Course Profile World Geography: Urban Patterns and Interactions (CGU4C), Grade 12, College Preparation, Catholic

Unit 5: Finding Solutions to Urban Problems

Time: 25 hours

Activity 5.1 | Activity 5.2 | Activity 5.3 | Activity 5.4

Unit Description

As the final unit in the course, students focus on identifying and suggesting solutions to urban problems that occur, in both developed and developing regions of the world. Students study the effects of both natural disasters and human activities on urban environments. They then realize that the environment must be treated with respect and that there are ways to plan and work toward sustainable development in the future by acting as responsible stewards. The knowledge of these interdependent systems allows students to appreciate the development of a just and compassionate society in the future. Urban issues, such as homelessness, availability of affordable housing, opportunities for recreation in the inner city, and accessibility to essential services, are explored with sensitivity to the social/cultural/economic backgrounds of students. In the culminating activity, students effectively apply geographic skills, forecasting, problem solving, and planning principles to develop solutions for urban issues and problems.

Unit Synopsis Chart

Activity	Learning Expectations	Assessment Categories	Tasks
5.1 Effects of Natural Disasters on Cities 5 hours	UCV.02, UCV.03, HE3.02, HE3.01, UC2.02, GI1.02, GI2.03, GI2.06 CGE1e, 7i, 7f	Knowledge/ Understanding Thinking/ Inquiry Communication	1. What are natural disasters? 2. Create a suitable list of the world’s largest cities. 3. Identify potential natural disasters. 4. Dealing with the problems. 5. Map cities and potential hazards. 6. Add nearest major city to the study. 7. How do cities deal with the problems?
5.2 Human Impact on the Urban Environment 5 hours	HEV.02, HEV.03, UCV.02, UCV.03, HE2.02, HE2.03, HE3.01, HE3.03, UC2.02 CGE3a, 7f, 7g, 7i	Thinking/ Inquiry Communication	1. What are the human impacts of urbanization? 2. Video study. 3. Examine the world’s largest cities. Why are they vulnerable? 4. Research issues and solutions to human impact.
5.3 Sustainable Development 5 hours	UCV.02, UC2.03, HE1.03, GI1.02, GI3.01 CGE1e, 2e, 3c, 4a, 4f, 7d, 7i	Thinking/ Inquiry Communication Application	1. What is sustainable development? 2. Work out ecological footprint for each student. 3. How do cities deal with sustainable development? 4. Explore the responsibilities of various organizations in dealing with pollution, homelessness, and stress on the environment. Comment on the success/failure of the organization.
5.4 Culminating Activity – Urban Problems in Asia, Africa and Oceania (group work) 10 hours	UCV.02, UCV.03, UC3.02, GI3.02, GI3.03, GI3.04, GIV.02, GIV.01, GIV.03, GI1.01, GI2.01, GI2.07 CGE1h, 2c, 2d, 3f, 4e, 5a	Knowledge/ Understanding Thinking/ Inquiry Communication Application	1. How can the site/situation of a city contribute to urban problems? 2. Examine the impact of population growth on the infrastructure of the city. 3. Identify a political, economic, cultural, or social issue in the city. 4. Forecast ways in which the city will change by the year 2020.

Activity 5.1: Effects of Natural Disasters on Cities

Time: 5 hours

Description

Students become aware of the impact of natural disasters on the world’s largest cities as well as their own communities. The activity begins with an overview of the various natural forces that affect our world, such as earthquakes, volcanic eruptions, severe weather events, tsunamis, floods, and landslides. Students investigate the specific forces of nature to which the world’s 25 largest cities are subjected. They also form an awareness of the vulnerability of urban environments to the power of nature. This helps develop a stronger sense of solidarity and stewardship with the victims of these events, both in the developed and developing world. Students investigate the range of natural disasters to which their nearest urban centre is prone. Particular attention is given to how cities around the world plan and prepare for their inevitable encounters with these overwhelmingly powerful environmental hazards.

Strand(s) & Learning Expectations

Strand(s): Human-Environment Interactions, Understanding and Managing Change,
Methods of Geographic Inquiry

Ontario Catholic School Graduate Expectations

CGE1e - speak the language of life… “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it (Witness to Faith);

CGE7f - respect and affirm the diversity and interdependence of the world’s people’s and cultures;

CGE7i - respect the environment and use resources wisely.

Overall Expectations

UCV.02 - analyse problems of large urban areas and propose ways to make desirable changes;

UCV.03 - assess various ways of managing urban change in Africa, Asia, and Oceania.

