19. challenges to food production (THOP)
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This document outlines various challenges to global food production, including water scarcity, armed conflict, competition for land, invasive species, biofuels, and climate change. It provides sources and questions for students to research the impacts of these challenges, such as locust plagues reducing crop yields or climate change lowering maize production in some regions. The document aims to help students understand threats to food security and use maps/graphs to analyze geographic data related to these issues.
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Climate change will significantly impact global food production. By 2050, food production will need to increase by 70% to feed a projected world population of 9.1 billion. Different regions will experience varying effects. Food production may decline in some areas due to increases in drought, flooding, or heat waves making growing conditions more difficult. Other areas may see initial increases in crop yields followed by later declines as climate change progresses. Solutions will require technological advances to develop more resilient crops and farming techniques that can better adapt to a changing climate.
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Climate change will significantly impact global food production. The United Nations projects that world food production will need to increase by 70% by 2050 to feed a population of 9.1 billion, and food production in developing nations will need to double. Climate change will harm the ability of many countries to boost food output according to a climate impact map. It notes various threats such as declining crop yields in parts of Africa, South America, and Southeast Asia due to increases in drought and heat waves. A video on climate change and food production in the Pacific also outlines challenges such as saltwater intrusion contaminating farmland from sea level rise.
24. Biomes climate change and food production - re-upload (WILB)
Climate change will significantly impact global food production. By 2050, food production will need to increase by 70% to feed a projected world population of 9.1 billion. Different regions will experience varying effects. Food production may decline in some areas due to increases in drought, flooding, or heat waves caused by climate change. Other areas may see initial boosts in crop yields followed by longer-term declines as climate change progresses. Overall, climate change poses a major threat to achieving sustainable global food security unless action is taken to address its causes and impacts.
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Climate change will significantly impact global food production. The United Nations projects that world food production will need to increase by 70% by 2050 to feed a population of 9.1 billion, and food production in developing nations will need to double. Climate change will harm the ability of many countries to boost food output according to a climate impact map. It notes various threats such as declining crop yields in parts of Africa, South America, and Southeast Asia due to increases in drought and heat waves. A video on climate change and food production in the Pacific also outlines challenges such as saltwater intrusion contaminating farmland from sea level rise.
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1) Indigenous children were forcibly removed from their families by the government and placed in institutions without parental consent, under the justification of improving their welfare.
2) This had long-lasting impacts on Indigenous communities, as the children lost connection to their culture and families. Experiences in the institutions varied but could include neglect.
3) The policy aimed to assimilate Indigenous people by disconnecting them from their traditions and culture, with long-term intergenerational effects still being felt today. Over 100,000 Indigenous children are estimated to have been impacted.
11 assimilation policy - THOP
The document discusses Australia's assimilation policy from the 1930s-1970s. The policy aimed to absorb Aboriginal people into wider Australian society by removing children from families and banning cultural practices. It gave great power to protection boards and imposed controls like curfews, lower wages, and alcohol bans on Aboriginal communities. The long-term policy had severe impacts by disrupting Indigenous culture and family connections.
2.5 concept of adolescence - THOP
This document discusses the concept of adolescence as a social construct. It begins by defining adolescence as the period between childhood and adulthood, involving physical changes associated with puberty and developing adult roles and responsibilities. However, it notes adolescence is not a universal concept and only exists in some cultures. The document then examines adolescence as a social construct that varies between cultures. For example, in some cultures there are only two life stages - childhood and adulthood - without a separate adolescent period. The document argues adolescence is a recently constructed phenomenon experienced mainly in Western societies as they industrialized. It explores some reasons why Western societies developed an extended period of adolescence not found in other cultures.
2.4 nature vs nurture - THOP
This document discusses the nature vs nurture debate regarding human development. It defines nature as the genetic and biological factors one is born with, including physical and personality traits, while nurture refers to environmental and social influences from one's upbringing and experiences. Proponents of nature argue that characteristics are predetermined by evolution and genetics, while nurture supporters believe the mind is a blank slate shaped entirely by external factors. In reality, most research shows that both nature and nurture interact in complex ways to form who we are.
3.1 indigenous citizenshipstatus1960 - THOP
Indigenous Australians had varying citizenship rights in the 1960s depending on the state or territory in which they lived. Some key differences included the right to vote, which was denied to most indigenous people under the 1902 Commonwealth Franchise Act, as well as whether indigenous people were counted in censuses or recognized as citizens, which did not generally occur until the 1967 referendum. Within states and territories, indigenous people also faced restrictions on things like land ownership and movement depending on where they resided. The document discusses analyzing primary sources from 1962 to understand and compare the citizenship status of indigenous Australians in different places at that time.
