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This "Student Workbook" contains 24 lessons of resource material that is intended for use in university courses on bicycle and pedestrian transportation. The lessons span a wide range of topics including an introduction to bicycling and walking issues, planning and designing for bicycle and pedestrian facilities, and supporting elements and programs. This is the second edition of the "Student Workbook"; the first edition was published as Report No. FHWA-RD-99-198. Lesson-based slideshows (scripted slideshows for all 24 lessons) and an overview lecture (a scripted slideshow for a one- or two-lecture overview in existing undergraduate or graduate transportation courses) are also available to assist in course development and delivery. The key learning outcomes in the course material are as follows: (1) Students should recognize the legitimacy of the bicycle and pedestrian modes in a balanced transportation system; (2) Students should understand how policy, planning, and engineering practices can be improved to create a more balanced transportation system; and (3) Students should be familiar with basic policies, practices, tools, and design principles and know how to use them to create bicycle and pedestrian-friendly communities. Individual lessons contain references and additional resources. References and additional resources are provided at the end of each lesson. (Contains 262 figures and 35 tables.) [Cover title varies: "FHWA University Course on Bicycle and Pedestrian Transportation: Student Workbook." This document was produced for the Office of Safety Research and Development, Federal Highway Administration. For related technical brief, see ED511673.]

Strolling through the old city of Savannah, Georgia's rigid, grid pattern streets, down its linear brick walkways, past over 1,100 residential and public buildings of unparalleled architectural richness and diversity, visitors and residents come to appreciate the original plan that has existed intact since Savannah's founding in 1733. Twenty-four tree-shaded, park-like open spaces called squares are the essence of the city. Savannah is one of the few surviving colonial city plans in the United States, a testament to the ingenuity of Georgia's founders. This lesson is based on the National Register of Historic Places file for "Savannah Historic District." The lesson plan can be used to teach U.S. colonial history, the antebellum era and the cotton economy, and the rise of cities in the United States. It cites relevant National History Standards, objectives for students, and materials needed. The lesson plan is divided into eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Questions"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (British and Spanish Claims in the Southeast; Portion of the Southeast Atlantic Coastline); (5) "Determining the Facts: Readings" (Establishing Savannah; The City Plan and How It Was Built; Good Intentions Don't Always Last); (6) "Visual Evidence: Images" (View of Savannah, 1734; Detail from View of Savannah; Savannah, 1800; Savannah, 1818; Panorama of Savannah, 1837); (7) "Putting It All Together: Activities" (Draw the City Plan of Savannah; Then and Now in Your Town); and (8)"Supplementary Resources." (BT)

This bulletin provides information on the issues surrounding urban sprawl. It is designed to offer information on the dimensions of sprawl and related policy debates. Some of the major debates include whether or not sprawl is a problem that even needs to be addressed. A summary of the major points of debated topics is included. (Contains 20 references.) (CCM)

In 1875, a man fishing in the isolated Trout River of California discovered several large gold nuggets. This lesson plan asks fourth-grade students to develop a plan to avoid another 1849 gold rush. The plan is to design a new town while considering transportation, housing, food and goods for the miners, and the preservation of the area's beautiful environment. The lesson plan states that five committees are to be formed for the new town and each of the four area towns (Sleepyville, Deer Valley, Pinetown, and Quiet Gulch). The plans must contain information about the 1849 gold rush. The lesson plan describes the task; delineates the process; lists resources; gives learning advice; discusses evaluation criteria and reflection; and provides a conclusion. The teacher notes section presents a grade level; addresses history/social science standards and lesson length; notes materials needed; presents interdisciplinary connections for language arts (reading comprehension, writing strategies, and listening and speaking strategies); lists print and media resources; discusses evaluation rubrics; and adaptations for special needs students. (BT)

CityWorks is a course offered at the Rindge School of Technical Arts, open to all ninth-grade students in Cambridge, Massachusetts. During the course, students investigate Cambridge's neighborhoods, services, and industries; they make maps, take photographs, draw blueprints, build models, make videotapes, and write oral histories. The focus is on building problem-solving abilities, learning teamwork and communication skills, conducting projects that are useful to the community, and learning about a variety of tools and media. The modules in this package cover these aspects of the CityWorks course: introduction to CityWorks and the skills that will be developed, walk around the block, exploratory projects, and community development. Modules include content outlines, projects, informative handouts, and worksheets. (KC)

