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Questions that unlock thinking in Geography
Some simple question stems to encourage deeper thinking.
Explanation – Why might that be the case? How would we know that? Who might be responsible for…?
Hypothetical – What might happen if…? What would be the possible benefits/impact of …? Who might benefit if…?
Evidence – How do you know that? What evidence is there to support this view?
Clarification – Can you put that another way? Can you give me an example? Can you explain that term? Describe/explain that in a Tweet.
Linking and extending – How does this link to what we have studied previously? Can you add to what X just said? How does this idea support/challenge what we explored earlier in the lesson? If you were going to investigate this further what would you do? Why? Why? Why? Why?
Summary and synthesis – What remains unknown at this point? What else do we need to know or do to understand this better? Apply your understanding of x (e.g. coastal management) to this location you have never seen before – what is happening and why? What conclusions can you draw from x? Can you summarise the information by using a black marker to remove the information that is not important?
Metacognition – What was the most difficult part of that task? How would you do it differently next time? How could you approach this question?
If you’ve got one to add please post in the comments below!
Anthony Bennett
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1 Thinking Geographically
More than anything, geography is about spatial relationships and utilizing a spatial perspective to view and understand the world. This is in contrast with looking at the world with a chronological perspective, where time, instead of place, is the primary unit of analysis.
In human geography , the connections of most interest are between people and places, and the mode of connection is as important as the connection itself. The goal of this text is to make sense of these connections.
Geographers seek to answer:
What is where, why there, and why care*.
*Charles F. Gritzner, “What Is Where, Why There, and Why Care?,” Journal of Geography , 101, no. 1 (January/February 2002), pp. 38–40.
These questions underscore the importance of the WHERE in geographical thought and research. Geographers must rely on a spatial perspective to produce knowledge that answers these questions. This means that they have a heavy eye towards how the geographical context of whatever phenomenon they are exploring helps to explain the presence, character, and meaning of the phenomenon. Another way to articulate this is that geographers seek to understand what processes (natural, political, economic, socio-cultural) help explain various patterns (natural, political, economic, socio-cultural) on the landscape and across space.
In answering these questions, geographers produce knowledge about the spatial distribution of various natural and socio-cultural phenomena. For example: how the percent of people living in urban vs. rural areas, number of adherents to particular religions, karst topography , governance structure, and access to K-12 education, to name a few, are distributed across space.
Why do we care? Aside from better understanding the world in which we occupy, assessing the spatial distribution of various phenomena reveals unevenness in the world which has implications both for how we as individuals live our lives and for how countries make policies and distribute resources. For instance, knowing that children, in particular, girls, in periphery countries have on average less access to K-12 schooling in comparison to children in core countries, has implications for local policy-makers and international organizations.
We may not think about it often, but we are parts of a large network or system of production and exchange. This system works across multiple scales :
- Interpersonal
Humans and their activities are shaped by many changing processes:
- Socio-cultural
As well, various power structures affect humans and human activities:
- Government institutions
- Financial systems
- Religious hierarchies
- Discrimination
- Colonialism
- … and more
All these systems and processes overlap and affect individuals and communities of people in different ways. Human geographers are interested in studying the convergence of these that occur in specific places. The specific way that these systems and processes intersect are one thing that gives a place its local distinctiveness or character, as differentiated from other places.
Before we get into depth about the many fields of human geography, we will begin by investigating a banal concept and seeing just how complex the spatio-cultural relationships are. Let’s talk about breakfast and how we see interdependence occurring with a couple common breakfast items.
Have you ever wondered why bananas are so cheap in the United States, while native/domestic fruit grown locally is more expensive? Bananas are not native to the United States and are generally not grown domestically. Instead, bananas come from thousands of miles away, and often need to be shipped by sea. In addition, bananas must be kept cool, and only keep for about two weeks after they are harvested. Compare this to a common apple; though not native to the United States, apples are widely cultivated. Apples can be grown locally, cutting down on shipping costs, and can be kept for months. Yet, apples can be 2 to 4 times as expensive as bananas.
