I.
Rationale:
WHAT IS GEOGRAPHY?
Ferris Bueller’s Day Off!
There are numerous definitions of geography, but geography is not just the
memorization of place names on a map. There are definitions of the field of
geography in every social studies or geography textbook, and students often try
to grasp at a definition such as: "geography is the study of . . .
landscapes, mountains, maps, climates, rivers, and people.” However, while a
definition of the field certainly includes “maps and mountains and regions and
people”, it is essential for students to understand geography's unique way of
understanding the world; they must discover their own unique method of defining
the essence of geography, and learn to apply the tools of analysis that
characterize the study of human geography in an entertaining and stimulating manner.
In the film Ferris Bueller’s Day Off, Ferris and his friends will skip school,
and in the process lead students through a travelogue of the city of Chicago.
Discussions, map exercises, and a final report and debate will allow Ferris--and
the instructor--to showcase the definition of human geography and demonstrate the five
major themes of geography in preparation for the AP Exam.
II. Instructional Objectives:
Students will:
| Assign relative and absolute location. |
| Determine the significant characteristics of "place" . |
| Describe a region in terms of culture, physical features, trade, industry. |
| List reasons why movement and trade are key events in the study of geography. |
| Understand that human actions modify the physical environment be able to explain significant human-environment interactions. |
| Use mental maps to organize information about people, places and environments in a spatial context. |
| Analyze the spatial organization of people, places and environments on the Earth's surface. |
| Describe the physical and human characteristics of places. |
| Gain an awareness of the characteristics, distribution, and movement of human populations on Earth's surface. |
| Recognize the patterns and networks of economic interdependence on Earth's surface |
| Engage themselves in the process of
defending a position |
III. Materials and Equipment:
Handouts: Five Themes, Maps of Chicago, Video
Introduction.
Video: "Ferris Buller’s Day Off" (Paramount) 1986.
IV. Instructional Procedures:
(Time Required: Five Class Periods)
Part One: Defining Geography
1. Lesson Initiating Activity - Give the
instructor concepts which might be included in the study of geography. On the
board, map these using visual concept mapping.
2. Core Activity #1 - Define the science based
on what these concepts have in common. Some definitions include:
| a social science that focuses on the spatial distribution of human and physical phenomena; |
| the study of the physical world, its inhabitants, the interaction between the two, and the patterns and systems involved; |
| the world and all that is in it; |
| the study of pattern and processes associated with the earth; |
| the study of relationships between humans and their environment by emphasizing a spatial and environmental perspective at a variety of scales; |
| a spatial discipline---it is a perspective that seeks to understand patterns on Earth and the processes that created them; |
| the study of humans interacting with their environment including the physical environment, the built environment and socially constructed spaces; and |
| a spatial perspective of all human and physical phenomena. |
3. One can
readily see that the word “spatial” appears in these definitions or is
implied in all of them. Geography is concerned with where and why things are
located as they are. It is concerned with the patterns of phenomena and the
processes that created them. Therefore there is no special or specific subject
matter which it studies, but rather its subject matter is Earth, described and
explained using the spatial perspective. History is somewhat similar because its
subject matter is Earth in the historical perspective.
4. The 1986 Guidelines for Geographic Education and the "Five
Themes of Geography."
| Location - Relative Location - Absolute Location |
| Place - Human Characteristics - Physical Characteristics |
| Interactions - Humans adapt to the environment - Humans modify the environment - Humans depend on the environment |
| Movement - People - Goods - Ideas |
| Regions - Formal - Functional - Perceptual (vernacular) |
Part Two: Chicago vs. Ferris
The students will:
- Read and analyze maps of Chicago
- Watch Ferris Bueller's Day Off
- Create a paper with a map of Ferris' route
- Engage in a debate
5. Lesson Initiating Activity -
Distribute maps of Chicago to groups of
two to three students. In the film, Ferris and his friends will spend the day
in Chicago. It is the students' job to track where and when Ferris is during the
course of the day with the expectation that they will be able to conclusively
prove whether or not Ferris could have done all the things he does in the film
in real life.
6. Core Activity #2 -
Watch Ferris Bueller’s Day Off.
Students will have five minutes to discuss the previous day’s segment at the
beginning of each class period. They should be following Ferris’ adventures on
their map. Students will have to go online to discover the absolute location of
some of the places depicted in the scenes of the movie. Keep in mind that there
are several different maps with different scales and intended users.
7. Closure Activity
- After acquainting themselves
with the movie, noting pertinent facts and evidence from the film, and
highlighting their maps of Chicago, students should be able to complete their
arguments as the viability of Ferris’ day trip. Students must be prepared to
present their evidence, and identify thematic relationships to the themes of
geography (example: Where is Ferris’ home and school? How do they know that? Why
are suburbs built? Why would Chicago have a German day? Where did these
immigrants come from and why?), and they must be able to back up their arguments
with evidence from the film.
