HIS109Y1 Study Guide - Final Guide: Food Regimes, Permaculture, Pediculosis

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School
Department
Course
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University of Toronto Department of Geography
GGR 107Y Environment, Food, and People
Fall 2016
Page 1 of 4
EXAM EXAMPLE QUESTIONS
Short Answer Example Questions:
What are some key concepts or components that help us understand a pesos oldie? That is,
what are some ways we can understand how worldviews might differ?
What is critical thinking? Why is it important in the context of food geography?
Explain the difference between sterotyping, discrimination, and structural oppression.
What is a food sste? Eplai the diffeee etee dominant ad alteatie food sstes,
using examples from the course material.
What is a food commodity chain? Using an example from the lectures or the readings, briefly explain
each stage in the commodity chain.
Idetif ad eplai the food egies e hae tasitioed though since 1700.
Drawing on exaples fo the ouse ateial, eplai hat Lie eas he she sas food is always
loall eedded.
If post-podutiis is the e food egie, h ist eeoe doig it?
What are some tactics used by actors in food commodity chains to increase their profit? Give examples
from the course material of at least three tactics.
Explain how early trade in sugar and tea was connected to colonialism. Are any of those connections
still seen today?
How did Indigenous growers overcome the biophysical constraints associated with growing corn? How
does this diffe fo the tehiues used  aistea faes i Caada to overcome these same
constraints today?
What are some issues and conflicts that have arisen in relation to the cultivation of wild rice? How do
these connect to differing worldviews of Indigenous and non-Indigenous (settler) peoples?
Usig eaples fo the ouse, eplai hat To Weis eas he he sas mechanization and the
pusuit of eooies of sale deolished agiultues historic organizing imperatives, and substituted
a etiel diffeet ogaizatioal logi: iologial siplifiatio ad stadadizatio.
Differentiate between neo-Malthusian and anti-Malthusian perspectives on population growth and food
supply. Drawing on the course material, can you give examples where either (or both) perspectives
appear to be true?
Why is meat (and particularly beef) seen by some as a food with particularly high environmental costs?
Is this invariably the case, and why or why not?
What are some benefits of incorporating animals into agriculture, beyond the animal products (e.g.,
meat, milk, and eggs) themselves?
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Document Summary

Explain the difference between sterotyping, discrimination, and structural oppression. E(cid:454)plai(cid:374) the diffe(cid:396)e(cid:374)(cid:272)e (cid:271)et(cid:449)ee(cid:374) (cid:862)dominant(cid:863) a(cid:374)d (cid:862)alte(cid:396)(cid:374)ati(cid:448)e(cid:863) food s(cid:455)ste(cid:373)s, using examples from the course material. Using an example from the lectures or the readings, briefly explain each stage in the commodity chain. Ide(cid:374)tif(cid:455) a(cid:374)d e(cid:454)plai(cid:374) the (cid:862)food (cid:396)egi(cid:373)es(cid:863) (cid:449)e ha(cid:448)e t(cid:396)a(cid:374)sitio(cid:374)ed though since 1700. Drawing on exa(cid:373)ples f(cid:396)o(cid:373) the (cid:272)ou(cid:396)se (cid:373)ate(cid:396)ial, e(cid:454)plai(cid:374) (cid:449)hat lie(cid:374) (cid:373)ea(cid:374)s (cid:449)he(cid:374) she sa(cid:455)s (cid:862)(cid:862)food is always lo(cid:272)all(cid:455) e(cid:373)(cid:271)edded(cid:863). Give examples from the course material of at least three tactics. Explain how early trade in sugar and tea was connected to colonialism. Usi(cid:374)g e(cid:454)a(cid:373)ples f(cid:396)o(cid:373) the (cid:272)ou(cid:396)se, e(cid:454)plai(cid:374) (cid:449)hat to(cid:374)(cid:455) weis (cid:373)ea(cid:374)s (cid:449)he(cid:374) he sa(cid:455)s (cid:862)mechanization and the pu(cid:396)suit of e(cid:272)o(cid:374)o(cid:373)ies of s(cid:272)ale de(cid:373)olished ag(cid:396)i(cid:272)ultu(cid:396)e(cid:859)s historic organizing imperatives, and substituted a(cid:374) e(cid:374)ti(cid:396)el(cid:455) diffe(cid:396)e(cid:374)t o(cid:396)ga(cid:374)izatio(cid:374)al logi(cid:272): (cid:271)iologi(cid:272)al si(cid:373)plifi(cid:272)atio(cid:374) a(cid:374)d sta(cid:374)da(cid:396)dizatio(cid:374). (cid:863) Differentiate between neo-malthusian and anti-malthusian perspectives on population growth and food supply.

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