3.4 blue aboriginal protection board - THOP
The Aboriginal Protection Board was established in 1883 in New South Wales, Australia to control the lives and affairs of Aboriginal people according to the theories of social Darwinism prevalent at that time. The Board had total control over Aboriginal people in NSW from 1883 to 1969, determining where they lived and worked and restricting their rights. While intended to protect Aboriginal people, in practice the Board persecuted them by enforcing segregation and assimilation policies that undermined Aboriginal culture and self-determination.
3.4 green aboriginal protection board - THOP
The document discusses the Aboriginal Protection Board established in New South Wales, Australia in 1883. The Board utterly controlled the lives and affairs of Aboriginal people until 1969, enforcing policies of assimilation and persecution. It worked to isolate Aboriginal people from wider society based on notions of Social Darwinism and the belief that Aboriginal people were a "dying race". The Board held power over where Aboriginal people lived, their employment, marriages, and children under the guise of protection but resulted in significant negative impacts on Indigenous communities and culture.
3.3 aboriginal missions green - THOP
This document discusses Aboriginal missions and reserves in Australia before 1965 and the rights and freedoms denied to Aboriginal and Torres Strait Islanders. It includes learning goals and success criteria about understanding what Aboriginal reserves and missions were and why they were established. The document outlines classroom activities for students to read about and discuss the experiences of Aboriginal people under the Aboriginal Protection Boards, on reserves, and under the assimilation policy through textbook readings, source questions, and a web quest activity.
3.3 blue aboriginal missions - THOP
Aboriginal and Torres Strait Islanders faced denial of rights and freedoms before 1965 through government policies like protection, assimilation, and integration. Aboriginal people were segregated onto reserves and missions, separating them from wider society. The protection policy of the 1860s-1930s gave state governments control over Aboriginal people and land. The assimilation policy of 1937-1960s aimed to absorb Aboriginal people into mainstream society but undermined Indigenous culture. Indigenous rights have increasingly been recognized since the self-determination policy began in 1972.
3.2 green aboriginal rights before 1965 - THOP
Aboriginal and Torres Strait Islanders were denied many rights prior to 1965 in Australia:
1) When Britain claimed Australia as terra nullius, or empty land, they did not recognize existing Aboriginal land rights or sovereignty.
2) Under British rule and expansion, Aboriginal people lost access to their traditional lands and faced discrimination under British laws and government.
3) By the early 20th century, conditions for Aboriginal people remained poor, leading to a 1938 petition to King George V requesting intervention to improve their rights and conditions.
3.3 aboriginal missions - THOP
1) This document discusses changing rights and freedoms for Aboriginal and Torres Strait Islanders in Australia before 1965.
2) During this period, Aboriginal people were subject to segregation and denial of rights through the Aboriginal Protection Board, reserves, and assimilation policies that sought to absorb Indigenous people into European culture.
3) Students will learn about the experiences of Aboriginal people under these systems, including what reserves and missions were and why they were established, through textbook readings, source analysis, and a web quest activity.
3.2 aboriginal rights before 1965 - THOP
1) Before 1965, Aboriginal and Torres Strait Islander peoples faced denial of many rights and freedoms under Australian law and policy. They were not recognized as Australian citizens and were subject to discriminatory treatment.
2) The concept of terra nullius was used to justify British colonization of Australia in the late 1700s, depicting the land as unoccupied despite the presence of indigenous peoples.
3) After colonization, Australia was essentially governed as an extension of Britain, with British systems of farming, law, government, and police imposed. This expansion limited the rights and lands of indigenous groups.
4.1 blue movements rightsfreedomsworld thop
This document provides instructions for an assignment on major movements for rights and freedoms around the world. It includes tasks for students to research and summarize developments in rights over time for different groups, including women, indigenous peoples, and same-sex couples. Students are asked to create a Google Doc and make notes from provided readings on topics like privileges throughout history, independence movements, and racial equality movements. The document guides students to develop a timeline of key events and write a brief paragraph connecting developments in rights from 1776 to modern times.
4.1 blue movements rightsfreedomsworld - THOP
This document provides instructions for an assignment on major movements for rights and freedoms around the world. It outlines tasks for students to describe how rights have developed over time for different groups, including making notes on developments in privileges, independence movements, and racial equality movements from pages 6-9 of another text. Students are also asked to create a timeline of key events in the development of rights and freedoms. The learning goal is for students to understand how rights and freedoms have progressed globally and make connections between different groups' experiences.
