GGR107H1 Study Guide - Fall 2018, Comprehensive Midterm Notes - Wakefield, Canada, Agriculture

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GGR107H1
MIDTERM EXAM
STUDY GUIDE
Fall 2018
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Professor Sarah Wakefield Sept. 16, 2016
GGR107 LECTURE 1
WHY FOOD?
Course is an introduction to environmental geography
Explores human-environment connections through the lens of food
Food is central to the human experience (the course will also deal with key concepts in
geography/social science)
Food as an organizing concept
Agriculture:
Related to a lot of environmental impacts
The Three Sisters:
A traditional form of indigenous agriculture (across North America, these plants would
be seen growing together)
CORN BEANS SQUASH
- The corn supports the beans
- The beans provide nitrogen for the corn (and squash)
- The squash shades out competition
The world in your cup a simple cup of Starbucks coffee has a part of every continent
in it
Chronic hunger, food rioting, hunger related to government management are all common
(FOOD CRISIS)
- There are many consequences of the food crisis
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Professor Sarah Wakefield Sept. 16, 2016
- Highly populated countries with limited agricultural resources are especially
affected by this (it is no longer possible for the United Kingdom to feed itself)
- Does it make sense to stockpile food?
- Some countries have a food export ban
COURSE LEARNING OBJECTIVES:
- Demonstrate understanding of issues, concepts, and theories discussed in class
- Differentiate between claims and evidence, and examine the assumptions and worldviews
underlying arguments
- Identify and assemble appropriate and reputable sources of evidence
- Communicate effectively
CONTENT OF THE COURSE:
- Understanding the food system, from production to consumption
- Organized around particular food/commodity groups
- Environmental and social issues that emerge in the food system
World View:
THIS WEEK’S READINGS:
1. Hewitt, Doug. 2000. A Clash of Worldviews: Experiences from teaching Aboriginal
students. Theory into Practice 39(2):111- 113 (to heading “Adapting a Teacher Education
Course” only).
2. Lau, Joe and Jonathan Chan. 2004-2016. What is critical thinking? Hong Kong
University, available online at http://philosophy.hku.hk/think/critical/ct.php
3. Knott, Deborah. Critical Reading Towards Critical Writing
http://www.writing.utoronto.ca/advice/reading-and- researching/critical-reading
4. Morrison, Dawn. 2011. Indigenous Food Sovereignty: A Model for Social Learning. In
Wittman, H., A.A. Desmarais and N. Wiebe, eds. Food Sovereignty in Canada: Creating
Just and Sustainable Food Systems. Halifax and Winnipeg: Fernwood Publishing, pp.
97-111
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Document Summary

Agriculture: related to a lot of environmental impacts. The three sisters: a traditional form of indigenous agriculture (across north america, these plants would be seen growing together, corn beans squash. The beans provide nitrogen for the corn (and squash) There are many consequences of the food crisis. Highly populated countries with limited agricultural resources are especially affected by this (it is no longer possible for the united kingdom to feed itself) Some countries have a food export ban. Demonstrate understanding of issues, concepts, and theories discussed in class. Differentiate between claims and evidence, and examine the assumptions and worldviews underlying arguments. Identify and assemble appropriate and reputable sources of evidence. Understanding the food system, from production to consumption. Environmental and social issues that emerge in the food system. A clash of worldviews: experiences from teaching aboriginal students. Theory into practice 39(2):111- 113 (to heading adapting a teacher education. Course only): lau, joe and jonathan chan.

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