V. Assessment and Evaluation:
1. Class Participation
- The quality of student participation in class discussion and concept
achievement will be assessed.
a. The class will be divided into three groups:
| Pro | Con | Panel (Neutral) |
| Makes the case that Ferris could have succeeded in accomplishing everything in one day. | Makes the case that Ferris could not have succeeded in accomplishing everything in one day. |
Takes no definite position (but will investigate the facts on both sides of the issue). |
b. The "Pros" and "Cons" must have the following:
 Researcher(s):
- responsible for looking up facts, statistics, and maps that support the group's position - must organize the facts, statistics, and maps in a logical fashion for the analysts -responsible for answering and asking questions during the debate |
 Analyst(s):
- responsible for compiling the data collected by the researchers - must break down the data and synthesize it into a more condensed and "understandable" format for the speaker and presenter(s) -responsible for answering and asking questions during the debate |
 Presenter(s):
- may volunteer, or be elected - responsible for putting together a visual with a map highlighting Ferris' journey throughout his day off (optional) -responsible for answering and asking questions during the debate - no more than two presenters are allowed (only if the group has more than 6 people) |
 Speaker:
- elected by the group - responsible for a two to three-minute opening speech highlighting the main facts supporting why Ferris could/could not have made his trip in a day, and a one to two-minute closing statement - must coordinate the speech with the presenter(s) -responsible for answering and asking questions during the debate |
c. The "Panel" will not have a presenter or speaker. Rather, each person will act as a researcher/analyst, and work with the group on compiling data & maps to gain a fully open and unbiased perspective. Each member of the Panel will act as a judge and will help determine which group has presented the most compelling argument.
2. Paper - The paper's grade will be based on the students' effort and ability to recognize, analyze, and use the tools of geographic analysis on the film. Each partnership/triad must submit a type-written paper of no more than five pages dealing with two critical issues:
a. Explain
whether or not Ferris could have completed his trip in the time allotted.
Give a complete timeline of the days' events, and highlight three events/reasons
why Ferris could/could not complete his excursion in one day. All
opinions must be completely backed up with facts and figures. Graphs,
charts, and
other illustrations may be included - but are not required.
* Members of the Panel must follow the above requirements, however must
not take any definitive position. Present three events/reasons, however,
present both sides - to maintain an unbiased position heading into the
debate.
b. Explain the five key geographical concepts of location, place, interaction,
movement, and region using actual examples from the film. Use one example for
each concept, and be complete in the breadth of your explanation. Be sure
to use the "geographic jargon".
3. Map - A map depicting the travels of Ferris will bolster the presentation's validity and reliability. The map must highlight the route Ferris and his friends throughout his day off. The map must be attached to the final paper. (Note: you may use more than one map; you could use multiple scales to show the greater Chicago area as well as downtown Chicago)
4. Additional Elements - The font of the paper should be Times New Roman (size 12), with 1.5 spacing, and no more than 1" margins. Each paper must include a cover page with a title and at least one graphic, a works cited page, and a section outlining the amount of work each member of the partnership/triad contributed to final product.
* Students have the option of submitting the paper as a website in html format. The length of the project and all requirements are the same. The finished project may be burned onto a CD with all the required elements.
5. Debate
(a.k.a. Chicago vs. Ferris; One Class Period)
–
Opening Remarks -
a. The Pros and Cons will have their elected speakers present a speech
(no more than three minutes) highlighting the main facts supporting why Ferris could/could
not have made his trip in a day (do not spend too much time on covering every minute or
event, but focus on the key areas that support your group’s thesis – and
disprove the opposing position).
b. The Pros will present their evidence first. The Cons
will then present their evidence. The Panel will record the evidence
presented by the two groups.
Question and
Answer Session –
a. Each group will prepare at least ten questions to present
to the other group to focus the debate. The Panel should prepare at least
twenty questions
directed toward both the Pros and the Cons. The debate will not be
limited to the scope of the prepared questions. Rather, each group should
take note of the points presented by the other groups and frame new questions
based on the direction of the evidence.
b. Questions should be written on a separate sheet of paper or on
note cards for easy reference. The object is to support your group’s
position by exposing deficiencies in the opposing group’s logic or evidence.
c. The mediator (teacher) will call on students to answer questions, present
evidence, or give a rebuttal to the opposing group's statements. All
students (not just the speakers) are encouraged, and even expected to
participate.
d. Both groups must be diligent in amassing enough facts, statistics, and
evidence to defend their position (imagine you are from the opposing group and
determine what questions may be asked to refute your evidence).
Closing Remarks
-
a. The Pros and Cons will have their elected speakers present their
closing remarks (no more than two minutes) to the Panel.
b. The Panel will take no more than three minutes to determine which group
has presented the best case. The Panel's conclusions must be based on the
facts presented and defended by the Pros and Cons - not on individual
beliefs (or friendships).
c. If no conclusion can be made before the end of the period, the Panel
may deliberate until the beginning of the next day - in which a final decision
must be made.
d. The winning group earns bragging rights - no extra points (as this is
an exercise in participation and cooperation, and much more than an just
exercise in competition).
Debate Evaluation - A simple participation grade will be based on organization, speaking, and appearance, as well as the quality of the conclusions made by each group.
Final Advice -
- have a solid background regarding all material
- have plenty of evidence to back up claims
- seek to educate everyone in the group the important facts and concepts
behind specific positions
- document the debate by taking notes to refute points more effectively
- be decisive in your answers - do not appear to be stupefied or rattled
(no matter what!)
- be creative - anticipate the other group's points, and attempt to outwit
your opponents
THE FIVE THEMES OF