The Web of Moscow

Developed by Christy Geldbach-Keeler
ASGI '93; ILI '94; AASGI (Russia) '96
University of Oregon

SUGGESTED GRADE LEVEL : 5-8

CONNECTION TO NATIONAL GEOGRAPHY STANDARDS:
The World in Spatial Terms (1); Human Systems (10, 12 , 13); The Uses of Geography (17, 18)

TOPIC/SUBJECT INDEX: Geography, world history, human settlement, map interpretation

REGION: Moscow, Russia

AUTHOR: Christy Geldbach-Keeler

TIME : Two class periods (45 minutes each)

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.

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
Transparency Maps of Cities with Similar Historical Patterns (or access to CD-ROM maps)
O'SAE Transparency
Colored Pencils (One set for each student)

OBJECTIVES:

Critically examine maps for spatial patterns.
Work cooperatively to brainstorm ideas.
Formulate possible reasons for identified spatial distributions.
Identify key elements in the historical growth of the city of Moscow.
Relate city structures to historical issues.

PROCEDURE:
Opening:

Introduce O'SAE (observation, speculation, analysis, evaluation) using attached transparency or other related lesson plans for the purpose.
Tell students they will be practicing O'SAE using a map of Moscow.
Distribute colored pencils and Moscow maps to each student.
Separate students into groups of 2-5.
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).
The materials advisor should obtain one set of markers and one piece of poster paper.
Groups should design their poster paper as shown to the right.

Development:

Students will brainstorm in groups to fill in all possible observations they make about Moscow from their maps.
For each observation, the group will speculate why that feature exists in this particular city.
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-speculations.]

Once the observations are completed, the entire class should be regrouped into one with smaller groups sitting together with their posters.
Allow each group a few moments to present their findings.
As a class, determine which of the observations appear to have the most substantiated reasons for existing and brainstorm additional speculations for each observation.
Closing:

Note that Moscow is often called "the ringed city" because it was designed in a ring-like pattern. [Was this one of their observations?]
Read "The Web of Moscow."
Ask students if they know of other cities designed in this fashion.
Show examples of other ringed cities via overhead projector or LCD panel.

Homework:

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
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:

Give students credit for participating in the in-class O'SAE exercise both at the group and class levels.
Grade the homework based on ingenuity, creativity, and design.

EXTENDING THE LESSON:

Have students research the history behind the rings of the other cities shown in class.
Continue studying O'SAE by studying additional maps (not just maps of cities). Then move to O'SAE via an urban or rural walk.