3. Urban Environmental and Social Stress
Urban Environmental and Social Stress
This page provides information on the syllabus for this section and links to lesson resources. Lesson plans include resources to use on an interactive whiteboard and worksheets to print. The pages have full student access to give maximum flexibility to the teacher and the student. There are theoretical notes for extended reading and teacher notes at the top that provide timing information, lesson objectives and activity instructions.
Urban microclimate modification and management, including the urban heat island effect, and air pollution patterns and its management
Case study of air pollution in one city and its varying impact on people
This page includes resources for two to three lessons and is probably over resourced so it can be used as a pick and mix. The first lesson introduces students to urban microclimates and focuses mainly on the urban heat island effect. Students explore urban microclimates through a number of galleries, places and skill-based tasks. The second lesson is based more on air pollution in urban areas and develops the causes and spatial patterns of air pollution at a range of scales from the global to the street level. The lesson goes on to examine the management solutions to air pollution using range resources including a a resource pack speed dating/learning activity.
This page introduces a case study into the impacts of air pollution in Delhi. It begins with a starter video on smog and then students use live data to choropleth map air pollution in Delhi. There are number of resources then that focus student attention on the health impacts of air pollution before students examine whether the impacts of air pollution are evenly distributed and whether air pollution is a just another example of environmental injustice.
Traffic congestion patterns, trends and impacts
Case study of one affected city and the management response
This page examines the patterns and trends of traffic congestion from a range of places. Following a choice of starter activities it begins with a student investigation, using the Tom Tom Traffic Index map, which shows both current and historical traffic trends. Students then use the Waze traffic visualisations animations to make notes on the diurnal trends and spatial trends within a choice of cities. The lesson goes onto develop the economic impacts of traffic congestion as well as resource pack on health impacts before students complete a rapid s assessment of the conflicts between cyclists and drivers in London.
This page introduces the case study of Vitoria-Gasteiz as a European award winning city for managing traffic congestion. It begins with a short introduction to the level of pollution and traffic congestion before the strategies and then develops the case study through student exploration of the resources. It uses a number of focused videos, galleries and one very detailed resource pack, intended to be used as a group activity. Each activity is well supported with noting frameworks.
Contested land use changes, including slum clearances, urban redevelopment and the depletion of green space
Detailed contrasting examples of two affected neighbourhoods and their populations
This pages introduces two case studies, both involving slum clearance. Students first develop their own thinking on competing interest groups based on a gallery of urban images. They then explore these interest groups and the power differences through two neigbourhoods. The first, in Lagos and the second in Rio de Janeiro. Both case studies use maps, videos and news items to explore the motivations and abuses of power of city government officials. Students also develop an insight into neo-liberal motivations and advocacy of NGOs as well as the courage of neighbourhoods faced with oppressive and illegal city redevelopment.
Managing the impacts of urban social deprivation, including the cycle of deprivation and geographic patterns of crime
This page introduces social deprivation through a small gallery and then students examine the causes through the cycle of deprivation and inter-generational causes. There is a worksheet that then focuses them on mind-mapping the management. Students then develop it further through a Thinglink resource on the management of deprivation in Rio. Students then use the NY crime map to examine crime patterns before looking at the ways crime is managed through the Rio pacifying police and then then predictive policing technologies. In addition there are a number of news articles based on the pros and cons of gentrification, mixed zoning and mixed income residential areas for reducing social deprivation and crime.