4 movements rightsfreedomsworld - THOP
This document discusses major movements for rights and freedoms around the world. It provides learning goals and success criteria for understanding how rights and freedoms have developed globally. The document outlines tasks for students to describe rights throughout history, independence movements, and racial equality movements. It also instructs students to create a timeline showing the development of rights and when they occurred for different paragraphs. The recap emphasizes the global progression of human rights and connections between rights for different groups like women and children.
3.1 blue lesson australias involvement with the un - THOP
Dr. H.V. Evatt played a prominent role in the creation of the Universal Declaration of Human Rights (UDHR) in 1948. As the head of Australia's delegation to the United Nations, Dr. Evatt was influential in negotiating the UN Charter in 1945 and drafting the UDHR. In 1948, Dr. Evatt served as President of the UN General Assembly and oversaw the adoption of the UDHR. The UDHR established fundamental human rights to be universally protected. Australia was a founding member of the UN and actively participated in the development of the UDHR due to leaders like Dr. Evatt.
3.1 lesson australias involvement with the UN - THOP
Dr. Herbert Vere Evatt played a prominent role in the creation of the Universal Declaration of Human Rights (UDHR) in 1948. As the head of Australia's delegation to the United Nations, Dr. Evatt was influential in negotiating the UN Charter in 1945 and drafting the UDHR. In 1948, Dr. Evatt served as President of the UN General Assembly and oversaw the adoption of the UDHR. The UDHR established fundamental human rights to be universally protected and was a milestone in defining and upholding human rights worldwide.
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19. challenges to food production (THOP)
- 1. Challenges to food production - Overview Sustainable Biomes – Topic 1
- 2. Challenges to food production ◻ Google some of the various challenges to food production o Note down at least 5 factors that affect food production globally, and briefly describe their effect. (5-10mins)
- 3. Challenges to Food Production Learning Goals ◻To understand the various threats to food production both in Australia and around the world. ◻To be able to interpret maps and graphs for geographic information. Success Criteria 1. I can explain the various threats to food production both in Australia and around the world. 2. I can make interpret graphs and maps to undertake geographic research.
- 4. Class Mind map ⬜Go through some of the challenges to food production that you have researched in the first activity. ⬜Write up the various factors around a mind map on the board.
- 5. Challenges to Food Production Water Scarcity Armed Conflict Competition for Land Threats from invasive species The use of land for biofuel Climate Change Challenges to Food Production
- 6. Threats from invasive plants/animals/insects ◻Watch Planet Earth’s “Swarm of Locusts” https://www.youtube.com/watch?v=6bx5JUGVahk and write down 3 interesting points from the video. ◻ Once the video is completed answer the following question: ⬜What impact might Locusts have on food production?
- 7. Armed Conflict ◻Using Source 1 on the Source Sheet, write down three sentences explaining the link between conflict and food insecurity. ◻Use the PQE Framework: ⬜P = Pattern: General pattern (e.g. continents or large regions) ⬜Q = Quantify: Specific places (e.g. country names) and specific data (e.g. percentages) ⬜E = Exception: Note down anything that doesn’t fit the pattern
- 8. Water Scarcity Map: Map showing Global Physical and Economic Water Scarcity 2006 1) Name 3 countries which are suffering from Physical water scarcity? 1) Name 3 countries which are suffering from Economic water scarcity? 1) What could be the impact on food production in those countries which are approaching physical water scarcity?
- 9. Biofuel ◻Watch the following video “Biofuels scandal + food prices” https://www.youtube.com/watch?v=yTBSJl9gabA and answer the following questions: ⬜What caused the push for Biofuels? ⬜What impact did the push for Biofuels have on food production? ⬜How does the issue of Biofuels reveal the importance of making sustainable (environmental, economic, social) decisions?
- 10. Climate Change ◻Using Source 2 on the Source Sheet, write down three sentences explaining the impact of climate change on world maize production. ◻Use the PQE Framework: ⬜P = Pattern: General pattern (e.g. continents or large regions) ⬜Q = Quantify: Specific places (e.g. country names) and specific data (e.g. percentages) ⬜E = Exception: Note down anything that doesn’t fit the pattern Note: Maize = corn
- 12. Competition for Land Projected fall in Sydney's food production from 2011 to 2031 if uncontained urban sprawl continues. Questions: 1) Which food production is going to fall most significantly by 2031? 2) Which food production will be least effected by urban sprawl between 2011 and 2031? 3) Why type of factors may effect food production in Sydney?
- 13. Recap & Exit tickets Success Criteria 1. I can explain the various threats to food production both in Australia and around the world. 2. I can make interpret graphs and maps to undertake geographic research. Exit Ticket 1. Which challenge do you think poses the greatest risk? Why?