Course Profile World Geography: Urban Patterns and Interactions (CGU4C), Grade 12, College Preparation, Public
Unit 1: What is a City?
Time: 20 hours
Activity
1.1 | Activity 1.2 | Activity 1.3 | Activity 1.4
| Activity 1.5 | Activity
1.6
Unit Description
Students are
introduced to the study of urban geography and the nature of cities. Students
gain an understanding of how people perceive cities from different experiences
and viewpoints and the factors that contribute to those perspectives. Students
apply creative thinking skills as they write from the perspective of a
particular urban lifestyle and on the variety of factors that influence that
way of life. In this introductory unit, students renew geographic skills
including mapping, graphing, and spatial analysis developed through previous
geography courses as they investigate patterns and rates of urbanization around
the world. The factors that influence the unique vitality and character of
every city and its distinctive skylines are one focus of the unit culminating
task. In the concluding activity students write a report on an international
city. This is presented to the class, as they collect information for a world
city database, which can be used as a resource for all students. The report
includes an analysis of the geographic setting and morphology of the city, an
overview of cultural characteristics, and an urban problem. The city chosen is
the focus of geographic inquiry for each student for culminating tasks
throughout the course.
Unit
Synopsis Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
1.1 Cities…the good,
the bad, and the ugly. |
SSV.03, SS1.06,
SS1.07, HE1.02, UC1.01, GI2.04, GI2.05, GI2.06 |
Knowledge/
Understanding Communication |
What do people
think of cities? |
|
1.2 “Cities: a nice
place to visit but…” |
SSV.02, SSV.03,
SS1.04, SS3.06, UC1.01, GI2.02, GI2.04 |
Thinking/ Inquiry
Communication Application |
What indicators
tell us how liveable cities are and what is their relative importance? |
|
1.3 Big cities, small
world |
SSV.03, GIV.01,
SS2.02, SS3.04, SS3.07, GC2.01, GI2.01, GI3.04 |
Thinking/ Inquiry
Communication |
How do global
urban patterns and rates of urbanization vary in different parts of the
world? |
|
1.4 Defining the city |
SS1.01, SS1.03,
SS3.02, SS3.03, SS3.07, HE1.01, GI2.02, GI2.01 |
Knowledge/
Understanding Application |
What factors
define a city’s shape or morphology? |
|
1.5 Cityscapes |
GIV.01, SS1.03,
SS3.07, HE1.02, UC1.01, GI2.04 |
|
Why do
international cities have unique skylines? |
|
1.6 An International
City Investigative Report Part 1 - Image of
a City Part 2 - Written
Report and Oral presentation |
SSV.01, SSV.02,
SS1.02, SS1.03, SS3.06, SS3.07, HEV.01, GCV.01, GC1.03, UCV.02, GIV.01,
GI1.01, GI2.04 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Culminating
Performance Task: An International City Inquiry |
Activity: 1.1 Cities…the good, the bad, and the ugly
Time: 2 hours
Description
Students are
introduced to the complex nature of cities. They examine the perceptions and
general feelings people have about cities and the factors that influence them.
As a class, students develop a list of world cities on several continents.
Students conduct a poll to determine varying perceptions within the school and
home community, and conclude with a list of positive and negative
characteristics of cities.
Strand(s) & Learning Expectations
Strand(s): Geographic Foundations: Space and Systems;
Human-Environment Interactions;
Understanding and
Managing Change; Methods of Geographic Inquiry
Overall
Expectations
SSV.03 - analyse the
characteristics of major urban systems in different parts of the world.
Specific
Expectations
SS1.06 - describe
how culture affects the characteristics of places;
SS1.07 - explain
what a city is and how several criteria can be used to define urban regions;
HE1.02 - explain how
urban places are made distinctive by human activities that alter physical
features;
UC1.01 - explain how
peoples’ changing perceptions of urban places and regions reflect cultural and
economic change;
GI2.04 - communicate
geographic information in a variety of ways;
GI2.05 - assess the
relevance and bias of data gathered from different sources;
GI2.06 - use graphic
organizers effectively to analyse, synthesize, and present information related
to an urban problem or development.
Prior Knowledge & Skills
Students need an
understanding of how to conduct a poll, the types of questions to ask,
appropriate ways to approach people and the limitations of polling as a
sampling method
Planning Notes
·
The teacher may
collect samples of recent polls to serve as exemplars. Some travel and other
magazines conduct polls on a regular basis. Display posters of various urban
areas around the classroom.
·
Students need to
be aware of the components of the Culminating Task as soon as possible. Hand
out Appendix 1.6.2 – Unit Culminating Project - Student Handout near the
beginning of the unit so they will know what they need to do to complete the
task.
Teaching/Learning Strategies
1. Begin by writing the word City on the board.
Students brainstorm the names of cities from as many continents as possible.
2. Pose the question: What do you think of
cities? What words come to mind when you hear the word city or the name of a
specific city?
3. Students use a think/pair/share strategy to
compile a list of at least ten words or phrases that they associate with cities
and share their word list in pairs, then in two sets of pairs to form a group
of four.
4. The group discusses the words and phrases to
reach a consensus and compile a master list of approximately ten to fifteen
“characteristics of cities.”
5. Students classify the list into a reflection
of positive and negative characteristics by placing a plus or minus sign beside
each and write their list on chart paper or the board.
6. Initiate a class discussion, including the
concept of bias, about why people have different perceptions of cities to
generate an overall list of the factors that influence perceptions.
7. Students conclude by writing a paragraph
about the characteristics that make cities seem good and bad.
8. Introduce students to polls as a means of
obtaining data that might not otherwise be available. Discuss the possibility
of bias considering the sample to be polled by students.
9. Students develop two or three appropriate
questions to determine a broader range of differing perceptions about cities
and the factors responsible for them. For homework, students poll two or three
people. Suggest that they poll members of their extended family, people known
to them at places of work and/or in their community to get as wide a sample as
possible.
10. Working in the original groups, students
compare the results of their polls with others and then with the original class
list of characteristics.
11. Students communicate the findings of the group
in a creative graphic and written form to summarize people’s perceptions of
cities and the factors that influence them.
Assessment & Evaluation of
Student Achievement
As this is an
initiating activity, diagnostic assessment of student achievement of the expectations
is appropriate. Some insight into their individual learning styles and learning
strategies and skills may be gained, particularly their ability to learn
cooperatively. Graph and written analysis may be formatively assessed
Accommodations
Most students will
be able to participate in this introductory activity. Circulate during group
discussion to identify any difficulties.
