Unit 4 Review and Test Date

Friday's class will be used to work on your review. The test will be Wednesday, December 16th.

Ms. D's Unit Review for Test

The Test will be on December 16th, 2009. There will be a review day on Monday and Tuesday


Unit Review for Ms. D’s unit

Chapter 14- Study of Population
1. What is Demography?
2. What are the two factors that influence population growth?
3. To calculate Natural increase, what two factors do you need?
4. What is the definition of Net Migration Rate?
5. What is the Rule of 70?
6. What ages make up Dependency Load?
7. What is a Population Pyramid?

Chapter 15- First Nations: The Treaty Process
1. What is a treaty?
2. What are the two purposes of a treaty?
3. What is the definition of First Nations?
4. When were the first treaties implemented?
5. Explain the proclamation of 1763.
6. Explain the Indian act of 1876?
7. Why did the original treaties fail?
8. What are the two types of treaties? Explain each.
9. What percentage of Nunavut's population is Inuit?
10. What does the word Nunavut mean?
11. How much of Canada does Nunavut cover?
12. What is the population of Nunavut?
13. What is the cost of living in Nunavut compared to the cost of living in the rest of Canada?

Chapter 16 – Settlement Patterns
1. What are the two types of population distributions?
2. What is the difference between population density and population distribution? Draw a diagram to help you explain.
3. What are the two main types of settlement patterns?
4. Explain in detail the three types of rural settlement patterns. Draw diagrams to help you explain each.
5. What are three factors that affect settlement patterns?
6. Why did the first cities develop?
7. What two factors determine the distance between cities?
8. What is a threshold population? Give examples of each type of threshold population.
9. What is the difference between low and high order goods and services?
10. Explain the multiplier effect?
11. What is the difference between urban growth and urbanization?
12. What is the problem defining urban growth among different countries?
13. What is a mega city?

Chapter 17 – Urban Land Use
1. What percentage of Canadians live in cities?
2. Explain the six types of urban land use.
3. What two factors affect residential density?
4. What are the five types of commercial land use? Give an example of each.
5. Explain the four types of industrial land use.
6. What are the four factors that affect urban land use?

Unit 4 Long Term Project

In the interests of staying on track, we are going to do some project work while the essay process is underway.

See the project outline below. We are in Rm 115 Tuesday and Wednesday . The following week, we will be in the lab on Monday and Tuesday, December 14 and 15 -- Rm 115 as well.

Your Long Term Project for Unit 4 will be due Wednesday, January 13, 2010.

Geography 20G - Unit 4: Long Term Project

Prepare a PowerPoint presentation that deals with a current urban development issue. Your presentation should be five to seven minutes in length and should:

· Clearly define and explain the issue you are addressing
· Present either through a “sell”/justify a position approach or clinically discuss several positions

You may use the site below to assist you in preparing your presentation.

http://www.actden.com/pp/

A presentation rubric will be added shortly.

Presentations will begin after a suitable work schedule has been arranged.


The following are potential topics. Others may be considered but must be approved by the instructor.

New Urbanism - What is it? What does it look like? Where is it taking place?

http://www.newurbanism.org/newurbanism/sitemap.html

Evaluate the proposal referred to as “Victory City”.

http://www.victorycities.com/

Evaluate the concepts put forth in “Sustainable Urban Design and Climate”.

http://www.bom.gov.au/climate/environ/design/design.shtml

Discuss strategies for Downtown revitalization.

http://www.emich.edu/public/geo/557book/dt.frameset.html

Examine and discuss efforts to reuse “Big Box” stores that are no longer in operation.

http://www.bigboxreuse.com/





Debate whether or not sports facilities assist positively in urban renewal.

http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=A1ARTA0000300

http://www.naiop.org/foundation/ares07mixeduse.pdf


http://www.ualberta.ca/~bhumphre/papers/pfm2003.pdf

http://www.informedesign.umn.edu/Rs_detail.aspx?rsId=2265


Discuss various ideas for urban renewal.

http://www.creativecity.ca/resources/making-the-case/urban-renewal-1.html

The Essay

Over the last number of days, you have written an in class essay and you have been working on the objectives for each part of the essay. Below is a summary of the class notes for this section:

The essay assignment typically comes in two forms -- a question or a directive.

for example:

What is the most important characteristic required to be successful in school? (question)

Discuss the most important characteristic required to be successful in school. (directive)



The most important thing to remember when writing the essay is to make sure you understand the question and answer the question directly.



Below you will find the objectives we discussed for the introductory paragraph (in order of importance - NOT appearance):



1. Answer the question (thesis statement)



2. List of supporting ideas (evidence which will serve to prove your thesis)



3. Introductory statement (this is the first sentence in your essay)






Next, you will find the objectives for the body paragraphs (in order of appearance):



1. Topic sentence (from your list of supporting ideas and relates to thesis)



2. Supporting details (logically prove why the thesis is true... between 5-7 sentences)

3. Transition sentence (make the connection from the present supporting idea/topic to the next supporting idea/topic)



You have all written an introductory paragraph, the first paragraph of the body, and a conclusion based on the in class essay you were assigned. All students were checked to ensure that each paper fulfilled the objectives above.

