Why do we move and relocate? Understanding why people move is one of the big ‘stories’ of human geography and how they are influenced by factors such as environment, location, culture, social connections and economics. These are stories that even very young children can relate to.
Useful to explore children’s use of relevant vocabulary and their understanding of landscape features. This could also be a 3D fantasy place – or a sustainable place. For example, what would your vision of your school grounds in the future look like? What knowledge of effective landscapes would you draw on and why? Who would it be designed for? Lots of possibilities.
Mapping Identity - some ideas
Mapping Identity Stories about Us What’s my story? How do I fit in? How do I connect to the world? What’s their story? Why should I care? 10 ideas Paula Owens
<ul><li>Map </li></ul><ul><li>a diagrammatic drawing of something such as a route or area made to show the location of a place or how to get there </li></ul><ul><li>to discover something and create a visual representation of it </li></ul><ul><li>Identity </li></ul><ul><li>the name or essential character that identifies somebody or something </li></ul><ul><li>the set of characteristics that somebody recognizes as belonging uniquely to himself or herself and constituting his or her individual personality for life </li></ul><ul><li>Encarta dictionary UK </li></ul>
Geography and Identity <ul><li>We are shaped by the environment, from the earliest days of our life, environmental factors and significant memories in places contribute to a sense of who we are. </li></ul><ul><li>Emotional and cognitive factors work together to lay down deep learning paths in the brain. </li></ul><ul><li>As we interact with people and places we develop attitudes and values that affect the way we view the world. </li></ul><ul><li>READ MORE about Geography and Identity here and access full references http://www.geography.org.uk/cpdevents/onlinecpd/myplaceyourplaceourplace/ </li></ul>
Knowledge, skills, values and attitudes <ul><li>What do I know? </li></ul><ul><li>What do I think I know? </li></ul><ul><li>What misconceptions do I have? </li></ul><ul><li>What have I learnt? </li></ul><ul><li>What do I understand? </li></ul><ul><li>Asking questions, gathering data, </li></ul><ul><li>using vocabulary, communicating information, </li></ul><ul><li>taking decisions, evaluation and synthesis </li></ul><ul><li>How do I feel about? </li></ul><ul><li>How do my own values affect my judgements? </li></ul><ul><li>How well do I understand others’ viewpoints and different perspectives? </li></ul><ul><li>How has this helped me learn and understand? </li></ul>Creativity - what if? Critical thinking – yes but!
1. What’s my story? I was born in London. My parents lived with Mum’s parents while they saved to buy a house My dad got a better paid job in Herne Bay – houses were cheaper there too. Dad got a new job in Wales – near his family Mum missed her family in London – Dad got a new job there, we moved to Sittingbourne , where there was a good school. I left home to live with friends, got married and stayed on Sheppey. PULL Factors JOB FAMILY HOUSE PRICES LOCATION SCHOOLS Create flow diagrams to show moves and /or significant events and where and why they happened. For yourself, for others, for fictional characters. Describe, explain, compare, analyse... ...
1. What’s my story? You could: research family history if children have not experienced moving home. Ask children who have moved, (and who may be relatively new to the school) to ‘be the expert’ and explain how it feels coming to a new place. www.scribblemaps.com Represent using a relevantly scaled map
2. Where do I hang out? LLLLLLLLLLL LLLLLLLLLLL LLLLLLLLLLL LLLLLLLLLLL LLLLLLLLLLL +++++++++++++++++ ++++++++ +++++ Daughter’s house Sittingbourne Beach Local shop Local Hall tap dancing Sheerness Ebbsfleet St Pancras London Cliffs Train Town City Walk Car Station 0000000000 Friend’s house ADULT last week Shop House 0000000 Bike Where do you go to in an average week? Where did you go last week? What is your ‘everyday’ geography?
