Lesson Plan 1: Why Do Cities Change? – Mapping Little Rock History Help Center

Introduction
In this activity, you will look at old city planning sketches and photos showing changes to Downtown Little Rock. These photos will help us learn how cities change over time.

Note: The topics discussed in this lesson plan are related to those in lesson plans 2 and 3.

Essential Question
Why do cities change?

Download Lesson Plan 1: Why Do Cities Change?

Learning Objectives

Students will learn about urban renewal programs from the mid-20th century.
Students will look at examples of commercial/retail changes in cities.

Arkansas Social Studies Standards

United States History Since 1929
H.5.USH.18
Analyze causes and effects of cultural changes on society in the United States during the 1960s and 1970s:

Changing views on family structure and the roles of women and students
Suburbanization
Secularization (e.g., Engel vs. Vitale, Lemon test)
Counterculture, student protests, and increased drug use (e.g., Tinker vs. Des Moines, Woodstock, Summer of Love, Vietnam protests)
Law and politics (e.g., Chicago Seven trial, 26th Amendment, Congress’ use of interstate commerce clause)

H.5.USH.19
Analyze the technological transformation of social, economic, and political forces in America during the 1970s and 1980s.

Teacher Note: Significant transformations may include areas in communication (e.g., telephones, Internet, email), information processing (e.g., personal computers), transportation, energy production, and medical technology

World Geography

G.4.WG.1
Analyze the effects of human changes on the physical environment (e.g., industrialization, agricultural, rural land use, urban land use, mining, forestry).

G.3.WG.4
Analyze various factors that create cultural regions and affect spatial patterns and movements of various cultures (e.g., attitudes, beliefs, languages, ethnicity, gender).

Key Terms

Place vs. Space
Map
Absolute vs. Relative location
GIS
City
Urban / suburban / rural
City / town / municipality
Geography / geographer
Urban renewal

Materials

Photos and sketches
- - Mainstreet concept sketches (1969)
  - 100 block of Main Street (1961)
  - Metrocentre Pedestrian Mall
  - Main Street Mall
  - Ottenheimer Hall (River Market building)
Map of Arkansas

Prior Learning

Urban growth in the early-mid 20th century
What is a map, and how do we discuss maps?

Guiding Questions

What is a city? What criteria are used to determine the status of a city? – OR – What characteristics define a city?
Who lives in cities? How are the lives of residents shaped by the city? How is the city shaped by the people who live there?
How do cities reflect a time’s social, political, and economic circumstances?
How do geography tools help us understand why and how cities change, e.g., maps, graphs, globes, charts, GIS, etc?
How can we describe places and spaces?
What is urban renewal?
How are urban and rural spaces different?
- - Merriam-Webster Definitions
    - - Urban – of, relating to, characteristic of, or constituting a city
      - Rural – of or relating to the country, country people or life, or agriculture
  - Government Definitions of Urban vs. Rural

Suggested Activity

Think – Pair – Share
Students will:
Create an ideal section of your city (using any of the methods below) of what they would like to change about an area (neighborhood, park, business center, etc.). Share your creation with your partner and list what you included in the city.

Teacher will:

Discuss what students include in their city creations. Do they remain in your city or area?
Explains the types of maps and city plans and what information they convey (commerce, population, ethnicity, etc.). Refer to the Main Street 1969 sketches and maps as needed.

Methods

Paper– draw sketches
Topography– clay, playdough, etc.
Electronic– tablet (applications)
Wooden blocks or Legos
Shoebox– use objects they’ve found outside
Alternative media– performance, spoken, poetry, etc.

Procedures

Starter / Bell Ringer
- Teacher gives a map of Arkansas to students and asks them to locate their hometown on the map.
- Teacher asks students to define a city. After three minutes, students share their definitions.
- Teacher displays a photo of a rural environment and an urban environment. Prompt students:
  - - What do you see?
    - What are the differences between urban and rural areas?
    - What do rural areas have that cities don’t have?
Guiding questions (teacher’s choice)
- What is a city? What criteria are used to determine the status of a city? – OR – What characteristics define a city?
- Who lives in cities? How are the lives of residents shaped by the city? How is the city shaped by the people who live there?
- How do cities reflect a time’s social, political, and economic circumstances?
- How do geography tools help us understand why and how cities change, e.g., maps, graphs, globes, charts, GIS, etc?
- How can we describe places and spaces?
- What is urban renewal?
- How are urban and rural spaces different?
  - - Merriam-Webster Definitions
      - Urban – of, relating to, characteristic of, or constituting a city
        
        Rural – of or relating to the country, country people or life, or agriculture
    - Government Definitions of Urban vs. Rural
Photo Analysis: Why do cities change?
Introduction: In this activity, you will look at old Little Rock city planning sketches and photos showing changes to Downtown Little Rock. These images will help us learn how cities change over time.Examine each image below and answer the following questions:
1. 1. When do you think these photos or images were created?
  2. What buildings or structures do you see in the images?
  3. Why were the buildings or structures in the photos built?
  4. Do you see people in the images? If so, what are they doing?

(Images)

Assessments

Higher level– written response on urban change over time
Exit ticket — “Used to think, now I think..”
- - Prompt: What is a city?
    How has your definition changed? Add something new.
Exit ticket– Answer the essential question.
- - Why do cities change?
Homework– Revise a map of your city
Self-assessment
Reflection– journal entry
- - Prompt: How has your thinking changed, or has it stayed consistent, and why?
Discussion
- - Prompt: Talk to someone you know and ask what they like and dislike about cities (their cities).

Rubric

City Concept Activity
Criteria	Ratings	Pts
Includes an area in the student’s city (neighborhood, park, mall, etc.)		5 / 5 pts
Includes parts of the area in the student’s city that they want to change		5 / 5 pts
The student shares the city concept with a partner.		2 / 2 pts
Student shares the city concept with the class.		3 / 3 pts
Total Points: 15

Download Lesson Plan 1: Why Do Cities Change?