Understanding the past: What factors lead to the urbanization, growth, and/or decline of US cities?

Grade: high school geography & library research

Lesson Focus:
Students working in groups will spatially analyze a specific given Colorado city to understand the past, present, and future by determining the environmental, social-economic, political, transportation, and/or industrial factors that influenced the growth or decline of that particular city. Students will research and assess one of these particular factors that might have influenced the city's growth or decline. Students will use any primary and current research sources to discover the current concepts, issues, events, and themes from multiple, historical perspectives and resources.

Standards Assessed:
GEOG. 6.1: Students know how to apply geography to understand the past.
GEOG. 6.2: Students know how to apply geography to understand the present and plan for the future.

Standard Addressed:
Information Literacy Standard 9: The information literate student contributes positively to the learning community and to society and participates effectively in groups to pursue and generate information.

Assessment:
Students will give a presentation to the class graded by a rubric. They will have a few choices of how to present: a multimedia presentation such as a PowerPoint presentation, a game they create and do with the class,or a skit to act out as if they lived in that time. The method of presenting will have to be approved by the teacher ahead of time.

Prior Lesson Knowledge:

• Students need to have learned what primary sources are, through a one-period lesson such as the the Library of Congress American Memory "The Historian's Sources: Lesson Overview". This lesson, or another lesson created, should be about using primary sources: what are they, and how to study them. This introductory session must include maps as well as photographs, and any other primary sources the teacher would like to show. For a formative assessment, the students can write a paragraph to share with the class on "family artifacts" - i.e. gather information of their own families' primary sources and explain the historical significance to their families.
• Another class period would be needed for demonstrating online searching of the resources in the Library of Congress American Memory and Colorado Digitization Program Websites. (1)Demo these two databases of primary source materials. (2)Show other useful sites (SEE "Websites" listed below). (3)Give out the handouts of this information (possibly use the "Using Primary Sources " handout for this lesson) (4) Allow adequate searching time for students to try these online databases themselves. (5) Give a short quiz on primary source materials to make sure they understand what primary sources are. (CO Info. Literacy Standard #1)
• Students need to be familiar with using maps and physical maps of various types. If this has not been covered in another classes, make sure this is taught. Possibly use the NARA Map Analysis Worksheet.

Time:

• Three class periods 50-minutes to an hour each are needed for prior lesson knowledge if not already completed by students in other classes (see above).
• The main lesson will take at least four class periods unless other sessions are needed for extra student research time.
• Also individual groups may need to meet for help practicing using the technology or for their presentation.

Materials:

• 5-10 (depends on class size) current maps of cities (Aspen, Boulder, Colorado City, Durango, Grand Junction, Leadville, Montrose) - note to instructors: AAA will usually donate maps to schools - ask! Laminating maps will help preserve them, if it's possible at the school.
• Handouts from prior lessons: (1) "Using Primary Sources" (2) "NARA Map Analysis Worksheets" for all students
  
• Reliable internet access
  
• Printing access (nice paper is a plus for maps!)
• note to instructors: Check the school and local public library for books/resources on these cities ahead of time. If not enough materials are available, ask the school librarian to ILL more books for the project.
• Teachers Guide
  
• "Understanding the past with maps" handout for all students about the lesson
  
• "Rubric: Evaluation of the student group" handout for each student
  
• Rubric: Presentation (one for each type of presentation) for each group 
  • Oral Presentation
  • Roleplay
  • Game
  • Multimedia

Procedures:

First Meeting with class

1. Assign students (4 or 5) to groups.
   

2. Assign a city to each group
   

3. Go over assignment Handout " Understanding the past with Maps" to students so they know the goals and objectives and presentation possibilities. Show students the rubrics - handout only once they decide their type of presentation (see 3rd class meeting for more info).

   
   
4. iscuss what the five factors (political, socioeconomic, industrial, transportation or environmental) mean. Use example cities around the US which easily identify these factors (SEE "teachers guide" handout for examples or choose your own)
   
   
5. ather students in their group and let them create a plan for who in the group will research and study each of the 5 factors.
   
   
6. sing the resources demonstrated in the prior knowledge lesson, have students go online to find and print 2 maps of their city from different time periods. Other students in the group will find a recent map of that city in the media center.
   

2nd meeting

1. In groups, students will study the 3 maps (two from different time periods and one current), and examining each map's spatial information, will fill out the "NARA Map Analysis worksheet" for each.

   
   
2. tudent groups will then compare the 3 maps for differences and similarities.
   
   
3. ach student will turn in the "NARA Map Analysis worksheets" and an 10-12 sentence paragraph describing the similarities and differences with ideas on the causes of these similarities and differences by the next class period. This rough draft will act as a formative assessment for the instructor to make sure every student is on the right track.
   
   
4. ote to instructors: Let students know that they will be expected to do some work independently for this project
   
   
5. he instructor(s) must informally meet with the groups to see their progress and help with problems.

3rd meeting:

1. Collect the 2 assignments from students. Answer any questions from last class.

   
   
2. Gather on a cart, the collections of materials from the school library media center and/or those which were interlibrary loaned. OPTION: If students are versed in using the library catalog, let them look for these materials themselves.
   
   
3. Get half the class use the computer for research in these collections while the other half explores materials in the media center. (Switch groups the next class session)
   
   
4. During this session, the instructor(s) will meet with each group to go over where they are and what their presentation will be, giving them the rubric associated with their presentation type. Continue next class meeting if necessary

4th meeting:

1. Switch groups from the last session so half are in media center and half at computers, gathering materials for their assignment. Students will work on their presentations to be done the following week.

   
   
2. If needed, the instructor(s) will meet with remaining groups to go over where they are and what their presentation will be, giving them the rubric associated with their presentation type.

5th meeting:

1. Students will work as a group gathering together their research materials and working on their presentations.

   
   
2. The instructor(s) will informally meet with each group to make sure they are on track and help with problems.
   
   
3. Schedule other times with individual groups if they need extra help with their presentations, such as how to use Power Point.

Next week, 3-4 meetings as needed:

1. Student presentations!

   
   
2. PTION: Have ALL students grade each other using a simplified rubric.
   
   
3. Give groups "Rubric: evaluation of the student group" form to turn in to instructor.
   
   
4. Set time to meet with each group to go over evaluation of presentation from teacher, from students, and group evaluations.
   
   
5. At the end of all presentations, discuss as a group the various factor's effects on cities, drawing conclusions on the variety of ways cities can grow or decline. Make notes on blackboard or easel, whichever is available.
   
   
6. Brainstorm on the future of these cities: what factors might influence the growth or decline of current cities in the future?

Websites:
Colorado Digitization Program
Library of Congress, Maps
Library of Congress American Memory
Old Colorado City Historical Society
Colorado State Archives

by Beth Filar-Williams, Southwest Regional Library Service System