Instructor Manual for Globalization and Diversity, 3E

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Instructor Manual for Globalization and Diversity, 3e

Chapter 2

THE CHANGING GLOBAL ENVIRONMENT

LEARNING OBJECTIVES

- The purpose of this chapter is to provide an overview of Earth’s environmental systems—geology, climate, hydrology, and vegetation—to set the scene for better understanding the environmental geography of the 12 world regions covered in the chapters that follow.

- This chapter introduces concepts and global relationships that the student must fully understand in order to synthesize the information in the chapters on regions to follow.

- It also introduces the elements of the physical geography of each region that students will see in each succeeding chapter: land structures, climate, water, and vegetation.

- This chapter introduces and explains a number of foundation concepts, including the dynamic geology of tEarth, including earthquakes and volcanoes; the forces that propel and influence global climates; the dilemmas associated with the earth’s most plentiful—and yet most critical—resource, water; and their interrelationships with plants and animals. This chapter places humans in this symbiotic system.

- When the student has completed this chapter, he or she should have a solid foundation of knowledge on the earth’s physical characteristics that will help him/her to assimilate the knowledge about regions that will be presented later in the book. Among the specific concepts and models that the student should understand are the following:

· Global climates

· The global warming debate

· Human impacts on the environment

· Deforestation

· The Green Revolution

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Instructor Manual for Globalization and Diversity, 3e

CHAPTER OUTLINE

I. Global Climates: An Uncertain Forecast

A. Climate links the people of the earth together in a global economy, providing opportunity to some, hardship to others, and challenges to all as we struggle to feed the world

B. World Climate Regions

1. Weather: short-term, day-to-day (or even hourly) expression of atmospheric processes (rainy, hot, etc.)

2. Climate: A long-term view of the weather of a region, based on the compilation and statistical averaging of data on temperature, pressure, precipitation, humidity, etc. for a period of at least 30 years

3. Climate region: An area within which similar climatic conditions prevail (Fig. 2.3)

4. Climograph: Graphs of average high and low temperatures and precipitation for the 12 months of the year (Fig. 2.3)

FOR THOUGHT AND DISCUSSION

Look at the map of world climate regions (Fig. 2.3). What climate region are you located in? How well does the official description compare with your experiences with the climate?

C. Global Warming

1. Human activities connected with economic development and industrialization seem to be changing the world’s climate, especially raising its average temperature

2. Anthropogenic: human-caused phenomena; refers to the human-caused emissions associated with global warming

3. Causes of global warming include: carbon dioxide from burning fossil fuels (>50% greenhouse gases); chlorofluorocarbons from aerosol sprays and refrigerants (25%); methane from burning vegetation (rain forests), by-product of cattle and sheep digestion, and leakage of pipelines and refineries (15%); nitrous oxide from chemical fertilizers (5%)

4. Effects of global warming include increase in average global temperature by 2–4 degrees F° by 2030; climate change may cause shift in agriculture areas, decrease in grain production, increase in sea level (thermal expansion of oceans, ice-cap melting)

D. Globalization and Climate Change: The International Debate on Limiting Greenhouse Gases

1. Rio de Janiero, Brazil, 1992, first international agreement on limiting greenhouse gases signed

2. Worst offenders: United States, Japan, India, China

3. Kyoto, Japan, 1997, meeting raised key issues: United States concerned that reducing emissions will slow economy and has not signed; European Union is in compliance; developing regions do not want to sign an agreement that will threaten their economic prospects; economy or environment? Kyoto Protocol became international law in 2005 after Russia signed the agreement.

4. Copenhagen (Dec. 2009): pact between U.S., China, India, Brazil, South Africa; non-binding

EXERCISE/ACTIVITY

Do some outside reading on global warming. What evidence supports its existence? What evidence refutes it? What are the sources of global warming? Can humans do anything to improve or worsen global warming?