Resources
Magazines where
polls are done include: “Canada’s Healthiest Cities”, Chatelaine, May,
1995, “Canada’s Safest Cities”, Chatelaine, April 1999, Ski
magazine, January 2001, and Conde Nast Traveler -most editions. –
www.cntraveller.com
Activity 1.2:
Cities: a nice place to visit but I wouldn’t want to live there!
Time: 3 hours
Description
Students build on
the understandings they developed about people’s perceptions of cities in
Activity 1. Students use information from a statistical analysis of ten factors
for the world’s 100 largest metropolitan areas, to determine where the most and
least liveable cities are located. In small groups, students rank the same ten
factors, while adopting the role of a specific character or personality, to
determine their relative importance. Students write in role to create a class
urban anthology, from a variety of perspectives, on what life is like in
specific cities.
Strand(s) & Learning Expectations
Strand(s): Geographic Foundations: Space and Systems; Understanding
and Managing Change;
Geographic Methods
of Inquiry
Overall
Expectations
SSV.02 - explain how
social, political, cultural, and economic processes shape urban places;
SSV.03 - analyse the
characteristics of major urban systems in different parts of the world.
Specific
Expectations
SS1.04 - demonstrate
an understanding of the social, political, cultural, and economic patterns and
systems that influence the development of cities;
SS3.06 - explain how
the character of a place is shaped by economics, politics and population;
UC1.01 - explain how
peoples’ changing perceptions of urban places and regions reflect cultural and
economic change;
GI2.02 - create and
interpret maps that use a variety of cartographic techniques to compare global
urban patterns;
GI2.04 - communicate
geographic information in a variety of ways.
Prior Knowledge & Skills
·
Students should
be familiar with correct mapping techniques.
·
Students
understand the process of diamond ranking.
·
They have read
about or viewed video segments describing the life of urban dwellers in
developed and developing countries, including positive and negative
representations.
·
Students understand
that story telling is an important tool for learning about concepts and ideas.
Planning Notes
·
Photocopy outline
maps of countries of the world.
·
Explain the
diamond ranking process to students and supply them with sets of pre-cut card
or paper, possibly recycled materials, to be used in the diamond ranking
analysis.
Teaching/Learning Strategies
1. Bring the following information to the
attention of the class:
For the purpose of the following activity, a Metropolitan Area is
defined as at least one central city, the neighbouring communities linked to
the city by continuous urban development, and more distant communities if they
are supported by economic activities in the city and suburbs.
At the beginning of the twentieth century, only one in ten of the world’s people lived in cities. Most large cities were in parts of the world undergoing rapid industrialization. By the end of the century nearly half of the world’s people live in cities. Many of the largest cities are in Less Economically Developed Countries (LEDC) or developing countries, where officials are losing the battle to provide schools, transportation, and basic sanitation and utilities against a rapidly growing urban population.
In 1993, Population Action International (PAI), with the aid of the United Nations (UN) and World Health Organization (WHO) published Cities - Life in the World’s 100 Largest Metropolitan Areas. This survey provided a profile of ten indicators for the 100 largest metropolitan areas and was based on extensive data collection and analysis. The ten factors, in no particular order of significance, were:
|
·
Murder Rate |
·
Education |
·
Food
Expenditure |
|
·
Infant
mortality |
·
Living Space |
·
Air quality |
|
·
Access to
utilities |
·
Noise
Pollution |
·
Communication
|
|
·
Traffic
congestion |
|
|
2. Students work in pairs and
take on the character or personality of an urban citizen. Before conducting
this activity the teacher should discuss with the class the potential of bias
and stereotyping which could develop when defining a character. The list of
personalities could come from the following list or any other appropriate
person:
|
·
Fast food
street vendor |
·
Police officer |
|
·
Taxi/mini van
driver |
·
Squeegee
kid/panhandler/beggar |
|
·
Senior citizen |
·
Student - high
school, college |
|
·
Rickshaw driver |
·
Business/shop
owner |
|
·
Person with
disability (wheelchair, blind) |
·
Homeowner or
tenant |
|
·
Mayor/city
councillor |
·
Street child
scavenging in dump |
|
·
Tourist |
|
3. Students, in pairs, write the
ten factors listed above onto pieces of card or paper. They choose an urban
citizen personality and conduct a Diamond Ranking analysis to sort the factors
from most to least important. This is a way of collaboratively discussing and
ranking priorities or factors, without having to agree on a definite order. The
teacher should provide the students with this numbered pattern on the board:
|
|
1 |
|
|
|
2 |
3 |
||
|
4 |
5 |
6 |
|
|
7 |
8 |
||
|
|
9 |
|
|
To conduct the diamond ranking analysis, students decide on which of
nine factors should be placed in each spot on the diamond. The first ranked
item is placed at the top in the number 1 position. In the next row down, are
the factors, which they have decided are somewhat less important but are fairly
equal in importance. This process continues until factors are placed in all
nine spaces. Partners must agree on the ranking so valuable discussion will
occur.
Note: One of the ten
factors will be left off the list in this activity. Note also that just because
a factor is on the bottom of the list, it does not mean that it is not
important, rather that those above it are more important.
4. Two or three student pairs form a group,
introduce their urban citizen and explain their ranking of the factors.
Students could consider what priorities are important to them in terms of
living day by day, e.g., a safe neighbourhood or jogging in a pollution free
environment etc.
5. Bring the following information to the
attention of the class: According to PAL, an analysis of the indicators
suggests that the most liveable metropolitan areas were:
Melbourne, Australia; Montreal, Canada; and Seattle, U.S.A. which all
tied with 86 out of a maximum 100 points. The remaining cities in the top TEN
are: Essen/Dortmund/Duisburg,
Germany (85); Atlanta, U.S.A. (85); Detroit-Windsor U.S.A./Canada (84);
Dallas-Ft. Worth,
U.S.A. (83); Toronto, Canada (83); Sydney, Australia (83); Houston, U.S.A.
(83).
According to the same analysis, the least liveable metropolitan areas are: Surabaya, Indonesia (36); Bombay, India (35); Pune, India (34); Calcutta, India (34); Lahore, Pakistan (34); Recife, Brazil (33); Kanpur, India (33); Lima, Peru (33); Dhaka, Bangladesh (32); Kinshasa, Zaire (29)
6. On an outline map of the world, students
locate the top and bottom ten metropolitan centres using two different coloured
symbols. They describe any noticeable patterns in the distribution of metropolitan
centres, point out any centres that do not seem to fit the patterns and explain
these anomalies.
