Lesson 15: How Did That Get There?



	Lesson 15: How Did That Get There?

	Objective:

	Students will be able to:
	Evaluate the role of government in addressing land use and other environmental issues. Evaluate how the principles of government assist and impede the functioning of government. Analyze the powers, responsibilities, and limitations of elected and appointed officials in the national legislative, executive, and judicial branches.
	Core Learning Goals:

	Government: Goal 3 - Geography: The student will demonstrate an understanding of geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities throughout history. Indicator 3.1.2: The student will evaluate the role of government in addressing land use and other environmental issues. Government: Goal 1: Political Systems: The student will demonstrate an understanding of the historical development and current status of principles, institutions, and processes of political systems. Indicator 1.1.2: Evaluate how the principles of government assist and impede the functioning of government. Indicator 1.1.2: Analyze the powers, responsibilities, and limitations of elected and appointed officials in the national legislative, executive, and judicial branches.
	Materials/Resources:

	“Baltimore Beltway 2025,” cartoon website: What is Maryland's Smart Growth Program website: Priority Funding Areas website: Summary of Criteria for County PFA Designations Priority Funding Maps "Town Government," from the Decisions, Decisions series published by Tom Snyder Productions (Note: there is a charge for this software. See (http://www.tomsnyder.com) MSDE Government Goal #3 (Geography) Scoring Rubric

	Background:

	Different levels of government have different responsibilities with respect to land use. Most land use decisions are made by local governments – counties and towns – through zoning and comprehensive plans. The comprehensive or Master Plan provides for long range planning for the community to address future growth, while zoning regulates the type and size of development to be consistent with the plan. These tools are typically developed by local government planning departments and approved by local elected officials after public comment. State agencies may influence development by providing incentives for building in certain areas (e.g., the Priority Funding Area Program, discussed below), and by investing in transportation. Both state and federal environmental agencies may influence development by requiring protection for wetlands and other sensitive areas. Federal government can influence development patterns in many direct and indirect ways, including tax policies; housing and lending policies; and financial support for infrastructure. Below are a few examples of how government laws and policies can influence (intentionally or unintentionally) the location of development. Tax Policies: When property taxes provide the bulk of revenue for school systems, for example, communities with a small property tax base have more trouble supporting the education needs of their residents. People, in turn, often select their homes based on the quality of schools. Housing and lending policies: After WWII, the Federal Housing Administration delineated areas suitable for mortgage insurance, favoring new development over existing communities. This practice, called redlining, is now illegal. Financial support for infrastructure: All levels of government provide financial support for infrastructure, from federal subsidies for our nation’s highway network to State support for school construction, to local government funding of public buildings. Local zoning and development regulations: Since the early 20th Century, communities have used zoning regulations to govern the uses allowed on individual parcels of land, and how buildings are situated on parcels. Today, zoning regulations in many places make it illegal to build a town that looks like the historic districts of Annapolis, Frederick, Chestertown, Cumberland, or Berlin. These areas all have a mix of uses and housing types, and buildings that are close to the streets.

	Activity 1:Cartoon Becoming Reality?

	A political cartoon can be a valuable primary source because it reflects the issues and feelings of a certain time. Cartoons help us understand information by representing it in a visual and memorable way. Cartoonists use many different techniques to achieve their goals, including caricatures (exaggerations), symbols, titles and captions. Examine and discuss the "Baltimore Beltway 2025" cartoon, by Kevin Kallaugher in the Baltimore Sun. What is the author’s point of view or message? What techniques does he use to illustrate his perspective? What are the political issues represented? Who would agree or disagree with this cartoon? Do you think he is effective in making his point? Why? Discuss what government could do to prevent this cartoon from becoming reality.
	Activity 2:Maryland’s Priority Funding Areas