Specific Expectations

HE3.01 - analyse the environmental advantages and disadvantages of urbanization in selected areas (e.g., Nile River valley, Atlantic coast of Canada);

HE3.02 - explain how environmental hazards (e.g., earthquakes, floods) affect selected urban and nearby rural regions;

UC2.02 - identify major problems in selected megalopoli (e.g., Tokyo-Kobe, Ruhr-Rhine) and analyse causes and consequences;

GI1.02 - identify ways in which geographic knowledge, skills, and technologies may be used to address urban problems;

GI2.03 - use geographic information systems to conduct analyses, synthesize information, and make presentations;

GI2.06 - use graphic organizers effectively to analyse, synthesize, and present information related to an urban problem or development.

Prior Knowledge & Skills

· Students understand spatial organization components, such as place, location, region, and pattern.

· Students understand the concept of an urban agglomeration.

· Students have a general understanding of the ways natural systems interact with human systems.

· Students have a working knowledge of thematic map interpretation.

· Students have skills in note taking and creating organizers and an ability to interpret statistics and data.

· Students should have some practice in giving short oral reports supported by audio-visual aids.

Planning Notes

· Prepare a Socratic lesson outlining the variety of natural disasters that affect our planet and the locations that are most vulnerable to these forces. Include a visual presentation and notes.

· Select a variety of short video clips to demonstrate the power of nature’s forces (see Resources). Include evidence of how urban communities plan and prepare for these events.

· Choose current articles about the impact of natural disasters in Africa, Asia, and/or Oceania (see Resources).

· Find an up-to-date list of the world’s 25 largest cities and their populations (see Resources).

· Arrange time in the library/resource centre and/or access to computers to undertake basic research.

· Provide a suitable world map on which students can record the location of the largest cities.

· Prepare an organizer, in chart form, on which students record the results of their analysis of the natural forces that affect each of the world’s largest cities.

· Consider bringing in a guest speaker from the municipal government who could address issues concerning emergency preparedness in the local community.

Teaching/Learning Strategies

1. In a Socratic lesson, the teacher introduces students to the wide range of natural disasters that affect our planet. The teacher shows a variety of brief video clips and reviews current newspaper articles to highlight the power of these forces and to demonstrate how communities around the world are dealing with them. Students record a summary note of this lesson.

2. Students identify the location of the world’s largest cities on a base map. Particular note is made of the cities located in Africa, Asia, and Oceania. It is recommended that the base map is either a Peter’s Projection or Robinson’s Projection.

3. Students are provided with an organizing chart (Appendix 5.1.1) listing the world’s 25 largest urban areas and their populations. Each student is assigned a particular city to investigate. Using a variety of resources (e.g., Internet, atlases), students research the types of natural disasters that have affected their community in the past and are likely to occur again. Students also investigate what the city is doing to plan and/or prepare for future catastrophes (e.g., building code amendments, construction of tsunami barriers, emergency-planning exercises).

4. Students prepare a brief summary of the results of their research utilizing appropriate audio-visual aids (e.g., overhead projector, slide projector, video clip, demonstration of website). Each student records a brief summary of the results of each presentation on the organizer.

5. As a wrap-up, the class brainstorms ideas about the range of natural disasters that their own community has faced or could face in the future. An article, such as “Ecological Challenge to Catholic Social Teaching” from Shaping a New World, may be used. A summary note is formulated, highlighting the nature of these natural catastrophes and the resulting impact they had or may have on the community. For example, the impact of Hurricane Hazel sparked the formation of local conservation authorities in southern Ontario. The teacher may bring in a representative from the municipal government to talk about emergency planning in the local community.

Assessment & Evaluation of Student Achievement

· The summary chart is assessed formatively for completeness and accuracy. A checklist could be used based upon the expectations used to design this task.

· The audio-visual presentation is evaluated summatively using a rubric.

Accommodations

· Ensure students write information into notes and check that the daily assignments are recorded in their planner.

· Provide copies of class notes or provide a scribe.

· Allow more time and provide basic organizers.

· Discuss and give examples of new vocabulary, especially for ESL students.

· Allow students to work with a suitable partner.

· Use a closed-captioning device for students with hearing impairments.

· For enrichment, students use a GIS program, such as Arcview, to map the relationship between the location of the world’s largest cities and global patterns of natural hazards (e.g., major fault lines, active volcanoes, tropical storm tracks).

