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Re: [Channel-talkgeography] Teaching Geography

From: Herbert Belcher <Herbert.Belcher@sdhc.k12.fl.us>
Date: Tue Sep 11 2007 - 17:12:42 EDT
X-Mailer: FirstClass 8.3 (build 8.283)

Then I suggest you stick with something they can get going to and from
school and by living in their community. Water! Soil! Urban
degradation! Population distribution in their area! Voting!
Representatives: state, federal, local! What issues are important to
them now versus what issues are important to those that are of voting age.
 If they are at voting age, are they registered to vote? Why? Why not?
Who are they hurting by not voting? Do their peers vote? Same ?'s. What
if: The population distribution in their area indicated that they had
over 275 voters in their age group who did not vote and the person who won
the seat only one by 200 votes. They could have changed that seat
(considering the person elected was not their choice or had their issues
at heart). Where was the voting precinct? Was it in a church? Public
building? Near a police station? In a predominantly black, white, latino
neighborhood and the people voting were of a different ethnicity? Were
there barriers to the voting site? Had to cross an interstate, local
transportation did not have a drop off point near the site, people were
out of town looking for work and did not know about absentee voting? I
could on and on. All the data is available at the US Census Bureau, but
you have to have the persistance to wade through the chaff to get to the
information you really need. The down side is YOU HAVE TO THIS BEFORE
THEY DO. You will be having to answer all the questions and unless you
have done it then you will not understand their frustrations.

Water is fairly safe if you know how to do the testing for particles etc.
and the method of distribution and recycling?

Soil is difficult. Much more science into this. I have done it with 7th
graders and a very sharp science teacher who came from the science
community.

Urban degradation is very hostile. Many people have a vested interest in
keeping some areas in a degraded state. Lower Property Taxes, being given
tax money to "renovate" for "substainable housing", or the new words for
"projects", being declared a renaissance area and having businesses move
in and the developer pays no proerty taxes on the land he rents to the
businesses for a set term, just to name a few.

Population distribution of an area. This is probably the easiest, but yet
challenging. When you last filled out your census bureau questions did
you leave certain areas blank on purpose? People do not always tell the
truth, especially those who have something to lose by declaring the truth.

I could go on but you get the drift.

Jay

Discussion list for TEACHING GEOGRAPHY <channel-talkgeography@learner.org>
writes:
>Unfortunately, we are not allowed to take field trips for this class. We
>can, and do, discuss the effects on the community and the economy, but I
>can't take them out of the building.
>
>Mary Barcroft
>Social Studies Teacher
>FEA Advisor
>Key Club Advisor
>Color Guard Sponsor
>Wentzville Holt High School
>600 Campus Drive
>Wentzville, MO 63385
>636-327-3876 X26569
>>>> "Herbert Belcher" <Herbert.Belcher@sdhc.k12.fl.us> 09/11/07 6:29 AM
>>>>
>Get them out of the classroom and into the local area. Pick a multitude
>of areas. Rural degradation, urban sprawl, water issues, crumbling
>infrastructure. Stay away from the book except for the students to read
>BEFORE you give them YOUR assignments. They need to know where to look
>for the data they are using. They need to know the economic impact of
>each area noted. Are you losing population, gaining, population getting
>older, younger? Business moving? Why? What can be done geographically
>to entice companies to stay?
>
>Jay
>
>
>
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Received on Thu Sep 13 11:44:46 2007

 

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Workshop 8 - Global Forces/Local Impact Workshop 7 - Europe Workshop 6 - Russia Workshop 5 - Sub-Saharan Africa Workshop 4 - North Africa/Southwest Asia Workshop 3 - North America Workshop 2 - Latin America Workshop 1 - Introduction