7. While remembering the urban citizen selected
in Strategy 2, students choose any two cities from their map. Using the
Internet or library sources they research and record a series of interesting or
important facts about each city such as: What it would be like to live or visit
there? Is this a ‘good’ or ‘bad’ city? Is this city well-known for a particular
feature, conflict, issue, characteristic or function?
8. Students find another person who picked at
least one of the same cities to compare what that person found. Discussion and
sharing of information follows: Did they write the same sorts of things? Are
there major differences? What sources were used to find the information?
Students add new information to their collection of characteristics of the
chosen city.
9. In the character of their chosen urban
citizen, each student writes a prose narrative, words to a song, poem, etc., to
show how they are personally affected by various characteristics and features
of their city. This should include aspects of the economy, politics, culture,
natural setting, and social factors.
Assessment & Evaluation
·
Formative
assessment of oral communication of geographic information throughout the
diamond ranking process
·
Formative
assessment of the completed maps and analysis of urban patterns
·
Summative
assessment of student achievement of expectations through writing for the
anthology. (Teacher and students may wish to develop a checklist or rubric)
Accommodations
Some students may
need assistance in assuming the role or character of an urban citizen. The
teacher could provide an opportunity for viewing a video segment or photographs
of urban characters to assist them. Students could assume the role of an urban
citizen that is familiar to them e.g., their part-time job, the job that a
parent or relative has, a favourite TV character, etc.
Resources
Cities: Life in
the Worlds 100 Largest Metropolitan Areas, Population Action International, Washington D.C., 1993.
Activity
1.3: Big Cities…small world
Time: 3 hours
(class time)
Strand(s): Geographic Foundations: Space and Systems; Global
Connections;
Methods of
Geographic Inquiry
Overall
Expectations
GIV.01 - apply
geographic skills, methods and technologies to gather, analyse, synthesize, and
communicate information related to urban geography;
SSV.03 - analyse the
characteristics of major urban systems in different parts of the world.
Specific
expectations
GC2.01 - compare
rates of urbanization in Europe, Asia, Oceania, and the Americas from 1900 to
the present;
GI3.04 - forecast
the ways in which cities will have changed by the year 2020;
SS2.02 - illustrate
changes in the distribution of urban agglomerations of five million or more
inhabitants over time;
SS3.04 - compare
variations in the rate of urbanization in selected regions of the world and
explain the reasons for the differences;
SS3.07 - compare
urban areas in different continents, using a variety of criteria;
GI2.01 - create and
interpret maps that use a variety of cartographic techniques to compare urban
patterns.
Prior Knowledge & Skills
Students will be
familiar with the production, necessary components and analysis of a variety of
graphs.
Planning Notes
Copy a set of
Appendix 1.3.1 – Largest Cities In The World and an outline map of the Counties
of the world.
Teaching/Learning Strategies
1. Students use an atlas, text, or the Internet
to locate and draw a line separating the North or developed countries from the
South or developing countries.
2. Discuss the validity of the North/South line
by examining several countries on either side of this arbitrary division.
3. Students use an atlas to accurately locate
and label on a world map, each of the cities in
Appendix 1.3.1
4. Students analyse the location patterns that
they observe on the map and write a paragraph describing the global
distribution of cities in relation to the North/South dividing line. Look for a
comparison of urban patterns on different continents in their analysis.
5. On
their world map, students produce a series of bar graphs, one for each city,
which show a change in urban population for each of the three years. Locate
each set of bars close to the city it represents and use three colours or
shadings to indicate the different years. Some cities do not have data for
all 3 years and will have fewer bars/colours. Reasons for this observation
should be included in their analysis in Strategy 8.
6. Students calculate the percentage of the
total population of the ten cities that are in developed and developing
countries, for each of the three years.
7. On a separate page, each student draws three
proportional pie graphs to represent their calculations from part 6. A scale of
2 mm radius to represent 1 million people is a possible scale for the graphs.
8. Students write an analysis of three changes
that they observe in the pattern shown by the pie graphs.
9. Use student analysis as a basis for class
discussion on reasons why the rate of urbanization and growth of various cities
varies in different parts of the world and what predictions they have for the
future.
10. Students produce a line graph with the years
from 1900 to 2020 along the horizontal or X-axis and population in millions
along the vertical or Y-axis. They will use the North/South data to plot two
solid lines from 1900 to 2000, and predict, using a dashed line, where they
believe the graphs will be in the year 2020.
11. Based on class discussion and analysis of maps
and graphs, students write a concluding paragraph outlining the economic,
social, political, cultural and environmental implications of their prediction
for both developed and developing counties.
Assessment & Evaluation of
Student Achievement
·
Summative
evaluation of map and graphs (see Appendix 1.3.2)
·
Formative
assessment of analysis in Strategy 4.
·
Summative
evaluation of written analysis and conclusion. Rubric in Appendix 1.3.3 may be
used or teacher may develop a rubric with students.
Accommodations
·
As an enrichment
activity, some students could be given the task of finding the data for this
activity instead of using the provided data sheet.
·
It may be more
appropriate for some students to organize their conclusions in a chart format
instead of a written paragraph.