This guide, for Peace Corp workers and administrators, is designed to assist those in the field to identify urban development project opportunities and to suggest ways to develop urban development project plans. Following a brief statement by Jorge Hardoy and an illustration of the expected growing urban population, section I, a summary, describes the background for a new Peace Corp focus on urban areas in response to the increased urbanization of the world's population, particularly in China, India, and other parts of Asia. Section II, an introduction, identifies problems of urban growth; describes the donor view and response to the situation in employment, shelter, community services, city management, youth, and environment; details the Peace Corps urban development initiative; and identifies support for the urban initiative. Section III on urban programming describes country assessments, project development, urban project issues, volunteer assignment descriptions, training for volunteers, and volunteer service. Section IV, conclusions, lists themes that have guided the urban initiative and emphasizes the importance of the program. Extensive appendixes provide information on guidance to the field, project summaries, project plans, Peace Corps assignment descriptions, training, description of volunteer service, an urban programming bibliography, data charts by region, and a list of urban development contacts. (JB)

Reviews the inclusion of literacy lessons and rhetorical learning into the architecture and urban planning curricula. Reviews these curricula in order to demonstrate how they can be turned to inform attention to place in the teaching of writing. Concludes with a discussion of some assignments that such perspectives support. (SG)

"Preparing for Tomorrow's World" (PTW) is an interdisciplinary, future-oriented program incorporating information from the sciences/social sciences and addressing societal concerns which interface science/technology/society. "Beacon City," one of a series of program modules, is an urban land use simulation. Land use planning techniques patterned after the work of Ian McHarg and strategies/techniques developed in the emerging field of futuristics (such as futures forecasting) are integral parts of the module. Like other PTW modules, Beacon City promotes responsible citizenry with increased abilities in critical thinking, problem solving, social/ethical reasoning, and decision-making. Provided in this teaching guide is an overview of the module (which includes a description of the simulation, objectives, and discussion of strategies for promoting student development) and a discussion of the Socio-Scientific Reasoning Model (theoretical basis of the PTW program). Instructional strategies for module activities are also provided. These include suggestions for using the filmstrip/audio-cassette recording (complete script provided), a game, role playing cards, data files, and student worksheets. The module is recommended for such high school courses/areas as social studies, history, geography, urban studies, environmental planning, and earth science. (JN)

This paper describes a course in urban history offered at Delta College in Michigan. A variety of techniques are utilized in teaching the course--lecture is relied on to acquaint students with the historian's role in the study of urban history, a field trip to an inner city is planned, short field assignments are used to acquaint students with their urban surroundings, and individual or team projects, wherein the real success of the course lies, are utilized to offer opportunities for individual creativity and inquiry in the area of urban history. Areas in which students have conducted research for their projects have included urban planning, welfare reform, rural vs. urban poverty, and ethnic and racial mobility. Among the more outstanding results achieved by students have been production of a film showing rural/urban contrasts, cooking of a representative "welfare recipient's dinner", and publication of a study of occupational mobility for Blacks in the city of Saginaw, Michigan. Additionally, local community histories have been produced, as have been slide presentations and oral history reports. While the intent of an urban history course has not been to supplant the more conventional U. S. history survey, it is nonetheless a realistic alternative capable of stimulating historical curiosity and constructive research and study. The course outline is appended. (JDS)

This manual contains the script and description of the action of a filmstrip which supplements a unit on people and cities. Suggestions are made for using the filmstrip to its greatest advantage. Questions for class discussion and related activities are included. (Author/LS)

This curriculum guide consists of environmental studies modules for grades 4-8. The curriculum, which is organized around major concepts, is intended to serve as a guide for program development and as a framework for compiling and sharing ideas on methods and application on a national basis. Each module may be utilized as an integral part of the entire curriculum, in combination with several of the other units or as an independent element. The following modules for each grade level are included: (1) Values and Environmental Awareness; (2) Environmental Rights and Responsibilities of Individuals and Groups; (3) Dependence of All Things on Each Other and the Environment for Survival; (4) Energy and the Biosphere's System; (5) The City: A Complex Ecosystem Requiring Planning and Resources; (6) The Man-Made Environment and the Quality of Life; (7) Population Dynamics; (8) The Effect of the Rural Ecosystem on Urbanization; (9) Production, Consumption and Recycling-Intelligent Use of Natural Resources; and (10) Decision Making. The five areas discussed for each module are module scheme, content overview of module scheme, concepts to be developed, content organization by grade levels, and program objectives. (Author/RM)

