Geography Case Study Lithium is key to green technologies. The “Lithium Triangle” of Argentina, Bolivia and Chile, holds most of the world’s lithium reserves. Chinese businesses face allegations of the violation of the rights of local communities, damage to ecosystems and unsafe working conditions. Argentinian lithium miners surrounded their Chinese managers’ compound and blockaded the entrance with flaming tyres. This resource includes a variety of lesson activities to pick and choose: Which Geography keyword is the ODD ONE OUT? 5Ws &1H about Tesla Motors and Elon Musk 5Ws &1H about a photo of lithium salt mounds In which photo would you be most likely to … meet a worker whose health is at risk? Critical Thinking: write THREE sentences to LINK these four images (technology: manufacturing, sales, use, waste) Worksheet and data to construct a dot distribution map of China’s lithium mines around the World PQE: China’s Lithium Mines - worksheet to analyse the dot distribution map using critical thinking (Patterns, Quantify, Exceptions) Several slides for screen projection: encourages class evaluation of the positives vs negatives of dot distribution Slide showing annotated map of Global North vs Global South - encourages analysis of correlation between lithium mining and socio-economic development Link to video: “Argentina indigenous groups protest against lithium mining” Concept Map: The Lithium Triangle (35 snippets of info, to be colour-coded according to Locations, Causes, Effects, Management, Supporting Data) The concept map info can then be used for: Thought Chains: The Lithium Triangle - complete the scaffolding to complete six pieces of analysis… “Chinese firms have been buying lithium mines in South America because…” “The lithium mining industry in South America is SOCIALLY unsustainable because…” “The lithium mining industry in South America is ECONOMICALLY unsustainable because…” “The lithium mining industry in South America is ENVIRONMENTALLY unsustainable because…” “Electric car makers buy Chinese lithium-ion batteries because…” “Electric cars are not yet completely sustainable because…” Geography Web: The Lithium Triangle Pupils link feature and analyse the connections between the Lithium Triangle and China, Argentina’s government, indigenous people, Tesla Motors TEACHERS’ BACKGROUND INFORMATION sheets (x3) with links to relevant articles and original BBC News story

Geography Case Study NEOM is a planned urban development in north-west Saudi Arabia When completed it will cover 26,500 km² which is larger than the whole of Wales Why does Saudi Arabia want to build Neom? Why is the Huwaitat tribe extremely worried? Abdul Rahim al-Hwaiti: terrorist or martyr? This resource includes a variety of lesson activities to pick and choose: Photographic Analysis: The Line (includes worksheet) Which Geography keyword is the odd one out? Which country is the odd one out? Several slides to project and set the scene (locational knowledge, artists’ impressions of the planned districts) Links to videos of the Neom development: ‘Saudi Arabia’s mega project’; ‘“The Line” under construction in Saudi Arabia’; ‘Neom: The dark side’ Question Grid: Neom (Who? What? Where? etc, vs is… did… can… etc) The death of Abdul Rahim al-Hwaiti, a Huwaitat tribesman from the area where the Saudi government wants to build Neom. Abdul posted a video on YouTube saying he did not want money to leave his home. A day later and he was shot dead by the Saudi Army Concept Map: Neom (35 facts, to be colour coded - Locations; Causes; Effects; Management; Supporting Data Illustrated glossary: Neom (Peak Oil; Economic diversification; Population density; Desalination plant) - definitions given, students to draw their understanding Thought Chains: Neom - using knowledge learned so far, students complete boxes (because… and so… Therefore… For example…) to show understanding using scaffolding for higher level answers (eg ‘Saudi Arabia needs to DIVERSIFY its industries…’; ‘The region currently has a POPULATION DENSITY of just 6 people per km²’; ‘Neom is / is not ENVIRONMENTALLY sustainable (‘Planet’)…’) Geo-Trinity: Neom - students show similarities and differences between the Saudi government, Huwaitat tribespeople and foreign tourists ‘Six Hats’: Neom: - de Bono’s critical thinking technique Design a sustainable hotel for Neom - choose five (from twenty-four) features of a sustainable resort, then explain the decision (eg eShuttle buses between the hotel and public transportation hubs; Install ‘smart’ showers that limit their usage to a pre-set time; Stock locally-made Fair Trade hotel souvenirs rather than branded/designer items) Stakeholders conclusion: Neom - students compare different opinions of the development with their own Teachers’ background information: links to websites, including the original BBC News story and the official Neom site

