Instructor Manual Human Geography A Spatial Perspective 1st Edition By Sarah Witham Bednarz, Mark Bo

Instructor Manual

Instructor Manual: Bednarz, Bockenbauer, and Hiebert, Human Geography 1e, ©2024, 9780357852026; Chapter 1: The Power of Geography: Geographic Thinking

Instructor Manual Bednarz, Bockenbauer, and Hiebert, Human Geography 1e, ©2024, 9780357852026; Chapter 1: The Power of Geography: Geographic Thinking

TABLE OF CONTENTS Purpose and Perspective of the Chapter Cengage supplements Chapter Objectives Complete List of Chapter Activities and Assessments Key Terms Chapter Outline Additional Discussion Questions Additional Activities and Assignments Additional Resources Cengage Video Resources

Instructor Manual: Bednarz, Bockenbauer, and Hiebert, Human Geography 1e, ©2024, 9780357852026; Chapter 1: The Power of Geography: Geographic Thinking

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to introduce students to the discipline of Human Geography. First, we discuss what human geography is, how it is different from other disciplines, and introduce some key terms integral to human geography. Next, we explore the different aspects of spatial patterns, including types of scales and regions. Finally, we provide a brief introduction to globalization and sustainability in the context of human geography.

CENGAGE SUPPLEMENTS The following product-level supplements provide additional information that may help you in preparing your course. They are available in the Instructor Resource Center.

• • • •

Test Bank PowerPoint Guide to Teaching Online Educator’s Guide

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 01.01 Explain the fundamental differences between physical and human geography.

01.02 Describe the features that distinguish geography from other disciplines.

01.03 Compare the spatial and ecological perspectives of human geography.

01.04 Describe the key spatial concepts of human geography.

01.05 Explain how theories and principles of human-environment interaction have developed and changed over time.

01.06 Explain why sustainability is an important theme in human geography.

01.07 Contrast site and situation in geography.

01.08 Identify the different scales used for analysis in human geography.

01.09 Explain how using different scales of analysis allows geographers to understand how events and processes influence one another.

01.10 Compare the three types of regions (formal, functional, and perceptual) as defined by human geographers.

01.11 Describe factors that drive contemporary globalization.

01.12 Explain Wallerstein’s world-system theory and its three-tiered structure.

Instructor Manual: Bednarz, Bockenbauer, and Hiebert, Human Geography 1e, ©2024, 9780357852026; Chapter 1: The Power of Geography: Geographic Thinking

COMPLETE LIST OF CHAPTER ACTIVITIES AND ASSESSMENTS

The following table organizes activities and assessments by objective, so you can see how this content relates to the objectives and make decisions about which content you would like to emphasize in your class based on your objectives. For additional guidance, refer to the Teaching Online Guide.

Chapter Objective

Activity/Assessment

Source (i.e., PPT slide, Workbook)

Duration

01.01-01.03

Journal Activity

PPT Slide 8

5 minutes

01.04

Discussion Activity

PPT Slide 11

15 minutes

01.04

Concept Visualization: Watch a Video: Site vs. Situation in New Orleans Knowledge Check Activity

Mindtap

10-15 minutes

PPT Slides 16-17

5 minutes

Mindtap

10-15 minutes

01.06

Concept Visualization: View a Figure: Distance Decay Model Group Discussion Activity

PPT Slide 19

15 minutes

01.07

Case Study Activity

PPT Slide 13

15 minutes

01.07

Case Study Support: New Orleans—Site vs. Situation Map Activity

Mindtap

15-20 minutes

PPT Slide 21

10 minutes

Case Study Support: India —Regional Differences in Scale Map Analysis Writing Challenge: Comparing the Impact of Hurricane Katrina Reflection Activity

Mindtap

15-20 minutes

Mindtap

15-20 minutes

PPT Slides 24-25

5 minutes

Concept Visualization: View a Map: Perceptual Region: The Midwest Concept Visualization: View a Map: Formal Region: The Pampas Concept Visualization: View a Figure: Time-Space Compression Knowledge Check Activity

Mindtap

10-15 minutes

Mindtap

10-15 minutes

Mindtap

10-15 minutes

PPT Slides 29-30

5 minutes

Concept Visualization: View a Figure: Wallerstein’s

Mindtap

10-15 minutes

01.05 01.05

01.08 & 01.09 01.09 01.09

01.10 01.10 01.10 01.11 01.11 & 01.12 01.12

Instructor Manual: Bednarz, Bockenbauer, and Hiebert, Human Geography 1e, ©2024, 9780357852026; Chapter 1: The Power of Geography: Geographic Thinking

World-System Theory 01.12

Talk About It

Mindtap

5-10 minutes

01.04, 01.08, 01.09

Map Analysis: Introduction to Human Geography and ArcGIS Online Data Interpretation Lab

Mindtap

15-30 minutes

Mindtap

15-30 minutes

Key Terms

Mindtap

10-20 minutes

Check Your Understanding

Mindtap

5-10 minutes

01.04, 01.08, 01.09, 01.10, 01.12 01.01-01.12 01.01-01.12

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KEY TERMS Absolute location: the exact location of an object, usually expressed in coordinates of longitude and latitude Core: classification of a country or region that has wealth, higher education levels, more advanced technologies, many resources, strong militaries, and powerful allies Density: the number of things—people, animals, or objects—in a specific area Distance decay: a principle stating that the farther away one thing is from another, the less interaction the two things will have Distributed: to arrange within a given space Ecological perspective: the relationships between living things and their environments Environmental determinism: the idea that human behavior is strongly affected, controlled, or determined by the physical environment Flow: movement of people, goods, or information that has economic, social, political, or cultural effects on societies Formal region: an area that has one or more shared traits; also called a uniform region Functional region: an area organized by its function around a focal point, or the center of an interest or activity Globalization: the expansion of economic, cultural, and political processes on a worldwide scale Human geography: the study of the processes that have shaped how humans understand, use, and alter Earth Location: the position that a point or object occupies on Earth