This course of study offers to seventh grade pupils themes which are designed to clarify the meaning and importance of the urban environment in which they live. The guide is about people in the cities and about the planning, growth, and problems of cities. Themes cover the Baltimore city area, urbanization in Maryland, urbanization in the United States, and urbanization in the world. The disciplines of history, economics, geography, political science, sociology, and anthropology are woven into the content and learning activities. Techniques of discovery and inquiry are recommended. Specific learning experiences provide opportunities for the use of skills in a functional manner. A selected bibliography on city, state, and federal relationships in government; a list of selected nonprint media on city, state, and federal relationships; and an annotated bibliography replace the use of a single textbook. Each of the four themes in introduced; has a list of objectives; and has schematically related content, understandings and generalizations, sample activities, and suggested skills. (Author/KSM)

The contents of this list are organized into nine sections. These sections include games developed by gamers at the University of Michigan; games developed by Academic Games Associates Inc.; games developed by Berkeley Gaming Project; games distributed through Instructional Simulations, Inc.; games distributed through Psychology Today; games developed by Urbandyne; games developed by Western Behavioral Sciences Institute; games not classified in sections one through seven; and computerized gaming/simulations. Also included, in an "Appendix", are a list of sources of brochures on games designed specially for elementary and high school students, and a list of other sources of gaming information. Among the topics focused upon are the following: urban blight, political campaigns, church resources, conflict, concensus, democracy, water pollution, ecology, economics, urban colleges, ghettos, alternate futures, welfare problems, housing policy formation, international relation, career choice, and, marriage. (Author/JM)

This grades 7-9 unit is part of the series of population education materials for Baltimore public schools. Focusing on urban studies, the unit traces the historical growth of Baltimore and examines recent trends affecting the city, while projecting possible solutions to enhance its quality of life. Although specifically focusing on Baltimore as a model city, the unit introduces the concept that the qualities and problems of Baltimore are similar to those of other urban areas. The individual activities specifically focus upon Baltimore; however, teachers can develop materials for their own city using this model. (Author/JR)

Focusing on design occupations, this document is one in a series of forty-one reprints from the Occupational Outlook Handbook providing current information and employment projections for individual occupations and industries through 1985. The specific occupations covered in this document include architects, commercial artists, display workers (retail trade), floral designers, industrial designers, interior designers, landscape architects, and urban planners. The following information is presented for each occupation or occupational area: a code number referenced to the Dictionary of Occupational Titles; a description of the nature of the work; places of employment; training, other qualifications, and advancement; employment outlook; earnings and working conditions; and sources of additional information. In addition to the forty-one reprints covering individual occupations or occupational areas (CE 017 757-797), a campanion document (CE 017 756) presents employment projections for the total labor market and discusses the relationship between job prospects and education. (BM)

This manual is intended to integrate the two disciplines of wildlife management and city planning. It seeks to provide a basis for communication between practitioners in the two disciplines as well as providing guidelines for wildlife management within the urban setting. Information on wildlife typically found in the urban area is provided along with discussion of their needs. Technical guidance on incorporation of wildlife considerations for the planning process is provided. The document also discusses the impact of environmental influences of the city on wildlife. (RE)

A teacher's guide for two sequential one-year commercial art courses for high school students is presented. Commercial Art I contains three units: visual communication, product design, and environmental design. Students study visual communication by analyzing advertising techniques, practicing fundamental drawing and layout techniques, creating silk-screen posters, and developing and printing photographs. Product design activities include describing elements and principles of design of various objects, constructing a prototype container, researching the market for various products, and designing a package. In environmental design, students design a house based on physical, emotional, and aesthetic needs, functions, traffic patterns, and energy conservation. Commercial Art II repeats the three units of Commercial Art I. The emphasis in visual communication is on graphic design, displays, illustration, and media/photography. Product design focuses on industrial design. Students create a product based on several factors of design. In the environmental design unit, students study urban planning by formulating solutions to community planning problems. Instructional and performance objectives, a suggested sequence for instruction, a list of materials needed, and suggested assessment measures are included for each unit. The document also contains a bibliography and lists resources such as organizations, periodicals, kits, handbooks, sources of materials, and professional organizations. (KC)