After successfully completing this task, you were assigned another in class essay. This particular assignment made use of the material in the textbook from Chapter 15. The essay question for this assignment was as follows:

How have past treaties failed to meet the needs of First Nations people?


Make sure you can identify which specific sentences accomplish each of the objectives outlined above for both the introductory paragraph and the body paragraph.

Ms.D's Project

See me for your choice selection!!!!!

Travel Pamphlet Project


Students will create a travel pamphlet that highlights an urban and rural place and what they have to offer a traveler. After the student has picked the two locations they will need to inform the teacher which places they picked. This is to ensure that there is no overlap on the project. One choice must be Canadian and the other choice can be international.

The project must be done on the computer using the internet and completed individually.
Students can use Power point or another format that has been Okayed by teacher.

Projects will be presented in class. Each student will have a maximum of 5 minutes to present their project.

What is to be included in the project:

• Pictures of the location (At least three pictures for each location)
• The weather (climate)
• Population (and population distribution)
• Country
• Capital city
• Type of government and/or leader(s)
• Language(s)
• Major religion(s)
• Food
• Type of land use (Urban or Rural)
• History of the Place (Brief history-Who founded it, when, why, what influenced the founding of the location, etc…) Try to answer these questions.
• Geography of the area (Mountains, coastal, plains, forested, etc…)
• Famous Land marks and/or Museums. (At least three for each location).

You will also need to have a work cited or resource page for each location you are doing for this project. Each location has to have at least two resources used for research.


There is a Rubric available to the students. Please see me for the rubric.


You Will have class time to complete this project.

Ms. D's Assignments

On Friday Nov 27th the Nunavut handout was assigned. Nunavur hand out is due on Monday 30th for hand in.

Definitions for Chapter 16 due for home work check on Tuesday December 1.

Ms. D's Homework

Do question 1a,b,c, 2, 3a,b,c, and 4 a,b from page 178.
Do for homework tomorrow Nov 27th, 2009

Ms. D's Homework- Nov 25th

Do the definitions on page 171 for homework check tomorrow.

Treaties
Economic base
First Nations
Aboriginal
Reserve
Self-government
Royal Proclamation of 1763
Band
Residential Schools
Comprehensive Treaties
Assimilate
Ecotourism
Specific Claim

Assignment for Nov 26 and 27 In Class

The following questions are assigned for Thursday and Friday. Finish as many as you can and hand them in on Friday's class.

P 169 -170 1-10; p178-179 1-10; p 184 1,2, 4-7; p193 1-6, 8,9; p 205-206 1-4, 6, 8-12; p 215 1-3, 4 c,d, 5-8, 12-14

Ms. D's Homework

Read Pages 165-169 for the next class.
Do questions 3 a b c, 4 a b c, 5 a b c.

Test Date for Unit 3

We have now finished the Unit 3 review and therefore have set a test date for Thursday, November 19.

Study hard! Study often!

Final Considerations for Unit 3 Long Term Project

When handing in your project, make certain to follow the details below:

1. Put all your files (html and picture files plus one word document that has all your text on it) in a folder with your name (first and last) on it


2. Either drop the folder in the drop box or bring it to class on a jump drive so it can be dropped

Word Count - 2500

Sources - 8 required - different domain names - 10 marks

Organization - linking back to home and well defined, logical, clear links within the site in total - 50 marks

Content - accuracy and quality of material - 80 marks

Appearance - degree to which the site conforms to good web publishing practices (i.e. - Easy to read, good contrast, no distractions, etc.) - 50

Spelling/Grammar - minus 1 for each error to a maximum of 20 marks

Total - 210 marks

The Global Warming Debate

Over the past 4 classes, you have seen two films that take very different positions on global warming. The first film was Al Gore's, "The Inconvenient Truth," which argues that global warming is a man made phenomenon and largely is due to the increase in carbon emissions from automobiles and industry. Gore argues that it is important that we act now to cut our emissions and find alternative forms of energy before our use of these fuels result in world altering catastrophies.

The second film is called, "The Great Global Warming Swindle," and takes the view that climate change is not the result of man made activity, but instead is largely the result of changes in the sun and how they impact the earth. The film charges that global warming is essentially "junk science" that is promoted by people whose real agenda is to attack capitalism and development.

As this topic is likely to be part of the essay section of the final exam, take some time to create a page where you revisit the major arguments made on both sides. Following completion of the film, we will take some time to review your notes from the film and then proceed with Unit 3 questions.