II. Human Impacts on Plants and Animals: The Globalization of Nature

A. Bioregion: A spatial unit or region of local plants and animals adapted to a specific environment, such as a tropical savanna (in Globalization and Diversity, bioregion is used as a synonym for “biome”)

1. Includes naturally occurring flora and fauna

2. Shaped by our domestication —and modification—of these plants and animals

3. Today bioregions may be home to multinational conglomerates as well as to local plants, animals, and peoples

B. Tropical Forests and Savannas

1. Mostly in equatorial regions

2. High average temperatures

3. Long days year-round

4. High amounts of rainfall

5. Usually three tiers of vegetation (200 ft., 100 ft., forest floor)

6. Most nutrients stored in living plants, rather than in soil; soil not fertile

7. Not suited for agriculture

C. Deforestation in the Tropics

1. Amazon, Southeast Asia major areas of deforestation

2. Causes of deforestation: globalization of timber industry; replacement of forests with cattle farms to satisfy world demand for beef; settlement areas for rapidly growing population in developing regions—often all three in a single place!

D. Deserts and Grasslands

1. One-third of Earth’s land is true desert, receiving <10 inches of rainfall per year.

2. Grasslands may be prairies (longer denser grasslands, such as those in the midsection of Canada and the United States); or steppes (shorter, less dense grasslands, such as those in Central Asia, Russia, and Southwest Asia)

3. Desertification: spread of desert-like conditions into grassland areas; may be caused by overgrazing, poor cropping practices, and buildup of salts in soils from irrigation

E. Temperate Forests: large tracts of forests found in middle and high latitudes

1. Two types of trees dominate: softwood coniferous or evergreen and deciduous trees that drop their leaves in winter

2. Many of these forests have been cut down to make farmland

3. Logging pressures exist

FOR THOUGHT AND DISCUSSION

Review Figure 2.8, a map of world bioregions. Based on the map, what bioregion do you live in? What are its characteristics? What do you know about your bioregion based on your own knowledge and experience living there?

III. Food Resources: Environment, Diversity, Globalization

A. If the human population continues to grow at expected rates, food production must be doubled by 2025 to provide each person with a basic subsistence diet

B. The Green Revolution: interconnected processes to increase world food production, implemented since 1950

1. Stage 1 (1950–1970) has three steps: (1) change from traditional mixed crops to monocrops, or single fields, of genetically altered, high-yield rice, wheat, and corn seeds; (2) intensive applications of water, fertilizers, and pesticides; (3) increasing intensity of agriculture by reducing the fallow or resting time between seasonal crops

2. Stage 2 (since 1970s) has emphasized new strains of fast-growing wheat and rice specifically bred for tropical and subtropical climates that permit two or even three crops per year, rather than just one

3. Environmental costs of Green Revolution: (1) 400% increase in agricultural use of fossil fuels in past few decades (10% of world’s oil); (2) damage to wildlife and habitat from diversion of streams to farms; (3) pollution (especially of water) caused by pesticide and chemical fertilizer runoff from farms; (4) air pollution from factories making agricultural products

4. Social costs of Green Revolution: (1) traditional farmers cannot compete against “Green Revolution” farmers; (2) high cost of Green Revolution strategies keeps many farmers out; (3) economic stratification of farmers creates economic, social, political tension

C. Problems and Projections

1. Local issues, such as poverty, civil unrest, and war keep people from getting adequate food and nutrition

2. Political problems are usually more responsible for food shortages than natural disasters (including drought); food distribution is politicized

3. Globalization is causing dietary preferences to change worldwide: (1) more meat in diets (currently two-thirds are primarily vegetarian); (2) changing cultural tastes and values

4. Africa, South Asia are areas of greatest concern regarding food

IV. Summary

A. Some environmental change occurs because of natural forces

B. Additional change is caused by humans

C. Global environmental science is a new area of study

D. Globalization both helps and hinders world environmental problems

1. A growing number of countries are willing to sign international agreements to improve environment

2. Superheated economic activity caused by globalized economy contributes greatly to world environmental problems

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Instructor Manual for Globalization and Diversity, 3e

KEY TERMS

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Instructor Manual for Globalization and Diversity, 3e

anthropogenic

bioregion

climate region

climograph

desertification

greenhouse effect

Green Revolution

prairie

steppe

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Instructor Manual for Globalization and Diversity, 3e

Research or Term Paper Ideas

1. In January 2010, a 7.0 magnitude earthquake in Haiti caused unprecedented death and destruction in Haiti. Research and describe the tectonic activity that caused this tragic event, and explain why so many people lost their lives. What rescue and recovery efforts were employed, and which countries sent aid? What is the status of the recovery?