Resources
To find the North/South
divide line use: – www2.gol.com/users/bobkeim/Reference/northsouth.html
Population Reference
Bureau web site contains a prediction for population levels in 2025 and 2050: –
www.prb.org
Appendix 1.3.1
Largest Cities In The World
|
|
1900 |
1950 |
2000 |
|||
|
|
City Country |
Population in 1000s |
City Country |
Population in 1000s |
City Country |
Population in 1000s |
|
1 |
London, U.K. |
6480 |
New York, U.S.A. |
12463 |
Tokyo, Japan |
26 444 |
|
2 |
New York, U.S.A. |
4242 |
London, U.K. |
8860 |
Mexico City,
Mexico |
18 131 |
|
3 |
Paris, France |
3330 |
Tokyo, Japan |
7000 |
Mumbai (Bombay),
India |
18 066 |
|
4 |
Berlin, Germany |
2707 |
Paris, France |
5900 |
Săo Paulo,
Brazil |
17 755 |
|
5 |
Chicago, U.S.A. |
1717 |
Shanghai, China |
5406 |
New York, U.S.A. |
16 640 |
|
6 |
Vienna, Austria |
1698 |
Moscow, U.S.S.R. |
5100 |
Lagos,
Nigeria |
13 427 |
|
7 |
Tokyo, Japan |
1497 |
Buenos Aires,
Argentina |
5000 |
Los Angeles,
U.S.A. |
13 140 |
|
8 |
St. Petersburg,
Russia |
1439 |
Chicago, U.S.A. |
4906 |
Kolkata
(Calcutta), India |
12 918 |
|
9 |
Manchester, U.K. |
1435 |
Ruhr, Germany |
4900 |
Shanghai, China |
12 887 |
|
10 |
Philadelphia,
U.S.A. |
1418 |
Calcutta,
India |
4800 |
Buenos Aires,
Argentina |
12 560 |
Appendix 1.3.2
Big City … Small World
C h e c k l i s t
|
|
YES |
NO |
Could be improved
by… |
|
North/South line
drawn on map |
|
|
|
|
Cities located and
labelled on map |
|
|
|
|
Stacked bar graphs
done on map |
|
|
|
|
Proportional pie
graphs done |
|
|
|
|
1900 – 2000 line
graph done |
|
|
|
|
2000 – 2020
prediction done |
|
|
|
|
Map has all
necessary components |
|
|
|
|
Graphs have all
necessary components |
|
|
|
Appendix 1.3.3
City Distribution Analysis – Rubric
(Summative
Assessment)
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/
Understanding |
- variations are
described with limited accuracy |
- variations are
described with some accuracy |
- variations are
described with considerable accuracy |
- variations are
described with thorough accuracy |
|
- explains reasons for differing rates of
urbanization |
- explains reasons
with limited effectiveness |
- explains reasons
with some effectiveness |
- explains reasons
with considerable effectiveness |
- explains reasons
with thorough effectiveness |
|
Thinking/Inquiry |
- prediction is
explained with limited clarity |
- prediction is
explained with some clarity |
- prediction is
explained with considerable clarity |
- prediction is
explained with a high degree of clarity |
|
- uses maps to
compare and interpret global urban patterns |
- urban patterns
are interpreted with limited effectiveness |
- urban patterns
are interpreted somewhat effectively |
- urban patterns
are interpreted with considerable effectiveness |
- urban patterns
are interpreted with a high degree of effectiveness |
|
Communication |
- geographic
information presented with limited effectiveness |
- geographic
information presented somewhat effectively |
- geographic
information presented with considerable effectiveness |
- geographic
information presented with a high degree of effectiveness |
Note: A student whose achievement is below Level 1
(50%) has not met the expectations for this assignment or activity
Activity
1.4: Defining the city
Time: 3 hours
Unit Description
Students build on
essential understandings previously developed, particularly about people’s
perceptions. Students identify and discuss the criteria that define cities from
the reading “What is a city?” Students examine satellite images or land use
maps of selected Canadian and international cities from an atlas and complete
an organizer to determine the factors that define cities. The comparison of
data from these maps is used in the analysis of city location, topography, land
use, functional zones, shape/morphology. Students apply this knowledge and
understanding as they complete a geographic inquiry and report on a city of
their choice for the unit culminating task in Activity 6. Students enlarge,
draw and label a city map on bristol board in preparation for an oral
presentation to the class.
Strand(s) & Learning Expectations
Strand(s): Geographic Foundations: Space and Systems;
Human-Environment Interactions;
Methods of
Geographic Inquiry
Specific
Expectations
SS1.01 - describe
the major categories of land use in cities;
SS1.03 - explain why
urban places around the world are different from one another;
SS3.02 - analyse
relationships between function and location, topography, transportation; and
other factors in the functional zones of an urban area;
SS3.03 - analyse the
distributions of selected characteristics of an urban area and explain the
reasons for the observed patterns;
SS3.07 - compare
urban areas in different continents using a variety of criteria;
HE1.01 - demonstrate
an understanding of the locational advantages and disadvantages of different
city sites;
GI2.02 - analyse
aerial photographs, remote sensing images, maps; diagrams, and charts to
interpret urban trends;
GI2.01 - create and
interpret maps that use a variety of cartographic techniques to compare global
urban patterns.
Prior Knowledge & Skills
·
Students are
familiar with map interpretation from their study of previous geography
courses.
·
Students need
independent research and report writing skills.
·
Students should
draw on their understanding of the concepts of land use, topography, site and
situation from Grades 7 - 9 geography courses.
Planning Notes
1. Copy a class set of the reading, What is a
city? (Appendix 1.4.1).
2. Copy
handouts, City Maps (Appendix 1.4.2) and City Maps Comparison Organizer
(Appendix 1.4.3).
3. Assemble a class set of atlases such as the
Canadian Oxford School Atlases 7th Edition. If atlases are not available,
students create their own sketch maps of the cities similar to those shown on
Appendix 1.4.2.
4. Check the geography department for posters of
satellite images of cities.
5. Consult with the library staff for a variety
of print, broadcasting, and electronic media resources and book computer and
library/resource centre time for students to work on map for the unit
culminating activity.
Teaching/Learning Strategies
1. Students read the article, What is a City?
(Appendix 1.4.1) and answer the following questions in their notebooks for
class discussion:
· What divergent views do people have of cities? Where are you on this spectrum? Explain.
· Find a definition of a city
· Does this definition capture the spirit, vitality and personality of a city?
· What purposes/services/functions do cities provide?
· What relationships does a city have with its hinterland?
· What factors define a city’s shape/morphology?
· What is “smart” city growth? Why is it necessary?
· What are people doing to “green” their cities and why?
· Why are cities dynamic and continually evolving?
2. The teacher provides students with an atlas
such as the Canadian Oxford School Atlas 7th edition and the handouts, City
Maps (Appendix 1.4.2) and City Maps Comparison Organizer
(Appendix 1.4.3). Students match and identify a Canadian city and an
international city with the correct map in the atlas.
3. Students use city land use maps in an atlas
to identify each of the eight cities. They shade in blue and label major rivers
and water bodies. Shade in yellow and label the Central Business District and
label any additional noteworthy features such as major expressways or
greenbelts.
4. Students complete the comparison organizer
using the headings: Site and Situation, Land Use, Transportation Systems, and
Shape/Morphology. Students draw conclusions about the factors that define city
shape/morphology. Teacher initiates a discussion by asking the questions: What
is the ideal city shape? What factors make cities different from one another?
5. The teacher reminds students that they will
apply the factors that define a city to their independent study of a world city
and schedules research time in the library/resource centre for students to work.
6. Teacher provides students with further
research dates and due dates for the various components of the culminating task
(report, panoramic postcard and presentation).
Assessment & Evaluation of
Student Achievement
Answers to the
questions based on the reading, What is a City? are checked for completion and
student understanding. Students self assess City Maps Comparison Organizer
during class discussion.
