Nuke (disambiguation)

Nuke may refer to:

Science

• Nuclear weapon
• Nuclear power
• Microwaving Food
• ICBM

, Ontario Curriculum Social Studies Grades 1-6, History and Geography 7 and 8 (Revised 2004) Correlation to Pearson Human Geography 8 The document, History and Geography, Grades 7 and 8, identifies forty-four specific expectations for the Grade 8 Geography program. The following charts demonstrate how the Student Book and the Teacher Resource for the program combine to completely cover all of these required outcomes. S T U D E N T B O O K T E A C H E R R E S O U R C E Unit 1: Patterns In Human Geography Knowledge and Understanding Students will: • Identify the three main patterns of human settlement—linear, scattered, and clustered

  •

Chpt. 2: pp. G 27-G 29 Chpt. 2: pp. 32-34 • Identify and explain the factors affecting population distribution (e.g., history, natural environment, technological development, immigration trends/patterns) Chpt. 2: pp. G 32-39 Chpt. 2: pp. 35-36 • Compare the characteristics of places with high and low population densities Chpt. 2: pp. G 29-G 31 Chpt. 2: pp. 32-34 • Explain how site and situation influence settlement patterns Chpt. 1: pp. G 9-G 13 Chpt. 1: pp. 21-23 • Identify and describe the types of land use (e.g., residential, recreational, institutional, commercial, industrial, agricultural; for transportation, communication, utilities; public space) Chpt. 1: pp. G 16-G 21 Chpt. 1: pp. 24-26 • Summarize the factors that affect patterns of urbanization, industrialization, and transportation Chpt. 1: pp. G 6-G 8, G 16-G 19 Chpt. 3, pp. G 58-G 62 Chpt. 1: pp. 18-20, 24-26 Chpt. 3: pp. 52-53 Inquiry/Research and Communication Skills Students will: • Formulate questions to guide and synthesize research into the study of population characteristics and patterns (e.g., What conditions are needed to maintain a high quality of life? What is the relationship between literacy rate and GNP? What action can students take to aid a developing nation? Chpt. 2, Thinking It Over, # 1, p. G 35; Geo Skill, # 4, p. G 41 Chpt. 2: pp. 35-36, 37-39 • Locate relevant information from a variety of primary and secondary sources (e.g., primary sources: interviews, field studies, surveys; secondary sources: statistics, maps, diagrams, illustrations, print materials, CD-ROMs, Internet sites Chpt. 1: Thinking It Over, # 2, p. G 21 Chpt. 2: Thinking It Over, # 1 and 2, p. G 31; Thinking It Over, # 2, p. G 34 Chpt. 3: Thinking It Over, # 3, p. G 49; Thinking It Through, # 2, p. G 63 Unit 1 closer: p. G 65 Chpt. 1; pp. 24-26 Chpt. 2: pp. 32-34, 35-36 Chpt. 3: pp. 42-49, 54-56 Unit Closer: pp. 5-7 Ontario Curriculum History and Geography 7 and 8 (Revised 2004) Correlation to Pearson Human Geography 8 Pearson Education Canada y February 2008 page 2 of 6 S T U D E N T B O O K T E A C H E R R E S O U R C E • Communicate the results of inquiries for specific purposes and audiences using computer slide shows, videos, websites, oral presentations, written notes and reports, illustrations, tables, charts, maps, models, and graphs (e.g., create graphs to compare factors affecting quality of life; create an illustrated brochure outlining positive features of a developing nation; map the ten highest and lowest countries on the Human Development Index; interpret population pyramids to predict population trends in other countries) Chpt. 1: Thinking It Over, # 4, p. G 22 Chpt. 2: Thinking it Over, # 2, p. G 35; Thinking It Through, # 4, p. G 43 Chpt. 3: Thinking It Over, # 3, p. G 49; Thinking It Over, # 2, p. G 61; Thinking It Through, # 3, p. G 63. Unit 1 closer: p. G 65 Chpt. 1: pp. 27-28 Chpt. 2: pp. 35-36, 40-41 Chpt. 3: pp. 47-49, 52-53, 54-55 Unit 1 closer: pp. 5-7 • Use appropriate vocabulary (e.g., site, situation, rural, developed, developing, urbanization, population density, population distribution, gross domestic product (GDP), gross national product (GNP), correlation, birth and death rates, literacy rate, life expectancy) to describe their inquiries and observations Chpt. 1: Thinking About Literacy, p. G 5; During Reading, p. G 9; After Reading, p. G 22; Thinking It Over, # 1, p. G 8 Chpt. 2: Thinking About Literacy, p. G 25; After Reading, p. G 43; Thinking It Over, # 2, p. G 34; Thinking It Through,