Due Date for Unit 3 Web Site Project

The web site project will be due Friday, November 6.

Unit 3 Long Term Project

Today and Tuesday, you were introduced to the Unit 3 Long Term Project. You will be expected to pick a topic out of Unit 3 approved by me and prepare a web-authored, research-based presentation. The presentation must include images, and links to at least eight web-based sources of information and contain 2500 words.

In future days, I will lay out some more specific parameters and a scoring guide to direct you in your work. However, for now you just need to be thinking about some topic possibilities and immerse yourself in the web design tutorials we have done.

What follows is a summary of what we did and what you need to know:

You learned about the basic structure of an html document at the site below:

http://www.ironspider.ca/basic_html/structure.htm

Remember, each web page you create will be made up of html code. The process for making a web page involves two applications -- a simple text editor (Notepad) to DO or write the page and a browser (Explorer) to VIEW the page.

To create a web page, simply complete the following steps:


1.Go to the Ironspider site above.
2.Scroll down and copy the html code in the box at the bottom of the page.
3.Open Notepad and paste the html code you just copied.
4.Add your own text and other html elements in the title tag and the body.
5.Save in Notepad in your My Documents folder, BUT REMEMBER to change the file extension to .html
6.Go to your My Documents folder and open your new html file to view it.
7.To update or make changes, remember to save in Notepad and reload in Explorer.


Key Things We Learned ...

•To make a hypertext link (your page to a website) use the tag structure at the link below...

http://www.2createawebsite.com/build/html.html#hyperlinks

•To make a hypertext link (your page to another one of your pages) use the same structure as to a website, but simply put the name of your html file in between the quotation marks where you would have put the web URL...

• Remember, to do the hypertext link as described above, you need to have two html documents that you have created! You learned how to insert an image onto your web page by using the IMG SRC tag. See the link below for a detailed description of your options in working with an image.
  
  http://www.2createawebsite.com/build/html.html#images

• You also learned you could make the image clickable or a hyperlink by inserting the image tag in the area where you would normally put text for a hyperlink.
  
  

Below you will find some helpful tutorials:

http://www.2createawebsite.com/


http://www.htmlcodetutorial.com/

This one is good for reviewing some of the do's and don'ts of website design...

http://www.homesteadconnection.com/WebSiteDesign.html

By Monday, you must select a topic and have it approved by me!!! So give it some thought before you get to class.

Extra Lab time Unit 3 Project

Please note the locations and dates for additional lab time to work on the Unit 3 project:

Period 3

October 20, 21, 22, and 26 - Rm 115

Period 4

October 20, 21, 22 and 26 - Rm 213

Unit 3 Questions Assigned

The following are the questions that were assigned today for Unit 3:


p. 85 1-3,6a and b
p. 86 1
p. 92 1-11
p. 97 1-5
p. 104 1-4, 7, 10, 11
p. 110 1-5
p. 120 1,3,4,6
p. 133 1,3-7, 9,10
p. 149 1-6
p. 158 1,3,5,6b,8

We will be going over these after your lab time.

Unit 3 Reading Day; Dates and Locations for Unit 3 Long Term Project

You were assigned Unit 3 reading today (pages 79-160). We will have one work period for chapter questions on Wednesday.

Also, please note your dates and times for lab work on the Unit 3 Long Term project. Know where you are to be and be there on time and ready:

Period 3

• Tuesday, October 13 in Rm 227
• NOTE YOU ARE BACK IN CLASS TO WRITE YOUR TEST WEDNESAY AND ALSO IN CLASS THURSDAY TO GO OVER THE TEST
• Friday, October 16 in Rm 115
• Monday, October 19 in Rm 213

Period 4

• Tuesday, October 13 in Rm 213
• NOTE YOU ARE BACK IN CLASS TO WRITE YOUR TEST WEDNESAY AND ALSO IN CLASS THURSDAY TO GO OVER THE TEST
• Friday, October 16 in Rm 227
• Monday, October 19 in Rm 213

Review Complete...Unit 2 Test Date Set

We have now completed the review for Unit 2.

The test will be held on Wednesday, October 14, 2009.

Also note that your Chapter questions will be due that same day at the beginning of the period.

Back to Class...

Today is our last lab day for the Unit 2 project. Return to your class for Tuesday. Remember, we will be going over the assigned Unit 2 questions from where we left off.

Deadline for Long Term Project

The deadline for the long term assignment (the road trip) is Tuesday, October 13, 2009.

Unit 2 Long Term Assignment

Here is the Unit 2 Long Term Assignment

Planning a Road Trip – Geography 20G Unit 2 Long Term Project

How much do you know about the geography of North America? What places have you visited? What do you know about each of the locations? Part of geography, the study of the earth and its features, inhabitants, and phenomena, is the study of places and regions. Today, with globalization, it is more important than ever to understand different places and regions around the world.

