Every day we encounter thousands of products from near and far : raw agricultural products destined for the supper table, farmers' market or a processed food factory; raw materials from mines and wells destined for factories; as well as those materials ready to be recycled, reused and reduced. What we consume often tells others of our society, its basic needs as well as desires. What products are available locally and what is their origin? In what ways are these products changed from raw material into a finished product? Where have these steps occurred? What are the economic and social costs? Finally, what does this all have to do with geography?
Look in your cupboards, shelves, garage and other storage areas in your home or apartment. What item strikes your interest? Why is that product different from all of the others? Try to find out more about that product, it's history, economics and especially, it's geography. Research the product from a local perspective and then cast your information net further from home. Use local resources, such as public and school libraries, specialists in the field, CD-ROM and other electronic sources, including the WWW. Summarize your findings on one sheet of paper and turn it in on the date assigned. Tell why you selected the product, it's history (if relevant), then describe the steps in gathering, manufacturing or whatever process most precisely describes your product. What connections with geography are evident? Can you find the Five geographic themes? National standards? If you can't answer these questions, you need to find another product, or find out more about geography. Cite your sources very thoroughly! IF you use the WWW, URLs are essential. Be prepared to share your findings with your classmates and the instructor. Be prepared to ask questions and to answer some questions as well. Don't forget to include a photocopy of your product on the sheet, as well as your research findings. Good luck and have fun!
The product I chose was Health Valley's Organic Amaranth Flakes, available from local supermarkets (see photocopy of the box). This product was selected because of the claim that it is "Made with the Mystical Grain of the Aztecs". That sounded pretty interesting! I'm also quite fond of food (I participate in food consumption activities daily) and looking for unusual products to try.
The first place I looked for information on this product was on the box. It gave me some basic information regarding the history and benefits of amaranth. Then, I tried the WWW. It was simply amazing how many URLs supported my search words : amaranth, food, cereal, Aztec. Of the first ten sites I visited, seven provided me with materials to complete the assignment. See additional photocopies.
What is the connection with geography's Five Themes?
Each of the five themes was evident in this product : The grain is being tested at Morden, Manitoba (absolute location ... north latitude, ... west longitude), roughly ... miles (..... km) northwest of Lincoln (relative location). The physical place contributes ample sunlight, temperature, precipitation, soil types for the cultivation of amaranth. The human place can be described as an 'amaranth culture' in which local farmers cooperate to produce the best crop. The locus of activity around Morden indicates its importance in the cultivation of this crop. Human Environmental Interaction includes the preparation of the ground for seed sewing, manual weeding, mechanized harvesting, and worrying about the weather and how it will effect the crop. During certain times of the year, the climate is warm and sunny, while winters in Manitoba can be severe! Aspects of the theme of movement include people (farmers visiting each others' sites for evaluation), products (the grain is moved by semi-trailer trucks to the processing mill), ideas (sharing of information via private conversations, local group meetings, research publications, and sharing of data via the WWW), and blizzards, floods, dust storms are all examples of physical process. Aspects of region are described by unifying characteristics, such as large expanses of flat, wind-swept land yearning for cultivation, while human region includes areas where amaranth can be commercially grown.
The geographically informed person knows & understands...
NS 1 how to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective. Maps of amaranth cultivation may help to determine it's future as a global food source.
NS 3 how to analyze the spatial organization of people, places, and environments on Earth's surface. Geographers can study ways in which amaranth farmers conduct their business and its impact on the ecology.
NS 4 the physical and human characteristics of places. Amaranth grows successfully in certain regions of the world, which exhibit these characteristics.
NS 9 the characteristics, distribution, and migration of human populations on Earth's surface. Certainly 14th century Aztec and 20th century Canadian amaranth farmers exhibit divergent cultures, location and history, but they all grew the same crop.
NS 11 the patterns and networks of economic interdependence on the Earth's surface. Amaranth farmers have had a demand for their product, either locally or more recently, globally.
NS 14 how human actions modify the physical environment. In what ways have amaranth farmers changed the landscape? Is that good or bad? How do you know?
NS 17 how to apply geography to interpret the past. Can Canadian farmers learn from the Aztecs?
NS 18 how to apply geography to interpret the present and plan for the future. Is amaranth the golden source of food and profit in the 21st century?
Nebraska Department Education Social Science Resources Home Page contains links to standards, framework, resources, groups and other links
National Council for Social Studies offers heaps of curriculum ideas and links, such as professional development, SIGs, Standards, and Teaching Resources.
