Consequences of women in the workforce
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The document discusses several potential consequences of women working outside the home, including both potential positive and negative impacts. Positives include additional family income, financial independence for single women, and role models for young females. Negatives include less supervision for children, women still handling housework after work, potential workplace discrimination, and difficulties reaching high positions due to pregnancy fears. Traditional gender roles and family structures are also impacted. The document asks if women should stay home or if working women are declining society.
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The document provides guidance for students on an assessment for a geography standard involving analysis of a contemporary issue. It outlines the criteria for different achievement levels and provides examples and tasks to help students understand the requirements. Key points covered include identifying the differences between not achieved, achieved, merit and excellence; describing the geographic nature and viewpoints around an issue; evaluating courses of action and making justified recommendations.
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The document discusses the issue of acid rain from various perspectives and proposes several courses of action to control it. It asks the reader to evaluate the strengths and weaknesses of each solution from different stakeholder perspectives. The best solution is identified as the one that meets the needs of the most important perspective in the issue. A justification is provided for this recommended solution by highlighting supporting evidence and stating why it is better than the other options.
6. Amazon Basin Landforms
1) The document provides instructions and questions for a geography lesson on the Amazon Basin. It asks students to locate and label various countries, rivers, mountains, landforms, and regions within the Amazon Basin on a map.
2) The text describes several regions within the Amazon Basin - the Andes Mountains, Northern Fringe, Southern Fringe, Central Region, and Coastal Region. It asks students to identify expected landforms in each region.
3) Students are asked to locate, label, and describe specific physical features like volcanoes, waterfalls, plateaus, and rivers on their map of the Amazon Basin.
6. Amazon Basin Landforms
1) The document provides instructions and questions for a geography lesson on the Amazon Basin. It asks students to locate and label various countries, rivers, mountains, landforms, and regions within the Amazon Basin.
2) The Amazon Basin regions discussed include the Andes Mountains, Northern Fringe, Southern Fringe, Central Region, and Coastal Region. Students are asked to describe the location and expected landforms of each.
3) Students are instructed to add key rivers, mountains, valleys, and other landforms to a map of the Amazon Basin.
Variations in Landforms III - TVC
The document summarizes key landforms and geological features found in Tongariro Volcanic Centre (TVC) in New Zealand, including where they are located and how they are formed:
1) Craters and crater lakes are mainly found in the mountain peaks region as this is the area of volcanic vents and fissures. Individual volcanoes like Tongariro have multiple craters formed by separate eruptions.
2) Lava flows originate from volcanic vents and are found on mountain peaks and eastern/western slopes but not in western foothills lacking vents. Ngauruhoe has recent lava flows from its active eruptions.
3) Lahars are common on
Spatial Variation - Vegetation III
This document provides an agenda and assignments for a geography class, including:
1) A table to be completed naming different vegetation types in the TVC (Tongariro Volcanic Centre).
2) Reading assigned pages in a geography textbook and completing skills worksheets.
3) Homework assigned to check answers and interpret diagrams about the relationship between elevation, temperature, and vegetation types in the TVC.
4) Defining key concepts related to vegetation change, stratification, climax vegetation, and succession.
5) Writing sentences describing interactions between climate, denudation, volcanism, soil development, and vegetation succession and their effects on the Rangipo Desert.
Identiying Vegetation
The document provides information about different types of plants found in New Zealand's Tongariro Volcanic Centre region, including their identifying characteristics and where they are typically found based on elevation. It describes mosses, lichens, hebe, alpine herbs, tussock grass, scrubland vegetation like manuka and kanuka, beech forest, and podocarp forest. It also outlines the typical vegetation zones from the mountain peaks to the western and eastern slopes to the western foothills based on elevation and environmental conditions.
National Parks Tobias
Abel Tasman National Park is located in the Nelson region at the top of New Zealand's South Island and is known for its golden sandy beaches, sculpted granite cliffs, and mild climate. The park features rich estuaries and rocky outcrops and offers activities like sailing, boating, sea kayaking to explore sheltered coves along the coast.
National Parks Tobias
Abel Tasman National Park is located in the Nelson region at the top of New Zealand's South Island and is known for its golden sandy beaches, sculpted granite cliffs, and mild climate. The park features rich estuaries and rocky outcrops and offers activities like sailing, boating, sea kayaking to explore sheltered coves along the coast.
National Parks - Tobias
Abel Tasman National Park is located in the Nelson region at the top of New Zealand's South Island and is known for its golden sandy beaches, sculpted granite cliffs, and mild climate. The park features rich estuaries and rocky outcrops and offers activities like sailing, boating, sea kayaking to explore sheltered coves along the coast.
Resource 4 Historical Factors Affecting Distribution
The document discusses New Zealand's historical population patterns and distribution. It notes that:
- Most of New Zealand's major cities are located along the coast, as this is where early settlers first arrived by boat and lacked other transportation methods.
- Smaller towns developed inland where people could stop and rest during travel by horse and cart. These spots later grew as train stations, though towns bypassing train routes declined.
- Modern transportation by car means only select inland towns with refueling stations still see growth, while others have remained small or declined since earlier settlement patterns.