· If applicable, allow students in ESL/ELD programs to research the city they are from even if it does not meet the top 25.

Resources

Brinkhoff, Th. “The Principal Agglomerations of the World.” http://www.citypopulation.de

“Cyclone.” National Geographic Video, 1995.

“Earthquakes in Canada?” Natural Resources Canada.

“Earthquakes: The West Coast threat.” CBC News in Review, April 2001.

Grescoe, Taras. “The Saguenay Floods.” Canadian Geographic, V. 117, No. 2 (March/April 1997):
pp. 28-40.

Harris, Eric. “Stuck Powerless by the Weather.” Canadian Geographic, V. 118, No. 2 (March/April 1998): pp. 38-45.

“Hurricane Andrew” CBC News in Review, October 1992.

“The Ice Storm.” CBC News in Review, March 1998.

“In the Shadow of Vesuvius.” National Geographic Video, 1987.

“Killer Wave: Power of the Tsunami.” National Geographic Video, 1997.

Network Education Program. “Shaping a New World: A Challenge for the 21st Century,” 6th ed. Contains an outline of Catholic social justice teachings and direction on how to develop societal structures based on the gospel of Jesus.

“The Manitoba Flood: No high ground.” CBC News in Review, September 1997.

Pindera, Greg. “Red River Dance.” Canadian Geographic, V. 117, No. 4 (July/August 1997): pp. 52-62.

“The Quebec Floods: A natural disaster?” CBC News in Review, September 1996.

“The San Francisco Earthquake!” ABC News, 1989.

Shilts, Elizabeth. “Toronto’s Seismic Secrets.” Canadian Geographic, V. 116, No. 6 (November/December 1996): pp. 50 –60.

Stanford, Quentin H., ed. Canadian Oxford School Atlas, 7th ed. Don Mills: Oxford University Press, 1998. ISBN 0-19-540895-0

“Volcano!” National Geographic Video, 1989.

Appendix 5.1.1

The Impact of Natural Disasters on the World’s Largest Cities (student worksheet)

(for up-to-date population data, see www.citypopulation.de)

City		Population (millions)	Natural Disasters	City’s Response to Disaster: preparation, planning, and/or prevention
1	Tokyo	34.7
2	New York	21.5
3	Seoul	20.4
4	Mexico City	19.5
5	Sao Paulo	18.6
6	Osaka	18.0
7	Los Angeles	16.7
8	Bombay	16.7
9	Cairo	14.9
10	Jakarta	13.5
11	Buenos Aires	13.5
12	Calcutta	13.4
13	Moscow	13.2
14	Delhi	13.2
15	Manila	12.8
16	Shanghai	12.0
17	London	11.9
18	Rio de Janeiro	11.3
19	Karachi	11.0
20	Istanbul	10.7
21	Tehran	10.7
22	Dhaka	10.0
23	Paris	9.8
24	Chicago	9.3
25	Beijing	8.6

Activity 5.2: Human Impact on the Urban Environment

Time: 5 hours

Description

Humans have very little control over the damage created by natural disasters. Their impact is usually seen in the aftermath through heroic rescue efforts and massive clean-up operations. The impact of humans on their cities can be damaging. Urban sprawl and our increasing ecological footprint affects the natural ecosystems. For example, Tokyo summer rainfall has increased over the last twenty years because the built-up area has created an urban island effect, heating up the air and increasing the moisture, resulting in more rainfall. Through an investigation of an area experiencing rapid growth (e.g., school, neighbourhood) and exploring possible solutions to its expansion, students make a connection to the city they live in or the closest city and to major cities around the world. This knowledge allows them to apply solutions to urban sprawl. Students examine the impact urbanization has on the environment. Students have the opportunity to develop or affirm a respect for the environment and encourage the wise use of resources.

Strand(s) & Learning Expectations

Strand(s): Human-Environment Interactions, Global Connections,
Understanding and Managing Change, Methods of Geographic Inquiry

Ontario Catholic School Graduate Expectations

CGE3a - recognize there is more grace in our world than sin and that hope is essential in facing all challenges;

CGE7f - respect and affirm the diversity and interdependence of the world’s peoples and cultures;

CGE7g - respect and understand the history, cultural heritage, and pluralism of today’s contemporary society;

CGE7i - respect the environment and use resources wisely.

Overall Expectations

HEV.02 - explain how humans modify the environment for urban needs;

HEV.03 - assess the effects of human activities on urban and regional ecosystems and propose solutions to urban environmental problems.