Instructor Manual: Bednarz, Bockenbauer, and Hiebert, Human Geography 1e, ©2024, 9780357852026; Chapter 1: The Power of Geography: Geographic Thinking

Mental maps: internalized representations of portions of Earth’s surface Node: the focal point of a functional region Pattern: the way in which things are arranged in a particular space Perceptual region: a type of region that reflects people’s feelings and attitudes about a place; also called a vernacular region Periphery: classification of a country or region that has less wealth, lower education levels, and less sophisticated technologies and also tends to have an unstable government and poor healthcare systems Physical geography: the study of natural processes and the distribution of features in the environment, such as landforms, plants, animals, soil, and climate Place: a location on Earth that is distinguished by its physical and human characteristics Possibilism: theory of human-environment interaction that states that humans have the ability to adapt the physical environment to their needs Region: an area of Earth’s surface with certain characteristics that make it cohesive yet distinct from other areas Relative location: a description of where a place is in relation to other places or features Scale: the area of the world being studied Semi-periphery: classification of a country or region that has qualities of both core and peripheral areas and is often in the process of industrializing Site: a place’s absolute location and its physical characteristics, such as the landforms, climate, and resources Situation: location of a place in relation to other places or its surrounding features Space: the area between two or more things Spatial perspective: geographic perspective that focuses on how people live on Earth, how they organize themselves, and why the events of human societies occur where they do Suburbs: less densely populated residential and commercial areas surrounding a city Sustainable development: development that meets the needs of the present without compromising the ability of future generations to meet their own needs Sustainability: the use of Earth’s land and natural resources in ways that ensure they will continue to be available in the future Theory: a system of ideas intended to explain certain phenomena Time-space compression: a key geographic principle that describes the ways in which modern transportation and communication technology have allowed humans to travel and communicate over long distances more quickly and easily

Instructor Manual: Bednarz, Bockenbauer, and Hiebert, Human Geography 1e, ©2024, 9780357852026; Chapter 1: The Power of Geography: Geographic Thinking

World system theory: theory describing the spatial and functional relationships between countries in the world economy; categorizes countries as part of a hierarchy consisting of the core, periphery, and semi-periphery [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so you can see how the content relates to the topics covered in the text. Introduce the chapter and use the Icebreaker in the PPT if desired.

I.

Section 1.1 What is Human Geography (LOs 01.01-01.06, PPT Slides 6-19) 1. Studying Human Geography–This section begins to introduce students to human geography by placing it in comparison to physical geography. This section also addresses some of the questions and features that geographers focus on in their research and work.

2. Geographic Perspectives–This section introduces students to spatial and ecological perspectives that are present within human geography. Students also begin to learn important terms, such as location, absolute location, relative location, place, site, situation, space, distribution, density, pattern, and flow.

3. Journal Activity: 5 minutes total. Have students work independently on the prompt, writing their responses in a journal or another submission form.

• Write a journal entry comparing and contrasting physical and human geography, and spatial perspective and ecological perspectives. Give an example of each to strengthen your comparisons.

4. Discussion Activity: 15 minutes total. Place students in small groups and present the discussion prompt. Be sure to save enough time to reflect on the answers from different groups.

• Think of your route to school or to work. How would you explain that to another person? Turn to your partner and describe your commute.

• Next, identify if your partner described their route using absolute or relative location? How do you know this?

5. Case Study Activity (PPT): 15 minutes total. Present the case study to students. In groups or individually, have students answer the questions on the slide.

• Read the following description of Delhi, India and identify which characteristics are examples of site and which are examples of situation.

6. Human-Environment Interaction-This section focuses on the differences between the theories of human-environment interaction: environmental determinism and possibilism.

It closes by giving students a brief introduction to sustainability in the context of human geography.

7. Knowledge Check Activity: 5 minutes total. Present the multiple-choice question to the class. Review the correct answer (bolded below), addressing any misconceptions.

• In Mesoamerica, some societies utilized chinampas, or floating gardens, in the middle of freshwater lakes for agricultural production. This is an example of: a. Environmental determinism

Instructor Manual: Bednarz, Bockenbauer, and Hiebert, Human Geography 1e, ©2024, 9780357852026; Chapter 1: The Power of Geography: Geographic Thinking

II.

III.

b. Possibilism 8. Discussion Activity: 15 minutes total. Place students in small groups and present the discussion prompt. Be sure to save enough time to reflect on the answers from different groups.

• In small groups, discuss the connection between human geography and sustainability. Consider any of the following questions in your discussion: a. Why would human geographers be concerned with sustainability? b. What aspects of human geography that you have learned so far could be connected to sustainability?

Section 1.2 Spatial Patterns: Scale and Region (LOs 01.07-01.10, PPT Slides 20-24) 1. Zooming In and Out–This section introduces students to the concept of scale and analyzing phenomena at different scales of analysis. Students are given examples of how geographers conduct scales of analysis.

2. Map Activity: 10 minutes total. Present the map and prompt to the class. Allow students to work with partners, assigned or of their choice, to respond to the prompt.

Have students volunteer their answers and discuss them with the class.

• Looking at the maps of food insecurity in the United States and Mississippi, what does this tell you about food security?

• How do the two scales, national and state, help you understand food security patterns?

• What other scales may be helpful to analyze food security in the United States?

3. Unifying Features–This section explores the three different types of regions in human geography: formal, functional, and perceptual. Students are given real-world examples of each of these regions.

4. Reflection Activity: 5 minutes total. Have students work independently on the prompt, writing their responses in a journal or another submission form.

• Complete the following chart with definitions and examples of the types of regions.