1. 4, p. G 43

Chpt. 3: Thinking About Literacy, p. G 45; After Reading, p. G 63; Thinking It Over, # 1, p. G 61; Thinking It Through,

1. 1-3, p. G 63

Chpt. 1: pp. 18-20, 21-23, 27-28 Chpt. 2: pp. 32-34, 40-41, 35-36 Chpt. 3: pp. 47-49, 54-56, 52-53 Map, Globe, and Graphic Skills Students will: • Create and use a variety of maps for specific purposes (e.g., to show land use, transportation routes, population distribution, popular tourist destinations) Chpt. 1: Thinking It Over, # 1-4, p. G 13; pp. G 14-G 15; Thinking It Over, # 4, p. G 21; Thinking It Through, # 1-3, p. G22 Chpt. 2: Thinking It Over, # 1 and 2, p. G 31; Thinking It Over, # 2, p. G 34; Thinking It Over, # 3, p. G 39 Chpt. 3: Thinking It Over, # 1-3, p. G 57; Thinking It Through, # 1 and 4, p. G 63 Chpt. 1: pp. 21-23, 24-26, 27-28 Chpt. 2: pp. 32-34, 35-36, 37-39 Chpt. 3: pp. 50-51, 54-56 • Produce and interpret simple scatter graphs to determine the correlation between population characteristics Chpt. 3: pp. G 50-G 51 Chpt. 3: pp. 47-49 • Construct and examine population pyramids to make predictions about future trends in population characteristics Chpt. 2: pp. G 40-G 41 Unit 1 closer: pp. G 64-G 65 Chpt. 2: pp. 37-39 Unit 1 closer: pp. 5-7 Application Students will: • Compare key characteristics (e.g., quality of life, level of industrialization and urbanization) of a number of developed and developing countries All of Chpt. 3 Chpt. 3: pp. 47-56 Unit 1 closer, pp. 5-7 • Research job trends and predict the skills that will be needed to meet the challenges of Canada’s changing demographics Chpt. 2: p. G 41 Unit 1 closer: pp. G 64-G 65 Chpt. 2: pp. 37-39 Unit 1 closer: pp. 5-7 Ontario Curriculum History and Geography 7 and 8 (Revised 2004) Correlation to Pearson Human Geography 8 Pearson Education Canada y February 2008 page 3 of 6 S T U D E N T B O O K T E A C H E R R E S O U R C E Unit 2: Economic Systems Knowledge and Understanding Students will: • Outline the fundamental questions that all economic systems must answer: what goods are produced; by whom they are produced; for whom they are produced; by whom they are produced; and how they are distributed Chpt. 4: pp. G 70-G 71 Chpt. 4: pp. 75-76 • Describe the characteristics of different types of economic systems (e.g., traditional, command, market) and explain why most countries, including Canada, have a mixed economy that includes features form more than one system Chpt. 4: pp. G 75-G 87 Chpt. 5: pp. G 92-G 95 Chpt. 4: pp. 77-80 Chpt. 5: pp. 86-87 • Explain how the availability of particular economic resources (e.g., quantity and quality of land, labour, capital, entrepreneurial ability) influences the economic success of a region Chpt. 4: pp. G 72-G 74 Chpt. 5: pp. G 101 and G 105 Unit 2 closer: pp. G 128-G 129 Chpt. 4: pp. 75-76 Chpt. 5: pp. 88-89, 90-91 Unit 2 closer: pp. 61-63 • Identify and give examples of the three major types of industries—primary (resource), secondary (manufacturing), and tertiary (service)—and describe how these industries have developed in Canada Chpt. 5: pp. G 96-G 108 Chpt. 5: pp. 88-91 Inquiry/Research and Communication Skills Students will: • Formulate questions to guide and analyze research on economic influences and relationships (e.g., Where would be the best place to start a new logging industry in Canada? How have the types of industries in Canada changed since the nineteenth century? How has technology changed a specific industry?) Chpt. 4: Thinking It Over, # 1, p. G 81 Chpt. 6, Thinking It Over, # 4, p. G 124. Chpt. 4: pp. 77-78 Chpt. 6: pp. 103-104 • Locate relevant information from a variety of primary and secondary sources (e.g., primary sources: statistics, interviews, published field studies, a field trip to a local industry; secondary sources: maps, illustrations, print materials, videos, CD-ROMs, Internet sites Chpt. 4: Thinking It Over, # 1, p. G 87 Chpt. 5: Thinking It Over, # 2, p. G 95; Thinking It Over, # 3, p. G 105; Thinking It Through, # 1, p. G 109 Chpt. 6: Thinking It Through, # 2, p. G 117 Chpt. 4: pp. 79-80 Chpt. 5: pp. 86-87, 90-91, 92-93 Chpt. 6: pp. 98-100 • Communicate the results of inquiries for specific purposes and audiences, using computer slide shows, videos, websites, oral presentations, written notes and reports, illustrations, tables, charts, maps, models, and graphs (e.g., use a brief dramatization to explain an industry to the class’ produce a map showing the locations of natural resources and raw materials needed by an industry) Chpt. 4: Thinking It Over, # 3, p. G 74; Thinking It Through, # 4, p. G 88 Chpt. 5: Thinking It Over, # 1, p. G 108; Thinking It Through, # 2 and 3, p. G 109 Chpt. 6: Thinking It Through, # 4, p. G 117; Thinking It Over, # 3, p. G 124 Chpt. 4: pp. 75-76, 81-82 Chpt. 5: pp. 90-91, 92-93 Chpt. 6: pp. 98-100, 103-104 Ontario Curriculum History and Geography 7 and 8 (Revised 2004) Correlation to Pearson Human Geography 8 Pearson Education Canada y February 2008 page 4 of 6 S T U D E N T B O O K T E A C H E R R E S O U R C E • Use appropriate vocabulary (e.g., economy; traditional, command, market, and mixed economies; supply and demand; production; goods, services; consumer; market; distribution; imports; exports; land; entrepreneurial; capital; primary, secondary, and