Geography of Crystals

5/19/2018 Geography of Crystals

1/13

My favorite geographical theme is crystals. I am interested in this theme for many reasons,

crystals are beautiful biproducts of earths natural rock cycle, they have healing powers, and can be used

to identity ones socio-ecocomonic status throughout history, and even to the present day. I think that

the theme of crystals is important for it can be used as a hook to introduce a geological, a

humaniatairan, and even a business perspective in your Social Studies/Geography secondary classroom.

In this portfolio I focus on crystals that are associated with ones biological birth date, that is birthstones,

instead of a random assortment of crystals.

Those crystals include, from the websitehttp://www.birthstonesonline.com

Garnet (January, red)

Amethyst (Feburary, purple)

Aquamarine (March, blue)

Diamond (april, clear)

Emerald (May, green)

Alexandrite (June, green or purple)

Ruby (July, red)

Peridot (August, green)

Sapphire (September, blue)

Tourmaline (October, pink or green)

Topaz (November, light blue)

Tanzanite (december, medium dark blue)

Zircon (December, gold)

Turquoise (December, bluey green)

The reason why I chose to find resources for these crystals is due to the fact that it allows students a

chance to identify with at least one stone based on the month they were born; a form of identification

with the least controversy surrounding it.
http://www.birthstonesonline.com/http://www.birthstonesonline.com/http://www.birthstonesonline.com/http://www.birthstonesonline.com/


2/13

First I would begin with a geological perspective. I would teach the students about the rock

cycle. The resource I acquired for this section is a non-fiction textbook. Earth Studies 12e by Tarbuck,

Lutgens, and Tasa (2009) gives you scientific information based off of scientific inquiry (hypothesis,

theory, and methods) on how and why crystals are formed in the earth. The third chapter of this

textbook, Rocks: Materials of the Solid Earth, is an excellent resource to use for it explains the different

aspects of the rock cycle, including different phenomenoms that can occur during the formation of a

crystal. There are also definitions of the key terms used throughout the chapter. Any of the figures or

tables in this textbook could be used as an activity for the students.

The best part about this textbook is that it comes with an interactive DVD called GEODe that

tests you on different parts of the chapter. I would use this at the end of a section as a type of game

with my students. You could split the class in two, and have the group members discuss what the

answer could be before giving me the answer to enter. You could also use this as a form of evaluation to

see if the students are getting it. Hand out a printed PowerPoint of the DVD questions, and have the

students write down in ink what they believe the answer is before you enter it, and have them hand it in

at the end, it is up to you if you want the evaluation be worth anything. Another interactive resource

this textbook provides you is a website that has quiz reviews, critital thinking excerices, internet wide

key term searches, and links to specific web sources for each chapter.


3/13

Another non-fiction resource I used was Judy Halls triology of The Crystal Bible. These bibles

provide information on the colour, appearance, rarity, source, additional properietes/attributes, healing,

position (i.e. where to wear on the body), specific colours and forms. The next page is an example of

how Hall layouts the information provided to her readers

B1= The Crystal Bible: A Definitive Guide to Crystals(2003)

B2= The Crystal Bible 2(2009)

B3= The Crystal Bible 3(2012)

Garnet: B1 page 135, B3 page 139+274

Amethyst: B1 page 53, B2 page 224

Aquamarine: B1 page 67/68

Diamond: B1 page 122

Emerald: B1 page 126

Moonstone: B1 page 190

Alexandrite: B1 page 83

Ruby: B1 page 250, B3 page 151+204+238

Peridot: B1 page 212

Sapphire: B1 page 252

Toumaline: B1 page 296

Topaz: B1 page 292

Tanzanite: B1 page 323, B2 page335

Zircon: B2 page 354

Turquoise: B1 page 305


4/13

To follow along with the geological perspective, I used the website www.gemstones.org to

figure out where the largest depoists of crystals are around the world. I would then give the students a

map of the world with each countries name on it, North Americas map would also include the names of

the different states and provinces, and have the students create a legend for each crystal and have them

be able to represent where each of the deposits are located. You could also create a Jeoporady version

where the whole class participates orally, or have student individually or in partners fill in the blank on

the Jeopardy page.