Accommodations
Students may need
help selecting and researching the city of their choice. Students may need help
locating, reading, enlarging and drawing a city map for the culminating task.
Some students, while
reading, What is a City? may find it more meaningful if they work in small
groups of varying abilities. They can then share the reading and their ideas in
this small grouping.
Resources
Canadian
Oxford School Atlas 7th Edition.
Quentin H. Stanford Editor. Oxford University Press 1998.
ISBN 0-19-541309-1
“Shapes of
Cities” New Internationalist June 1999 page 9.
“The
Emergence of a Major Urban Centre” Urban Toolkit Working With City
Environments Gage Educational Publishing Company, Toronto Canada. 1991.
Ontario
topo50, Four volumes, 1. Southern Ontario, 2. Upper Ontario East, 3. Lake
Superior North, 4. Upper Ontario West. SoftMap Technologies Inc., 420 Charest
Blvd. East, Quebec City,
Quebec, G1K 8M4. – www.softmaptechnologies.com
Appendices
Appendix 1.4.1 – Reading – What is a City?
Appendix 1.4.2 –
City Maps
Appendix 1.4.3 –
City Maps Comparison Organizer
Appendix 1.4.1
Student Reading Assignment
What is a City?
Perceptions
of cities vary widely. Some people feel that cities are exciting places of
commerce, culture, entertainment and bright lights. Others find them to be
noisy, dirty, crowded places with too much crime and too little of nature. Other
peoples’ perceptions fall somewhere in between these divergent views, perhaps
depending upon the city under investigation. Whatever one’s perceptions of
cities, all cities have a number of defining characteristics in common.
How do we
define a city? What makes a city a great place to live? What factors are
important to consider? Cities are increasingly dense concentrations of people
and human structures all interrelating with one another and with the natural
setting in which they are located. They form a pattern that appears to grow out
of the landscape. They have evolved over thousands of years beginning with the
time when agriculture became advanced enough to produce surpluses of food.
Cities are
places where knowledge, skills, ingenuity, art, services, and material goods
are exchanged. They are places where other people provide one another with
friendship and emotional and spiritual support. They are the primary markets
for the natural resources found in even the most remote parts of the surrounding
hinterlands. People need access to this rich diversity of opportunities and
functions for their growth and survival. In this sense, a city is an ecosystem
created by people where each component is interrelated and interdependent.
Fly over a
city, or study it on a map or satellite image, and its shape will become
evident. Cities take many different shapes and forms depending on location,
landforms, drainage features, and climate. Trade patterns, transportation
patterns and changes in technology especially related to communications,
transportation and quality of life all affect the morphology (shape) and
function of cities.
The way that
the land is used by people within a city, is a living part of each city’s
history and evolving structure. From the central business district (CBD) to the
diverse combinations of industrial through residential and institutional to
green open space, a balanced mix of efficiently located land uses are an
essential part of every workable city. Rural land uses in the surrounding regions
are integrated closely with the function of a city.
Transportation
arteries are the vital organs of a city. Sometimes the road patterns are
orderly, as in a grid pattern. Sometimes, they follow a helter-skelter pattern
that contributes to continued sprawl of the city as its growth follows
highways. As one moves away from the centre, urban sprawl and population become
more discontinuous and less dense.
Research has
shown that people will choose a place to live based on a variety of factors
related to tolerance and security. Cities that have no trouble integrating
people from different origins, religions, races, socio-economic status and
sexual orientations are safer places to live. Cities with a wide diversity of
private and public sector employment opportunities provide lots of choices as
employees expect to work for a number of different employers throughout their
careers.
Appendix
1.4.1 (Continued)
As the world is
becoming a more globalized place, and as cities grow in area and population, we
are increasingly recognizing the stresses related to ozone layer depletion,
global warming and other climate changes, air, water and land pollution, that
are placed on natural systems. The challenges of these environmental issues
have caused people to move towards ‘greening’ their cities. Attempts are being
made to restore damaged natural environments including ravines, forests,
shorelines, and wetlands in order make them more diverse, safe, pleasant,
healthy, and sustainable places to live; places that are growing “smarter,”
rather than just bigger. Parks where people can walk their dogs or where kids
can skateboard, streets and pedestrian areas that are lined with healthy trees,
beaches alongside clean water for swimming are all desirable attributes of a
healthy, sustainable city.
Appendix 1.4.2
City Maps
Appendix 1.4.2 (Continued)
Appendix
1.4.3
City maps Comparison Organizer
|
Criteria |
Cities 1 and 2 |
Cities 3 and 4 |
Cities 5 and 6 |
Cities 7 and 8 |
|
Site and
Situation Describe the major
natural features of city location. |
|
|
|
|
|
Land Use Describe the
relationship between topography and functional zones (Central Business
District [CBD], residential, industrial, parkland). |
|
|
|
|
|
Transportation
systems Describe the
pattern of roads and railways. If these are port cities, what patterns
result? |
|
|
|
|
|
Shape or
morphology Describe the
overall shape of the cities (linear, radial, delta, irregular). |
|
|
|
|
Conclusion
What factors define
city shape or morphology?
In your opinion,
what is the “ideal” city shape? Explain.
Activity
1.5: Cityscapes
Time: 3 hours
(class time)
Description
Students brainstorm
what is well known about several international cities. The criterion is city
skyline and the image we have in our “mind’s eye” about famous world cities. It
is an exercise in association that develops into a study of perception.
Students identify, research, and write about significant historical,
architectural, and infrastructure components of selected urban areas in
different continents. Students sketch major components of the image or skyline
for four cities and plan to assemble and construct
a 3-dimensional panoramic postcard of one of these skylines for an
international city of their choice as described in Activity 6.
Strand(s) & Learning Expectations
Strand(s): Geographic Foundations: Space and Systems; Understanding
and Managing Change;
Methods of
Geographic Inquiry
Overall
Expectations
GIV.01 - apply
geographic skills, methods, and technologies to gather, analyse, synthesize,
and communicate information related to urban geography.
Specific
Expectations
UC1.01 - explain how
people's changing perception of urban places and regions reflect cultural and
economic change;
SS1.03 - explain why
urban places around the world are different from one another;
SS3.07 - compare
urban areas in different continents using a variety of criteria;
HE1.02 - explain how
urban places are made distinctive by human activities that alter physical
features;
G12.04 - communicate
geographic information in a variety of ways.
Prior Knowledge & Skills
·
Students may have
taken Regional Geography: Travel and Tourism CGG3O and be familiar with
world-class cities and city centred-regions.