Resource 5 Essay Planning For Distribution Patterns
The document provides information about New Zealand's population distribution patterns, including:
- 75% of New Zealand's population lives in the country's 12 main lowland urban centers.
- Major lowland cities that support this include Wellington, Auckland, Nelson, Christchurch, Gisborne, and Tauranga.
- People are drawn to urban areas for infrastructure, facilities, and job opportunities, and to lowland areas because they are warmer and more accessible.
- The document outlines tasks for students to complete a concept map explaining historical and physical factors influencing population distribution, and to plan an essay discussing reasons for uneven population distribution in New Zealand.
Lesson 1 Intro
This document provides instruction for a Year 9 Social Studies class, including two tasks on national parks and Antarctica. Students are asked to brainstorm features of Antarctica and national parks from A-Z, and discuss the differences between national, regional, and local parks in terms of controlling authorities. They are also tasked with creating a title page on New Zealand's national parks and Antarctica as World Heritage Sites, including pictures related to each topic.
Resource 6 Introuding Water Matters
The document discusses patterns of precipitation formation and how this creates unequal access to safe water globally. It explains that heating at the equator causes air to rise and cool, creating rain, while descending air causes high pressure zones and deserts like the Sahara with little rain. Comparing maps of precipitation, deserts, climate and population distribution shows relationships between areas of high rainfall, access to water, and population density.
Resource 10 Drafting The Treaty
This document provides an overview of a social studies lesson on the Treaty of Waitangi between Maori and British in 1840. It discusses how the English and Maori versions of the treaty differ in their wording of some articles. Students are tasked with identifying which parts are the same and different by matching statements to the correct articles. Key points of difference are that Article One gives the Queen different levels of power in each version, while Articles Two and Three have different meanings. The lesson aims to teach students that a treaty requires agreement between groups in both language versions for it to be valid.
Lesson 11 Drafting The Treaty
The document discusses the events leading up to the signing of the Treaty of Waitangi between British colonists and Māori chiefs in New Zealand in 1840. It describes how Captain William Hobson was tasked with establishing a treaty but did not have a template, so he consulted with James Busby who drafted the first version in English. This then needed translating to Māori, but Henry Williams only had one night to do so without input from Māori on word choices, resulting in differences between the English and Māori texts. Students are assigned homework tasks analyzing why the versions say different things.
Lesson 14 Passchendaele Challenge
The document provides instructions for a Year 9 Social Studies class assignment where students work in groups to create something to honor the life of "Uncle George, age 23, who died at Passchendaele in 1917." The task is to make two items per group, such as a poem, drawing, short story, or model, to remember Uncle George and acknowledge the difficult conditions soldiers faced and why they fought for Belgium, New Zealand, Britain, and the world. Students have 15 minutes to create their work before presenting to the class.
Resource 10 Essay On Evolution & Change
1. The document provides instructions for students to plan an essay explaining how their local natural landscape in New Zealand has evolved and changed over time.
2. It includes questions for students to answer to understand the task, and describes the components of a well-structured paragraph and essay.
3. Students are asked to plan their essay using Point-Evidence-Explanation structures and include any diagrams, thinking about how many paragraphs are needed to explain the evolution and change of the landscape over time.
Resource 8 Progress Test 1
The document provides information about a social studies lesson on the Treaty of Waitangi between British and Maori in New Zealand. It includes concepts to define, knowledge questions to answer about effects of British colonization and reasons for the treaty, and skills questions to assess understanding. The progress test self-assessment is to help students identify what they have learned and still need to learn.
Lesson 8 Breaking Down The Processes
The document provides instructions for a geography homework assignment on how the Tongariro Volcanic Centre (TVC) in New Zealand has been modified by natural processes. Students are asked to read passages about erosion by glaciers, rivers, rainfall and wind and explain how each process has modified the landscape and created specific landforms. They are to provide annotated diagrams and examples of locations where different modification has occurred, and explain why in some places and not others. The homework also involves drawing a map of the TVC and identifying features discussed.
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Resource 4 Historical Factors Affecting Distribution
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- 1. Consequences of women in the work force…
- 2. Positive or Negative? Extra income in the family
- 3. Positive or Negative? Not as much supervision for kids at home
- 4. Positive or Negative? Women do not have to depend on men
- 5. Positive or Negative? Some women are still expected to do the housework on top of having a job
- 6. Positive or Negative? Single working women do not have to depend on benefits
- 7. Positive or Negative? Even though women are working, some still encounter discrimination in the workplace
- 8. Positive or Negative? Positive role models for young females
- 9. Positive or Negative? Employers have to pay maternity leave and keep the job open until the mother returns
- 10. Positive or Negative? Increased the number of jobs in the day care industry
- 11. Positive or Negative? Women are less likely to reach high positions because employers fear women getting pregnant
- 12. Positive or Negative? Some men have lost their role in the family
- 13. Positive or Negative? Equality between the sexes is sometimes difficult for more traditional cultures
- 14. Positive or Negative? Equality has broken the traditional family structure
- 15. Positive or Negative? Women do not necessarily have to conform to “tradition”
- 16. So what do you think??? Should women stay at home?? Are working women fuelling the decline in society??