This publication was prepared to help college students better understand the significance of the 1980 census. It consists of four parts. Part I discusses the history of U.S. census taking, introduces the Census Bureau as an organization, and examines the planning and administration of the decennial census. Part II provides an overview of census geography, discusses data analysis, and examines the field of demography. Part III provides an overview of the 1980 census, including the census plan, collection and tabulation, and products and services. Part IV, mostly through case studies, shows how census data can be used by urban and regional planners, business people, geographers, and social demographers. Appendices contain data on population and housing items on general schedules (1790-1970); lists of departments and officials responsible for the U.S. Censuses (1790-1980); background information on Census Bureau surveys and on the 1985 mid-decade census; a discussion of parts of a statistical table; the publication, "Your Guide to Census '80;" and the 1980 census questionnaire. (RM)

This paper is designed to assist city staffs and transportation agencies in organizing effective community involvement programs. The role of nontechnical information in the decision making process is addressed first, to help professional engineers and planners consider its importance in planning and implementation. In a chapter on value clarification, leadership skills for group meetings are described. The paper also outlines a process for developing an actual community involvement plan. Techniques discussed include publicity and information distribution, public meetings, advisory groups, flow of information to and from the public, conflict management, and relationship building. Work sheets and checklists are included as aids in this process. A rational planning model for implementation is described. Finally, an extensive list of involvement techniques is presented. These techniques are discussed individually so that planners can choose those best suited to the planning situation. A public meeting checklist is appended. (Author/KC)

A concept-based introduction to public transportation pricing is presented in this instructional module for undergraduate and graduate transportation-related courses for disciplines such as engineering, business administration, and technology. After an introductory section on transportation pricing planning and the history of transportation system financing, attention is directed to the importance of needs-based planning and market segmentation analysis in pricing planning. Additional topics include: the impact that local impact groups can have on public transportation pricing; the major sources of transportation funding; the complexity of funding sources for public transportation; typical public transportation systems costs; the relationship of system costs to pricing; fare structures; intermodal and bus system transfer policies and their impacts; the way fare collection methods can affect system costs and ridership; complications inherent in multi-modal system coordination; inclusion of private transportation providers through contractual arrangements; and parking pricing strategies. Included are student review questions, study guidelines, and a six-page bibliography. (SW)

A concept-based introduction to transportation brokerage is provided in this instructional module for undergraduate and graduate transportation-related courses for disciplines such as engineering, business, marketing, and technology. The concept of transportation brokerage is defined as an assignment of the management of a specific element of a city's or region's transit needs to an independent agency or firm. The components of a brokerage operation are described, along with problems and issues associated with the adoption of such a system. Attention is directed to brokerage operation variations, the process of market segmentation and its uses as a planning technique for transportation brokerage; the importance of community support; various federal agencies that provide financial support; funding channels for integrated transportation systems; major barriers to innovative transportation systems; the complexities of implementing a brokerage operation; characteristics of transportation contracts; managing a brokerage operation; and use of evaluation and promotion to maintain high efficiency for the system. Key ideas are illustrated by case histories and examples. An eight-page bibliography is appended. (SW)

A concept-based introduction to paratransit is provided in this instructional module for undergraduate and graduate transportation-related courses for disciplines such as engineering, business, marketing, and technology. The concept of paratransit generally refers to modes of transportation other than mass transit and solo-driven automobiles. The characteristics and applications of various paratransit modes are examined. A systematic approach for paratransit planning is presented along with problems and issues associated with the design and implementation of paratransit systems. Additional topics include: factors associated with rural transportation systems and the potential of designing paratransit for rural areas; the concept of market segmentation analysis; measures of existing service efficiency; how simple efficiency indicators are calculated; how needs and services are compared to determine areas of unmet needs; the process of system design; financing and marketing paratransit operations; management tasks associated with paratransit; and the use of brokerage in paratransit management. Case histories, examples, and an eight-page bibliography are included. (SW)

A concept-based introduction to market segmentation is provided in this instructional module for undergraduate and graduate transportation-related courses. The material can be used in many disciplines including engineering, business, marketing, and technology. The concept of market segmentation is primarily a transportation planning technique by which the needs of a specific locale or population are systematically determined and compared to existing services within the same locale to identify unmet transportation needs. The unmet needs are used as the basis for targeting new or modified services. A series of steps for segmenting a region or population are outlined, and problems and issues that arise throughout the process are discussed. To illustrate the market segmentation approach, characteristics of various segments (e.g., commuters, transportation handicapped) are discussed, as well as major issues involved in transportation for different groups. Identifying market segments and their needs often involves data collection from various sources, including regional/local planning data and social service agencies. To assess existing services, operational characteristics may be studied as well as cost effectiveness measures. An eight-page bibliography is appended. (SW)

