Teaching and learning activities
Context for teaching and learning
The Group of Twenty (G20) Leaders Summit will be held in Brisbane, Queensland on 15 and 16 November 2014. The G20 Summit provides an opportunity for students to connect with the Senior Geography course.
From the Geography (2007) syllabus, students understand how natural, economic, political, cultural and social processes interact to shape patterns of human populations, interdependence and cooperation. The G20 summit is an example of these processes working to shape patterns of people and place.
Syllabus links
The Queensland Geography Senior Syllabus 2007 includes the following themes and units with possible G20 links.
Theme / Focus unitTheme 2: Social environments / Focus unit 3: Sustaining communities
Theme 4: People and development / Focus unit 7: Feeding the world’s people
Focus unit 3: Sustaining communities
Brisbane: Australia’s new world city and host of the G20 Leaders Summit
The following suggested learning experiences explore the geographic patterns and processes relevant to Brisbane as the host city of the 2014 G20 Leaders Summit. Through the learning experiences, students will examine the geographic features of the South Brisbane G20 Leaders Summit precinct. They will also consider planning required to stage the G20 summit and the event’s effects on the community.
Key inquiry questions / Application of the key inquiry questionsWhat and where are the issues or patterns being studied? / · What is the G20 summit?
· What cities have hosted the G20 summit and where are they located?
· Where is the G20 summit precinct in Brisbane?
· What are the key geographic patterns of the G20 summit precinct at South Brisbane?
How and why do these issues and patterns develop? / · What geographic processes shape these patterns?
· Why are these processes at work in the G20 summit precinct?
· How have these processes changed the character of the G20 summit precinct over time?
What are the impacts of these patterns and issues? / · Does Brisbane have the international profile of a ‘world city’ necessary to host the G20?
· How might the G20 enhance the services and infrastructure of the surrounding precinct?
· How might the G20 summit affect the Brisbane community economically, socially and environmentally?
What is being done or what could be done to sustainably manage these impacts? / · What planning processes are involved in staging the G20 summit?
· What is being done to ensure Brisbane is ready for the G20 summit and the interests of stakeholders (such as residents, business owners and employees, visitors) are considered?
· Who will make the decisions about the management of the G20 in Brisbane?
Key ideas
· Brisbane is characterised by unique physical, social and economic environments that make it attractive to residents, tourists, students and investors.
· The G20 summit precinct at South Brisbane is characterised by unique patterns of:
- land use based on services such as business, leisure, education and transport
- community based on factors such as demography, ethnicity, family structure and occupation.
· Accessibility to services makes the G20 summit precinct a suitable location for a world-class event.
· The G20 summit precinct at South Brisbane is a dynamic community benefiting from geographic planning processes such as urban renewal and urban consolidation.
· Provision of, and accessibility to, services and infrastructure in preparation for the G20 summit can improve Brisbane’s economic and social viability and overall liveability.
· Governments, business and residents can work together to ensure Brisbane is seen as a vibrant, sustainable host city for the G20 summit.
Suggested learning experiences
· Use the Interactive G20 map (Advanced) (http://g20.qcaa.qld.edu.au) and the Department of Foreign Affairs and Trade (DFAT) website (www.dfat.gov.au/trade/g20) to identify and locate G20 member and guest countries.
· Map the locations of previous G20 summit host cities. Discuss the geographic characteristics of those communities that may have been considered advantageous to hosting the event.
· Map the 2014 G20 summit precinct at:
- a local scale in relation to the Brisbane River, Port of Brisbane, Brisbane Airport, and Gold and Sunshine Coasts
- a national scale in relation to other Australian states and capital cities
- an international scale in relation to G20 member and guest countries and key Asian countries and cities.
Use this information to explain the locational advantages Brisbane has for conducting business and hosting world-class festivals and events.
· Use the Bureau of Meteorology website (www.bom.gov.au) to locate climate data for Brisbane. Construct graphic and map representations of climate data for Brisbane (such as temperature, rainfall distribution and hours of sunshine) to identify trends and patterns that would help explain the advantages of Brisbane’s sub-tropical climate for residents, tourists and businesses.