A number of things have been put in place over time in order for bananas to be cheaply available in the United States. First, we essentially only see one species of banana, the cavendish. By limiting the number of species or cultivars available, an economy of scale is produced, where cost savings come through the creation of more of a product. Second, transportation technology improved to make the transport of bananas from Central America and the Caribbean cost effective. While not native to the Americas, bananas can thrive in plantations through the tropical regions of the Americas. Bananas became popular in the United States when the United Fruit Company (now Chiquita) figured out how to quickly and coolly get bananas to the United States, through trains and ships outfitted with refrigeration units.
Still, most banana production, even in the large plantations which became widely established during the European colonization of the Americas, is done by hand. Bananas are delicate, and most are hand cut and hand packed. This means, in order to have a cheap banana, there must be cheap labor. The ability of fruit companies to control labor costs in foreign lands is the source of the term banana republic . This refers to a country where large-scale exploitative plantation agriculture is supported by the ruling class in exchange for kickbacks. In other words, the rulers of a less developed country are financially supported by fruit companies located in a more developed country , and those rulers use local power (and often, tacit military support from more developed countries) to keep those working on the fruit plantations from demanding higher wages. Another broader name for this type of government is a kleptocracy : rule by thieves. US fruit companies, with help from the US military, maintained this cooperative stance for many years within Central America, the Caribbean, and South America.
Of course, systems and cultures change over time. As recent as 2011, workers for Dole in Costa Rica are paid about 46% above the then national minimum wage of $10.31 a day , implying somewhat improved pay. However, there are still issues involving workers rights and environmental degradation in banana plantations. For a visualization of Dole bananas, visit this Story Map called The Truth behind the Dole Banana.
Corn Flakes
Perhaps you’ve seen the classic commercials of breakfast cereals, showing a bowl of cereal surrounded by various other breakfast foods and drinks, with a narrator explaining it as “part of this balanced breakfast.” Yes, it’s a way to try to sell as healthy some of the multitudes of sugary breakfast cereals. But ready-to-eat cold cereals, from which we now have these sugary concoctions, were started as a healthy alternative to the heavy breakfasts of the 19th century. Part of this balanced breakfast, indeed!
Corn Flakes were invented in Battle Creek, Michigan, developed by the brothers Kellogg (John Harvey and Will Keith). John Harvey Kellogg was a trained doctor. He was raised and lived within the Seventh-day Adventist faith, a Protestant Christian denomination that came into existence in the mid-1800s. Battle Creek was both the headquarters of the Adventist church and the location of the Western Health Reform Institute (later the Battle Creek Sanitarium). John Harvey Kellogg was the head of this Adventist health center. The Sanitarium was run with the health and dietary laws of Adventists in mind; in terms of diet, this meant temperance against tobacco, alcohol, meats, caffeine, spices, and sweets.
The brothers Kellogg experimented with creating vegetarian food products using various grains. Through a happy accident, they developed a method of making flakes of grain that could then be toasted. Patients at the Sanitarium enjoyed the flakes, which were originally named “Granose”. These flakes were marketed and sold as health food items, creating many imitators (despite the Kellogg’s holding patents). Will Keith Kellogg saw that there could be bigger commercial growth in the product, bought John Harvey out of the patent, and opened the Kellogg Company, which is still known to this day. In mass marketing, Will Keith added sugar to the recipe, helping create a break in the relationship between the two brothers. We can see here that a spatial intersection of religion and health played a formative role in actually shaping Corn Flakes themselves, as certain ingredients were both chosen and avoided by the Kellogg brothers. This invention occurred in Battle Creek due to specific, overlapping geographic distributions of human culture.
Now, Kellogg’s is a huge international company operating within the increasingly interconnected globalized economy, developing and selling products for all kinds of cultures and beliefs. Will Keith Kellogg’s signature still serves as a company logo, but beyond that, the cultural history of the product isn’t seen on the box. Instead of religion and dietary laws, the box shows a cartoon mascot Cornelius Rooster.
Can you see how utilizing a spatial perspective transforms the way you look at common objects on your kitchen counter? Let’s test that..