Garnet :Adirondack Mountains especially the Gore Mountain in New York

Amethyst:Brazil, and Thunder Bay Ontario. All over world

Aquamarine: Brazil, Ural Mountains Russia, Angola, Kenya, Central Madagascar, Malawi, Nigeria,

Mozambique, Pakistan, Tanzania, Colorado USA, Zambia

Diamond:Africa, all over world

Emerald: Columbia, Brazil, Afghanistan, Austraila, Austria, Bulgaria, China, India, Madagascar, Nambia,

Nigeria, Pakistan, South Africa, Spain, Tanzanie, USA, Zimbabwe

Alexandrite:Russia, Brazil, Sri Lanka, Tanzania, India, Burma, Madagscar, Zimbabwe

Ruby: 1800 miles of Himalayas. Streching from Tajikistan-Afghanistan-Pakistan-Kashmir-Nepal-China-

Veitnam

Peridot:45 miles out of Red Sea off Eqyptian coast at Aswan Kashmir region

Sapphire:India, Burma, Ceylon, Thialand, Veitnam, Australia, Brazil, Africa

Tourmaline: Brazil, Sri Lanka, South Africa, Nigeria, Zimbabwe, Kenya, Tanzia, Mozambique,

Madagascar, Pakistan, Afghanistan, Califorina and Maine USA

Topaz: Brazil, Ural Mountains Russia, China, Pakistan, Germany, Namiba, Poland, Zimbabwe, Nigeria,

Mexico, USA (Nevada, Texas, and New Hampshire)

Tanzanite:Tanzania

Zircon:Cambodia, Sri Lanka, Thialand, Myanmar, Austria

Turquoise:Mexico, various USA locations, Israel, Iran, Afganistan, China
http://www.gemstones.org/http://www.gemstones.org/http://www.gemstones.org/


5/13

photo by Peter Klages, found on planetariums webpage

You can even take an astrological spin on said crystals. The next page is a highlighted list of the

crystals that connect to the Zodiac, found in Judy Halls first of three guide books Crystal Bible: A

Definitive Guide to Crystals (2003). An assignment you could do with your students is have them draw

out the constellation of their zodiac identity. If because of geographical position one can not view the

constellation of their zodiac, they could draw one of the major constellations found in their sky. You

could also take your students to a planetarium if that is something available within the proximity of your

school. One in Halifax can be found at Saint Marys University. The website states that its size is ideal

for small groups (up to 30) and allows for a close interaction between the operator and the audience. It

also asks teachers to contact them, which I am hoping means they will direct their show to base it on

what you are trying to teach; in this case the presentors would show the students the constellations of

Zodiacs, so that they could try to draw it.

This is the link to the planetarium:

http://www.astronomynovascotia.ca/index.php/planetarium
http://www.astronomynovascotia.ca/index.php/planetariumhttp://www.astronomynovascotia.ca/index.php/planetariumhttp://www.astronomynovascotia.ca/index.php/planetarium


6/13

I would next introduce a more humanitiarian perspective of crystals. The blog posted August

30th

2009 on the websitewww.mindbodygreen.comexplains the first seven Chakras. An activity you can

do with your students after introducing the Chakras is have them fill in the blanks of location,

emtotional issues, colour, healing, and ask them to include a crystal that could be related to

healing/aligning the Chakras. Another activity you can do visually and physically enhances the students

involvement in the class is to have, depending on the number of crystals you have at your disposal, a

student or one from a small group lay on the floor and have students place the proper crystal in the

Chakra layout.

Place a brown stone between and slightly beneath your feet, a red stone on root chakra, an

orange stone below navel, a yellow stone on solar plexus, pink stone on heart, blue stone on throat,

indigo on third eye, purple stone at crown (Judy Hall, 373).

1)

Root Chakra

a.

Represents our foundation and feeling of being grounded

i.

Location: base of spine in tailbone area

ii.

Emotional issues: survival issues such as financial independence, money,

and food

iii.

Colour: red

iv.

Healing: Kundalini (bridge pose) yoga, red foods, hot spices

2)

Sacral Chakra

a.