tertiary industries) to describe their inquiries and observations Chpt. 4: Thinking About Literacy, p. G 69; After Reading, p. G 88; Thinking It Over, # 1, p. G 74 Chpt. 5: Thinking About Literacy, p. G 91; After Reading, p. G 109 Chpt. 6: Thinking About Literacy, p. G 111; After Reading, p. G 126; Thinking It Over, # 4, p. G 117 Chpt. 4: pp. 75-76, 81-82, 75-76 Chpt. 5: pp. 86-87, 92-93 Chpt. 6: pp. 98-100, 105-106 Map, Globe, and Graphic Skills Students will: • Use thematic maps to identify economic patterns (e.g., the location of industries in relation to sources of raw materials, markets, and transportation; the proportional flow of trade between countries; sources of labour) Chpt. 4: pp. G 82-G 83 Chpt. 5: pp. G 102-G 103 Chpt. 6: pp. G 120-G 121 Chpt. 4: pp. 79-80 Chpt. 5: pp. 90-91 Chpt. 6: pp. 101-102 Application Students will: • Compare the economies of some top trading nations and explain the reasons for their success, taking into account factors such as industries, access to resources, and access to markets Chpt. 6: pp. G 112-G 117 Chpt. 6: pp. 98-100 • Investigate and explain the advantages and disadvantages of Canada’s involvement in major trade associations/agreements (e.g., North American Free Trade Agreement (NAFTA), World Trade Organization (WTO) Chpt. 6: pp. G 118-G 125 Chpt. 6: pp. 101-104 • Investigate and describe how a new or existing industry affects the economy of a region Chpt. 5, pp. G 96-G 101 Unit 2 closer: p. G 129 Chpt. 5: pp. 88-89 Unit 2 closer: pp. 61-63 Unit 3: Migration Knowledge and Understanding Students will: • Identify the push and pull factors that influence people to move (e.g., push: drought, war, lack of freedom, discrimination and persecution; pull: employment opportunities, security, climate) Chpt. 7, pp. G 134-G 143 Chpt. 8, pp. G 154-G 159 Unit 3 closer: pp. G 190-G 191 Chpt. 7: pp. 124-128 Chpt. 8: pp. 137-138 Unit 3 closer: pp. 111-112 • Identify barriers to migration (e.g., physical, financial, legal, political, emotional) Chpt. 8, pp. G 160-G 163 Unit 3 closer: pp. G 190-G 191 Chpt. 8: pp. 139-140 Unit 3 closer: pp. 111-112 • Describe how technology has improved human mobility Chpt. 7, pp. G 145-G 149 Chpt. 7: pp. 129-130 • Explain how the components of culture (e.g., language, social organization, educational systems, beliefs and customs) can be affected by migration All of Chpt. 9 Chpt. 9: pp. 154-158 Ontario Curriculum History and Geography 7 and 8 (Revised 2004) Correlation to Pearson Human Geography 8 Pearson Education Canada y February 2008 page 5 of 6 S T U D E N T B O O K T E A C H E R R E S O U R C E • Describe the effects that migration has had on the development of Canada (e.g., it’s multicultural character, rural and urban resettlement, interprovincial movement; the brain drain) Chpt. 7, pp. G 138-G 143 Chpt. 8, pp. G 164-G 170 Chpt. 9, pp. G 178-G 181; pp. G 184-G 188 Chpt. 7: pp. 127-128 Chpt. 8: pp. 141-143 Chpt. 9: pp. 152-153 Inquiry/Research and Communication Skills Students will: • Formulate questions to guide and analyze research on migration and mobility (e.g., What barriers exist today for new immigrants? In which time period would it be harder for people to immigrate to Canada—now or a hundred years ago? Where would be the best place to migrate to in Canada?) Chpt. 8: What Do You Think, # 3, p. G 163; Thinking It Through, # 1, p. G 171 Chpt. 8: pp. 139-140, 144-145 • Locate relevant information from a variety of primary and secondary sources (e.g., primary sources: surveys, statistics, interviews, field studies; secondary sources: maps, illustrations, print materials, videos, CD-ROMs, Internet sites) Chpt. 7: Thinking It Over, # 3, p. G 143 Chpt. 8: Thinking It Over, # 1, p. G 159 Chpt. 9, Thinking It Over, # 2, p. G 177; Thinking It Over, # 2, p. G 188; Thinking It Through, # 1, p. G 189 Chpt. 7: pp. 127-128 Chpt. 8: pp. 137-138 Chpt. 9: pp. 150-151, 154-155, 156- 158 • Communicate the results of inquiries for specific purposes and audiences, using computer slide shows, videos, web sites, oral presentations, written notes and reports, illustrations, tables, charts, maps, models, and graphs (e.g., write a story/journal relating the difficulties faced by past or present immigrants; create a slide show to show how technological changes have affected mobility; create a video presentation encouraging immigrants to come and live in Canada) Chpt. 7: Thinking It Over, # 4, p. G 143; Thinking It Over, # 2, p. G 149; Thinking It Through, # 4, p. G 150 Chpt. 8: Thinking It Over, # 2b and 3, p. G 159; Thinking It Over, # 2, p. G 169; Thinking It Through, # 1 and 2, p. G 171 Chpt. 9, Thinking It Over, # 3, p. G 179; Thinking It Through, # 3, p. G 189 Unit 3 closer: p. G 191 Chpt. 7: pp. 127-128, 129-130, 131- 132 Chpt. 8: pp. 137-138, 141-143, 144- 145 Chpt. 9: pp. 152-153, 156-158 Unit 3 closer: pp. 111-112 • Use appropriate vocabulary (e.g., accessible, barriers, migration, mobility, immigration, emigration, refugees, modes of transportation; push factors, pull factors) to describe their inquiries and observations Chpt. 7: Thinking About Literacy, p. G 133; During Reading, p. G 138; After Reading, p. G 150; Thinking It Through,