Specific Expectations

HE2.02 - explain the causes of migrations and their effects on the environment and on human activities in both rural and urban areas;

HE2.03 - analyse the effects of population growth and urbanization on selected cities and/or regional ecosystems (e.g., air and water pollution, urban sprawl, destruction of wildlife habitat) and propose solutions to these problems;

HE3.01 - analyse the environmental advantages and disadvantages of urbanization in selected areas (e.g., Nile River valley, Atlantic coast of Canada);

HE3.02 - explain how environmental hazards (e.g., earthquakes, floods) affect selected urban and nearby rural regions;

HE3.03 - analyse the environmental consequences of rural-to-urban migration on a selected city and its surrounding region (e.g., Lagos, Mumbai/Bombay);

UC2.02 - identify major problems in selected megalopoli (e.g., Tokyo-Kobe, Ruhr-Rhine) and analyse the causes and consequences.

Prior Knowledge & Skills

· An ability to interpret statistics and data is required.

· Students have knowledge of graphing techniques as well as an ability to effectively analyse various types of information (e.g., maps, pictures, written work, and statistics).

· Students are familiar with cooperative learning skills as well as individual accountability.

· Prior note-taking skills are essential.

Planning Notes

· Select a video relating to urban sprawl (see Resources).

· Choose a few articles relating to the top 25 cities. (Appendix 5.1.1)

· Prepare and photocopy a worksheet for students to complete during the viewing of the video
(see Appendix 5.2.1 – Question Sheet for Video).

· Reserve the library/resource centre and arrange access to computers for research purposes.

· See Resources to bookmark websites for possible web searches.

Teaching/Learning Strategies

1. As a class, students brainstorm the ramifications of an expansion of their school to twice its normal size. The teacher prompts for factors regarding the school’s infrastructure. Factors may include: more washrooms, showers, and sinks (water supply/sewage); larger garbage storage area (landfill capacity); loss of playing field (loss of farm land); poorer air quality (air pollution); overcrowding in hallways leading to more lates (crowded highways, longer commute time); noisier cafeteria and library (noise pollution); and more pavement (increasing run-off). The discussion should lead to students realizing the impact of expansion on the quality of life for everyone.

2. The class views a video on the effects of urban sprawl and completes a worksheet. The teacher stops the video at important spots to point out information and stress points for reflection. The teacher and students discuss the video and mention other problem areas around the world, such as Tokyo-Kobe, Ruhr-Rhine, and the Nile River. The teacher highlights how migration to the cities is the root cause of urbanization, leading to a discussion of what is actually drawing people to the cities (e.g., jobs, economic opportunity, hope).

3. The teacher distributes Appendix 5.2.2 – Human Impact on the World’s Largest Cities. The focus is on the cities in Africa, Asia and South America; students pick a city to research. They gather a list of major issues in the cities and solutions that are being presented. These issues are presented in groups to the rest of the class in seminar format or another technique.

Assessment & Evaluation of Student Achievement

· The teacher formatively assesses for participation during brainstorming/discussion.

· Student responses to the video worksheet are summatively assessed.

· The teacher formatively assesses the notes taken during class.

· Using a teacher-developed rubric, the teacher summatively evaluates each student’s demonstration of achievement of the expectations during group presentations.

Accommodations

· Students may demonstrate expectations in a different manner/time frame.

· Use a closed-captioning device for students with hearing impairments.

· For enrichment, students use urban planning software (e.g., Sim City, Esri GIS).

Resources

Blore, Shawn. “Urban Village.” Canadian Geographic, V. 121, No. 6 (November/December 2001):
pp. 72-80.

Canada and the World Backgrounder, Volume 61, No.5 March 1996. (whole issue on cities)

Cartwright, Fraser. Urban Dynamics. Toronto: Oxford University Press, 1991.

Clark, Bruce and John Wallace. Making Connections: Canada’s Geography. Prentice Hall Ginn Canada: Scarborough, 1999.

ESRI Canada – www.esricanada.com

“Lost in the Suburbs.” The Nature of Things, CBC Television.

“Megacities.” Time Magazine, January 11, 1993.

National Geographic – www.nationalgeographic.com/eye/impact.html (article on human impact)

Stanford, Quentin H., ed. Canadian Oxford School Atlas; 7th ed. Don Mills: Oxford University Press, 1998.

Statistics Canada – www.statcan.ca

Urban Renewal of Canada. Toronto: TVOntario. BPN 391101.

