Languages and Geography

I’m fascinated by languages and I wish I’d had the opportunity to learn more languages when I was younger. I use a lot of flashcards to help myself learn new languages and it occurred to me that it could be fun to try and encourage learning different languages using geographical vocabulary. The powerpoint below is a series of flashcards which show some geographical vocabulary in different languages: English, French, German, Spanish, Portuguese, Polish and Czech. I realise that the amount of vocabulary included here is limited but I intend on producing a series of these to cover a wide range of topics.

They could be used with students as small flashcards, or used as a larger size to decorate classrooms. There’ll be some more of these in a more structured format, and greater range of languages in the near future.

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Vistas from a Mumbai slum

I very rarely have the time at the minute to pick up a book and read it cover to cover in a matter of days. One exception recently has been a book by Katherine Boo, Behind the Beautiful Forevers: Life, Death and Hope in a Mumbai slum.

In this book the author tells the story of a number of people who live in a slum near Mumbai airport, Annawadi. Katherine is a journalist who has written a lot about the poor in America, but this most recent publication shifts the focus to life in in a Mumbai slum. The way this book is written in gripping, the author tells the story of each character less like a journalist would usually do so, but more like it was  a novel. The difference being, that this was not a novel, this was the reality. I would highly recommend anyone with an interest in geography, India, poverty, slum redevelopment and development more generally to read this book.

“Annawadi is a ‘sumpy plug of slum’, a garish, seething, stinking, frantic wriggling community of 3,000 people, flanked by Mumbai airport and several luxury hotels, and fenced off by hoardings advertising Italian­ate floor tiles decorated with the slogan ‘Beautiful Forever, Beautiful Forever…’ Boo’s descriptions of life within are almost Dickensian, as are her characters: the former slumlord who paints his horses with stripes to look like zebras which he hires out for children’s parties; Kalu, the little thief with a legendary pain threshold whose skills at mimicry keep everyone entertained; Sunil, a touching scavenger who pretends that he goes to school. And there is Asha, the aspiring slumlord, uneducated, ambitious, unscrupulous but somehow very appealing, and her gorgeous daughter Manju, the only college graduate in Annawadi.” The Telegraph

Annawadi isn’t located the map, as is typical for many growing slum settlements, however, if you google Mumbai airport you can see the spread of the settlement behind the runway.

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Teaching Social Deprivation and Poverty in UK cities

I have recently taught a lesson on social deprivation and poverty in UK cities and this post outlines the key activities in the lesson and provides the resources used. This lesson was designed to fit the IGCSE specification, but could also be used in other contexts. The purpose of this lesson was to introduce pupils to social deprivation and poverty in HIC (high income countries) cites, and while a range of examples are used, the focus is on London. The powerpoint for this lesson is available here:

The lesson takes places as follows:

  • Starer: Pupils to write down the first 10 words they can think of which relate to social deprivation and poverty in HICs. Going around the class to find their answers can be quite revealing about their initial perceptions about social deprivation and poverty.
  • Activity 1 is based on a map produced by the UCL Centre for Advanced Spatial Analysis which is entitled Living on the Line. The map displays child poverty and life expectancy on a tube map of London – tube stops show the life expectancy number for that area, and the grey tones (which usually indicate tube zones) indicate level of child poverty. Pupils are given a map of London where life expectancy and poverty is displayed. I have removed the life expectancy numbers for the central line (red line) and pupils are to fill in the missing life expectancy for tube stops and to describe the patterns of poverty and life expectancy along the Central Line (they are provided at the bottom of the worksheet). Pupils can then begin to think about the factors that are causing these patterns. The worksheet is available below:
  • This can be followed by a class discussion to identify what patterns they observed and what factors they felt were causing these patterns.
  • Activity 2 is an investigation of social poverty and deprivation in London, but a little more in-depth.Pupils are given a range of materials  from the London Poverty Profile report related to different elements of social deprivation and poverty in London. These can be used to identify where some of the most deprived areas are located and symptoms associated with them. Images can also be used to describe some of the conditions experienced. There is a worksheet for students to write down their ideas based on the information they have been presented with. Those who finish early can begin to think about how to categorise these  symptoms into social, economic and environmental groups. The worksheet, maps and images are available below.