·
Students need
independent research skills.
·
Students need to
use fine-motor skills to create a 3-dimensional postcard.
Planning Notes
1. Arrange for a variety of photographic and
electronic resources and book computer and library/resource centre time.
2. Consult art teacher for books or examples of
perspective artwork and tolework crafts.
3. Prepare overheads or photographs of
perception images from a psychology book or web site
(see Resources).
4. Display Cityscapes (City Skylines) Cities in
the Mind’s Eye exemplar sketch (Appendix 1.5.1).
5. Prepare exemplar of 3-dimensional cityscape
for Activity 6. Plan for additional class time to supervise the assembly of 3-D
postcards at a later date.
6. Introduce students to the 3-dimensional
panoramic postcard component of the unit culminating task (Activity 6) on the
city they have selected, as they will need independent research time to collect
information. Class time with teacher assistance and supervision, should be
provided at a later date for students to assemble their 3-dimensional panoramic
postcards as described in activity 6.
7. View excerpts of some films/videos that show
the skylines or images of various cities.
Teaching/Learning Strategies
1. Write on the board the question: What is
perception? The teacher defines how perception is a way of seeing things using
knowledge, experience, or insight. Review with students the varying perceptions
of cities in Activity 1.1.
2. The teacher shows students photographs or
overheads of perception images, e.g., the old/young woman, the faces/vase
commonly found in social science texts. Students discuss how our perceptions
change when we look at the relationship of figures/foreground/background.
3. Students record definition of perception in
their notebooks.
4. The teacher explains that in this lesson they
will examine students’ perceptions of city images including their skylines
where appropriate. The teacher provides students with a selected list of world
cities, e.g., Ottawa, Sydney, Paris, London, Venice, New York, Moscow, Hong
Kong, Washington, Quebec City, Athens, Rio de Janeiro, Istanbul. Students
record independently the image of each city they visualize in their mind’s eye
- its skyline features and famous buildings or landmarks. Toronto may be used
as an example with its CN Tower, SkyDome, Air Canada Centre, Ontario Place,
Royal York Hotel, Union Station, Central Business District skyscrapers viewed
from Toronto Islands or Harbour.
5. Students brainstorm a list of typical images
or skyline features found in cities around the world and the teacher lists them
on the board.
6. The teacher discusses with students the
reasons why these images seem clear/unclear, and where we have seen these
images of cities, e.g., television, movies, books, photographs, paintings,
magazines, family vacations, travel posters, and brochures.
7. Students discuss the factors influencing the
images of international cities and their unique skylines, such as natural
setting, history, culture, politics, technology, religion, art, architecture,
and economics, and how these factors cause change in skylines. For example,
urban form changed with the development of the elevator systems and
steel-reinforced concrete, allowing for the construction of skyscrapers.
8. Students select four world cities including
one city they would most like to study for their culminating task. In the
library/resource centre, students search print and electronic resources for
photographs or paintings of each city and create a pencil sketch of each of the
four city skylines. Each pencil sketch should be the size of a panoramic
postcard. A copy of an exemplar is provided in Appendix 1.5.1.
9. Students add colour to these panoramic
postcards. Student work is displayed for peer assessment.
10. For each of the city’s major features
included, students write a description of the feature and describe what aspect
of that city it represents, e.g., cultural, religious, political, etc. and
place the note on the reverse of the appropriate postcards. For example,
describe the significance of the Eiffel Tower to Paris or the Opera House to
Sydney.
Assessment & Evaluation of
Student Achievement
The city skylines
are checked for completion and peer-assessed based on criteria selected in
class discussion with students.
Accommodations
·
Some students may
need assistance selecting a city and locating research materials.
·
Some students may
prefer to give an oral description of the image of their four cities.
Resources
Figures for
discussing perception may be found at
– http://www.unc.edu/courses/psyc21/3-15-99/sld014.htm
Information on city
skyline features may be found at – http://www.travelocity.com
Links to cities worldwide
may be found at – www.city.net
Images of cityscapes
and links to global destinations may be found at – www.voyage.gc.ca
Appendices
Appendix 1.5.1 –
Cityscapes Exemplar
Appendix 1.5.1
Cityscapes Exemplar
Activity
1.6: Unit Culminating Task – An International
City Investigative Report
Time: 6 hours
(class time)
Description
Students apply what
they have learned in this unit and examine additional urban geography concepts
that they will study in more detail throughout the other units. Students each
select one of the world’s great cities on a continent other than North America
to research and analyse. Some of the expectations refer to cities on other
continents. Components of this task include a 3-dimensional postcard of the
city skyline, a written report, and class presentation. Throughout the
presentations, students label each of the selected cities on a world map and
make notes. Through class discussion, students create a list of urban
processes, forms, and functions, identify common urban problems, and discuss
ideas for making desirable changes to large urban areas. This case study
approach will provide the class with a substantial database for future units
and activities.
Strand(s) & Learning Expectations
Strand(s): Global Connections, Geographic Foundations: Space and
Systems, Human-Environment
Interactions;
Methods of Geographic Inquiry, Understanding and Managing Change
Overall
Expectations
SSV.02 - explain how
social, political, cultural, and economic processes shape urban places;
GCV.01 - analyse the
influence of culture, politics, and economics on the development of urban
settlements in different parts of the world;
UCV.02 - analyse
problems of large urban areas and propose ways to make desirable changes;
HEV.01 - explain how
the natural environment affects the location and development of settlements;
GIV.01 - apply
geographic skills, methods, and technologies to gather, analyse, synthesize,
and communicate information related to urban geography.
Specific
Expectations
SS1.02 - analyse
relationships between function and location, topography, transportation, and
other factors in the functional zones (e.g., residential, open space,
industrial) of an urban area;
SS1.03 - explain why
urban places around the world are different from one another;
SS3.03 - analyse the
distributions of selected characteristics of an urban area and explain the
reasons for the observed patterns;
SS3.07 - compare
urban areas in different continents using a variety of criteria;
GI2.04 - communicate
geographic information in a variety of ways (e.g., written, oral,
audio-visual).
Prior Knowledge & Skills
·
Students may have
taken Regional Geography: Travel and Tourism (CGG3O) and be familiar with
world-class cities and city-centred regions.
·
Students may have
taken Physical Geography: Patterns, Processes, and Interactions (CGF3M) and be
familiar with landforms and topographic maps.
·
Students need
independent research skills.
·
Students must be
familiar with report writing form.
·
Some knowledge of
specific geographic vocabulary is required.