The United Nations University: Urban Studies Publications – www.un.org/pubs/unu/urban97.htm

www.jhuccp.org/pr/urbanpre.htm (articles on urban development)

Appendix 5.2.1

Question Sheet for Video

Nature of Things – Lost in the Suburbs

Name:

1. List some of the reasons people gave for leaving downtown and moving to the suburbs.

2. a) How is the infrastructure in the suburbs paid for?

b) Is this considered an adequate way of funding? Why?

3. Describe the major issue facing Fresno and Modesto California.

4. “Cars drive sprawl.” According to the video, how much does it cost to maintain a kilometre of roadway in Vancouver?

5. What are some of the problems facing Mexico City?

6. Portland has been looked upon as a model for urban expansion. What have they done right?

Appendix 5.2.2

Human Impact on the World’s Largest Cities (student worksheet)

(for up-to-date population data, see www.citypopulation.de)

City		Population (millions)	Human Impact	Possible Solutions/Suggestions for Stewardship
1	Tokyo	34.7
2	New York	21.5
3	Seoul	20.4
4	Mexico City	19.5
5	Sao Paulo	18.6
6	Osaka	18.0
7	Los Angeles	16.7
8	Bombay	16.7
9	Cairo	14.9
10	Jakarta	13.5
11	Buenos Aires	13.5
12	Calcutta	13.4
13	Moscow	13.2
14	Delhi	13.2
15	Manila	12.8
16	Shanghai	12.0
17	London	11.9
18	Rio de Janeiro	11.3
19	Karachi	11.0
20	Istanbul	10.7
21	Tehran	10.7
22	Dhaka	10.0
23	Paris	9.8
24	Chicago	9.3
25	Beijing	8.6

Activity 5.3: Sustainable Development

Time: 5 hours

Description

Students review and note many of the problems that exist in large urban areas. These problems should reflect a broad cross-section of interdependent systems. At this time, it is important that students can link each problem to a specific human activity. They must think reflectively and creatively to realize that in order for human life to continue to thrive, people must make choices that reflect sustainable development. In keeping with teachings of the Catholic Church regarding social responsibility, students are provided with opportunities to express their sense of social accountability. This awareness of human actions now and in the future fosters the respect and dignity for the welfare of others, both at home and in the developing world. In a GIS activity, students explain how changes in political, economic, and social policy could affect urban environments. These changes often come about with the help of advocacy groups who create awareness of the problem. Students identify the main purpose of some of these groups and the role they play in helping to create a sustainable environment.

Strand(s) & Learning Expectations

Strand(s): Understanding and Managing Change, Human-Environment Interactions,
Methods of Geographic Inquiry

Ontario Catholic School Graduate Expectations

CGE1e - speak the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it” (Witnesses to Faith);

CGE2e - use and integrate the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life;

CGE3c - think reflectively and creatively to evaluate situations and solve problems;

CGE4a - demonstrate a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4f - apply effective communication, decision-making, problem-solving, time, and resource management skills;

CGE7d - promote the sacredness of life;

CGE7i - respect the environment and use resources wisely.

Overall Expectations

UCV.02 - analyse problems of large urban areas and propose ways to make desirable changes.

Specific Expectations

UC2.03 - propose ways to manage change in meaningful, efficient, and sustainable ways for people in selected urban areas in Africa, Asia, or Oceania;

HE1.03 - explain how changes in political, economic, and social policy affect selected urban environments;

GI1.02 - identify ways in which geographic knowledge, skills, and technologies may be used to address urban problems;

GI3.01 - evaluate the positions of various interest groups on a selected urban issue.

Prior Knowledge & Skills

· Students are familiar with the urban structure and infrastructure of urban developments.

· Students have a working knowledge of GIS and thematic map interpretation.

· Students have prior skills in note taking and creating organizers.

· Students require familiarity with small-group cooperative learning procedures and individual accountability.

· Students should have some practice in giving short oral reports.

Planning Notes

· Provide examples of problems in urban settlements.

· Prepare a Socratic lesson on sustainable development, complete with definitions and key terms.

· Arrange for computers and prepare an analysis worksheet for the GIS activity.

· Choose articles about sustainable development in Africa, Asia, and/or Oceania (see Resources).

· Arrange time in the library/resource centre and computers for researching organizations.

· Prepare key ideas and a list of organizations for students to research and report on.

· Photocopy the organizer for group presentations. (See Appendix 5.3.2 – Student Organizer for Group Presentations on an Organization.)

· Prepare a peer assessment checklist for Teaching/Learning Strategy 5.