It’s ok if students don’t work through all the material. Ideally different pupils will use different pieces of data and the ideas generated from this can be shared in the discussion that can follow this exercise.

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Geographical Heroes: Do you have any?

So, with a little more time to spare to my own geographical interests I am going to be reviving the Geographical Heroes series which I started on this blog some time ago.

This began as an inspiration from a history magazine where each month an introduction was provided about individuals considered to be ‘history heroes’ by different people. This made me think about the potential for ‘geographical heroes’. I had intended this to be a mix of geographers from all time periods, however at present it has been largely focused on the early explorers, with a couple of exceptions:

Geographical Heroes: Ernest Shackleton
Geographical Heroes: Vasco de Gama
Geographical Heroes: Mary Kingsley
Geographical Heroes: Alexander von Humboldt
Geographical Heroes: Hugh Clapperton
Geographical Heroes: Sarah Outen
Geographical Heroes: John Hanning Speke
Geographical Heroes: Richard Francis Burton
Geographical Heroes: David Livingstone
Geographical Heroes: John Hemming
Geographical Heroes: Henry Morton Stanley

In the future I will be publishing a regular post on a different geographical hero with a mix of the historical and contemporary. Now my idea of a geographical hero will be affected by the places that I have studied, the lecturers I have had the opportunity to work with, and the books/journals I have read. Posts coming soon will be about David Harvey, Peter Dicken and Doreen Massey.

I would really love to hear from other people: which geographers – or people who have contributed to geographical understanding – have inspired you, or should be considered ‘heroes’? I will try to write posts on the suggested heroes too!

 

 

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Geographical Heroes: Henry Morton Stanley

Henry Morton Stanley was often written about for his mission to find David Livingstone in Africa, however, Stanley himself led several subsequent expeditions which earned him a knighthood and made substantial contributions to the charting and subsequent colonization of the continent. In 1869 the editor of the New York Herald asked Stanley to go on a search for the  missing Scottish missionary David Livingstone, who was last heard of in Central Africa investigating the source of the river Nile. However, rather than head straight into the heart of Africa, Stanley travelled via Egypt (where he covered the opening of the Suez canal(, the Crmea (where he reported on the ar), Baghdad and India. Finally, in 1871 he arrived in Zanzibar.

Image: Wikimedia

Image: Wikimedia

Hearing reports of a man who fitted Livingstone’s description on the east shore of Lake Tanganyika, he assembled an army of porters, guides, hunters and pack animals and began the journey inland. It was 236 days and 700 miles late that he finally found Livingstone in Ujiji, greeting him with the famous words: “Dr. Livingstone I presume?”

Image: RGS

Image: RGS

He spent some months exploring the southern end of the lake with Living stone before returning to write his account: How I Found Livingstone (which is free at the minute on the Kindle should you want to read it). The book has all the heroic and wild ingredients that appealed to the imagination of Victorian England and became hugely popular.

How I found Livingstone

Stanley took inspiration from Livingstone and his taste for adventure and wanted to complete the exploration of Central Africa.  In 1874 he travelled to Zanzibar, where he set out to chart the regions great lakes. He circumnavigated Victoria Nyanza (Lake Victoria), and in doing so confirming the John Hanning Speke was right to claim it was a major Nile source, and carried on west across the continent, tracing the Congo river down to its mouth.