Section 1.3 Globalization and Sustainability (LOs 01.11-01.12; 01.06, PPT Slides 25-29) 1. Global Versus Local–This section introduces students to globalization and its impact on human geography. Additionally, it introduces Wallerstein’s World System Theory, defining core, semi-periphery, and core countries according to the theory.

2. Knowledge Check Activity: 5 minutes total. Present the multiple-choice question to the class. Review the correct answer (bolded below), addressing any misconceptions.

• Which of the following best describes the impact of Wallerstein's World System Theory on globalization? a. It has encouraged the formation of new economic alliances between countries. b. It has increased competition among countries for access to global markets. c. It has highlighted the unequal power dynamics between core, periphery, and semi-periphery countries. d. It has led to the elimination of trade barriers and the free movement of goods and services.

Instructor Manual: Bednarz, Bockenbauer, and Hiebert, Human Geography 1e, ©2024, 9780357852026; Chapter 1: The Power of Geography: Geographic Thinking

3. Sustainability–This section provides an additional discussion of why sustainability is important for human geography. This section closes with defining sustainable development and briefly introducing the UN Sustainable Development Goals. [return to top]

ADDITIONAL DISCUSSION QUESTIONS The following are discussion questions that do not appear in the text, PPTs, or courseware—they are for you to use as you wish. You can assign these questions several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class.

1. Discussion: Theories of Human-Environment Interaction. (01.05) Duration: 30 minutes. a. Environmental determinism and possibilism are two major theories of how humans and their environment interact and impact each other.

Which of the two is the more acceptable theory in modern human geography and why? i. Answer: Possibilism is considered more acceptable in modern human geography due to its recognition of human agency; its understanding that there are many factors at play, such as social, cultural, economic, and political factors; its desire to not oversimplify and conduct context-specific and place-based analysis; and its focus on the reciprocal relationship between humans and the environment. This perspective acknowledges the complexity of human geography and provides a more nuanced understanding of the diverse factors that shape human behavior and spatial patterns. b. Using a possibilism framework, analyze your community and explore how human agency and a range of factors have influenced the development and transformation of the environment and human geography. i. Answer: Replies will greatly vary depending on your community. Responses can address socioeconomic factors, technological advances, environmental factors, cultural and social factors, and political factors.

2. Discussion: Importance of Scales of Analysis. (01.08 and 01.09) Duration: 30 minutes. a. In the field of human geography, scale plays a crucial role in understanding and analyzing various aspects of our human-made world.

Why is scale important in human geography, and how does it enhance our understanding of the interconnectedness and dynamics of human activities across different spatial dimensions? i. Answer: Scale in human geography enhances our understanding of the interconnectedness and dynamics of human activities by providing a framework to contextualize phenomena, uncover spatial patterns, explore relationships and interactions, identify power dynamics, and facilitate a holistic understanding of the field. By analyzing phenomena at multiple scales, geographers gain valuable insights into the complexities of human geography and contribute to informed decision-making, policy formulation, and sustainable development efforts. b. How could you utilize scales of analysis to look at agriculture in Egypt? i. Answer: Local scale: geographers can focus on specific agricultural practices, land use patterns, and resource management within distinct regions or farming communities in Egypt. This analysis can explore factors such as irrigation

Instructor Manual: Bednarz, Bockenbauer, and Hiebert, Human Geography 1e, ©2024, 9780357852026; Chapter 1: The Power of Geography: Geographic Thinking

techniques, crop choices, farming methods, and the socio-economic dynamics influencing agricultural activities. National scale: geographers can analyze Egypt's agricultural sector as a whole. This involves studying national policies, agricultural production and productivity, market dynamics, trade patterns, and the role of agriculture in the national economy. Global scale: geographers can examine Egypt's agriculture in the context of global agricultural systems and trade networks. This analysis can explore Egypt's role as a global supplier of agricultural products, international market integration, and the impact of global factors such as climate change, international agreements, and global commodity prices on Egyptian agriculture. [return to top]

ANSWERS TO GEOGRAPHIC THINKING, CRITICAL VIEWING, READING MAP QUESTIONS The following are questions that appear in the textbook: SECTION 1.1 WHAT IS HUMAN GEOGRAPHY? GEOGRAPHIC THINKING: 1. Q: Explain whether the address of a restaurant is an absolute location or a relative location.

• The address of a restaurant is an absolute location because it’s a description of the specific street and numbered location on the street where the restaurant is located.

2. Q: Describe how geographic concepts help to explain the distribution of phenomena on earth.

• Possible response: Studying location, place, density, pattern, and flow helps geographers answer where things are located, why they’re there, and why that location matters, which leads them to the reasons behind processes and helps them see why the location is relevant.

3. Q: Describe how technology “shrinks the world” using the time–space compression model.

• According to the time-space compression model, technology like high-speed transportation and the Internet has decreased the relative distance between locations and allowed people to connect in a way that previously would have only been possible if they were close to each other.

4. Q: Compare the theories of environmental determinism and possibilism.

• Responses will vary but should make the points that both theories try to explain how and why humans change their environment. Environmental determinism claims that societies

Instructor Manual: Bednarz, Bockenbauer, and Hiebert, Human Geography 1e, ©2024, 9780357852026; Chapter 1: The Power of Geography: Geographic Thinking

develop in reaction to their climate and environment, while possibilism argues that people have more control over their environment.

CRITICAL THINKING Q: Explain how this feature of the ballpark is an example of sustainability.

•

Sustainability is the use of natural resources in ways that ensure they will be available to future generations. By growing food in a small, vertical space inside the ballpark, people are able to consume it without the produce having to be shipped any distance. Also, no additional land is used to grow these vegetables.

CASE STUDY: NEW ORLEANS—SITE VS. SITUATION GEOGRAPHIC THINKING Q: Explain why New Orleans’ founders decided that the advantages of the location’s situation outweighed the disadvantages of its site.