Teaching/Learning Strategies

1. As a class, students brainstorm and review a list of problems created by urban settlements (e.g., a major urban settlement in the area of their district school board). The teacher guides the discussion to include problems that reflect interdependent systems (e.g., garbage, air pollution, water pollution, noise pollution, degrading natural ecosystems, pesticides/herbicides). In smaller groups, students complete a list of human activities that result in these problems and how they may be addressed. Use of an organizer would be useful.

2. Students participate in a Socratic lesson on sustainable development. They record notes and definitions as appropriate (e.g., ecological footprint, carrying capacity, sustainability). Discussion includes sustainable development on local, regional, and global scales. Students are reminded and given examples of the urban problems that are escalating as a result of the huge ecological footprints being left on the environment.

3. Individually, students complete a questionnaire dealing with their ecological footprint. A questionnaire may be obtained from http://www.EcoVoyageurs.com. In groups, students formulate ways in which they can reduce their own ecological footprints on the environment. In discussing these group conclusions, the teacher asks students to apply this knowledge to a larger scale and look at a local urban environment. Students suggest ways that cities deal with sustainable development (e.g., urban planning to include preservation of natural ecosystems, such as woodlots and ravines; banning pesticide use). The teacher ensures students are recording information by giving them an outline of sub-topics to follow. Students then read an article about sustainable development in Africa, Asia and/or Oceania and record pertinent information. (See Resources for websites with articles.)

4. Students are introduced to an activity using ArcView. In this activity, students are asked to be a part of the expansion of a waste disposal plant that is to pursue a recycling operation. The activity investigates the relationship between investment and use of recycling. The student’s goal is to see if more people will recycle if more money is invested. Students draw conclusions based on their findings. The teacher prepares an analysis worksheet for students to complete throughout the activity for evaluation. (See the ESRI Canada website for a complete lesson.)

5. In groups, students are given an organization that deals with urban problems and complete a list of criteria about the organization. Criteria should include: the mission statement of the organization; a brief history; the countries they operate in (developed/developing); and if the organization is successful in promoting sustainable development. Students spend a couple of days researching and then report their findings to the class in an oral/visual presentation. Each student records group information in an organizer (see Appendix 5.3.2). A peer assessment of presentations may be included. Organizations include Greenpeace, Green Party, local government committees, Pollution Probe, World Wildlife Fund, Ducks Unlimited, local environmental groups, and the Canadian Catholic Organization for Development and Peace (CCODP). In a guided class discussion, students conclude what can be done to promote sustainability in their local community, as well as in Africa, Asia, and Oceania.

Assessment & Evaluation of Student Achievement

· The teacher formatively assesses organizers and the ecological footprint exercise.

· The teacher formatively assesses students’ ability to work cooperatively on the GIS activity and their participation in group/class discussions. (see Appendix 5.3.2)

· The teacher summatively evaluates the article review and the GIS activity conclusions. The presentation is peer assessed.

Accommodations

· Provide alternative reading materials that deal with the same concepts but at the appropriate level.

· Allow the use of computer and templates for organizing information.

· For group reports, allow students to use a cooperative environment with their team and allow for practice time.

· Discuss and give examples of new vocabulary, especially for students in ESL/ELD programs.

· Allow students to work with a suitable partner, if necessary.

· For enrichment, students could use a GIS program, such as Arcview, to explain how changes in political, economic, and social policy could affect the health of urban environments.

Resources

Centre for Sustainability Studies – www.edg.net.mx/~mathiswa

Clark, Bruce and John Wallace. Making Connections: Canada’s Geography. Scarborough: Prentice Hall Ginn Canada, 1999.

Ecological Footprint of Nations – www.ecouncil.ac.cr/rio/focus/report/English/footprint

EcoVoyageurs – www.EcoVoyageurs.com (package and posters on sustainable development)

ESRI Canada – www.esricanada.com (student lesson packs to accompany the Ministry-licensed software)

The Meaning of Sustainability: Biogeophysical Aspects – http://dieoff.org/page113.htm

Revisiting Carrying Capacity – www.aloha.net/~jhanson/page110/htm

www.jhuccp.org/pr/urbanpre.stm – (articles on sustainable development in the developing world)

Appendix 5.3.1

Student Organizer for Group Presentations on an Organization

Name:

Organization		Mission Statement	Historical Points (3)	Where does the organization operate? (generally)	Example of how the organization promotes sustainable development
1.	Greenpeace
2.	Local Environmental Group
3	Canadian Catholic Organization for Development and Peace
4.	Etc.