In this activity, you will learn about various towns, communities, and cities within North America by planning and taking a two-week trip. During your trip you must:
· Visit a major city
· Visit a state or provincial capital
· Visit a small town/community
· Visit a geographical landmark
· Visit a museum
· Take in a major or minor league sporting event
· Take in a collegiate sporting event
· See a play
· Attend a concert
· Visit the birthplace of a famous person
· Do it all on a $3000 budget


The project must be completed in a binder and will feature the following headings:
· Table of Contents
· Itinerary
· Budget
· Transportation
· What I Saw on My Road Trip
· Sources

The project will be graded using the following scoring:

· Table of Contents 5 marks
· Itinerary 10 marks
· Budget 20 marks
· Transportation 10 marks
· What I Saw on My Road Trip 100 marks
· Sources 10 marks
· Spelling/Grammar* 20 marks
· TOTAL 175 marks

*Note: These are your 20 marks to keep. Every error results in a deduction of 1 mark to a maximum of 20.

Sources – You are required to use 10 different sources. Each is worth 1 mark. If you are using web sites, you must have 10 different domain names. Use the APA style guide

What I Saw on my Road Trip – Each item on the list of trip requirements is worth 10 marks and should cover roughly a page. In that page, you will be expected to write a description of what you saw (6 marks), include a picture (1 mark), and include suggestions of other things you might do while in the area (3 marks).

Transportation – Describe the vehicle you will drive. Write a review for it and include:
· A fuel economy rating (city and highway) (1 mark)
· An evaluation of the cargo space for your purposes (2 marks)
· A review of its performance capabilities (3 marks)
· A Summary of why you chose the vehicle (2 marks)
· A photo (1 mark)
· Sticker price (1 mark)

Budget - You will be required to make a full budget for the trip which includes a detailed estimate of costs for fuel (3 marks), lodging (5 marks), meals (5 marks), all entertainment/sightseeing costs (5 marks), and any incidentals (2 marks).

Itinerary – 1 mark for accounting for each of the 10 stops on your way

Table of Contents – 1 mark for each of the 5 headings

Please note: Standard margins and Times New Roman 12 point type. This is the default setting in Word. Don't change it.

We will be working in the lab for the remainder of this week and Monday next week as posted.

Lab Bookings for Long Term Project

Please be advised that we will be starting the Unit 2 long term project on Tuesday, September 22.

Period 3 - Tuesday, Wednesday, Thursday Rm 227
Friday and Monday, September 28 Rm 115



Period 4 - Tuesday, Wednesday, Friday, and Monday, September 28 Rm 213
Thursday Rm 114

Unit 2 - Methods of Geographic Inquiry

You should now be finished reading Unit 2 (p. 17-71).


The following questions were assigned today.

p. 15 1, 2b
p. 26 1-7, 9,11,12a and b
p. 40 2-4, 7,10,13
p. 47 1-6, 8-9
p. 58 1a, 2-4
p. 66 1-3,5
p. 67 1
p. 68 2 and 3
p. 70 1,4b,c,d; 5b,c
p. 78 1a

We will be taking these up starting Monday.

Looking at Data...The Figures Don't Lie, But Liars can Figure

In the course of our discussion concerning our data to make our pie graphs, we learned some things about data and its comparability. This is important for us to remember as we critically look at various information of this kind into the future.



We compared our collected data in the following manner:



We looked at the mean (average... add up the data and divide by the number of trials).



We looked at the median (the middle of the scores).



We looked at the % difference between the highest and lowest scores (the outliers) and the median.



We then compared the means and medians by category (local, regional,provincial,national, worldwide). We agreed that our range from top to bottom score was between 2 and 5% and therefore not significant.



The class was then asked if the median was 22% for all categories and one category, say "worldwide connections", showed as 33%, would the 11% difference be significant? The vast majority agreed.



However upon further testing of this idea, we found that although 11% looks like a fair difference, based on our data and how it was collected, it is NOT a significant difference.



Here is why:



On the average, each group that made a pie graph identified 25 connections total. This total (25) then represents 100%. Therefore, each connection represents a 4% difference. As a result, a 11% difference in connections means a difference of 2.25 connections out of 25.



When examining data, it is important to consider how the data is put together and what the procedure is for collecting the data.

Exploring Canada: A Study in Connections

You were to read Chapter 1 and think about the connections that you have in your life to the following areas:


•local
•regional
•provincial
•national
•worldwide

Refer to Figure 1-1 in the text to view an example.

After taking a few moments to write down the connections that you could think of individually, we broke into groups and put all the data together in a pie chart posted at the front of the class. The purpose of this was for us to see whether there was any consistency from group to group in terms of the percentage of connections by level.

Our findings showed a fairly strong consistency. Specifically, that there was no significant difference from one level of connections to another.

This activity showed us the usefulness of pie charts in terms of how they allow for the quick comparison of data. Throughout the course, you will be asked to assemble data in this manner using a variety of different charts and graphing techniques.