This guide discusses city planning issues related to family day care zoning. The guide is divided into five sections. The first section discusses child care as a planning issue and focuses on changes in working patterns of families and in residential neighborhoods. The second section describes components of the child care delivery system, which include resource and referral agencies, in-home care, child care centers, and family day care. The third section focuses on family day care and the way in which planning interests are served by family day care. The fourth section discusses zoning ordinances that concern family day care, particularly, the ways in which zoning can limit family day care, the impact of licensing on zoning, the impact of zoning on licensing, analysis of zoning issues, and the process of dealing with legitimate problems caused by a family day care home. The final section discusses zoning solutions, including the definition of family day care, treatment by local law, the small and large family day care home, and desirable provisions for nondiscretionary or discretionary permits. Appendixes include the American Planning Association child care policy, lists of child care resource and referral agencies and state licensing agencies, and a sample permit procedure and permit ordinance. (RJC)

This booklet serves as a guide for city officials to use when evaluating the status and needs of children and families in their cities and planning services for them. The booklet is divided into five sections. The first section identifies the reasons that city officials should care about their city's children. The second section provides a list of indicators for determining the quality of life of city children and a list of resources where such information might be located. The third section provides questions that city officials can use when determining the city services which are being provided to children and families. The questions focus on services provided by city government and organizations outside of city government, the coordination of services, and the provision of leadership. The fourth section offers ideas for the development of a strategy for serving children and families and an approach to comprehensive planning. The last section provides three outlines for development of programs for children and families involving communities active in children and family issues; communities which are beginning to become involved in programs; and officials who are interested in addressing the issues but are uncertain of colleagues' support. (RJC)

The scope, objectives, and some of the findings of urban geography are discussed in this paper. Curriculum development in urban geography at the high-school level is also briefly described. The first of six articles, "Aspects and Trends of Urban Geography," explains the urban geographer's interest in internal city structure, interaction of static functions within the city as well as changing patterns over time, and use of mathematical models of urban characteristics. The second article, "Historical and Comparative Urban Studies," defines cities as centers of exchange and traces urbanization historically and geographically. The elements of Christaller's central place theory are explained in the third paper, which includes definitions of central place, central goods and services, and the range or complementary region of a good. "Public Policy and the Central Business District" (CBD), the fourth article, compares the CBD's assets and deficits and explores the need for public policy when growth in outlying areas is sapping its strength. The last two articles discuss the urban unit of the High School Geography Project and the need for urban geography in U.S. high schools. (AV)

This unit on population is one in a series of three prepared for use in classrooms in North Carolina. An interdisciplinary approach encompassing mathematics, science, and social studies is utilized in these environmental units. The material is designed for middle grades and above. Many activities are open-ended. The depth to which students become involved in the utilization of this unit is determined by factors such as grade level, interest of students, and relevance of the material to courses into which it is integrated. Each activity in this unit emphasizes the population crisis that exists today, not only in faraway locations, but in towns like Fox City, North Carolina. Although the name of the town is fictitious, the statistics about a town of its size are factual. Students study how an increase in population will affect transportation, housing and urban renewal, recreation and municipal services. Task sheets list specific goals for the activities and thought directives instruct the students to proceed in a logical manner. Collections of statistics in the form of fact sheets give valuable information needed by both student and teacher. (JP)

This document consists of ten guides on Solid Waste Management to assist local elected and appointed policy-making officials. They are entitled: Areawide Approaches; Legal Authority, Planning, Organization Design and Operation, Financing, Technical and Financial Assistance, Citizen Support, Personnel, and Action Plan and Bibliography. The guides were prepared by the National Association of Counties Research Foundation (NACORD). They are designed to present in clear, concise form information to help local officials and interested citizens make decisions on the planning, organization, financing, staffing, legal aspects, and operation of comprehensive areawide solid waste management systems. (JP)

The career exploration program for grades 9 through 10, as part of a comprehensive K through 10 career development program, attempts to develop an awareness of and appreciation for work, extend knowledge of the variety of career opportunities, and provide experiences in career areas of individual interest. The document, a collection of materials consisting of student learning experience packets, and a resource list, is designed to introduce the students to the public and civil service occupations. The introduction discusses the career area definition, course objectives, course strategy, evaluation, and suggested time table. The course is divided into areas of government services and functions within which the students will explore representative careers. The learning activities are organized into objectives, activities and resources and cover: introductory activities, civil service, community planning, elected politics, law enforcement, fire protection, social service, postal service, courts, related career exploration, and self-evaluation of career maturity. Teaching methods involve discussion, group work, individual lessons, field trips, interviews with resource persons, films, and simulation. The appendix contains suggestions and procedures for both field trips and exploration trips, forms for exploration trips, job titles, and a resource list. (JB)