•

New Orleans’s situation near where the Mississippi River meets the Gulf of Mexico means that all commerce that flows down the river goes through the city. This made the location extremely valuable despite the difficulties presented by the site.

NATIONAL GEOGRAPHIC EXPLORER ADJANY COSTA GEOGRAPHIC THINKING 1. Q: Identify and explain the reasons why it is important to sustain the Okavango River Basin.

• The Okavango River Basin is the largest freshwater wetland in southern Africa. This is important to protect because it provides water for a million people. The river basin also has a diverse ecosystem with the world’s largest population of many different animals.

SECTION 1.2 SPATIAL PATTERNS: SCALE AND REGION READING MAPS Q: Explain what using different scales of analysis reveals about food insecurity in the United States.

•

Using different scales of analysis reveals that food insecurity is an issue that affects the entire nation, but it is a much worse problem in areas of the Southeast United States.

Examining the issue on a local scale further reveals how dire the issue is in certain counties of Mississippi.

GEOGRAPHIC THINKING: 1. Q: Explain how using different scales of analysis helps geographers and other scientists understand the ways climate change is affecting the planet.

• They are able to observe that certain areas of the planet are experiencing the effects of climate change differently than other parts of the planet.

2. Q: Describe how the analysis of the population of New England differs at a regional and local scale.

Instructor Manual: Bednarz, Bockenbauer, and Hiebert, Human Geography 1e, ©2024, 9780357852026; Chapter 1: The Power of Geography: Geographic Thinking

•

At a regional scale, New England has a majority White population, at 76.7 percent of the population. Examining the population on a local scale reveals that in certain counties, such as Suffolk County, the population is much more diverse with only 46.1 percent of the population White and 22.5 percent Black.

3. Q: Quebec is a province in Canada in which 83 percent of the population speaks French as a first language. Identify Quebec’s region type.

• Quebec is a formal region because it is defined by the shared traits of its borders and official language.

4. Q: Compare the functional region of a pharmacy in a dense city with few cars and drivers to the functional region of a pharmacy in a sparsely populated suburb with more cars and drivers.

• The functional region of the pharmacy in the city would be smaller because it would only serve people within walking distance, while the functional region of the pharmacy in the suburb would be bigger because it would serve people who drive.

5. Q: Describe the role that cuisine, or style of food, might play in the understanding of a vernacular region.

• Certain types of food inform cultural identity and contribute to the sense of place of a vernacular region.

CASE STUDY: INDIA—REGIONAL DIFFERENCES IN SCALES GEOGRAPHIC THINKING: Q: Explain why geographers—and policymakers—might have concerns about growing inequality in India.

•

They might think it could hinder future economic growth, and they might believe that economic growth should be distributed more evenly.

SECTION 1.3 GLOBALIZATION AND SUSTAINABILITY READING MAPS: Q: Choose two locations on the map and describe the connections between them.

•

Possible response: According to the map, Spain and Finland are connected by both highspeed rail lines and major rail lines.

CRITICAL VIEWING: Q: Explain how core countries are connected economically to periphery countries.

•

Peripheral countries provide labor and natural resources to core countries. In return, money and goods travel from core countries to peripheral countries. Countries on the periphery depend economically on core countries.

GEOGRAPHIC THINKING: 1. Q: Explain why it might be difficult for a peripheral country to become a part of the core.

Instructor Manual: Bednarz, Bockenbauer, and Hiebert, Human Geography 1e, ©2024, 9780357852026; Chapter 1: The Power of Geography: Geographic Thinking

•

The issues that make them peripheral countries in the first place—like low education, less wealth, and poor technology—make it difficult for peripheral countries to improve, and their relationship with core countries works to keep them in their current state.

2. Q: Describe how world system theory is related to globalization.

• World system theory’s assertion that the world is a single economic market and source of labor describes globalization in terms of economics.

3. Q: Explain why sustainability is an important human geography theme.

• Responses will vary but should touch on the fact that human geography studies how humans affect their environments, and sustainability is concerned with the impact of human activity on environments over time.

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ADDITIONAL RESOURCES CENGAGE VIDEO RESOURCES •

MindTap Video (LO 01.04; 9:38 minutes)

Site vs. Situation in New Orleans

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Instructor Manual: Bednarz, Bockenbauer, and Hiebert, Human Geography 1e, © 2024, 9780357852026; Chapter 2: Geographic Inquiry: Data, Tools, Technology

Instructor Manual Bednarz, Bockenbauer, and Hiebert, Human Geography 1e, © 2024, 9780357852026; Chapter 2: Geographic Inquiry: Data, Tools, Technology

TABLE OF CONTENTS Purpose and Perspective of the Chapter Cengage supplements Chapter Objectives Complete List of Chapter Activities and Assessments Key Terms Chapter Outline Additional Discussion Questions Additional Activities and Assignments Additional Resources Cengage Video Resources

Instructor Manual: Bednarz, Bockenbauer, and Hiebert, Human Geography 1e, © 2024, 9780357852026; Chapter 2: Geographic Inquiry: Data, Tools, Technology

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to introduce students to what it means to think like a geographer. First, we discuss what geographic thinking is and the types of questions to ask as a geographer. Next, we learn the differences between the types of geographic data and the different ways to collect and analyze that data.

Then, we introduce to students the different types of maps along with their uses, scales, and projections.

Finally, we discuss how geographers take geographic data and utilize that data to make informed decisions.

CENGAGE SUPPLEMENTS The following product-level supplements provide additional information that may help you in preparing your course. They are available in the Instructor Resource Center.

• • • •

Test Bank PowerPoint Guide to Teaching Online Educator’s Guide

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 02.01 Describe the concepts of geographic thinking.