Appendix 5.3.2

Observational Checklist for Assessing Group Cooperative Learning

Date: Time: Student Names:

Listens to others’ views without interrupting

Contributes information or ideas when called upon

Modifies views when faced with new or conflicting evidence

Shows respect for ideas of others

Stays focused on the task at hand

Accepts an equal share of the workload

Can be counted on to complete the work assigned by the group

Rating Scale: 1 = poor 2 = satisfactory 3 = good 4 = excellent

Adapted from Making The Grade, O.S.S.T.F., 1987.

Activity 5.4: Culminating Activity: Urban Problems in Asia, Africa, and Oceania

Time: 10 hours

Description

This final activity is an overview of concepts and skills attained throughout the course. Students research various problems in a particular city in Africa, Asia, or Oceania. Although students work as interdependent team members, their research from the inquiry process results in an individual forecast. In applying geographical skills and techniques, such as maps, graphs, and technology, students synthesize their research into the various components. In their final written report, students demonstrate their ability to think creatively in evaluating situations and solving problems in changing urban environments. While sensitizing themselves to the situation of urban dwellers in the developing world, students gain an appreciation for the sacredness of all life on earth.

Strand(s) & Learning Expectations

Strand(s): Understanding and Managing Change, Methods of Geographic Inquiry

Ontario Catholic School Graduate Expectations

CGE1h - respect the faith traditions, world religions, and the life-journeys of all people of good will;

CGE2c - present information and ideas clearly and honestly and with sensitivity to others;

CGE2d - write and speak fluently one or both of Canada’s official languages;

CGE3c - think reflectively and creatively to evaluate situations and solve problems;

CGE3f - examine, evaluate, and apply knowledge of interdependent systems (physical, political, ethical, socio-economic, and ecological) for the development of a just and compassionate society;

CGE4e - set appropriate goals and priorities in school, work, and personal life;

CGE5a - work effectively as an interdependent team member;

CGE7j - contribute to the common good.

Overall Expectations

UCV.02 - analyse problems of large urban areas and propose ways to make desirable changes;

UCV.03 - assess various ways of managing urban change in Africa, Asia, or Oceania;

GIV.01 - apply geographic skills, methods, and technologies to gather, analyse, synthesize, and communicate information related to urban geography;

GIV.02 - conduct an independent inquiry that applies geographic knowledge, skills, and methods to a study of urban places and patterns, with a focus on Asia, Africa, or Oceania;

GIV.03 - use forecasting, problem-solving, and decision-making models and planning principles effectively to develop solutions for urban problems and issues.

Specific Expectations

UC3.02 - research and report on examples of the use of regional and rural planning to reduce regional disparities and improve economic and social well-being in a selected country (e.g., India, China);

GI1.01 - demonstrate an understanding of the geographic inquiry process;

GI2.01 - create and interpret maps that use a variety of cartographic techniques (e.g., choropleths, symbols) to compare global urban patterns;

GI2.07 - evaluate forecasting, problem-solving, and decision-making models to determine which are most suitable for their independent inquiry;

GI3.02 - undertake an independent inquiry, using key concepts and methods presented in this course, that involves a political, economic, cultural, or social issue relating to an urban region in Africa, Asia, or Oceania;

GI3.03 - where possible, apply the conclusions reached in the independent inquiry to practical situations in the community or region studied;

GI3.04 - forecast the ways in which cities will have changed by the year 2020.

Prior Knowledge & Skills

· Students should review urban infrastructure from Unit 2.

· Students have working knowledge of the Internet and basic computer skills.

· Students have experience with note taking from student presentations.

· Students have experience with the dynamics of working and presenting in groups.

Planning Notes

· Prepare a package of information and instructions to guide students in the process and completion of the culminating activity.

· Schedule time mid-way through the process to allow for the group presentations. Arrangements must be made for access to technical equipment, if needed.

· Book the library/resource centre and computers for research and generation of visuals (e.g., graphs and maps).

· Bookmark websites and search engines for articles on the issues.

Teaching/Learning Strategies

1. Students are divided into small groups and choose a major city from those that they studied throughout Unit 5. Students produce a map identifying the location of their city. On this map, they make note of any physical features that are appropriate (e.g., fault lines, elevation, wind patterns, rivers, deforestation). Students summarize how these features may be responsible for urban problems.