	In October 1998, through its Priority Funding Area program, Maryland began implement its policy for the use of State funds to support communities and influence the location of development. Priority Funding Areas (PFAs) are locations where the State and local governments want to target their efforts to encourage and support economic development and new growth. PFAs include municipalities, Baltimore City, areas inside the Baltimore and Washington beltways, other existing communities, industrial areas, and other areas designated by counties. These areas will receive priority funding of State funds for public infrastructure such as road and school construction. Counties can amend their Priority Funding Areas by submitting new proposed boundaries and estimates of the amount of land needed to accommodate future demand for housing to the Maryland Department of Planning. Read about Smart Growth policies at What is Maryland's Smart Growth Program Designation Criteria for PFA program: Summary of Criteria for County PFA Designations Review the Statewide map of Priority Funding Areas, and the Priority Funding Area in your County, and discuss the following questions: How is Smart Growth different from prior government involvement in governing our patterns of growth? What does the Priority Funding Area designation mean for the location of investments in your county? Did the county designate all of the areas that you believe should receive Priority Funding Area status? Did they designate any areas that you believe should not receive Priority Funding Area status? List the areas and explain why. Do Priority Funding Areas build upon existing communities in your county? (Are they adjacent to existing communities?) Does it make sense to build out from existing communities? If so, why? If not, why not? Based on the information you read about the Priority Funding Area program, how did your county develop these PFA boundaries? How were your local elected officials involved in establishing these areas? If the local elected officials had to approve these areas, then have they established land use guidelines for future land use in the county? Compare the PFAs and Rural Legacy Areas in your county. What can you conclude about your County’s plan to direct growth and conserve areas? Describe where the county has decided to direct growth and where to preserve land? Are you aware of any new development projects (housing, shopping center, new school) in your community? Are they located in or out of a PFA? Does this development seem to fit with your county’s plan for growth and conservation? Can you suggest any other development implications that may result from this new development? For example, a new housing subdivision may need a new school or grocery store, or a new shopping center may create the need for a new traffic light.
	Activity 3:"Town Government"

	Play the simulation game, "Town Government," by Tom Snyder to understand the different perspectives involved in making decisions about land use in a community. Game description: When the residents of a small American town face a large and unforeseen dilemma, how do they resolve the problem? “Decisions, Decisions: Town Government” transports students into the middle of a typical town conflict. Malaco, the local mining company in Alpine, wants to expand. Already, hundreds of people have moved to Alpine in anticipation of new jobs. Roadways are clogged. Power is in short supply. How will the community address these problems? Will Malaco's growth revitalize Alpine's economy? At what cost? The dynamics of local government reveal themselves at every twist and turn of the story. As mayor of Alpine, students weigh the pros and cons of Malaco's expansion. In the process, they learn about town meetings, town services, the structure of local governments, and the rights and responsibilities of local residents. They also discover how much authority rests in the hands of the mayor, government committees, and residents. Play "Town Government" again, with the assumptions of the Smart Growth program. Discuss the game's outcome. Did Smart Growth make the choices easier or harder to make? How did it affect the outcome? How did playing "Town Government" help you understand Maryland's Smart Growth program - and its challenges and limitations - better?

	Assessment/Evaluation:

	Discuss: Can government agencies tell people and businesses where to build? What types of responsibilities do different levels of government (federal, state, and local) have regarding where development occurs? How do governments use economic incentives to encourage people/businesses to build in certain areas? Do you think governments should do that? How has past public policy influenced the location of development?

	Extending the Lesson:

	Have students draw a cartoon on a local issue related to growth and development. Hang the cartoons in the classroom, and have students present their work. Advanced classes can address the issue of regional cooperation to form and implement government policy on development/growth. (Geography Indicator 3.1.3: Analyze the roles and relationships of regions on the formation and implementation of government policy.)


	Contents \| How Did That Get There \| Baltimore Beltway,2025 cartoon What is Maryland's Smart Growth Program \| Priority Funding Areas Summary of Criteria for County PFA Designations \| Priority Funding Maps “Town Government” from Decisions, Decisions (Tom Snyder) \| MSDE Geography Scoring Rubric Previous Lesson \| Next Lesson



	© 2001, Office of Social Studies, Anne Arundel County Public Schools

Activity 3:"Town Government"