02.02 List examples of questions geographers may ask during the inquiry process.

02.03 Compare qualitative and quantitative data used in human geography.

02.04 Identify various groups and individuals that collect, analyze, and use geographical data.

02.05 Identify the characteristics of geographic information systems (GIS).

02.06 Describe the real-world applications of geographic information systems.

02.09 Describe the uses and purposes of maps.

02.10 Identify the role scale and projection play in map construction.

02.11 Compare the features and functions of reference maps and thematic maps.

02.12 Explain how different types of thematic maps organize and show human geography data.

02.13 Explain how geographic data are used to gain a deeper understanding of a situation or problem.

02.14 Explain how geographic data are used by individuals, businesses, organizations, and governments to make informed decisions.

Instructor Manual: Bednarz, Bockenbauer, and Hiebert, Human Geography 1e, © 2024, 9780357852026; Chapter 2: Geographic Inquiry: Data, Tools, Technology

COMPLETE LIST OF CHAPTER ACTIVITIES AND ASSESSMENTS

The following table organizes activities and assessments by objective, so you can see how all this content relates to the objectives and make decisions about which content you would like to emphasize in your class based on your objectives. For additional guidance, refer to the Teaching Online Guide.

Chapter Objective

Activity/Assessment

Source (i.e., PPT slide, Workbook)

Duration

02.01 & 02.02

Journal Activity

PPT Slide 7

5 minutes

02.03 & 02.04

Poll Activity

PPT Slide 10

5 minutes

02.05 & 02.06

Case Study Activity

PPT Slide 13

10-15 minutes

02.06

15-20 minutes

02.07

Case Study Support: Detroit Mindtap —GIS Helps Find Safer Routes Concept Visualization: Mindtap View a Map: GIS-Created Map of Traffic in Toronto Talk About It Mindtap

02.07 & 02.08

Knowledge Check Activity

PPT Slides 16-17

5 minutes

02.08

Journal Activity

PPT Slides 15

5 minutes

02.09

Concept Visualization: View a Map: Mercator Projection Partner Activity

Mindtap

10-15 minutes

PPT Slide 21

5-10 minutes

Concept Visualization: View a Map: Small-Scale Map Matching Activity

Mindtap

10-15 minutes

PPT Slide 24-25

5 minutes

Concept Visualization: View a Figure: Cumulative COVID Rates in the U.S., July 2022 Discussion Activity

Mindtap

10-15 minutes

PPT Slide 28

15 minutes

Concept Visualization: Watch a Video: A Story Map of the Silk Road | Exploring with GIS Map Analysis: Maps, Map Scale, and Mapping Tools Data Interpretation Lab

Mindtap

10-15 minutes

Mindtap

15-30 minutes

Mindtap

15-30 minutes

Key Terms

Mindtap

10-20 minutes

02.06

02.09 & 02.10 02.10 02.11 & 02.12 02.13

02.13 & 02.14 02.14

02.10, 02.11, 02.12, 02.13 02.07, 02.10, 02.11, 02.12 02.01-02.14

10-15 minutes 5-10 minutes

Instructor Manual: Bednarz, Bockenbauer, and Hiebert, Human Geography 1e, © 2024, 9780357852026; Chapter 2: Geographic Inquiry: Data, Tools, Technology

02.01-02.14

Check Your Understanding

Mindtap

5-10 minutes

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KEY TERMS Absolute distance: distance that can be measured using a standard unit of length Absolute direction: the cardinal directions north, south, east, and west Census: an official count of the number of people in a defined area, such as a state Geographic Information Systems (GIS): a computer system that allows for the collection, organization, and display of geographic data for analysis Geovisualization: the process of creating visuals for geographic analysis using maps, graphs, and multimedia Global Positioning System (GPS): a network of satellites that orbit Earth and transmit location data to receivers, enabling users to pinpoint their exact location Map scale: the relationship of the size of the map to the size of the area it represents on Earth’s surface Probeware: software and hardware used to collect real-time data for scientific analysis with a computer or smart phone Qualitative: involving data that is descriptive of a research subject and is often based on people’s opinions Quantitative: involving data that can be measured by numbers Reference maps: a map that focuses on the location of places Relative distance: distance determined in relation to other places or objects Relative direction: direction based on a person’s perception, such as left, right, up, or down Remote sensing: collecting or analyzing data from a location without making physical contact Thematic maps: any map that focuses on one or more variables to show a relationship between geographic data Topography: the representation of Earth’s surface to show natural and human-made features, especially their relative positions and elevations

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Instructor Manual: Bednarz, Bockenbauer, and Hiebert, Human Geography 1e, © 2024, 9780357852026; Chapter 2: Geographic Inquiry: Data, Tools, Technology

CHAPTER OUTLINE

The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so you can see how all the content relates to the topics covered in the text. Introduce the chapter and use the Icebreaker in the PPT if desired.

I.

II.

Section 2.1 Thinking Like a Geographer: Processes of Inquiry (LOs 02.01-02.02, PPT Slides 5-7) a. Thinking Like a Geographer–This section focuses on what it means to think geographically, introducing the inquiry process of geographers and identifying question geographers would likely ask. b. Journal Activity: 5 minutes total. Have students work independently on the prompt, writing their responses in a journal or another submission form.

• In your journal, create 2-3 unique geographic questions based on the concepts you are learned.

• Your questions can be clarifying questions, questions to test yourself and others, or questions that explore and expand your knowledge of human geography.

• Consider topics such as physical and human geography, types of location, types of perspectives, density, distribution, pattern, human-environment interaction, scale, types of regions, etc.

Section 2.2 Geographic Data and Tools (LOs 02.03-02.08, PPT Slides 8-17) a. Collecting Data–This section focuses on the differences and uses of quantitative and qualitative data in human geography. It also highlights real-world examples of quantitative and qualitative data being utilized and for what purpose. b. Poll Activity: 5 minutes total. Present the poll prompt to students and take their votes. If desired, allow for a brief discussion of students’ votes and justification.