Our connection and ability to accept others and new experiences

i.

Loaction: lower abdomen, 2 inches below navel, 2 inches in

ii.

Emotional issues: sense of abundance, well being, pleasure, sexuality

iii.

Colour: orange

iv.

Healing: cobra pose, orange food, nuts
http://www.mindbodygreen.com/http://www.mindbodygreen.com/http://www.mindbodygreen.com/http://www.mindbodygreen.com/


7/13

3)

Solar Plexus Chakra

a.

Our ability to be confident and in control of our lives

i.

Location: upper abdomen in the stomach area

ii.

Emotional issues: self-worth, self confiendence, self esteem

iii.

Colour: yellow

iv.

Healing: Kundalini (boat pose) yoga, dancing (hips), yellow foods such as

grains and fiber

4)

Heart Chakra

a.

Our ability to love

i.

Location: center of chest just above heart

ii.

Emotional issues: love, joy, inner peace

iii.

Colour: green

iv.

Healing: Bikram yoga, green food and tea

5)

Throat Chakra

a.

Our ability to communicate

i.

Location: thoart

ii.

Emotional Issues: communication, self expression of feelings, the truth

iii.

Colour: blue

iv.

Healing: shoulder stand, singing, chanting, juices and teas, blue fruits

6)

Third Eye/Brow Chakra

a.

Our ability ot focus on and see the big picture

i.

Location: forehead between the eyes

ii.

Emotional Issues: intuition, imagination, wisdom, ability to think and make

decisions


8/13

iii.

Colour: indigo

iv.

Healing: childs pose, forward fold, eye exercises, herbal oil treatment,

purple fruit, chocolate, lavender

7)

Crown Chakra

a.

Our ability to be fully connected spiritually

i.

Location: very top of head

ii.

Emotional Issues: inner and outer beauty, our connection to spirituality,

pure bliss

iii.

Colour: violet

iv.

Healing: meditation, running or cardio, breathing fresh clean air, sunshine

The next page is also from Judy Halls first guide. It lists off the first ten charkas and the highlighted

crystals are the birthstones associated with the healing and bonding of the Chakras.


9/13

Theories of Abundance/Art/Jewelry

Throughout history, Kings and Queens from all over the world wanted crowns and pieces of

jewelry that were full of beautiful crystals from their respective country. There was an abundance of

crystals upon first finding them, and therefore royalty was able to purchase said crystals to show their

status. The photograph below of a couple of Denmarks Crown Jewels captured by artist Dennis Jarvis,

whom travels the world to capture images he believes represents a country, is one example of

abundance.

An assignment you can do with your students is to have them make a choice of which of the

fourteen crystals associated with birthstones they would like to focus on. That is your basis for dividing

them into small groups. Said group is responsible for making a PowerPoint presentation on how said

crystal has been used throughout history, and even today to show an individuals socio-economic status,

they should use narratives as at least one of their references. Individually get students to write what

they think their crystal could represent in the future, any future (1 day from now or 16,738 days).

https://www.flickr.com/photos/archer10/3996180472/sizes/o/in/photostream/
https://www.flickr.com/photos/archer10/3996180472/sizes/o/in/photostream/https://www.flickr.com/photos/archer10/3996180472/sizes/o/in/photostream/https://www.flickr.com/photos/archer10/3996180472/sizes/o/in/photostream/


10/13

Music

You can use this in your teaching as a type of background noise for when students are working on

assignments or their projects. You could even bring in a crystal singing bowl so that the students can try

their hand at making music, and have them reflect on how making those sounds made them feel. Below

each address is YouTubes description of the video.

http://www.youtube.com/watch?v=w_XZl-DwXls

Crystal singing bowl music resonance with 13 Hz binaural alpha waves which balance the brain

hemispheres and bring clarity and visual meditation to the listeners.

