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| Are the large ones always located on the edge of the cities?
Why do they create significant political issues ?
How are they connected to the transport systems of the cities?
Students are encouraged to examine the natural and social/environmental consequences associated with airport issues. It is also suggested that like the politicians (national, state and local), planners, engineers, representatives of tourism and airline industries, local residents living near the airports and in the flight-paths of aircraft and other interested parties (for example people whose land may have been compulsorily acquired).
It may be difficult for students to remain passive observers of these issues. They could become so concerned for the people's environments that they may want to take a stand.
This prompts an important question for each student to answer:
How would you justify your stand?
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| Notes for Teachers and Students
| An overview
The information and activities here benefit from frequent references to good atlases. The topics mentioned here are well covered in the Heinemann Atlas Third Edition. Specifically refer to pages 37, 38, 42, 48, 52, 54, 61, 66, 76, 84-85, 87, 90 and 99 (Australian examples), 120, 123, 128, 129, 130-131 and 145 (overseas examples)
| | These pages update an issue from the book: Environmental Issues, 1999, Cambridge University Press, Melbourne through reference to: Heinemann Atlas Third Edition, 2000, Heinemann, Melbourne
| Enquiry questions
In the 1999 edition of Environmental Issues students were encouraged to examine:
What is at this place and why?
How and why has the issue arisen?
When do these events mostly occur there (chronology/sequence)?
Who uses this place?
What conflicts are involved in this issue?
How would you justify your stand?
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