• If an electrical company wants to determine the frequency of power outages in a particular area, which type of data would the company use? a) Qualitative Data b) Quantitative Data c. Geographic Information Systems–This section introduces students to various forms of geographic tools, namely geographic information systems. It also provides examples of how GIS and its data can be used. d. Case Study Activity (PPT): 10-15 minutes total. Present the case study to students. In groups or individually, have students answer the question on the slide.

• Why would GIS be a helpful tool for the geographer to use for this purpose? e. Other Remote Sensing Tools–This section expands on the types of geographic tools used by geographers, such as remote sensing and global positioning systems. It provides additional real-world examples of how GPS and remote sensing is used by geographers. f. Journal Activity: 5 minutes total. Have students work independently on the prompt, writing their responses in a journal or another submission form.

• In your journal, write out at least three ways you think the GPS could be used at the individual level, company level, and/or national level. g. Knowledge Check Activity: 5 minutes total. Present the multiple-choice question to the class. Review the correct answer (bolded below), addressing any misconceptions.

• A geographer wants to capture images of the ocean floor utilizing sonar.

Instructor Manual: Bednarz, Bockenbauer, and Hiebert, Human Geography 1e, © 2024, 9780357852026; Chapter 2: Geographic Inquiry: Data, Tools, Technology

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Which of the following geographic tools will the geographer be using in this situation? a. Remote sensing b. Geographic information system c. Global positioning system Section 2.3 Understanding Maps (LOs 02.09-02.14, PPT Slides 18-28) a. Mapmaking–This section focuses on the types of maps and their uses and purposes.

Several terms are addressed, such as absolute distance and direction and relative distance and direction as well as map scale and types of map projections. b. Partner Activity: 5-10 minutes total. Present the slide and prompt to the class.

Allow students to work with partners, assigned or of their choice, to respond to the prompt. Have students volunteer their answers and discuss them with the class.

• For each of the following map projections, identify with a partner the best use and purpose based on their advantages and limitations. a) Mercator b) Gall-Peters c) Robinson d) Azimuthal c. Types of Maps–This section focuses on the difference between reference and thematic maps. This section also provides examples of the different types of thematic maps that exist and how they can be utilized and interpreted. b. Matching Activity: 5 minutes total. Present the slide and prompt to the class.

Allow students to work with partners or individually to correctly match the items. Have students volunteer their answers and discuss them with the class.

• Identify the following maps as thematic or reference maps.

Section 2.4 The Power of Data (LOs 02.03-02.02, PPT Slides 8-7) a. How Data are Used–This section expands upon the ways geographic data are used, providing real-world examples of geographic data in use. b. Making Decisions with Geographic Data–This section elaborates on the previous section, identifying how people, organizations, and governments can utilize geographic data to make decisions. c. Discussion Activity: 15 minutes total. Place students in small groups and present the discussion prompt. Be sure to save enough time to reflect on the answers from different groups.

• With a small group, discuss one or more of the following questions: • How would you personally use geographic data to make a decision?

• Would you rely on quantitative or qualitative data to make a decision, or would it depend on the type of decision?

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ADDITIONAL DISCUSSION QUESTIONS The following are discussion questions that do not appear in the text, PPTs, or courseware—they are for you to use as you wish. You can assign these questions several ways: in a discussion forum in your LMS, as whole-class discussions in person, or as a partner or group activity in class.

Instructor Manual: Bednarz, Bockenbauer, and Hiebert, Human Geography 1e, © 2024, 9780357852026; Chapter 2: Geographic Inquiry: Data, Tools, Technology

1. Discussion: Quantitative vs Qualitative Data (02.03) Duration: 30 minutes. a. A city is experiencing rapid urbanization, leading to a growing population and increasing demand for housing and infrastructure. The city's urban planning department aims to develop a comprehensive plan that considers the needs and preferences of residents while ensuring sustainable development. To achieve this, the department collects both qualitative and quantitative geographic data.

How can qualitative geographic data contribute to urban planning decisions in the city? i. Answer: Qualitative data provides insights into the aspirations, values, and concerns of residents, facilitating inclusive decision-making and community engagement. It also helps identify local characteristics, cultural aspects, and social dynamics that can influence urban planning outcomes. Additionally, methods such as surveys, interviews, focus groups, and participatory mapping can capture qualitative data on community preferences, perceptions, and needs. b. What are some of the benefits of incorporating quantitative geographic data into the urban planning process in the city? i. Answer: Quantitative data enables objective analysis, modeling, and forecasting, supporting evidence-based decision-making in urban planning. Quantitative data on population density, transportation patterns, and infrastructure usage can inform the planning and design of efficient and sustainable transportation systems and public facilities. Additionally, census data, geospatial datasets, sensor networks, and administrative records can provide valuable quantitative information for urban planning processes.

2. Discussion: Map Projections (02.10) Duration: 30 minutes. a. Map projections are crucial tools used to represent the three-dimensional Earth on a twodimensional surface. They enable us to create maps for various purposes, from navigation to geographical analysis. However, different map projections have their advantages and disadvantages.