2. The teacher guides students as they carry out an investigation on the impact of urbanization on their city. Students research various aspects of urban infrastructure, such as housing, transportation, sanitation, recreation, and power supply. They also research past, present, and future population trends. Students produce a graph on the computer demonstrating these trends. Students examine the implications this graph displays towards urban problems.

3. Using the Internet and other valid sources of information, students investigate the impact of population growth on the infrastructure of their city (e.g., shanty towns, water quality, air quality, transportation, sanitation). They collect and organize information and data in a variety of ways, such as graphs, organizers, notes, and maps. Students must make recommendations on how the municipality may respond to these shortcomings.

4. Students identify and report on relevant political, economic, cultural, and social issues. Their report is presented mid-way through the culminating activity process. The presentation could include a seminar, video, and audio-visual materials. All students record and are responsible for information from the presentations.

5. As a final step to their Culminating Activity, students use the knowledge gained from the presentations and their group work to individually forecast ways in which their city will change by the year 2020. They creatively demonstrate ways in which these changes can be dealt with in order to meet the challenges of the future (e.g., housing, water supply, transportation, sources of energy, economic function, physical environment.) The forecast is done as a final written report and is handed in for evaluation. At this point, students peer assess each other’s reports, using an appropriate checklist, before they are handed in for evaluation.

Assessment & Evaluation of Student Achievement

· The teacher summatively assesses the individual written report, the map, and the graph (see Appendices 5.4.1 – Culminating Activity Checklist, 5.4.2 – Mapping Checklist, and 5.4.3 – Graphing Checklist).

· The teacher formatively assesses the group work dynamics (Appendix 5.3.2), the student organizers (Appendix 5.4.4 – Student Synopsis of Issue Presentations), and the information collected on the impact of population growth.

· The teacher performs both formative assessment and summative evaluation of the group presentations.

Accommodations

· For enrichment, the culminating activity, or a part of it, may be expanded in depth to challenge students.

· Students may demonstrate expectations in a different manner/time frame.

Resources

Cartwright, Fraser. Urban Dynamics. Toronto: Oxford University Press, 1991.

ESRI Canada – www.esricanada.com

“Lost in the Suburbs.” The Nature of Things, CBC Television.

“Megacities.” Time Magazine, January 11, 1993.

National Geographic – www.nationalgeographic.com/eye/impact.html (article on human impact)

Revisiting Carrying Capacity – www.aloha.net/~jhanson/page110/htm

Standford, Quentin H., ed. Canadian Oxford School Atlas, 7th Edition. Don Mills: Oxford University Press, 1998. ISBN 0-19-540895-0

The United Nations University: Urban Studies Publications – www.un.org/pubs/unu/urban97.htm

www.jhuccp.org/pr/urbanpre.htm (articles on urban development)

Appendix 5.4.1

Culminating Activity Checklist

Student Name:

Student Tasks	Due Dates	In-Class Work	Product Completion
Map - location, physical features - written paragraph
Population Trends (graph) - past, present, future - written paragraph
Presentation of an Issue (group) - political/social/economic/cultural - individual research complete
Student Synopsis of Issues - presentations recorded in organizer
Written Report (250 words) - forecast changes to 2020
Peer Assessment - using a checklist

Rating Scale: 1 = poor 2 = satisfactory 3 = good 4 = excellent

Appendix 5.4.2

Mapping Checklist

Name: Project:

Title Checklist	Accurate and present	__/1
	Correct spelling	__/1
	Appropriately positioned	__/1
Legend Checklist	Appropriately positioned	__/1
	Correctly constructed	__/3
Label Checklist	Required labels present	__/4
	Spelled accurately	__/1
	Aligned correctly	__/1
Layout Checklist	Required data present	__4
	Appropriate font size and clarity	__/3
	Appropriate use of colour/graduation	__/3
	Border present	__/1
	Scale bar present	__/1
	North arrow present	__/1
	Overall proportionality	__/4
Overall Achievement Level	Mark	____/30

Comments:

Appendix 5.4.3

Graphing Checklist

Name:

1. Descriptive title which answers: - What? Where? When?	Yes	No
2. Attention to detail: - Data plotted accurately	Yes	No
- Neatness and quality of construction	Yes	No
- Graph centred on page	Yes	No
- Appropriate use of colour	Yes	No
- Written analysis of graph results	Yes	No

Appendix 5.4.4

Student Synopsis of Issue Presentations

Name:

City/County	Political Issue	Social Issue	Economic Issue	Cultural Issue
1.
2.
3.
Etc.

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