As well, this activity allowed us to do some basic analysis with respect to the data itself (a skill we will be developing throughout the semester). For example, what general conclusions could we draw from the data?

A basic conclusion would be that, "For students in Grade 10 Geography at River East, the connections to the world around them are roughly equally divided into fifths between local, regional, provincial, national, and worldwide."

From this conclusion, we asked the following question:

"If we were to compare Grade 10 students today with Grade 10 students 20 years ago, would we find the same results? Why?"

The class agreed that probably an even greater proportion of our connections 10 years ago would have been local and that there would have been a sliding scale of sorts where proportionally the percentages would get smaller from regional to provincial to national and finally to worldwide.

The class further surmised that the reason for this difference would have been the degree to which technology and the Internet in particular make the world a smaller place and increases the likelihood that we make connections with other parts of the world.

We also discussed the way in which the Internet and the Information Age world has changed our patterns of thinking and what we believe to be real, true and possible. In particular, we looked at how we define intelligence differently in the Information Age versus the Industrial Era.

In the Industrial Age, we saw an intelligent person as someone who knew a lot of facts about a wide variety of subjects -- a sort of "Jeopardy" intelligence. In the Information Age, the amount of information being added and the nature by which it changes (look at how long it takes before a new version of a computer application is upon us) has caused us to think of "smart" in another way. In this new era, we consider intelligence to be the ability to find, sort, process,analyse, and evaluate information.

Ultimately, this discussion helped introduce the kind of analysis that can be done once data is gathered. As well, it helped us understand that more and more, we are part of a larger world and as such we need to better understand what that world is all about and where we fit in it. This brings us to our next discussion concerning the world community.

Texts Distributed, Map of Canada Handed in

Today, you were issued your textbooks. Please make sure you put your name inside and keep track of it, as we will need it on a daily basis. Replacement cost is $80.00.

You also handed in the map of Canada today. Reminder that the map of the United States is due on Monday next week at the beginning of class.

Unit 2 reading was assigned today and must be completed by Friday, September 18.

Course Outline Available Now

Please Note:

I have made the course outline available as discussed in class through the drop box in the Geography 20G folder under courses. Please get yourself a copy when you get a chance.

Mapping the Fruited Plain

Below you will find the particulars for the map assigned today. The map will be due Monday,September 21 at the beginning of class.


Map # 2 -- Map of the United States

All 48 mainland states and all 48 capitals

See the list below:

http://www.homeworkspot.com/ask/statecapitals.htm

Washington DC is NOT included


Marking Guideline

6 essential elements of a map –

Title 1 mark
Legend 1 mark
Scale (already there)
Date of Publication 1 mark
Direction 1 mark
Borders (already there)

Map Elements Sub Total 4

48 states 1x48 = 48
48 cities 1x 48 = 48

Locations Sub Total 96

Overall neatness Sub Total 20

18-20 publishable
15-17 clear, readable
12-14 generally clear
9-11 somewhat clear
6- 8 not clear
>5 illegible

Total 116

Welcome

Now that we've had a start to our classes, it's time to make use of the course blog. I will be using this as a way of staying in touch with you and keeping us organized in terms of content, assignments, due dates, and all the other things that go along with the Geography 20G course.

Be sure to check the blog daily, as you are responsible for all the material here.



You were assigned a map of Canada. See the particulars as discussed in class below. The map will be due on Tuesday, September 15 at the beginning of class.

Map #1 -- Map of Canada

Map Assignment #1– Geo 20G

All 10 Provinces
3 Territories
All Provincial and Territorial Capitals and Ottawa
Montreal
Vancouver
Calgary
Chicago
Green Bay
Minneapolis
New York
Boston
Missouri River
Mississippi River
Lake Winnipeg
Lake Manitoba
Great Bear Lake
Great Slave Lake
Great Lakes
49th Parallel



Marking Guideline

6 essential elements of a map –

Title 1 mark
Legend 1 mark
Scale (already there)
Date of Publication 1 mark
Direction 1 mark
Borders (already there)

Map Elements Sub Total 4


10 provinces 1x10 = 10
3 territories 1x3 = 3
14 capitals 1x14 = 14
8 cities 1x 8 = 8
2 rivers 1x2 = 2
9 lakes 1x9 = 9
1 landmark 1

Locations Sub Total 39

Overall neatness Sub Total 20
18-20 publishable
15-17 clear, readable
12-14 generally clear
9-11 somewhat clear
6- 8 not clear
>5 illegible

Total 63

Exam Preparations

We have now completed review for the Final Exam.

Remember, the Unit 5 chapter summaries with key terms that you worked on today are DUE MONDAY, JUNE 8.

Also, the exam review and the exam outline are available.

Study hard! Study well! Study often!