Stanley led many other expeditions, including those in the Congo between 1880-1885 he sought suitable colonies for Leopold II of Belgium. His last expedition, was a relief mission to the Governor of Southern Sudan’s Equatorial province. The expedition made some important discoveries such as the link between Lakes Albert and Edward, and the extent of Ruwenzori mountains. The mystery of the sources of the Nile had become closer to being solved. In 1882, Stanley settled in England, and served in the House of Commons from 1895 and was knighted in 1899. Another fine example of an early explorer who changed the way we saw the world, in particular, Africa.

If you’d like to find out more about this explorer I would highly recommend Stanley: The Impossible Life of Africa’s Greatest Explorer by Tim Jeal.

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UNESCO World Heritage Site Challenge: Historic Centre of Córdoba

Another stop on a recent Portugal/Spain road trip was the city of Córdoba. This has definitely been one of my favourite Unesco sites so far, partly because of the fantastic architecture but also because of the fascinating history behind the Cathedral/Mosque which lies at the heart of the historic centre. While the city has a rich history which dates back to the Roman era, it is the periods that follow which I find the most interesting.

Abd-al-Rahman I began construction of the Great Mosque in 786, on the site of a Roman temple of Janus which had been converted into a church by the Visigoths.

“Córdoba became the centre of a great realm renowned for its artistic and intellectual predominance and its liberal toleration of other religions. At its height the city is said to have enclosed over 300 mosques and innumerable palaces and public buildings, rivalling the splendours of Constantinople, Damascus, and Baghdad. The Caliphate of Córdoba collapsed after the bitter civil war of 1009-31, and only the Great Mosque survived as a symbol of its achievements.” Unesco website

However, in 1236 Córdoba was captured by Ferdinand III and the city became under Christian control. The Great Mosque became was transformed into a cathedral. Inside the cathedral you can see the influence of both Islamic and Christian architecture and decoration.

Córdoba Spain Córdoba Spain Cordoba Spain Córdoba Spain Cordoba Spain Córdoba Spain Cordoba Spain Cordoba Spain Córdoba Spain Cordoba Spain Córdoba Spain Cordoba SpainYou can find out more about the Historic centre of Cordoba on the UNESCO website here.

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UNESCO World Heritage Sites Challenge: Monastery of the Hieronymites and the Tower of Belém

While in Lisbon (Portugal) recently, I got to tick off another Unesco world heritage site. Physically this is two sites, but they are in short walking distance of each other but they classed as one.

First the Monastery of the Hieronymites was built on the site of a chapel which was founded by Henry the Navigator, famous for being the place where Vasco da Gama and his crew spent the night before leaving for their voyage to India. It is thought the monastery was in part, built by King Manuel I to commemorate the success of the voyage. Vasco da Gama’s tomb was placed inside the entrance the monastery, as well as the tomb of Luis de Camões, a famous poet. The monastery was home to monks of the Order of Saint Jerome (Hieronymites), whose job was to pray for the king’s soul as well as to provide spiritual guidance to sailors and navigators.

Monastery of the Hieronymites Lisbon Monastery of the Hieronymites Lisbon Monastery of the Hieronymites Lisbon Monastery of the Hieronymites Lisbon Monastery of the Hieronymites Lisbon Monastery of the Hieronymites Lisbon Monastery of the Hieronymites Lisbon

Monastery of Hieronymites Lisbon Monastery of HIeronymites Lisbon Monastery of Hieronymites LisbonBuilt in 1515, the Tower of Belém (or the Tower of St. Vincent as it is officially known) is a fortified tower which was part of the defence system for Lisbon in the 16th century. In order to enhance Lisbon’s defence, King João II devised  a plan which consisted of  a three-fortress-defence on the Tagus’s estuary. It formed a triangle and on each angle, a fortress was constructed: Cascais’s fortress on the right bank, S. Sebastião da Caparica on the left bank and Belém Tower in the water. For the many Portuguese explorers and sailors this tower would have been the last sight of their homeland.

IMG_2075 IMG_2066 IMG_2041 Tower of BElem lisbon Tower of Belem LisbonYou can find out more about these monuments on the Unesco website here.

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