Lesson 17: "A Map of Things to Come" National Geographic Map Lesson

Background:

In the 1990s, Maryland government passed legislation to implement a series of programs intended to help control urban sprawl. Collectively these programs, known as the Smart Growth initiative, are aimed at helping to revitalize older communities, redirect growth to already developed areas, and protect Maryland’s natural resources, open spaces and farmland. State funds are used to support projects in Priority Funding Areas (PFAs), which are those areas in the state approved for growth and redevelopment.

Additional information about Smart Growth can be found at the following web sites:

Activity 1: “Maryland’s Growing Pains”

1. Write the terms “urban sprawl” and “Smart Growth” on the chalkboard. Using the think-pair-share strategy, have students identify which phrase has a negative connotation and which has a positive connotation. When sharing as a class, have students explain their answers. Be sure in the discussion that students generate a class definition for “urban sprawl.” A good definition might be “the unplanned, uncontrolled spreading of development into areas adjoining a city area.”

2. Divide students into small groups. Distribute the two-sided thematic map of Maryland and an “Effects of Urban Sprawl - Worksheet” to each group. Refer students to side one of the maps. Write the following focus question on the chalkboard: “What are some of the effects of urban sprawl in Maryland?” After directing students’ attention to the focus question, have each group work together to record their answer to the question on their worksheet. When finished, have groups share their responses. Record student responses on the chalkboard. As responses are recorded, have students discuss and decide whether each is a positive or a negative effect.

Activity 2: “More Choices, Better Places”

1. Conduct a class discussion in which students use prior knowledge to generate a list of ways each of the following groups might help solve the problems of urban sprawl: private citizens, private business owners, the governor and cabinet members, state legislators, and county government officials.

2. Divide the class into groups and assign each group to represent one of the groups identified in step 1 above (private citizens, private business owners, the governor and cabinet members, state legislators, and county government officials.) Distribute “Smart Growth Initiative – Worksheet” to all members of each group. Have students gather information from side 2 of the thematic map to identify and list examples of ways their assigned group has worked to solve urban sprawl problems since the Smart Growth Initiative began in 1997. Also, have groups use appropriate Smart Growth web sites (see list of first page of lesson) and other state government resources to gather additional information. When finished, have each group report to the rest of the class. As groups share, have students takes notes on their worksheets.

Assessment/ Evaluation

Conclude the lesson, by asking students to respond to the following questions either individually in writing or as a class orally:

1. Describe the public policy issues being addressed by the Smart Growth Initiative?
2. Based on available information and any personal experiences you and/or your community may have with Smart Growth programs, how would you rate the success of the current Smart Growth Initiative in Maryland? Explain your answer.
3. Which of the current Smart Growth programs do you think are most successful? Explain why.
4. Is it possible to have growth without adversely affecting the environment? How? Can the goals of encouraging economic development and environmental protection be balanced?
5. What are the financial costs associated with a sprawling pattern of development? (i.e. infrastructure costs, air and water quality mitigation costs, personal vehicle ownership etc.)
6. If you were an elected official, how would you change the current Smart Growth programs to meet the future needs of Marylanders?

Developed by Betsy Johnson, Office of Social Studies, MSDE, December, 2002