Think about what you had for breakfast today or what you’ve recently had for breakfast. Think about the activities, structures, and processes involved in you eating your breakfast. Use the following questions as a guide:
Do not feel obligated to answer all these questions, but use them as a guide (to the best of your ability and knowledge) to think about the processes and systems involved in you eating your breakfast.
- What did you eat for breakfast?
- Did you make your breakfast at home or buy at a restaurant/take out establishment?
- Was your breakfast culturally or regionally specific? In other words, are Corn Flakes, scones, breakfast burritos, lattes, pop tarts, etc. consumed everywhere?
- Is the type of food you eat affected by economic and political processes, or is your choice of food simply based on “taste”?
- Where did the ingredients in your breakfast come from? Where was it produced and by whom? (Developed vs. developing world? Factory vs farm?)
- What are the different networks and activities that must be in place before you can eat breakfast?
- Who financed your breakfast (from the earliest stages of food production to the last moments of consumption or waste)?
- Does it matter what places your food comes from and what social conditions (like the working conditions of farmers, etc) it was produced under? Why or why not?
- Is it important – or possible – to consume locally?
relating to space
point of view oriented around space, place, and spatial dimensions
branch of geography
actions, events
arrangements
how things are distributed across space
type of landscape formed by soluble rocks dissolving and eroding
least developed parts of the world
most developed parts of the world
particular area
connection between cultural influences and specific spaces
producing larger quantities to save costs
process of acquiring control over a people and/or place
a country where large-scale exploitative plantation agriculture is supported by the ruling class in exchange for kickbacks
country with comparatively higher levels of economic prosperity and quality of life
rule by thieves
organized system of belief in higher power
state of well-being
interconnected
Human Geography Copyright © by Christine Rosenfeld & Nathan Burtch is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.
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| 1. How has relative distance changed over the past 200 years? Why? 2. Has the situation of your campus community changed in the past century? Why or why not? 3. Can you place your campus within a certain region of the country? Which one(s)? Would people outside your area agree? What characteristics are used to make that regional classification? 4. Hypothesize about how a GIS could be used to better understand something about your campus or community. What data layers would you want to include? 5. How many different types of maps can you identify on your campus? List them. Why are different types of maps used in certain situations? 6. Is the population of your community evenly dispersed? Why or why not? 7. Has your mental map of your campus or community changed since you arrived? How? 8. What's the difference between human geography and other social sciences, such as psychology, anthropology, or sociology? |
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Questions in Geography
May 12, 2013 // by Admin
If students are to be expected to develop independent learning skills and critical thinking facilities in geography, we need to instill and practice questioning skills. Phil Wood and Colin Patterson explain how students in their school are being encouraged to ask questions of their own
Questions are the backbone of communication between students and teachers in any classroom. We use questions to develop ideas, to challenge students, to quickly assess the level of understanding of a topic and to steer and ignite interest and thinking.
To understand how and why we ask questions is a fundamental area for teachers to consider and develop. As such, we can begin to develop and understand the framework for effective questioning. We believe this is a very important area for teachers to master. Over the past year we have been developing frameworks in our school through a desire for the students to become more adept questioners. The following two ideas have guided much of this development:
- In which situations, other than a classroom, does the expert focus the questioning on the novice? This demonstrates the artificial social and cognitive structure of a classroom.
- Tizard and Hughes (1984) found that four-year-old children took part in 27 conversations per hour with their mothers on average, each having an average of 16 turns, with half the conversations being initiated by the children, asking an average of 26 questions per hour. As the children entered school, conversations fell to 10 per hour, and the vast majority were started and controlled by adults. A consequence was a fall in the amount of speaking, questioning, the number of requests for information, restricted language, and less active reflection and planning.
If students are to be expected to develop independent learning skills and critical thinking facilities, we need to instill and practice questioning skills with the students. We need to give them the central role in questioning. Below are some initial ideas of how students can be tempted to take center stage and develop their ability and confidence in asking questions of their own. All our examples are drawn from our experiences in the Geography classroom, but can be easily translated to any age group or subject area.