Nanny’s house My house The beach Paris’s house Jungle way home Daddy’s shop Bus stop Oliver’s map Aged 5 2. Where do I hang out? Child’s beginning map - unstructured
2. Where do I hang out? LLLLLLLLLLL LLLLLLLLLLL LLLLLLLLLLL LLLLLLLLLLL LLLLLLLLLLL Nanny and Granddad's house Sittingbourne Beach Local shop Eastchurch School Sheerness Cliffs Bus Town Walk Car School xxxxxxxxxxxxxxxxx Nanny and Granddad's house xxxxxx LLLLLLLLLLL Daddy’s shop House CHILD Supported map What does this tell you about this child’s range and freedom to explore? How might this range develop in the next few years? Shops
3. Who do I hang out with? LLLLLLLLLLL LLLLLLLLLLL LLLLLLLLLLL LLLLLLLLLLL LLLLLLLLLLL Nanny and Granddad’s house Sittingbourne Beach Local shop Friends Sheerness Cliffs Bus Town Walk Car School xxxxxxxxxxxxxxxxx Nanny and Granddad xxxxxx LLLLLLLLLLL Daddy’s shop House CHILD Mummy Mummy Mummy Mummy and Daddy Mummy Uncle Danny Uncle Zac Auntie Kerri My cousin Mummy and Daddy Mummy and Daddy Add significant people to the map Who are these people? Where do you meet them and why? Shops
4. I am where I live vVv vVv vVv Gardening, canoeing, Walking, bird watching, photography, biking garden sea tracks cliffs marsh copse birds <ul><li>What environmental features are around your home? </li></ul><ul><li>Where do you play? What do you do? </li></ul><ul><li>How do the locality features influence activities? </li></ul>Personal geography ‘glasses’ of an adult
4. I am where I live garden beach cliffs Watch the ships from the cliffs Make sandcastles, throw stones Play on my swing, in my paddling pool Houses Football pitch Sweetshop Play football Visit Nanny and Granddad Personal geography ‘glasses’ of a five year old – same place <ul><li>Same place – different perspective and activities </li></ul><ul><li>Environmental influences offer potential </li></ul><ul><li>Other influences = social and economic factors </li></ul><ul><li>‘ Missing’ features can limit experience but we can be ‘local’ specialists </li></ul>
5. Go Compare! <ul><li>In pairs, take turns to think of and ask each other closed questions. </li></ul><ul><li>Sort the questions as above. </li></ul><ul><li>What kind of questions did you both give the same answers to? </li></ul><ul><li>What kind of questions did you answer differently? </li></ul><ul><li>What can you tell from this? </li></ul><ul><li>Which questions were good ones to find out more about someone? </li></ul><ul><li>What open questions would you follow up with? </li></ul>SAME ANSWERS DIFFERENT ANSWERS Do you live alone? Do you speak English? Do you live in a palace? Do you have a dog? Do you speak more than one language? Do you live in a flat?
5. Go Compare Mapping similarities and difference Do you live alone? Do you speak English? Do you live in a palace? Do you have a dog? Do you speak more than one language? Do you live in a flat? ‘ No’ answers ‘ Yes’ answers Why not ... design six questions and compare your answers with someone else from your class, from another UK school, from an overseas school. Show responses on a map.
6. Me in the World What everyday items do you use each day? How do they connect you to the world? Breakfast items? Clothes? Toys? Compare your map to others – what do you notice? How will you research? www.scribblemaps.com
7. Country Connections I live in England, UK. ME Spain Canada China Malaysia Wales Ireland France Australia Iran Scotland Family links Visited Friends Lived What categories could you add? Cultural links? Food, clothes etc? Email links? Music TV and other media?
8. Why should I care? Why should you reduce your environmental footprint? Or why not? What can you do? How could you map local actions and global impacts? Energy use? re-useable bag? Walk rather than drive? Locally sourced Food? What do I need to know ?
8. Why should I care <ul><li>A "plastic soup" of waste floating in the Pacific Ocean is growing at an alarming rate .. from about 500 nautical miles off the Californian coast , across the northern Pacific , past Hawaii and almost as far as Japan . </li></ul><ul><li>Average annual temperature in the Arctic has increased by about 1° C over the last century -- a rate that is approximately double that of global average temperatures [IPCC, 1998] </li></ul><ul><li>Despite their enormous biological and economic value, coral reefs in the western Indian Ocean are seriously threatened by over exploitation, pollution, sedimentation and rising sea temperatures linked to global warming. </li></ul><ul><li>Research and choose information that can be located , discussed and linked back to local contexts and possible actions. Ask: </li></ul><ul><li>What do we know about this? How do we feel about this? What are the contrasting stories? </li></ul><ul><li>What can we do? Why would we do this? Is it justified? In whose interests? </li></ul>
9. Fantasy places Mysterious mountains Summer Sands Secret Sea Rogue River Wild woods Tricky track Forgotten forest Vvv vvv vvv Vvv vvv vvv Vvv vvv vvv Vvv vvv vvv Vvv vvv vvv Vvv vvv vvv Vvv vvv vvv Lost Lake Moorhen Marshes What would your fantasy place look like? What kind of landscape would it show? Skyscrapers? Glaciers? Caverns? Castles? Funfairs?
10. Community Maps In this British Library project, different communities in the Kings Cross area of London were each given a grid square of a map of the local area to illustrate.
10. Community Maps Groups of users interpret places differently. Places hold unique, shared and diverse meanings. Our relationships with places both reflect and define our identity.
Photos Nell Seal Pupils from Hillside Avenue Primary School doing fieldwork at Wells – next - Sea For more ideas see Mywalks and Messy maps See http://www.geography.org.uk/cpdevents/onlinecpd/myplaceyourplaceourplace/mywalksandmessymaps / Explore these ideas further through the second family of free, online CPD courses on Identity and Social Cohesion coming soon to the GA site. These ideas are only the tip of the iceberg .... What could you do?
Identity: Geography Plus ....? Geography mapping activity title ________________________________________________________________ Geography Big Ideas: place, space, scale, cultural understanding, diversity, environmental interaction, physical and human processes, interdependence. Knowledge – what do you want pupils to know ? Skills Other subject links