-Active Meditation

-Brain healing

-Accessing the subconscious

Sound healing ceremony with crystal bowls, gongs, and drums

http://www.youtube.com/watch?v=8Dbyt_sCYTg

Energy medicine therapist Jason Wood conducts a meditative sound healing ceremony at the Unitarian

Society of Ridgewood NJ. During this spontaneous presentation, Jason uses the alchemy of sound to

assist the listener in achieving a state of heightened awareness and a space for transformative

emotional healing. Composition has been developed specifically to invite a multidimensional experience,

leading the listener to an altered state
http://www.youtube.com/watch?v=w_XZl-DwXlshttp://www.youtube.com/watch?v=w_XZl-DwXlshttp://www.youtube.com/watch?v=8Dbyt_sCYTghttp://www.youtube.com/watch?v=8Dbyt_sCYTghttp://www.youtube.com/watch?v=8Dbyt_sCYTghttp://www.youtube.com/watch?v=w_XZl-DwXls


11/13

For a business perspective on crystals I turn to the mining and the importation and exportation

of crystals. Here is one example of a video you could have your students watch and respond/reflect to.

https://www.youtube.com/watch?v=0wPSo1Qv6Rk

After viewing this video, students are to individually respond to the following questions:

1)

What role do women have in this this mining experience?

2)

What are some of the dangers miners in this mine face on a daily basis?

a.

While working

b.

Their relationships with others

3)

Did the mining in this video reflect the type of mining you envision? Explain how it was

either similar or different.

4)

Amethyst in this mine is surround by what type of soil?

5)

Do you think that the mining of Amethyst in Canada is similar or different? Explain yourperspective.
https://www.youtube.com/watch?v=0wPSo1Qv6Rkhttps://www.youtube.com/watch?v=0wPSo1Qv6Rkhttps://www.youtube.com/watch?v=0wPSo1Qv6Rk


12/13

This final project is one that links all three perspectives of the geography of crystals. The

students in groups no larger than six will do research on the mining of crystals. They can choose from

1)

Topaz

2)

Ruby

3)

Diamond

4)

Aquamarine

5)

Amethyst

The students are to focus on the possible positive and negative impacts mining said crystal has

on society and the environment, one of the resources must be one of the two articles below. Give

students a copy of both abstracts found below and get the groups to choose from there. In this project

students must also include the geological facts (colour, appearance, rarity, source, and healing) of their

crystal, and the crystals major source of need in importing and exporting said crystal (mining companies,

jewelry shops, rock shops, specialty light shops, yoga studios, etc.). To be handed in and presented to

the class. Preferably done on poster board, or Bristol board so that it can be hung up in the hallway so

that all students can view their findings.

Sustainable development in the mining industry: clarifying the corporate perspective (2000)

Gavin Hilson a, Barbara Murock b

This paper examines sustainable development in the corporate mining context, and provides

some guidelines for mining companies seeking to operate more sustainably. There is now a burgeoning

literature that examines sustainable development in the context of minerals and mining, most of which

is concerned with sustainability at global and national scales. What is often challenging to ascertain,

however, from these numerous perspectives on sustainable mineral extraction, minerals and metals

recycling, environmental management, and social performance, is how sustainable development applies

to mining companies themselves, and what steps a mine must take in order to improve the

sustainability of operations. Since mining processes have the potential to impact a diverse group of

environmental entities, and are of interest to a wide range of stakeholder groups, there is ample


13/13

opportunity for the industry to operate more sustainably. Specifically, with improved planning,

implementation of sound environmental management tools and cleaner technologies, extended social

responsibility to stakeholder groups, the formation of sustainability partnerships, and improved training,

a mine can improve performance in both the environmental and socioeconomic arenas, and thus

contribute enormously to sustainable development at the mine level.

Sustainable development: can the mining industry afford it? (2001)

D. Humphreys

Adopting the values of sustainable development implies an increase in the mining industrys

environmental and social costs. For an industry already offering poor returns on capital this is potentially

a problem. An examination of the historical record, however, reveals that past increases in

environmental and social costs have been more than offset by developments in industry productivity.

The emergence of information and communication technologies seems likely to extend this trend into

the future. The particular challenges being faced by mining in the US appear to be less to do with rising

environmental costs than with competition from countries which have recently opened up to foreign

mining investment and to a strong dollar. It seems likely that industrys adoption of more sustainable

practices will require, and could even promote, improved returns to capital in mining.

Geography of Crystals

Documents

Transcript of Geography of Crystals