Getting students started
To initially develop questioning techniques in students, we made use of a simple questioning game. We wrote a number of important words down on post-it notes that related to the topic being covered. We then stuck a note to the forehead of students, and told them they needed to find out what the word they had been given was. The only rules were that others could only answer 'yes' or 'no' to their questions, and that they only had three minutes to gain a correct answer. This had a surprisingly rapid effect on the development of their questioning skills over just a few minutes.
Questions to compare
Early in the development of our work, we started by working with students to develop questions that would allow comparisons to be made. They were asked to write down questions that would develop a clear and detailed comparison between two pieces of related information. As in the examples below, students were asked to develop questions by working alone to begin with, then snowballing through pairs and small groups to whole class consideration, from which common questions were used. This allowed for extensive modelling of good questions as well as a discussion of different types of question, such as closed, open, etc.
Questions to enquire
Having met with initial success in a confined task, such as a comparison, we then moved forward to set wider boundaries, allowing the students to shape the curriculum they followed when focusing on a particular area of work. This time, initial stimulus material was provided to set up an overarching question, and then the students had to decide on the sub-questions required to respond. Again, they were asked to snowball ideas based on their initial stimulus material and the overarching question given to them. They then decided on questions as a group that we would investigate to develop a response.
Questions to research
At the level of Year 8, we aided students' subsequent work by working together on the questions asked, supplying information, etc. However, at A-level, we have worked towards making students wholly independent. As we worked through Lower 6th, we developed the skills outlined above, until we were happy that students were able to use the skills efficiently. This then led to a final stage in the development of students' questioning skills. This entails students being given a section of their learning and a brief on what they need to cover, in essentially loose terms. From this they develop not only the questions they need to ask, but also where they might find the information needed to answer the questions generated. We then act merely as a facility to check that they are on the right path, and to give generalized feedback if amendments to learning plans are required.
We are still at the stage of developing these ideas, and the use of the techniques above have slowly permeated into areas of the curriculum from Key Stage 3 to 5. Due to the very clear success these techniques appear to enjoy, further work is to be developed to allow for full integration and clear routes to development in questioning techniques by the students we teach. We hope, ultimately, that these techniques will allow us increasingly to play the role of facilitators at GCSE and A-level, the students (at all levels of ability) increasingly being confident and able to dictate the focus and progression of their own learning through structured questioning and guidance.
A low ability group in Year 7 were given a series of words that described buildings found in different parts of a city. They had to find out which word they had been given, including words such as 'shopping center', 'offices', and 'terraced houses'. The students all managed to gain a correct answer in the time given. We then came back as a class and worked together on deciding which part of a city, i.e. city center, inner city, inner suburbs, outer suburbs, the buildings would be found in.
A Year 10 group had been completing some GCSE Geography work on volcanoes. They had carried out some research work on two case studies of volcanic eruptions, one taking place in an economically poor country and one in an economically rich country. The students brought their studies to the lesson, and were asked to read the two case studies together. Having done this, they were asked to work in silence to write down five questions they would want to ask to compare their two eruptions. Having done this we snowballed the exercise, finally ending up with groups of four students, each with their five chosen questions. At this stage, they were asked to select their favorite two questions that were then written on the board at the front of the class. We discussed what makes a good question and then they voted for the best five questions and used these for a homework exercise on comparing the eruptions. The resulting questions were:
- What is the tectonic setting of the volcanoes?
- What were the characteristics of each volcano?
- What were the warning signs of the eruptions?
- What were the primary and secondary effects of the eruptions?
- How do the differences in effects correspond with the development of the affected areas?
A group of Year 8 students had been working on agriculture and agricultural change in the U.K. Having finished this work, we had decided to help them develop an understanding of the characteristics and issues relevant to agriculture in India. Therefore, they were asked to consider the important underlying principles with regards to U.K. agriculture and then use this to decide on 5 questions they would ask to enquire about agriculture in India. As before we snowballed their ideas and they voted for the best 5 questions. The questions then provided the focus for some enquiry work. The questions chosen were:
- What is farming like in India?
- Does landscape and climate affect farming?
- What is the best time in the year for farming?