1. 4, p. G 150

Chpt. 8: Thinking About Literacy, p. G 153, After Reading, p. G 171; Thinking It Over, # 1,p. G 159; Thinking It Over, # 2, p. G 162; Thinking It Through, # 2, p. G 171 Chpt. 9: Thinking About Literacy, p. G 173; After Reading, p. G 189; Thinking It Over, # 2, p. G 179 Unit 3 closer: p. G 191 Chpt. 7: pp. 124-126, 127-128, 131- 132 Chpt. 8: pp. 137-138, 144-145, 137- 138, 139-140 Chpt. 9: pp. 150-151, 156-157, 152- 153 Unit 3 closer: pp. 111-112 Ontario Curriculum History and Geography 7 and 8 (Revised 2004) Correlation to Pearson Human Geography 8 Pearson Education Canada y February 2008 page 6 of 6 S T U D E N T B O O K T E A C H E R R E S O U R C E Map, Globe, and Graphic Skills Students will: • Use thematic maps to identify patterns in migration (e.g., location of regions that were sources of significant immigration to Canada, proportional flow along migrational routes to Canada) Chpt. 7: p. G 144 Chpt. 8: pp. G 166-G 167 Chpt. 9: pp. G 182-G 183 Chpt. 7: pp. 129-130 Chpt. 8: pp. 141-143 Chpt. 9: pp. 152-153 Application Students will: • Use a decision-making model to select an ideal place to live, and present this decision to other members of the class Chpt. 7: Thinking It Over, # 1-3, p. G 137; Thinking It Over, # 3, p. G 143 Chpt. 7: pp. 124-126, 127-128 • Investigate the migrational routes of the members of the class and relate them to Canada’s cultural development Chpt. 9: Thinking It Through, # 1-3, p. G 189 Chpt. 9: pp. 156-15

Fiction

• Nuke (Marvel Comics), a villain with the American flag tattooed on his face
• Nuke (Squadron Supreme), a superhero from Earth-712
• A narcotic that was made by the drug lord and cult-leader Cain, in the film Robocop 2
• Luke Snyder and Noah Mayer, the famous gay supercouple from the television series As the World Turns.