This document contains vocational education program course standards (curriculum frameworks and student performance standards) for exploratory courses, practical arts courses, and job preparatory programs offered at the secondary and postsecondary level as part of the public service education component of Florida's comprehensive vocational education program. Curriculum frameworks are provided for 40 programs: exploration of public service occupations; principles of public service; bail bonding; civil engineering aide; civil engineering technology; correctional auxiliary officer; correctional officer; correctional probation officer; criminal justice assisting; criminal justice technology; emergency administration and management; environmental science technology; fire fighting; fire science technology; instructional services technology; interpreter training program for hearing impaired; law enforcement; law enforcement auxiliary officer; legal assisting; private security officer; public administration supervision; public administration technology; public safety telecommunication; public service cooperative education; recreation technology; sign language communication; social services technology; solid waste disposal operation; teacher assisting; traffic accident investigation; urban planning technology; volunteer fire fighting; wastewater treatment plan operation; water and wastewater technology; and water treatment plant operation. Each curriculum framework includes some or all of the following: program title, occupational area, grade level, length, certification awarded; major concepts/content covered in the course; laboratory activities; special notes; and intended outcomes. (MN)

This document contains both an instructor's guide and a student guide for a city planning learning activity for technology education classes. The instructor's guide provides the following: an overview of technology education, a summary of activities and supplies needed for students to complete the learning activity, a supplies and materials worksheet for the instructor, an overview of the city planning learning activities, pretests and posttests with answer sheets, and an evaluation summary. The student's section contains the following: a summary of activities, pretest instructions, assignments, goal, glossary of terms, priority academic student skills, objectives, related competitive events for the Technology Student Association, academic and workplace applications, impact statements, career search ideas, posttest instruction, and additional problems to solve. The learning activities are based on the "SimCity2000"(TM) computer program. (KC)

Describes the attempts of a bicycle-user group in Brisbane to generate a framework for action to bring about transport change. The framework integrates the theory of ecological public health with the practice of urban environmental education. (DDR)

Asserts that a common problem facing educators is finding suitable pedagogical tools that capture the realities of cities in developing countries. Presents a role-playing simulation exercise that supplements and complements the case study approach to this topic. (CFR)

Designed to make a visit to Washington, D.C. a successful learning experience for students by helping them understand the evolution of the city into what it is today, this teacher's guide presents themes and activities to accommodate many teaching and learning styles. Three sections of activities explore how the built environment symbolizes important values and how people interact with the built environment: (1) activities to do before a visit to Washington, DC; (2) activities to complete both at the National Building Museum exhibit and in the city; and (3) activities to use after a visit to Washington, D.C. Even teachers unable to visit Washington, D.C. can utilize the themes and activities and adjust them for use in the students' hometown. Some of the underlying themes include the built environment, democratic ideals, cities, conflict, compromise, and change. A matrix summarizes the activities in the guide and indicates the general skills required of each activity. A resource section provides an outline of the exhibit on the symbol and city of Washington, D.C. at the National Building Museum, a glossary of 32 architecture terms, and a list of 9 books and 4 videos for further study. (Author/CK)

Discusses the educational and therapeutic value of wild lands. Discusses preserving and developing urban wild lands. (PR)

This step-by-step guide, developed by the Global ReLeaf organization, presents tree-planting advice and simple steps to organizing a successful community tree-planting and tree-care program. The text is divided into three parts. Part 1 introduces trees and discusses the role they play as components of the living urban environment. Distinctions are made between urban and rural forestry and ecosystems. Part 2 presents tree selection, planting, and care techniques. Included in this section is a summary of tree anatomy and functions. Part 3 presents a global perspective of the need to foster tree planting and care to address environmental problems. The focus of part 3 is how to organize community tree-planting and tree-care programs. A list of natural resources provides information about national trade, professional and citizen organizations; federal agencies; educational materials; materials for further reading; catalogs and mail-order suppliers; state Global ReLeaf coordinators, international Global ReLeaf partners, and local tree-planting groups. A glossary is also provided. (MCO)

