Answer to Question 1
An easy way to approach teaching the geographic perspective is to ask students about their previous experiences with geography. This has the additional benefit of allowing you to assess the level of instruction your particular class will need. Then follow up by asking students about their definition of geography. This could be done in a discussion with the entire class or by having students each write their own definition and then compare them in small groups. Small group discussion often has the benefit of allowing students to gain some confidence in their ideas before having to volunteer in front of the entire class.
The class discussion of past experiences and definitions of geography could transition into a discussion of what the text calls the geographic perspective. In this view, one unique aspect of geography as a field is that geographers study physical geography, cultural geography, and political economy in relation with each other, rather than in isolation. The example given in the book is the relationship between hurricanes in the Gulf of Mexico, the survival of Cajuns' distinctive cultural traditions, and the oil industry in the region (see Figure 1.5). Another potential discussion exercise would be to ask students to come up with other examples of the connections between these categories and what they know from current events or experiences in their own home region.
Answer to Question 2
Students will likely be familiar with the geopolitical influence of North America on the world stage. However, they may be less aware of the physical, political, and cultural diversity of the region. Understanding North America's place on the global stage requires an understanding of this diversity. The current diversity of the region emerges from the history of colonialism within North America and increasing globalization. While this history will be covered in greater detail in Chapter 2, it is worth emphasizing these two concepts here. Because this is the introductory chapter, a good way to begin would be through a discussion of the places in North America that your students have visited or are familiar with through media representations. This discussion could use Figure 1.1 as a reference map. Ask students to volunteer places they have lived or visited. Then follow up with questions about the cultures and ethnicities associated with those places. Responses could be noted on a board to build up a class-brainstorming list. This list would serve the dual purpose of encouraging students to contribute to the class discussion and giving the instructor a chance to begin the process of building students' mental maps of North America. During this session the instructor can mention some of the major groups that settle cities of North America and/or cities that have become major settlement centers for migrants in recent decades. The discussion can be used to begin the breakdown of stereotypes of North America as a region settled by English-speaking Protestants, because the instructor can mention cities or regions (such as the Southwest or Quebec) that were settled by groups of other ethnic and religious backgrounds.
In discussing this chapter it is also important to emphasize the different political systems in Canada and the United States. Figure 1.4 shows the differing governmental structures. More important for students' understanding of the region than simply memorizing the governmental differences, is how these reflect significantly different colonial histories. Canada made a peaceful transition from British rule in 1867, almost 100 years after the American War of Independence. Canada also retains ties with Britain as a Commonwealth country. The Queen of England serves as the symbolic head of state for Commonwealth countries, which are former British colonies such as Belize, Jamaica, Australia, and Canada.
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