- How popular is farming in India?
- Do you approve of GM crops?
Upper 6th students had reached an area in their studies where they were required to compare the outcome of changes in industrial location due to the process of shift in the global economy on two regions. At the start of the lesson used to introduce this, we told the students that we wanted them to gain an understanding and explanation for the changes in the economic fortunes of South Wales (which they had considered at GCSE), and South Korea. We told them to use past knowledge and understanding of the changes in South Wales, and we gave them some stimulus material on South Korea. We then gave them 40 minutes to develop questions which would allow for a detailed response to the area under consideration, and where they intended to gain the information necessary. We then absented ourselves from the lesson to ensure that the students had no opportunity to involve us. On our return, the exercise had been completed to a high quality, resulting in extremely high quality written work. The questions they developed were:
- What has been the relative experience of the two regions under the process of globalization and global shift?
- Outline the characteristics and reasons for economic change in South Wales and South Korea.
Young Children Learning : B Tizard and M Hughes (1984), Fontana, London.
Phil Wood is Subject Leader in Geography and an AST; Colin Patterson is Subject Leader in Psychology, both at the Deepings School, Lincolnshire.
HINTS AND TIPS How can you maximize your learning at work?
| L | - ideas and advice are all around us. Sometimes we are too busy giving advice and sharing ideas with other people, to listen to what other people have to say to us. |
|---|---|
| E | - not all advice is good advice! Decide what makes sense for you and then... |
| A | Learning without application is useless. Give the things you learn a chance to make a difference by putting them into practice. |
| R | - once you have learnt something, review it, revise it, rehearse it. Anything and everything you do, to reinforce your learning, will be time well spent. |
| N | There really is no time like the present to decide what you are going to do to build on the learning you have already done and commit to promoting a love of learning in the people around you. |
This article first appeared in Teaching Expertise , September 2004.
| Critical Thinking Questions | |
| 1. What kind of physical geography landforms can be found in your area? What processes might have created them? 2. Look at figures 3.5 and 3.7 in the text. What is the link between these three figures? 3. How do you think the construction of urban features such as roads, parking lots, buildings, and housing affects erosion by water? What other things do we do as a society that affects erosional or depositional processes? 4. Close your eyes and imagine you are walking up a glacial valley. As you stroll from the bottom to the top of the valley, what features might you see that were caused by the presence of a glacier? What might the valley have looked like before glaciation? 5. Should the government spend money to stop naturally occurring processes along our coasts? What are the pros and cons of a "hands-on" or "hands-off" approach to shoreline protection? |
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COMMENTS
ask pupils to think of one or more of their own questions, perhaps one for each focus in the table above. This question bank was developed by the Geographical Association for the Global Learning Programme based on Margaret Roberts' article 'Critical Thinking and Global Learning' in Teaching Geography.
Some simple question stems to encourage deeper thinking. Explanation - Why might that be the case? How would we know that? Who might be responsible for…? Hypothetical - What might happen if…? What would be the possible benefits/impact of …? Who might benefit if…? Evidence - How do you know that? What evidence is there to support ...
Questions for critical thinking: you could use this question bank to improve pupils' use of questions in geography investigations. Critical thinking and global learning: a key article from Margaret Roberts on critical thinking, critical pedagogy and how to apply them in the classroom. Argumentation map. Ofsted's view of enquiry and critical ...
In the geography classroom, critical thinking it is closely linked with enquiry and thinking geographically. It encourages students to be open-minded and to think, challenge perceptions and apply newly acquired information. Critical thinking is not a set of skills that can be deployed in any context. So, it cannot be taught in the same way as ...
Using Internet Primary Sources to Teach Critical Thinking Skills in Geography Gary S. Elbow,Martha B. Sharma,2000-09-30 Geography teachers and school library media specialists will find this resource indispensable for providing classroom lessons and activities in critical thinking for geography students in grades 7-12. It is filled with over 75
Look up the "geography" entry of an encyclopedia and find the names of two geographers listed in the entry. Write a short biography of each person and explain his or her contribution to the history of geography. Under the "exploration, geographic" entry of an encyclopedia, look up additional information on any two explorers listed.