Planning Notes
1. The teacher finds a variety of print,
photographic, and electronic resources and books computer and library/resource
centre time.
2. The teacher checks for websites and/or
addresses for consulates/embassies or government tourism offices.
3. The teacher photocopies student handouts for
Unit Culminating Activity: Appendix 1.6.3 – International City Investigative
Report - Student Handout, Appendix 1.6.4 – Rubric, International City
Investigative Report.
4. The teacher assembles atlases and photocopies
a class set of world maps.
5. The teacher displays an exemplar. See
Appendix 1.6.1
6. Plan a presentation schedule and give
students due dates for the two remaining components of the culminating
activity.
Component 1: A Three-Dimensional Panoramic
Postcard
Description
Geography, history,
economics, politics, art, culture, religion, technology, architecture; many
things have contributed to city structure and design. Each city is unique and
is more than the sum of its parts. In our mind’s eye we can see Ottawa’s
Parliament Buildings, the Parthenon of Athens, Edinburgh Castle, the Eiffel
Tower of Paris, St. Basel’s Cathedral in Moscow’s Red Square, the canals of
Venice, the Sydney Opera House, barges on the waterways of Shanghai, the Statue
of Liberty and New York City’s skyscrapers. Famous architectural structures or
remarkable natural features help define for us an image of a city. Students
create a five-layer image of the skyline and/or other famous features of a
world-class city.
Teaching/Learning
Strategies
1. Students select one panoramic city skyline
from Activity 5 for their composition. This skyline composition will be a
coloured hand-drawn sketch, photograph, painting or computer graphic.
2. The teacher creates five identical colour copies
of this skyline. The tasks listed below describe the process and assembly of
the postcard. Tell students to always work from background to foreground. Just
think of the pop-up storybooks students may have read as children. Students are
creating a similar effect. Note: The teacher uses strategies 3-8 as a
script to direct student activity.
3. Number each print 1 to 5.
4. Print 1 is the background and is to be
mounted on postcard-sized Bristol board. (This image could stand alone as the
panoramic postcard of the city - but we are going to play with perspective and
perception!!)
5. Students use Print 2 and cut along the city
skyline removing the sky. Glue a narrow strip of bristol board to the back of
this cutout (This will raise the image off the background - you do not want to
glue the cutouts flat onto one another!) Glue this cutout without any sky
directly onto your background postcard (Print 1).
6. Use Print 3 and cut out the major structures
or buildings (e.g., bridges, skyscrapers, castles, churches). Glue a narrow
strip of Bristol board to the back of these cutouts. Glue these cutouts
directly onto your original Print 1. You should be able to see the image
“popping off” the picture.
7. Use Print 4 to cut out the parts of the
picture that are close to you in perspective - that is, buildings, structures,
people, trees in the foreground. Glue tiny pieces of Bristol board to the back
of these small cutouts. Glue onto the original Print 1.
8. Use Print 5 and cut out one or two parts of
the picture that are closest to you in perspective. Glue tiny pieces of Bristol
board to the back of these tiny pieces. Glue onto the original Print 1. The
five layer, 3-dimensional panoramic postcard is now complete.
9. Students write a paragraph or point form
notes on the back of the postcard to explain the significance of the skyline
and any factors that have influenced it.
Assessment &
Evaluation of Student Achievement
The 3-dimensional
postcard is evaluated, using a checklist or rating scale developed with student
input for communication skills based on the:
·
balance and
clarity of the composition (student choice of skyline structures)
·
visual appeal of
the technique used;
·
informative
paragraph about the significance of the images and/or skyline featured on the
reverse.
Accommodations
·
The 3-dimensional
postcard may be simplified to two or three layers for less confident students.
Other students may create a component or collage sketch using scanned or
downloaded computer images.
·
Some students may
want to substitute the 3-dimensional postcard with a mobile of photos or items
illustrating several significant city features.
·
Some students may
be more successful in this activity if they assemble a collage of city features
around the outside of a shoebox. A written report, on individual cards, could
then be put on the inside of the shoebox to describe the significance of each
selected feature.
Component 2: A Written Report and
Oral Presentation
Teaching/Learning
Strategies
1. Each student selects a world city from the
list provided (or selects another with teacher’s approval) and prepares a
report that includes:
· Geographical Setting - The student describes the city’s global location and climate. The student describes the natural features and explains the advantages of the city’s site and situation;
· Shape, Silhouette and Function - The student describes the city’s current shape - its silhouette (profile) and morphology. The student describes how the city is laid out (street patterns, design, transportation systems and access routes). A sketch map illustrates this part of the activity. What was the city’s original function? (Was it strategic, military, religious, bureaucratic)? The student describes the main functions of the city today.
· History and Growth - The student describes the history of the city. The student examines the influence of culture, politics, and economics on the development of the city. How does the city compare with other cities and the rest of the country (is it the capital or largest city)? What is the current size (area) and population of the city? Where does this city fit into the overall global patterns as described in Activities 2 and 3?
· Living Inside the City - The student describes the people who live in this city - their languages, religions, ethnic backgrounds. The student identifies one urban problem, (such as sprawl, homelessness, ethnic conflict, pollution, or poverty) and one way that the people of this city are making desirable changes.
· Future Prospects - In the summary or conclusion, the student describes the future prospects of the city in its vision and growth projections.
The report should include a title page, table of contents, embedded references, and reference list.
2. Students have time in the library/resource
centre and/or computer lab for research and in-class time provided for the
completion of the tasks.
3. Students locate and label all the world
cities selected by the class on a world map handout prior to the commencement
of presentations.
4. Students create an organizer in their
notebooks using the report headings in preparation for taking notes from class
presentations.
5. Oral presentations are approximately 5 - 7
minutes each and will contribute to the class’s understanding of the specific
city.
6. At the conclusion of the presentations the teacher
leads a class discussion on the similarities of urban processes, forms, and
functions and the identification of common urban problems and suggested
solutions. The class now has a substantial database to draw from for following
unit topics and activities.
Assessment &
Evaluation of Student Achievement
·
The report is
summatively evaluated using the rubric in Appendix 1.6.3.
·
Student notes are
checked for completion.
·
The oral
presentation is summatively evaluated using Appendix 1.6.4
Accommodations
·
The teacher and
library staff may review, with students who require such help, techniques for
gathering information.
·
Specific Internet
websites and print resources may be provided for those students who may be
experiencing difficulty locating and gathering information independently.
·
The teacher may
assign research-partners.
