The Critical Thinking Consortium
2. Statistics Canada
http://www.statcan.gc.ca/start-debut-eng.html
http://www.statcan.gc.ca/start-debut-fra.html (French)
Census Tract Profiles (2011)
http://www12.statcan.gc.ca/census-recensement/index-eng.cfm
http://www12.statcan.gc.ca/census-recensement/index-fra.cfm (French)
Maps and Geography
http://www.statcan.gc.ca/mgeo/index-eng.htm?MM
99
Forestry
Mining
Fisheries
3. Can Geo Education
http://www.ccge.org/
http://www.cgeducation.ca/fr/default.asp (French)
Teacher Resources
http://www.ccge.org/resources/
http://www.cgeducation.ca/fr/ressources/ (French)
Canadian Atlas Online
http://www.canadiangeographic.ca/atlas/intro.aspx?lang=En
http://www.canadiangeographic.ca/atlas/intro.aspx?lang=Fr (French)
Teaching Geographical Thinking
Climate
Population
concentrations
Teaching Geographical Thinking
114
The Critical Thinking Consortium
The Critical Thinking Consortium
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Phone: 604.639.6325
Email: [email protected]
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