1. Thinking Geographically. More than anything, geography is about spatial relationships and utilizing a spatial perspective to view and understand the world. This is in contrast with looking at the world with a chronological perspective, where time, instead of place, is the primary unit of analysis. In human geography, the connections of most ...
To fulfil these goals, we employ existing structural models of critical thinking combined with a thorough literature review. As a result of this study, we present the required set of skills of a ...
Human Geography: Landscapes of Human Activities, 11th Edition (Fellmann) Chapter 1: Introduction: Some Background Basics Critical Thinking Questions. 1. How has relative distance changed over the past 200 years? Why? 2. Has the situation of your campus community changed in the past century? Why or why not? 3. Can you place your campus within a ...
Since many of the thinking activities have been subsumed into more recent critical thinking initiatives, you will find further examples referenced in Critical thinking. Bustin, R. (2017) 'Teaching a good geography lesson', in Jones, M. (ed) (2017) The Handbook of Secondary Geography .
understand ourselves. Geography leads us in thinking, critical thinking and problem solving in the decision-making phase (Barth and Demirtas, 1997). Geography must be the center of life in order to have geographical thinking skills and to be able to direct human life (Thomas, 2011). Geographical thinking skills provide students with
Questions in Geography. May 12, 2013 // by Admin. If students are to be expected to develop independent learning skills and critical thinking facilities in geography, we need to instill and practice questioning skills. Phil Wood and Colin Patterson explain how students in their school are being encouraged to ask questions of their own
1. What kind of physical geography landforms can be found in your area? What processes might have created them? 2. Look at figures 3.5 and 3.7 in the text. What is the link between these three figures? 3. How do you think the construction of urban features such as roads, parking lots, buildings, and housing affects erosion by water?
The critical thinking indicator from Ennis becomes the basis for making test questions for data collection. The use of the Independent sample t-Test with SPSS 23 for data analysis purposes. Based on the research results, it was seen that there was an increase in students' critical thinking after learning with the SPBL model.
Categorisations identifying higher order thinking tasks. Tasks (including questions, activities and assignments) are vital in geography lessons as they initiate and regulate learning processes, involve students with the subject content, and can be used for formative and summative assessment (Bijsterbosch, Van der Schee, & Kuiper, Citation 2017; Jo & Bednarz, Citation 2009; Kleinknecht ...
Critical thinking and creativity in geography is about teaching students higher order skills. These are part of a challenging curriculum to stimulate thinking. Thinking strategies in geography have been embedded in the geography curriculum of most schools since the 1990s. In order to think critically, students must first of all have secure geographical knowledge.
Introduction. Almost 80 years ago, Smith (Citation 1945) argued for the implementation of geographical thinking within geography lessons, saying that it would help students become purposeful thinkers and successful doers rather than "animated gazetteers."She described the poor state of geographical thinking among students in the United States and lamented about how geography was taught.
Get accurate answers of ICSE Class 9 Total Geography Morning Star Chapter 2: Geographic Grid - Latitudes and Longitudes. Clear your Geography doubts instantly & get more marks in Geography exam easily. ... Thinking Skills Question 1. Find the latitude of your city and state how has this influenced the climate of your city. Answer.
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Being a good geographer means thinking critically about the world. Pupils who have been supported to think critically are able to challenge, question and think more deeply about all aspects of geography and become more capable and independent learners. Critical thinking: a model for achievement A key starting point is that effective critical thinking is
Critical thinking is a process that challenges an individual to use reflective, reasonable, rational thinking to gather, interpret, and evaluate information in order to derive a judgment.Critical thinking should be the ultimate goal of all education. Key Points Following are the questions that provide greater scope for critical thinking:-. What will happen if tigers vanish from India's forests?
Fieldwork is a central component of geography education. It enables students to explore geographical issues and question their findings in a 'messy', real-world context and can be challenging, engaging and motivating. Fieldwork nurtures analytical and critical thinking as well as helping to build resilience. Using critical thinking strategies in fieldwork supports students in developing ...