What are the main advantages of using map projections and how can they be utilized in specific applications? i. Answer: Map projections can reduce distortion in specific areas or for particular map features. Different map projections offer unique visual perspectives, enhancing understanding and interpretation. Certain map projections are designed to cater to specific needs, such as navigation, weather forecasting, or demographic analysis. b. What are the main challenges or limitations associated with map projections, and how do they impact the accuracy and interpretation of maps in practical situations? i. Answer: All map projections introduce some form of distortion, such as shape, area, distance, or direction, which can affect accuracy. Choosing an appropriate map projection for a specific purpose requires careful consideration, as each projection favors certain properties while sacrificing others. Users unfamiliar with map projections may misinterpret the represented information due to distortion or a lack of understanding. [return to top]

Instructor Manual: Bednarz, Bockenbauer, and Hiebert, Human Geography 1e, © 2024, 9780357852026; Chapter 2: Geographic Inquiry: Data, Tools, Technology

ANSWERS TO GEOGRAPHIC THINKING, CRITICAL VIEWING, READING MAPS QUESTIONS The following are questions that appear in the textbook: SECTION 2.1 THINKING LIKE A GEOGRAPHER: THE PROCESS OF INQUIRY THINKING LIKE A GEOGRAPHER CRITICAL VIEWING: Q: Identify some questions geographers may have asked about the location when considering whether or not to build a school there.

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Possible responses include: Will it be difficult for families and teachers who live on the other side of the mountains to drive to school? Will new roads need to be built? Is there enough land available for this school, especially if the school needs to expand in the future? How far away is the closest school? What infrastructure is already in place near the proposed location?

GEOGRAPHIC THINKING: 1. Q: Describe geographic thinking •

Geographic thinking calls for asking questions, collecting and organizing data from a myriad of sources, identifying patterns, analyzing outcomes, making connections, drawing conclusions, and, importantly, finding and sharing answers in useful ways.

2. Q: Explain how thinking like a geographer benefits decision making.

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Possible response: Thinking like a geographer means connecting patterns and making connections that can involve the environment, culture, politics, and economics, often at different scales. By bringing these together, this process produces a broader and more comprehensive perspective. Decision-makers can evaluate how their choices will impact a wide variety of people over a period of time.

3. Q: Identify three geographic questions about any environmental, social, or economic issues that interest you, and then explain how your questions might change when considering different scales of analysis.

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Responses will vary but should produce questions that focus on location and how this location influences or is influenced by different geographic processes or events. Your questions might reflect the central questions: Where is it? Why is it there? Why care?

You should recognize that using different scales of analysis will provide more information. A narrow focus allows for the study of details, while a broader focus allows for a more comprehensive overview. Considering different scales will allow for a deeper, more extensive understanding of the topic and help identify connections between places.

Instructor Manual: Bednarz, Bockenbauer, and Hiebert, Human Geography 1e, © 2024, 9780357852026; Chapter 2: Geographic Inquiry: Data, Tools, Technology

SECTION 2.2 GEOGRAPHIC DATA AND TOOLS GEOGRAPHIC INFORMATION SYSTEMS GEOGRAPHIC THINKING: 1. Q: Describe the difference between quantitative and qualitative data and provide an example of each.

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Quantitative data is information measured numerically; an example is population data. Qualitative data is information that is observed and interpreted; an example is data presented in field observations or policy documents.

2. Q: Explain what GIS is and how it is used to understand spatial patterns and relationships.

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GIS is a mapping system in which data is gathered (often by satellites), isolated into separate layers, and combined into maps. The data can be about physical geography, demographics, or events. The maps help geographers visualize spatial patterns, such as how topography impacts economic activity. They are also useful to the ordinary person; a GIS map might tell you in real time where there is traffic congestion.

CASE STUDY: DETROIT—GIS HELPS FIND SAFER ROUTES GEOGRAPHIC THINKING: Q: Think about the mental mapping you did in Chapter 1. What would you expect to find if you followed Detroit’s example in mapping routes to your campus?

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Responses will vary but should describe the routes you take to school, noting any infrastructure or safety issues. Responses should consider how you travel to school as well as the geographic environment you encounter along the way.

OTHER REMOTE SENSING TOOLS GEOGRAPHIC THINKING: 3. Q: Identify three ways geographers collect data.

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Responses will vary but should include three ways geographers collect data, including through fieldwork, interviews, observation, and by analyzing maps.

4. Q: Describe how drones have impacted the acquisition of geospatial data.

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Drones can cover a wider range of places and permit geographers to collect information about places that were otherwise too remote or unsafe for humans to travel. Drones also make it possible to collect geospatial data more cost-effectively.

This has improved the amount of information available to geographers.

5. Q: Explain why it is important to collect data at the appropriate scale.

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Instructor Manual: Bednarz, Bockenbauer, and Hiebert, Human Geography 1e, © 2024, 9780357852026; Chapter 2: Geographic Inquiry: Data, Tools, Technology

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It is important to collect data at the appropriate scale so geographers can analyze the most relevant information based on the question they are trying to answer. For example, answering a question about the migration patterns out of a country would require population data at the country level but not at the neighborhood level.

6. Q: Describe one way that geographers could use GPS in their work.

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Responses will vary, but you may provide a description of geographers using GPS to find their exact locations when taking measurements of changes in size or shape of landforms or changes among communities, when studying routes or traffic patterns such as those migrants and commuters take, or to acquire precise measurements when analyzing how distance impacts interactions between places or sites.

SECTION 2.3 UNDERSTANDING MAPS MAPMAKING CRITICAL VIEWING Q: Explain what this map reveals about geographers’ knowledge of the world in 1570. Then compare it to today’s maps.

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Knowledge about the shape and size of the continents was limited in 1570. Today’s maps represent the sizes and shapes of the continents more accurately, depending on the projection used, because each of the continents has been explored and studied.

GEOGRAPHIC THINKING: 1. Q: Describe one example of absolute distance and one example of relative distance.

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Include examples of absolute distance that can be measured using a standard unit of length. Examples of relative distance could include distance measured in time or money spent to get somewhere.

2. Q: Compare the three ways scale is expressed on maps by explaining how they are alike and different.

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The three ways scale is expressed on a map are a representational fraction, a written scale, and a graphic scale. They are all used to explain how distance represented on a map compares to distance on Earth’s surface. A representational fraction uses numbers, a written scale uses words, and a graphic scale uses a picture or visual cue.