· Using images from Brisbane Marketing’s image library (www.brisbanemarketing.com.au/Resources/Brand-Tool-Kits/pages/Brisbane/Brand-Elements/Image-Library) as evidence, explain the complex relationships between location, climate, architecture, social activities, culture, business and lifestyle in Brisbane.
· Create an infographic to show why Brisbane is an attractive residential choice, tourist destination and site for international trade and business activity.
· View the G20 Geography (Dr Matthew Burke) video (www.qcaa.qld.edu.au/expert-videos.html). Discuss the key geographic features of the G20 summit precinct at South Brisbane and some of the challenges facing the Brisbane community in hosting the G20 summit.
· Access the interactive map for South Brisbane on the Brisbane City Plan 2014 (www.brisbane.qld.gov.au/planning-building/planning-guidelines-tools/brisbane-city-plan-2014). Identify and explain key zoning patterns in the G20 summit precinct.
· Collect primary data about the G20 summit precinct either in the field or via the Secondary G20 virtual field trip (www.qcaa.qld.edu.au/virtual-field-trips.html). Respond to the focus questions below:
- Identify and explain key geographic patterns of the G20 summit precinct, such as land use, road hierarchy and connectivity and architecture.
- Use the Australian Bureau of Statistics’ (ABS) 2011 QuickStats (www.abs.gov.au/websitedbs/censushome.nsf/home/quickstats) to map or graph key community patterns in the South Brisbane G20 summit precinct, e.g. age, ethnicity, employment and level of education. Identify and explain key geographic processes responsible for these patterns, such as population growth, urban consolidation, and urban redevelopment, filtering and planning.
· Access the Lee Kuan Yew World City Prize website (www.leekuanyewworldcityprize.com.sg/2012_mentions_Brisbane.htm). Investigate the Brisbane City Council’s (BCC) Urban Renewal Brisbane agency’s special mention in 2012 for its role in regenerating former industrial sites and revitalising Brisbane’s riverfront.
· Create an information sheet for G20 summit delegates or media, showcasing Brisbane as Australia’s New World City.
· Design and conduct surveys or questionnaires that investigate public perception of Brisbane hosting the G20 summit.
· Research and evaluate inner-city transport options for Brisbane residents, commuters and delegates during the G20 summit.
· Research and evaluate accommodation options for G20 summit delegates and media.
· Develop an action plan for the G20 summit precinct, outlining the key issues of concern of various stakeholders (such as residents, business owners and employees, visitors), and strategies to address them, which could be presented to the BCC.
Assessment opportunities
· Short response test assessing Criterion 1: Knowledge from the Geography Senior Syllabus 2007. For example, asking students to complete a series of short responses of up to 200 words addressing the key questions of geographical inquiry, based on a range of key ideas from Focus Unit 3 (syllabus pp. 35–36) that draw on the G20 summit precinct as a local scale case study.
· Practical exercises assessing Criterion 2: Analytical processes; Criterion 3: Decision-making processes and Criterion 4: Research and communication, from the Geography Senior Syllabus 2007. These may include asking students to:
- manipulate datasets for Inner Brisbane or South Brisbane from the ABS, e.g. age, country of birth, education, travel to work and dwelling structure
- construct graphic representations of the datasets, such as choropleth maps, composite bar graphs or pie graphs, that adhere to geographic conventions
- from the graphic representations, identify and explain geographical patterns and relationships (including anomalies in relationships) in the South Brisbane G20 summit precinct
- apply given criteria to evaluate two alternatives for the redevelopment of a land parcel in the South Brisbane G20 summit precinct. Make a justifiable decision on the most feasible alternative.
· Stimulus response essay assessing Criterion 2: Analytical processes, Criterion 3: Decision-making processes and Criterion 4: Research and communication from the Geography Senior Syllabus 2007. This may include asking students to:
- interpret written and non-written stimulus about the South Brisbane G20 summit precinct, provided on a broadsheet
- identify and explain geographical patterns and relationships in the G20 summit precinct
- apply given criteria to evaluate one of the following:
§ two strategies for future development of services or infrastructure that might be required for the G20 summit precinct
§ two sites for potential five-star hotel development
§ two sites for potential helipad locations in the South Brisbane G20 summit precinct
- make a justifiable decision on the most feasible alternative from the above list.