2. In December 2005, an earthquake in the Pacific Ocean precipitated a major tsunami, which caused significant loss of life and property damage in places from Southeast Asia to the east coast of Africa. Research and describe the tectonic activity that caused this tragic event, and explain why so many people lost their lives to this disaster. Pay special attention to the flooding associated with the tsunami.

3. Compare and contrast the Kyoto Protocol to the Copenhagen Agreement. How widespread has adoption of each of these agreements been?

4. There is a close link between human sanitation, water quality, and mortality among infants and children (“under age 5 mortality”). Do research to understand these linkages, and the effects on overall health and well-being of individuals and societies. Describe what you learn.

Answers for “Thinking Geographically” Questions

Please note that these questions require both research and thought. As a result, the answers will often vary from place to place and there are many correct answers. The answers provided below are designed to get the ball rolling.

1. What are the most threatening natural hazards of your region? Research local agencies or your library to learn disaster preparedness plans. Answers will vary. In southern Indiana, tornadoes are the most common recurring natural disaster. Warning protocols include sirens, which are primarily designed to alert people outside to seek cover indoors, preferably in a basement or interior room. Emergency preparedness agencies also enlist the assistance of cable and broadcast TV and radio to provide warnings. Southern Indiana also lies near the New Madrid fault line, and some experts believe an earthquake is likely in the foreseeable future. There is no warning system for earthquakes.

2. Which climate region do you live in? What are the major weather problems faced by your area? How do you adjust to them? Answers will vary. Southern Indiana has a humid continental climate with a warm summer. Average rainfall is 40 inches per year, spread throughout the year. The major weather problem is spring storms, which sometimes spawn tornadoes. The spring of 2008 produced unusually heavy rains, which resulted in major flooding and property damage throughout the region. People adjust to tornadoes with warning systems and storm cellars, to cold and snow with warm clothing, boots, snow shovels and plows, and to heat with air-conditioning, shade-seeking, and drinking plenty of water.

3. Visit some of the internet sites that relate to global warming. Once you have an overview of the different positions, concentrate on one or two of the most contentious issues. Discuss stakeholders and vested interests and their contrasting views. The primary controversy regarding global warming suggests that reducing greenhouse gas emissions will contribute to an economic decline and higher costs for consumers and business alike. The arguments by business rest on benefit-cost analyses that emphasize the cost of reducing greenhouse gases. Environmentalists emphasize the benefits of such reductions. Arguments that reducing greenhouse gases will necessarily cause an economic decline ignore empirical evidence that the U.S. economy has expanded dramatically since the implementation of several major pieces of environmental legislation (Clean Air and Clean Water Acts, National Environmental Policy Act). These arguments also ignore the fact the businesses that design, manufacture, install, and maintain low-emission technologies benefit, especially as such products become more commercially viable, as has the Toyota Prius, for example. Developing countries, including China, are already investing in renewable energy resources, including solar and wind power.

4. How has the vegetation in your region been changed by human activities in the last 100 years? Have any plants or animals become extinct? What is being done to restore them or their habitat? Answers will vary. In Indiana, deforestation will be a major issue. When Europeans arrived, 85% of Indiana was covered with hardwood forests. By 1900, only 7% was forested. It was said that a squirrel could make its way through the treetops from Illinois to Ohio without ever once touching the ground! Forests were removed to make way for farms, cities and towns, and industries. Many of the hardwoods were used in the manufacturing of fine furniture (Romweber) and caskets (Batesville Casket Company). In 1900, Indiana was the leading producer of fine hardwoods in the U.S. The removal of forests had unintended consequences, including reducing the number of bats, while increasing the number of white-tailed deer. Today, public and private restoration efforts have increased Indiana’s forests to their current level, covering about 20% of the state (this includes areas that have been timbered, but will be replanted). (Source: Dawn Hewitt. “The History of Indiana Forests,” Bloomington Herald Times; November 21, 2008. http://www.heraldtimesonline.com/stories/2008/11/21/earth.qp-2057543.sto)