The activities presented in this book encompass a variety of perceptual, social, and technological issues as they relate to the built environment. They are organized to present a coherent, cumulative series. Generalizations become specific as vocabulary is developed and planned techniques explained. Curriculum guide charts indicate subject areas related to each activity. Approximate grade levels and related subject areas also are given at the end of each activity. Chapter content areas are: (1) "Teaching Aids," which contains the vocabulary, an illustrated glossary, and suggestions for the introduction and reinforcement of architectural terminology; (2) "Design" focuses on general design principles essential to the nature of architectural planning; (3) "Materials" looks at the sensory and the structural aspects of building materials as a reference point for further study; (4) "Structures" gives exercises in the essential principles of building construction, many of which can be developed to demonstrate some of the basic laws of physics; (5) "Home" provides student activities with personally relevant built environments; (6) "Interiors" helps articulate responses to aspects of interior design and explains some of the professional architect's working methods. (7) "Exteriors" looks at a variety of facade elements and their functions; (8) In "Neighborhoods and Streets" students use drawings, maps, and photography to study a living community as an integral series of interwoven systems with direct impact upon the residents; and (9) "Cities" has students planning and constructing a model community based on various aspects of public and private life. A special section focuses on Philadelphia as a "Museum of Architecture." A 42-item bibliography concludes the book. (MM)

Describes an activity in which students explore the mathematics used by urban planners by using a zoning chart of minimum and maximum building restrictions. (YDS)

This videotape attempts to show students how the uncontrolled development of the world's major cities has led to a series of problems such as air pollution, water pollution, limited room for waste disposal, housing shortages, and loss of farmland. The videotape profiles four mega-cities: Mexico City, Shanghai, Istanbul, and New York City. Students explore possible solutions to the cities' problems and consider the need for urban planning. The tape is accompanied by a study guide that includes learning objectives, previewing activities, postviewing activities, suggestions for group discussion and questions, and ideas for special projects. (WRM)

A diagrammatic model that illustrates the nature of urban growth processes and their resultant physical form is presented. The model can be used to describe attributes of urban form in the preindustrial city or to provide a framework for studying contemporary patterns of development. (RM)

Designed for inclusion in an eighth grade course on U.S. history or civics, this unit introduces local students to the history of Alexandria (Virginia) through a study of its buildings and urban growth. By examining factors which have changed the community (technology, transportation, economic influences) as well as the relationship between physical environment and lifestyle, students are encouraged to think about solutions to future problems of community development. Following an overview of evaluation strategies, the unit is divided into three parts. In part 1, students examine local buildings and documents. Part 2 contains 2 lessons in which students examine ways in which buildings convey historical information. Four lessons in part 3 focus on Alexandria as a contemporary city. Students explore ways in which the area is still undergoing change by looking at transportation innovations and planned development. They consider a case study of each of these types of change (the city's waterfront area and metro station), conduct a survey of these two sites, and develop written and visual presentations. A bibliography and list of resources conclude the manual. (LP)

Described is a project designed to make government lessons and economics more appealing to sixth-grade students by having them set up and run a model city. General preparation procedures and set-up of the project, specific lesson plans, additional activities, and project evaluation are examined. An actual 3-dimensional model city was set up on three 8-foot tables. A monetary system was developed. Within the city, each child assumed his or her role as a property owner, worker, and head of a family. From among their peers, students elected a city council and a mayor. The role of "fate" was played by the teacher. Specific lessons--for which objectives, materials needed, specific teaching procedures, and teacher notes describing what happened when the lesson was implemented are outlined--dealt with the following topics: transportation, funding education, trying to prevent a factory closing through the formation of a corporation, electing new council persons and a new mayor, pollution, nuclear power, and redevelopment. Interdisciplinary activities in which the students were involved included writing essays, writing newspaper articles, and designing buildings. Project evaluation procedures included student observation, quizzes, and an essay test. (RM)

The urban studies guide has been developed to give young people insights into the problems of city living in support of the concept that a healthy environment is necessary for healthy human beings. The objectives and role of social studies and the demands of an interdisciplinary, open-ended, urban studies course, requiring a problem-solving and valuing approach to teaching, are discussed. The guide is arranged under seven major generalizations: 1) The Process of Urbanization, 2) Form and Structure in Urban Areas, 3) Transportation and Communication in the Urban Setting, 4) The Impact of Human Groups on the Urban Environment, 5) Governmental Institutions and Urban Management, 6) Planning for Future Urban Development, and 7) Urban Areas Throughout the World. Aduiovisual and print media, student activities and learning packets, some of which are included in the guide, are keyed to subgeneralizations within the framework. A teacher's bibliography, suggestions for focusing and vitalizing an urban studies course through use of the local newspaper, and a statement on teacher certification for an urban studies course complete the guide. (JH)