· Report based on primary data, which may include asking students to:
- collect, record and represent primary data from the G20 summit precinct, e.g. photographic evidence of the built environment, land-use maps, or interviews with residents, business operators, workers or visitors and traffic counts (vehicular and non-vehicular) in appropriate formats that adhere to geographic conventions
- identify and explain geographical patterns and relationships, including anomalies in relationships in the G20 summit precinct
- apply given criteria to evaluate two alternatives for addressing a service or infrastructure challenge identified through fieldwork
- make a justifiable decision on the most feasible alternative.
Focus unit 7: Feeding the world’s people
The G20 Global Agriculture and Food Security Program
A priority for the G20 2014 agenda is strengthening economies in developing countries. Part of G20’s action on this issue to date has been the establishment of the Global Agriculture and Food Security Program (GAFSP) (www.gafspfund.org), an outcome of the 2009 G20 summit in Pittsburgh, USA.
Approximately 75% of the world’s poor live in rural areas and depend on agriculture for their livelihoods. Improving food and nutrition security in these areas can enhance economic and social development.
The following suggested learning experiences explore geographic patterns and processes relevant to agriculture and food security. Students examine case studies from the GAFSP and evaluate their effectiveness.
Key inquiry questions / Application of the key inquiry questionsWhat and where are the issues or patterns being studied? / · What are the elements of food production and distribution?
· Where are food production areas located?
· What and where are the patterns of global food and nutrition security?
How and why do these issues and patterns develop? / · How do historical, social, economic, political and physical processes shape patterns of food and nutrition security?
· How do these processes operate to cause change in food and nutrition security?
What are the impacts of these patterns and issues? / · What impacts do food and nutrition security issues have on people and nations economically, environmentally, socially and politically?
· How can the impacts of food and nutrition insecurity be prioritised?
What is being done or what could be done to sustainably manage these impacts? / · How does the G20 address food security and nutrition issues?
· What could be future G20 actions to address this problem?
Key ideas
· Agricultural systems are a key element in food production.
· Economic, social, political and physical factors affect the nature of agricultural systems.
· Patterns of food and nutrition security are a result of these factors.
· Low yields and poor resilience to weather extremes affect food and nutrition security in the world’s poorest countries.
· Market volatility can jeopardise short- and long-term food and nutrition security in low-income households.
· Food and nutrition insecurity can be linked to political uncertainty and conflict.
· Lack of food and nutrition security impacts on health and economic growth.
· Women play an important role in the food and nutrition security of households.
· Improving farmers’ accessibility to markets through improved infrastructure can help improve food security.
· Food and nutrition security is enhanced when the capacity of organisations (from households to local, national and regional levels) is improved.
· Non-farm, rural sources of income are important for income and employment supplementation among the rural poor.
· Food and nutrition security can be improved through public and private sector funding, across a range of scales.
Suggested learning experiences
· Interpret photographic images of a variety of agricultural systems. Identify the variety of agricultural systems that exist, such as subsistence farming, traditional farming, cash cropping and plantation agriculture, and explain how the nature of inputs, processes and outputs varies in these different agricultural systems.
· Using the World Health Organization (WHO) (www.who.int/en) and Food and Agriculture Organization of the United Nations (FAO) (www.fao.org/home/en) websites, explore the concept of food and nutrition security and the food security index (http://foodsecurityindex.eiu.com). Explain the complex relationships that exist between food affordability, food availability, the quality and safety of food sources and food security.
· Interpret choropleth maps at global, regional and national scales to identify spatial patterns of food security. This may include asking students to:
- identify countries with poor food security and describe the spatial pattern that exists
- compare this to patterns of food security in G20 member nations.
- Use the Worldmapper website (www.worldmapper.org) to identify spatial patterns associated with food security such as:
§ childhood diarrhoea
§ agriculture
§ cereal imports and production
§ biocapacity
§ underweight children
§ human poverty
§ war deaths 2002
§ human development index
§ GDP.
· Using the GAFSP’s interactive world map (www.gafspfund.org/gafspmapglobal):
- identify countries in receipt of funding for food security programs and explain their geographic distribution