Unit 5 Long Term Project

Here is the "to do" list for the Unit 5 Long Term Project. Lab time will be provided this week. All classes will be in Rm 115 for the entire week. The assignments will be due WEDNESDAY, JUNE 10, 2009.:

http://teach.rec.retsd.mb.ca/bfrith/geounittwo.html

1. Click on "Assignments" link and go to "Hydroelectricity: Is it good or is it bad?" Simply make use of the web sites provided and fill out the "Pro-Con" list. Disregard the text for the assignment.

2. Click on the "Project" link. Complete the assignment provided.

http://teach.rec.retsd.mb.ca/bfrith/geounitthree.html

3. Click on the "Project" link. Complete the assignment provided.

4. Click on the "Test Review Sheet" link. Complete the review questions provided.

Unit 4 Test and Unit 4 Long Term Project Deadline

We have now finished review for the Unit 4 test and the date will be Wednesday, May 13, 2009.

The deadline for the Unit 4 Long Term Project will be Thursday, May 14, 2009.

Unit 4 Review

This class will be the first opportunity for you to prepare a review based on the study format we have used this semester.

Review Chapters 14 through 17 and use the key terms and the chapter objectives in the study guide at the beginning of each chapter to help you build a web map detailing the relationship between each of the terms.

***Don't forget the connecting study on metropolitan dominance (p.217).

Work independently and hand your work in at the end of the period.

Unit 4 - Long Term Project

Geography 20G - Unit 4: Long Term Project

Prepare a PowerPoint presentation that deals with a current urban development issue. Your presentation should be five to seven minutes in length and should:

· Clearly define and explain the issue you are addressing

· Present either through a “sell”/justify a position approach or clinically discuss several positions

You may use the site below to assist you in preparing your presentation.
http://www.actden.com/pp/

A presentation rubric is available in the pick up box.Presentations will begin a week after lab time expires.

The following are potential topics. Others may be considered but must be approved by the instructor.

New Urbanism - What is it? What does it look like? Where is it taking place?

http://www.newurbanism.org/newurbanism/sitemap.html

Evaluate the proposal referred to as “Victory City”.

http://www.victorycities.com/

Evaluate the concepts put forth in “Sustainable Urban Design and Climate”.

http://www.bom.gov.au/climate/environ/design/design.shtml

Discuss strategies for Downtown revitalization.

http://www.emich.edu/public/geo/557book/dt.frameset.html

Examine and discuss efforts to reuse “Big Box” stores that are no longer in operation.

http://www.bigboxreuse.com/

Debate whether or not sports facilities assist positively in urban renewal.

http://www.thecanadianencyclopedia.com/index.cfmPgNm=TCE&Params=A1ARTA0000300

http://www.naiop.org/foundation/ares07mixeduse.pdf

http://www.ualberta.ca/~bhumphre/papers/pfm2003.pdf

http://www.informedesign.umn.edu/Rs_detail.aspx?rsId=2265

Discuss various ideas for urban renewal.

http://www.creativecity.ca/resources/making-the-case/urban-renewal-1.html

Upcoming Plans for Unit 4 Long Term Project

Classes will be working on their long term projects during the week of April 27 and May 1.



Please see the information below to know where your class will be:



Period 2 - Monday, April 27 Rm 213
- Tuesday, April 28 - Friday, May 1 - Rm 115



Period 3 - Monday, April 27 Rm 213
- Tuesday, April 28 - Friday, May 1 - Rm 114



Period 5 - Monday, April 27 - Friday, May 1 - Rm 115

Essay Writing Class

Today you wrote an in class essay. see the question below:



Use pages 174-176 in the textbook.



How did past treaties fail to meet the needs of First Nations people?



Essays were handed in at the end of class. They will be scored using the rubric discussed in class and will be worth 50 term marks.

Essay Notes Summary

Over the last number of days, you have written an in class essay and you have been working on the objectives for each part of the essay. Below is a summary of the class notes for this section:

The essay assignment typically comes in two forms -- a question or a directive.for example:

What is the most important characteristic required to be successful in school? (question)

Discuss the most important characteristic required to be successful in school. (directive)


The most important thing to remember when writing the essay is to make sure you understand the question and answer the question directly.
Below you will find the objectives we discussed for the introductory paragraph (in order of importance - NOT appearance):

1. Answer the question (thesis statement)
2. List of supporting ideas (evidence which will serve to prove your thesis)
3. Introductory statement (this is the first sentence in your essay)

Next, you will find the objectives for the body paragraphs (in order of appearance):

1. Topic sentence (from your list of supporting ideas and relates to thesis)
2. Supporting details (logically prove why the thesis is true... between 5-7 sentences)
3. Transition sentence (make the connection from the present supporting idea/topic to the next supporting idea/topic)

You have all written an introductory paragraph fulfilling the objectives above. After successfully completing this task, you were assigned another essay activity where you were asked to write both the introduction and the first paragraph of the body.

