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Christy Geldbach-Keeler
University of Oregon
2080 Cleveland St.
Eugene, OR 97405
Email: joedye@aol.com
AASGI 1996
OVERVIEW
Students will analyze a map of Moscow to determine
its spatial characteristics. These characteristics will then
be evaluated from a historical perspective and related to other
cities developed using similar structures. Students will complete
the lesson by analyzing and suggesting structures of present
and future cities.
GRADES
Grades 5 - 8.
STANDARDS
 #1 Use maps and other
geographic representations.
#10 The characteristics, distribution,
and complexity of Earth's cultural mosaics.
#12 The processes, patterns,
and functions of human settlement.
#13 The influential forces of
cooperation and conflict among people regarding the division
and control of Earth's surface.
#17 The applications of geography
to interpret the past.
#18 Geography to interpret the
present and plan for the future.
TOPIC/SUBJECT INDEX
Geography, world history, human settlement,
map interpretation.
REGION
Moscow, Russia
AUTHOR
Christy Geldbach-Keeler
TIME
Two 45-minute class periods.
MATERIALS
- Markers (one set for each group)
- Poster paper (one large piece for each group)
- Moscow maps (one for each student) - attached
- The Web
of Moscow story - attached
- Transparency Maps of cities with similar
historical patterns (or access to CD-ROM maps)
- O'SEA Transparency - attached
- Colored pencils (one set for each student)
OBJECTIVES
A. Critically examine
maps for spatial patterns.
B. Work cooperatively to brainstorm
ideas.
C. Formulate possible reasons
for identified spatial distributions.
D. Identify key elements in the
historical growth of the city of
Moscow.
E. Related city structures to
historical issues.
PROCEDURES
OPENING
1. Introduce O'SEA
(observation, speculation, analysis, evaluation) using attached
transparency or other related lesson plans for the purpose.
2. Tell students they will be
practicing O'SEA using a map of Moscow.
3. Distribute colored pencils
and Moscow maps to each student.
4. Separate students into groups
of 2-5.
5. Each group should name a leader
(for keeping all group members on task), materials advisor (makes
certain all materials are in their possession and returned properly),
and speaker (to present discovered ideas in front of the class).
6. The materials advisor should
obtain one set of markers and one piece of poster paper.
7. Groups should design their
poster paper as shown to the right:
DEVELOPMENT
1. Students will brainstorm
in groups to fill all possible observations they make about Moscow
from their maps.
2. For each observation, the
group will speculate why that feature exists in this particular
city.
3. Proper brainstorming techniques
should be taught and utilized. Students should attempt to observe
and speculate as much as possible. (Perhaps awards could be given
to the group with the most unique observations and speculations.)
4. Once the observations are
completed, the entire class shold be regrouped into one with
smaller groups sitting together with the ir posters.
5. Allow each group a few moments
to present their findings.
6. As a class, determine which
of the observations appear to have the most substantiated reasons
for exisiting and brainstorm additional speculations for each
observation.
CLOSING
1. Note that Moscow
is often called "the ringed city" because it was designed
in a ring-like pattern. (Was this one of their observations?)
2. Read The
Web of Moscow
3. Ask students if they know
of other cities designed in this fashion.
4. Show examples of other ringed
cities via an overhead projector or LCD panel.
HOMEWORK
1. Have students draw
the design of a major city in the world (one that is not ringed)
and speculate why it developed in the fashion that it did.
OR
2. Have students design a city
structure for future cities that would take into account the
present and future technologies available to citizens. Explain
why this structure would be the most efficient.
ASSESSMENT
1. Give students credit
for participating in the in-class O'SEA exercise both at the
group and class levels.
2. Grade the homework based on
ingenuity, creativity, and design.
EXTENSIONS
1. Have students
research the history behind the rings of the other cities shown
in class.
2. Continue studying O'SEA by
studying additional maps (not just maps of cities). Then move
to O'SEA via an urban or rural walk.
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