Geography Case Study Can the situation be summed up? Possibly. Israel wants to safeguard the security that Jews have fought for since the Holocaust of the 1940s. The Palestinians of Gaza and the West Bank want to live in their own independent land that they feel was stolen from them in 1948. But is either situation likely to happen? This resource includes a variety of lesson activities to pick and choose: Which geographical area is the odd one out? (Gaza - Israel - Palestine - Jerusalem) Class discussion & written response. Which disaster is the odd one out? (Afghanistan 2001-2021 - Warsaw 1944- Indian Ocean 2004 - Worldwide 2035) Class discussion & written response. Lateral Thinking about the Geography of War. How are these four photographs linked? (Resources - military - refugee camp - ‘stop the boats’ Class discussion & written response. Worksheet: Critical Thinking: Israel-Gaza War. What do I know? How do I know? What is important? What is missing? What is my plan of action? How did I do? Links to videos explaining the situation: “The Hamas attack on the Supernova festival 2023” (BBC) “Israel, Palestine and Hamas explained” (Channel 4) Photographic Analysis: Israel-Palestine 7th October 2023. Class discussion of initial satellite image from the day. Follow-up slides asking: “What can we say about the geography inside of the Gaza Strip?” (Densely populated) “What is this land mostly used for?” (Farms, kibbutzim) “What is happening here?” (Fires, smoke) Photographic Analysis: 21st century Gaza. Six photos showing life in the years before the 2023 attacks (developed cityscape; park; refugee child; beach; nightlife; modern hospital) Worksheet: Analyse the photos -definite, inference, missing info. Photographic Analysis: Israel-Palestine (since 7/10/23). Six photos showing the situation since the attacks (hostage taking, IDF, bomb damage, the missing, funerals, foreign aid) Worksheet: Analyse the photos -definite, inference, missing info. Living Graph: Israel-Palestine Population. Worksheet: line graph of total population of Israel-Palestine, incomplete line graph of Jewish population. Data for Jewish population since 1930. Living Graph clues: Israel-Palestine Population (21 pieces of info to read, sort, select). Follow-up slides: completed graph, questions for class discussion - analyse key changes in the graphs (low steady population to WW1; post-Ottoman collapse + Balfour + Holocaust + declaration of the State of Israel; diverging lines, infer reasons for rapid growth of Jewish poulation vs very rapid growth of non-Jewish population). Worksheet: Living Graph conclusion: Israel-Palestine. (Debrief Worksheet - Hexagons: Israel-Palestine. Explain in detail how each image is linked geographically. (Magen David, Nazi swastika, star & crescent, weapon, death, running person, family). Teachers’ Background Information: Includes links to original BBC article, academic articles.

This resource includes a variety of lesson activities to pick and choose: *** Starters** (1) Illustrated glossary of four key settlement terms relevant to Portsmouth - Students draw their own interpretation of the definitions. (2) Odd-one-out Powerpoint slided - Students discuss and write about four key physical terms relevant to Portsmouth. (3) 5Ws & 1H - Students discuss the illustrations and their relevance to the founding of Portsmouth in 1194. (Second slide gives possible answers). Inter-Galactic Address (1) Can you be in more than one place at once? Sheet of (up to) 19 features such as your school, Portsmouth, Eurasia, the Milky Way. Students cut them up and arrange them in order of size. They can then write their classroom’s or their home’s inter-galactic address. Template allows the place names to be personalised to your own location. (2) Link to interactive ‘Scale of the Universe’ which goes from sub-atomic to extra-galactic! Location Factors (1) Worksheet of classic ‘find the best location for a settlement’ activity, but specific to the Portsmouth area. Students assess five potential sites against eight location factors (eg shelter, sunlight, defence). (2) Worksheet - allows written conclusion to the ‘choosing the best site’ activity. (3) Powerpoint slide - Students discuss: ‘Can you suggest where A to E might be in Portsmouth?’. Second slide gives potential answers. Portsmouth Site & Situation Mystery (1) Thirty-two clues to cut up and distribute amongst the class. Includes references to France, Portsdown, marshes, Portsea Island). (2) Students swap info to enable them to annotate a historic map of Portsmouth to explain why Portsmouth was a good location for Britain’s main Naval Base. (Two versions of the map are included - one with more scaffolding for the annotation, one with an example). (3) Worksheet - Students write a response to the hypothesis: ‘Portsmouth was an excellent site for a town and dockyard to be built’. (4) Worksheet - Alternative conclusion: Students make links between six images arranged in a set of hexagons. Home of the Royal Navy Why did the naval base move from Portchester to the Port’s Mouth? (1) Concept map - Students discuss and colour code thirty-five facts according to named locations, negatives about Portchester, positives about Portsmouth. Includes reasons why the Roman’s chose Portchester, deforestation, silt, narrow harbour entrance. (2) Worksheet - Students can use the info they have learned to annotate a map of the Portsmouth area… Or can simply write an extended conclusion as exam practice. (3) Powerpoint slide: photographic analysis - Portsmouth Harbour aerial view to be discussed as a plenary. (What does the photo tell us? What can be inferred? WHat does the photo not tell us?). Second slide gives possible answers. Place names (1) Powerpoint slides introducing the value of place name etymology to geographical understanding of a place (Hilsea as an example).