Wednesday will see you write the first in class essay. Remember your textbook.

This Week's Agenda...

We will review the test on Tuesday and you will write your first in class essay on Wednesday. These essays will be graded and returned on Thursday, when we will talk about them.

Rescheduled Test

Monday is the day of the Unit 3 test! Be prepared!

Unit Test Date and Moving On

We have now completed our review for Unit 3. THE UNIT 3 TEST WILL BE WEDNESDAY, APRIL 15.

Also, as we have completed our reading class for Unit 4, there may be a pop quiz at any time.

Today, you wrote your sample essay for me and you will get that back on Thursday. At that time, I will also discuss with you ways to improve your writing.

Timelines and Deadlines

Next week, we are back in class going over the questions for Unit 3, so make sure you are all done with those.

If time permits, we will have a review for Unit 3, meaning that a test is on the horizon in two weeks.

Also, there will be some additional lab time for classes as follows:

For Monday through to Wednesday, March 23-25

Period 2 and Period 5 - Room 115

Period 3 - Room 114

PLEASE NOTE -- THE UNIT 3 LONG TERM PROJECT IS DUE THURSDAY, MARCH 26,2009

Unit 3 Long Term Project - Part 2

Today we were back in the lab and working on other elements of html code.

You learned how to insert an image onto your web page by using the IMG SRC tag.

See the link below for a detailed description of your options in working with an image.

http://www.2createawebsite.com/build/html.html#images

You also learned you could make the image clickable or a hyperlink by inserting the image tag in the area where you would normally put text for a hyperlink.

Below you will find some helpful tutorials:

http://www.2createawebsite.com/

http://www.w3schools.com/html/html_links.asp

This one is good for reviewing some of the do's and don'ts of website design...

http://www.technorealm.co.uk/design/top-ten-errors.html

On Deck

Here's what you have to look forward to this week...

Tuesday, March 3 - Road Trip Project DUE

Thursday, March 5 - Unit 2 Questions DUE

Thursday, March 5 - Unit 2 Test

Review Begins Thursday

We have finished the Unit 2 questions and will now go on with review for the Unit 2 test.

Unit 2 Questions

Today we went over Unit 2 questions. It is likely that we will finish these questions on Wednesday and move on to a review in preparation for a unit test.

Keep working on your project --March 3 is coming up!

Last Day in Lab Coming Up...

A reminder that your last lab day is Monday. Tuesday, February 24 we are back in class.

The deadline for the Road Trip project is Tuesday, March 3, 2009.

On Tuesday and Wednesday next week, we will be going over questions and likely reviewing for the Unit 2 test on Thursday or Friday.

Happy Trails. :)

Unit 2 - Long Term Project - Planning a Road Trip

Here is the Unit 2 Long Term Assignment

Planning a Road Trip – Geography 20G Unit 2 Long Term Project

How much do you know about the geography of North America? What places have you visited? What do you know about each of the locations? Part of geography, the study of the earth and its features, inhabitants, and phenomena, is the study of places and regions. Today, with globalization, it is more important than ever to understand different places and regions around the world.

In this activity, you will learn about various towns, communities, and cities by planning and taking a two-week trip.
During your trip you must:
· Visit a major city
· Visit a state or provincial capital
· Visit a small town/community
· Visit a geographical landmark
· Visit a museum
· Take in a major or minor league sporting event
· Take in a collegiate sporting event
· See a play
· Attend a concert
· Visit the birthplace of a famous person
· Do it all on a $3000 budget

The project must be completed in a binder and will feature the following headings:
· Table of Contents
· Itinerary
· Budget
· Transportation
· What I Saw on My Road Trip
· Sources

The project will be graded using the following scoring:
· Table of Contents 5 marks
· Itinerary 10 marks
· Budget 20 marks
· Transportation 10 marks
· What I Saw on My Road Trip 100 marks
· Sources 10 marks
· Spelling/Grammar* 20 marks
· TOTAL 175 marks

*Note: These are your 20 marks to keep. Every error results in a deduction of 1 mark to a maximum of 20.

Sources – You are required to use 10 different sources. Each is worth 1 mark. If you are using web sites, you must have 10 different domain names. Use the APA style guide

What I Saw on my Road Trip – Each item on the list of trip requirements is worth 10 marks and should cover roughly a page. In that page, you will be expected to write a description of what you saw (6 marks), include a picture (1 mark), and include suggestions of other things you might do while in the area (3 marks).

Transportation – Describe the vehicle you will drive. Write a review for it and include:
· A fuel economy rating (city and highway) (1 mark)
· An evaluation of the cargo space for your purposes (2 marks)
· A review of its performance capabilities (3 marks)
· A Summary of why you chose the vehicle (2 marks)
· A photo (1 mark)
· Sticker price (1 mark)

Budget - You will be required to make a full budget for the trip which includes a detailed estimate of costs for fuel (3 marks), lodging (5 marks), meals (5 marks), all entertainment/sightseeing costs (5 marks), and any incidentals (2 marks).