3. Q: Explain why the Robinson projection is one of the most commonly used map projections. Explain the pros and cons of using the Mercator projection.

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The Robinson projection “looks real” and more like the shape of Earth. It distorts size and shape but not too much, providing a fairly accurate representation compared to other projections.

Instructor Manual: Bednarz, Bockenbauer, and Hiebert, Human Geography 1e, © 2024, 9780357852026; Chapter 2: Geographic Inquiry: Data, Tools, Technology

4. Q: Choose one of the thematic maps from this section. Based on specific details, describe one conclusion you can draw from the map.

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Responses will vary, but you should first choose a thematic map rather than a reference map and use map details to describe your conclusions.

5. Q: Explain similarities and differences between dot maps and graduated symbols maps. Why might one or the other be preferable for different types of data?

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Both maps show quantities. Dot maps use many dots (or symbols) of the same size to show quantity, while graduated symbols maps use a symbol of varying size to show quantity. Dot maps are good for showing density, and graduated symbols maps are best for showing a large range in data.

NATIONAL GEOGRAPHIC EXPLORER LEHUA KAMALU: NAVIGATING WITH NATURE GEOGRAPHIC THINKING: Q: Could the navigational tools used in traditional Polynesian navigation be represented on a map? Explain.

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Predictable natural features, such as wind and wave systems, could be shown on a map, but navigators must also be alert to unpredictable events and adjust their course accordingly.

SECTION 2.4 THE POWER OF DATA READING MAPS Q: Describe how the information in this map might be used by individuals, businesses, and governments.

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Individuals might decide where to live or travel. Businesses could use the information to decide where to purchase property or invest capital. Governments might use the information to plan infrastructure and public works projects or determine the appropriate regulations for building safety. Individuals, businesses, and governments could each use the data to decide the kinds of materials that they should use for construction and the types of structures that are most appropriate given the risk of earthquakes in a particular location.

GEOGRAPHIC THINKING: 1. Q: Explain how showing spatial patterns can help decision making. Use an example from the text.

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Responses will vary, but you should recognize that data help people identify the details, causes, and impacts of an issue and enable them to respond in specific ways with specific resources.

Instructor Manual: Bednarz, Bockenbauer, and Hiebert, Human Geography 1e, © 2024, 9780357852026; Chapter 2: Geographic Inquiry: Data, Tools, Technology

2. Q: If you wanted to create a map that demonstrated to the public the seriousness of a certain city’s unhoused population problem, what type of thematic map would you use? Explain your thinking.

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Responses will vary, but you should recognize the importance of showing the distribution of unhoused persons to distribute resources to the appropriate areas. You might suggest using maps over time to show how the problem is getting worse or improving. A choropleth map using darker colors to show the number of people experiencing homelessness in different areas might be useful; a dot map could similarly be used to show more exact locations of camps or shelters for unhoused persons.

NATIONAL GEOGRAPHIC COLLABORATOR CLINTON JOHNSON, ESRI: MAPPING SOCIAL JUSTICE GEOGRAPHIC THINKING: Q: Explain how GIS mapping can help promote racial justice.

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A GIS map can gather multiple sets of data to show where inequity exists and why, helping people make decisions to counteract that inequity.

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ADDITIONAL RESOURCES CENGAGE VIDEO RESOURCES •

YouTube Video: (LO 02.14; 2:56 minutes) o A Story Map of the Silk Road: Exploring with GIS

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Instructor Manual: Bednarz, Bockenbauer, and Hiebert, Human Geography 1e, © 2024, 9780357852026; Chapter 3: Patterns of Population

Instructor Manual Bednarz, Bockenbauer, and Hiebert, Human Geography 1e, © 2024, 9780357852026; Chapter 3: Patterns of Population

TABLE OF CONTENTS Purpose and Perspective of the Chapter.......................................................................................2 Cengage supplements ................................................................................................................................ 2 Chapter Objectives.................................................................................................................................2 Complete List of Chapter Activities and Assessments ..............................................................2 Key Terms .................................................................................................................................................2 Chapter Outline ....................................................................................................................................... 3 Additional Discussion Questions ..................................................................................................... 3 Additional Activities and Assignments .......................................................................................... 3 Additional Resources............................................................................................................................ 4 Cengage Video Resources ......................................................................................................................... 4

Instructor Manual: Bednarz, Bockenbauer, and Hiebert, Human Geography 1e, © 2024, 9780357852026; Chapter 3: Patterns of Population

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to introduce students to population and its impacts on human geography.

First, we introduce what population is, where people live, and how they are dispersed. Then, we discuss the ways in which population can impact society and the environment. Next, we analyze the different aspects of population composition. Finally, we explore how populations increase and decrease and how to read population pyramids.

CENGAGE SUPPLEMENTS The following product-level supplements provide additional information that may help you in preparing your course. They are available in the Instructor Resource Center.

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Test Bank PowerPoint Guide to Teaching Online Educator’s Guide

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 03.01 Identify the factors that influence population distribution at different scales.

03.02 Explain how environmental factors influence population distribution.

03.03 Explain how human factors such as economics, politics, culture, and history influence population distribution.

03.04 Define arithmetic density, physiological density, and agricultural density as ways to measure population density.

03.05 Compare measures of population density.

03.06 Describe the social impacts of patterns of population distribution and density.

03.07 Describe the environmental impacts of population.

03.08 Define carrying capacity.

03.09 Explain how dependency ratios impact government policy and economic development at different scales.

03.10 Identify factors that may contribute to an imbalanced sex ratio in a human population.

03.11 Discuss the consequences of an imbalanced sex ratio in a human population.

03.12 Explain how fertility measurements can help identify population trends.

03.13 Define total fertility rate (TFR) and crude birth rate (CBR).