Focusing on lawyers, city managers, and social science occupations, this document is one in a series of forty-one reprints from the Occupational Outlook Handbook providing current information and employment projections for individual occupations and industries through 1985. The specific occupations covered in this document include city managers, lawyers, anthropologists, economists, geographers, historians, political scientists, psychologists, and sociologists. The following information is presented for each occupation or occupational area: a code number referenced to the Dictionary of Occupational Titles; a description of the nature of the work; places of employment; training, other qualifications, and advancement; employment outlook; earnings and working conditions; and sources of additional information. In addition to the forty-one reprints covering individual occupations or occupational areas (CE 017 757-797), a companion document (CE 017 756) presents employment projections for the total labor market and discusses the relationship between job prospects and education. (BM)

This unit begins with the historical development of Florida and analyzes development from the perspective of an energy system. The unit deals with the urbanization process currently taking place in Florida and explores where it may be leading. Lessons are designed for individualized instruction or for use by students in small groups. In some cases material may be used by students in large groups. (Author/RE)

This teacher's guide describes a program about urban ecology which can be used with children from kindergarten through grade six. The program comprises five units which explore concepts and practical issues of consumption in the home, health and well-being, commercial enterprise, transportation and networks, and production. Each unit's content is discovered and learned through four types of activity: class discussion led by the teacher, research (i.e., library work or surveys of family members), map-making, and dramatic play. The guide suggests how to schedule each unit's four types of activity according to the educational level and background characteristics of individual classes. Basic materials used throughout the program are wooden building blocks and six-inch high human figurines. These materials are used by the students as tools for cognitively mapping the classroom floor space into a miniature urban model during periods of dramatic play. The model becomes more complex and refined as students progress through the units and realize the need for things such as zoning restrictions, taxes, and subsidies. Interspersed throughout the guide are sample worksheets and newsletters. (AV)

This module seeks to develop teachers' awareness and understanding of the problems of energy-intensive urban growth and its impact on quality-of-life. It seeks to develop understanding of the city as a system; understanding of quality-of-life as applied to the urban ecosystem; and skills in studying and planning for quality urban settings. It also seeks to facilitate teacher development of classroom instructional materials focused on urban growth. (Author/RE)

This workbook is primarily for use in a workshop to provide information on how land-use decisions are made in Idaho, for what reasons, and with what effect. For students, there are classroom activities that correspond to actual problems of land-use decision making, and suggestions for further study and investigation. For teachers, there are suggestions on simulation games and audio-visual aids. For concerned citizens, there are activities relating to land-use situations existing in Idaho communities. For elected officials and members of planning and zoning commissions, there are suggested ways of looking at problems arising from conflicting demands. (Author/TM)

Designed to direct the teacher to a variety of teaching and learning resources relating to the man-made environment, this document provides annotated lists of resources in several sections. The section on student reading resources lists literature written for the student and relates to various aspects of the built environment: social, technical, and historic. The section on student picture books lists documents intended for technical use or use by advanced students. A section provides teacher reading resources for use in learning more about the built environment. The section on activity and lesson planning resources provides a list of sources for classroom activities. A section on other print resources suggests local resources such as governmental agencies which may provide materials relating to the built environment. A section provides sources of educational games and kits for classroom activities on city and regional planning. Filmstrips on the built environment and the community are provided in another section. A final section lists films on a wide variety of subjects relating to man-made structures. (RE)

This booklet for Canadian secondary school students examines urbanization and its relationship to other factors of the economy. Five sections analyze urbanization, the pattern of urban development, community needs, the management of urban growth, and urban governance. Part I traces the growth of the Canadian population, noting that 10% of the population lived in urban communities in 1871 while 62% lived in urban communities in 1971. Tables illustrate population by province and metropolitan areas. Part II examines housing patterns, the impact of the automobile, the population explosion, and public transportation priorities. Part III discusses urban planning and taxation, and the quality of urban life. Part IV focuses on urban management and current "growth" and "No-growth" debates. Part V explains problems concerned with the changing role of urban government. Discussions of increased expectations of citizens, the realization that many governmental decisions are subject to challenge, and controversies surrounding the need for expanded community and social services are included. (KC)