Itinerary – 1 mark for accounting for each of the 10 stops on your way

Table of Contents – 1 mark for each of the 5 headings

Please note: Standard margins and Times New Roman 12 point type. This is the default setting in Word. Don't change it.We will be working in the lab Tuesday through to the following Monday, February 23.

Labs:

• Period 2 in Room 115
• Period 3 in Room 114
• Period 5 in Room 115 until Thursday, Friday and Monday in Room 227

Developed, Developing and Newly Industrialized Countries

Today we continued our discussion concerning how countries are categorized as outlined in Chapter 28 of the text.

We shared a variety of different definitions and looked at some on the board. In general, we agreed on the following:Developed countries have the ability to best meet the economic and social needs of their citizens. They have generally stable political systems. Developing countries are least able to meet the economic and social needs of their citizens. They often have unstable or ineffective political systems. Newly industrializing countries are in a transition phase between developing and developed. As such, they share traits of both to a greater or lesser degree depending on how far they've moved along in terms of their development. The addition of new industries helps to create employment and new wealth for the citizens of these countries that in turn creates greater demand for consumer goods and services.The textbook also looked at some of the categories that help us determine where a country fits in terms of these definitions.

These categories included:

• life expectancy
• wealth
• population growth
• food supply
• education level
• health care

You can find this material between p 417 and 420 in the text.

The World Community

You were asked to read Chapter 28 and answer the following question:

What is the difference between a developed, developing, and newly industrializing country?

We will go over this on Thursday's class.

Also, please remember to put in about 30 minutes tonight working on your assigned questions, as it looks like we will be taking these up on Friday.

Unit 2- Methods of Geographic Inquiry

You should now be finished reading Unit 2 (p. 17-71).

The following questions were assigned today.

p. 15 1, 2b
p. 26 1-7, 9,11,12a and b
p. 40 2-4, 7,10,13
p. 47 1-6, 8-9
p. 58 1a, 2-4
p. 66 1-3,5
p. 67 1
p. 68 2 and 3
p. 70 1,4b,c,d; 5b,c
p. 78 1a

We will go over these questions beginning on Thursday or Friday.

Exploring Canada - A Study in Connections

You were to read Chapter 1 and think about the connections that you have in your life to the following areas:

• local
• regional
• provincial
• national
• worldwide

Refer to Figure 1-1 in the text to view an example.

After taking a few moments to write down the connections that you could think of individually, we broke into groups and put all the data together in a pie chart posted at the front of the class. The purpose of this was for us to see whether there was any consistency from group to group in terms of the percentage of connections by level.

Our findings showed a fairly strong consistency. Specifically, that there was little difference between local, regional,provincial, national, and worldwide connections (around 18-22%).

This activity showed us the usefulness of pie charts in terms of how they allow for the quick comparison of data. Throughout the course, you will be asked to assemble data in this manner using a variety of different charts and graphing techniques.

As well, this activity allowed us to do some basic analysis with respect to the data itself (a skill we will be developing throughout the semester). For example, what general conclusions could we draw from the data?

A basic conclusion would be that, "For students in Grade 10 Geography at River East, most of their connections to the world around them are evenly distributed between local, regional, provincial, national, and worldwide."

From this conclusion, we asked the following question:

"If we were to compare Grade 10 students today with Grade 10 students 10 years ago, would we find the same results? Why?"

The class agreed that probably a greater proportion of our connections 10 years ago would have been local and that there would have been a sliding scale of sorts where proportionally the percentages would get smaller from regional to provincial to national and finally to worldwide.
The class further surmised that the reason for this difference would have been the degree to which technology and the Internet in particular make the world a smaller place and increases the likelihood that we make connections with other parts of the world.

We also discussed the way in which the Internet and the Information Age world has changed our patterns of thinking and what we believe to be real, true and possible. In particular, we looked at how we define intelligence differently in the Information Age versus the Industrial Era.
In the Industrial Age, we saw an intelligent person as someone who knew a lot of facts about a wide variety of subjects -- a sort of "Jeopardy" intelligence. In the Information Age, the amount of information being added and the nature by which it changes (look at how long it takes before a new version of a computer application is upon us) has caused us to think of "smart" in another way. In this new era, we consider intelligence to be the ability to find, sort, process,analyse, and evaluate information.

Ultimately, this discussion helped introduce the kind of analysis that can be done once data is gathered. As well, it helped us understand that more and more, we are part of a larger world and as such we need to better understand what that world is all about and where we fit in it. This brings us to our next discussion concerning the world community.

Final Exam Review - Friday, January 9

See the exam review as posted below:

Exam Outline

Exam Review