Appendices
Appendix 1.6.1 – 3-D
Postcard Exemplar
Appendix 1.6.2 –
International City Investigative Report - Student Handout
Appendix 1.6.3 –
Rubric, International City Investigative Report
Appendix 1.6.4 –
Oral Presentation Rubric
Appendix 1.6.1
3D Postcard Exemplar
Appendix
1.6.2
Unit Culminating Activity
International City Investigative
Report – Student Handout
This is an
opportunity for you to become a specialist on one of the world’s great cities.
The city you choose will become the focus of geographic inquiry that lasts
throughout the course. You will apply the knowledge and skill you develop
throughout the course to your chosen city.
Learning
Expectations
SSV.01 - demonstrate
an understanding of urban forms and functions around the world, using concepts
and theories of spatial organization;
SSV.02 - explain how
social, political, cultural, and economic processes shape urban places;
SS1.02 - analyse
relationships between function and location, topography, transportation, and
other factors in the functional zones (e.g., residential, open space,
industrial) of an urban area;
SS3.07 - compare
urban areas in different continents using a variety of criteria;
GCV.01 - analyse the
influence of culture, politics, and economics on the development of urban
settlements in different parts of the world;
UCV.02 - analyse
problems of large urban areas and propose ways of to make desirable changes;
HEV.01 - explain how
the natural environment affects the location and development of settlements;
GIV.01 - apply
geographic skill, methods, and technologies to gather, analyse, synthesize, and
communicate information related to urban geography;
GI2.04 - communicate
geographic information in a variety of ways (e.g., written, oral,
audio-visual).
1. The student chooses an international city
from the list below or another in consultation with the teacher: London, Mexico
City, Bangkok, Sydney, Edinburgh, Rio de Janeiro, Paris, Buenos Aires, Nairobi,
Mumbai, Hong Kong, Jakarta, Cairo, Johannesburg, Seoul, Beijing, Tokyo, New
Delhi, Kolkatta, Kinshasa.
2. The student reads as much as possible about
the chosen city. Students have some research periods in the library/resource
centre to prepare notes on the city from various resources, print and
electronic. The students keep notes from different references in their notebook
or computer file. Students record author, title, date published, page numbers,
website. This will help them collate the reference list. Phone request, e-mail
and/or letter-writing skills are put to good use as students seek primary
resources in the form of brochures, posters, videos, and maps from embassies,
consulates, and government travel offices.
3. The assignment has the following components:
PART 1 -
3-Dimensional Panoramic Postcard of the City’s Skyline/Image
Appendix
1.6.2 (Continued)
PART 2 - Written
Investigative Report with the following headings:
Geographical
Setting – The student
describes the city’s global location, climate, and natural features and
explains the advantages of the city's site and situation.
Shape,
Silhouette, and Function – The
student describes the city’s current shape, silhouette (profile), and
morphology (holy, practical, organic, auto-growth). The student describes how
the city is laid out (street patterns, design, transportation systems and
access routes). The student may use a sketch map to illustrate the report. What
was the city’s original function? (was it strategic, military, religious, or
bureaucratic)? Describe the main functions of the city today.
History
and Growth – The student
briefly describes the history of the city. She/he may wish to use a timeline
diagram. The student examines the influence of culture, politics, and economics
on the development of the city and its shape. How does the city compare with
other cities and the rest of the country (is it the capital or largest city)?
What is the current size (area) and population of the city? Where does the city
fit in with the description of global urban patterns from previous activities
students have completed?
Living
Inside the City – The student
briefly describes the people who live in this city - their languages,
religions, and ethnic backgrounds. The student lists several urban problems and
then examines one of them, such as sprawl, homelessness, ethnic conflict,
pollution, or poverty and one way which demonstrates how the people of this
city are making desirable changes.
Making Changes - In the summary or conclusion the student
describes the future prospects of the city in its vision, growth projections.
The report should
include a title page, table of contents, embedded references and reference
list.
PART 3: Class Presentation – Students’ 5- to 7- minute presentation should contribute to the
class’s understanding of the city. Support materials include the 3-Dimensional
Postcard that will be displayed in the classroom for your oral presentation.
Appendix 1.6.3
Rubric – International City Investigative Report
(Summative
Evaluation)
Student: ____________________________
Written Report
Assessment Rubric /50 marks
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding Describes
advantages of site and situation for one international city |
- limited
description of geographical setting - limited
explanation of the advantages |
- some description
of geographical setting - some explanation
of the advantages |
- considerable
description of geographical setting - considerable
explanation of the advantages |
- extensive
description of geographical setting - extensive
explanation of the advantages |
|
Thinking/Inquiry |
- explains form
and function with limited effectiveness |
- explains form
and function with some effectiveness |
- explains form
and function with considerable effectiveness |
- explains form
and function with a high degree of effectiveness |
|
Thinking/Inquiry |
- analyses the
development factors with limited effectiveness |
- analyses the
development factors with some effectiveness |
- analyses the
development factors with considerable effectiveness |
- analyses the
development factors with a high degree of effectiveness |
|
Application, Communication |
- applies the
skills involved in the geographic inquiry process with limited effectiveness - communicates
geographic ideas with limited clarity |
- applies the
skills involved in the geographic inquiry process with some effectiveness - communicates
geographic ideas with some clarity |
- applies the
skills involved in the geographic inquiry process with considerable
effectiveness - communicates
geographic ideas with considerable clarity |
- applies the
skills involved in the geographic inquiry process with thorough effectiveness - communicates
geographic ideas with extensive clarity |
Note: A student whose achievement is below Level 1
(50%) has not met the expectations for this assignment or activity.
Appendix
1.6.4
Oral Presentation Rubric
(Summative
Assessment)
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding Content |
- demonstrates
limited knowledge - provides limited
supporting data |
- demonstrates
some knowledge - provides some
supporting data |
- demonstrates
considerable knowledge - provides
considerable supporting data |
- demonstrates
thorough knowledge - provides
thorough supporting data |
|
Thinking/Inquiry |
- organizes
presentation with limited effectiveness |
- organizes
presentation with some effectiveness |
- organizes
presentation with considerable effectiveness |
- organizes
presentation with a high degree of effectiveness |
|
Communication |
- communicates
information with limited clarity |
- communicates
information with some clarity |
- communicates
information with considerable clarity |
- communicates
information with a high degree of clarity |
|
Communication |
- communicates
information with limited effectiveness |
- communicates
information with some effectiveness |
- communicates
information with considerable effectiveness |
- communicates
information with a high degree of effectiveness |
Note: A student whose achievement is below Level 1
(50%) has not met the expectations for this assignment.
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