Is Phoenix, Arizona a Model Or Just a Mirage for...
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A Question of Balance in the Desert: Is Phoenix, Arizona a Model Or Just a Mirage for Controlling Fast Growth? Social Studies Standard: Arizona History and Geography Grades 7-8 by Michael Ostapuk Overview: Ever since humans have been on Earth, their perceptions and uses of resources, and their movements and settlements on the landscape have caused change, for better or worse. Egyptians tamed the Nile River delta, Chinese dug the Grand Canal, Romans built aqueducts, Dutch reclaimed seafloor, Spain built Mexico City on a filled-in lake, and American pioneers chopped down Eastern forests, plowed up the Great Plains, and drained wetlands. Today, settlers continue to chop down tropical rainforest at an alarming rate. Settlement patterns repeat - home sites become hamlets, hamlets become towns, and towns become cities. Cities have merged into giant megalopolises (giant urban regions with merged city borders) on six continents during the Industrial and Scientific Revolutions of the past 150 years. This is especially true in industrialized countries with high standards of living such as the United States. The trend has been toward an increased urbanization as more and more unsettled or marginal land is developed nearby. More people have more mobility than ever before, and have more freedom of choice for the places they choose to live. Ironically, often times the attractiveness of a place is degraded over time as more and more people move to that location and ruin the very qualities that were the original attraction. But the search for the American Dream that has always been part of the fabric of America seems to go on unabated! Can the quality of life that first attracts people to settle in Phoenix be sustained under more and more layers of asphalt, freeways, dirty air, noise pollution, and shopping centers? Are the folks who settle behind the walls and fences of their far-flung gated master-planned communities (advertised with spacious desert views and wildlife), only kidding themselves? Can a balance be maintained between what is worth preserving about the unique Sonoran Desert ecosystem with its Hohokam Indian history, and the voracious appetite of an urban environment that shows no sign of ebbing any time soon? Can the carrying capacity (ability of a specific piece of land to support its life) of the fragile desert region surrounding Phoenix be sustained? Do history and geography provide any lessons that could be a win-win for all? A prominent visitor gave Phoenix its name in the late 1800s when he predicted a large city would someday rise up from land once occupied by the Hohokam Indians. He took the name from the mythical Egyptian bird, which rises from ashes after being consumed by fire. Today, Phoenix is certainly large. But is it a great city? Surely, if balanced growth cannot be properly maintained, then the Phoenix quality of life that is touted today might only be a mirage in an uncertain future. Purpose: It is the purpose of this lesson to use the 2003 video Making Sense of Place - Phoenix: the Urban Desert produced by the Lincoln Institute of Land Policy to explore the unique historical and geographical context within which the Phoenix metropolitan region has recorded its explosive and sustained population growth in the Sonoran Desert since World War II. This context will serve as a background to analyze the factors that have increasingly become a balancing act for maintaining the good aspects of the quality of life for which Phoenix is best known, versus the negative aspects of its record-setting growth. The lesson will ask students to
Transcript of Is Phoenix, Arizona a Model Or Just a Mirage for...
A Question of Balance in the Desert: Is Phoenix, Arizona a Model Or Just a Mirage for Controlling Fast Growth?
Social Studies Standard: Arizona History and Geography
Grades 7-8
by Michael Ostapuk Overview: Ever since humans have been on Earth, their perceptions and uses of resources, and their movements and settlements on the landscape have caused change, for better or worse. Egyptians tamed the Nile River delta, Chinese dug the Grand Canal, Romans built aqueducts, Dutch reclaimed seafloor, Spain built Mexico City on a filled-in lake, and American pioneers chopped down Eastern forests, plowed up the Great Plains, and drained wetlands. Today, settlers continue to chop down tropical rainforest at an alarming rate. Settlement patterns repeat - home sites become hamlets, hamlets become towns, and towns become cities. Cities have merged into giant megalopolises (giant urban regions with merged city borders) on six continents during the Industrial and Scientific Revolutions of the past 150 years. This is especially true in industrialized countries with high standards of living such as the United States. The trend has been toward an increased urbanization as more and more unsettled or marginal land is developed nearby. More people have more mobility than ever before, and have more freedom of choice for the places they choose to live. Ironically, often times the attractiveness of a place is degraded over time as more and more people move to that location and ruin the very qualities that were the original attraction. But the search for the American Dream that has always been part of the fabric of America seems to go on unabated! Can the quality of life that first attracts people to settle in Phoenix be sustained under more and more layers of asphalt, freeways, dirty air, noise pollution, and shopping centers? Are the folks who settle behind the walls and fences of their far-flung gated master-planned communities (advertised with spacious desert views and wildlife), only kidding themselves? Can a balance be maintained between what is worth preserving about the unique Sonoran Desert ecosystem with its Hohokam Indian history, and the voracious appetite of an urban environment that shows no sign of ebbing any time soon? Can the carrying capacity (ability of a specific piece of land to support its life) of the fragile desert region surrounding Phoenix be sustained? Do history and geography provide any lessons that could be a win-win for all? A prominent visitor gave Phoenix its name in the late 1800s when he predicted a large city would someday rise up from land once occupied by the Hohokam Indians. He took the name from the mythical Egyptian bird, which rises from ashes after being consumed by fire. Today, Phoenix is certainly large. But is it a great city? Surely, if balanced growth cannot be properly maintained, then the Phoenix quality of life that is touted today might only be a mirage in an uncertain future. Purpose: It is the purpose of this lesson to use the 2003 video Making Sense of Place - Phoenix: the Urban Desert produced by the Lincoln Institute of Land Policy to explore the unique historical and geographical context within which the Phoenix metropolitan region has recorded its explosive and sustained population growth in the Sonoran Desert since World War II. This context will serve as a background to analyze the factors that have increasingly become a balancing act for maintaining the good aspects of the quality of life for which Phoenix is best known, versus the negative aspects of its record-setting growth. The lesson will ask students to
weigh the various positive and negative characteristics operating in Phoenix’ past and present, and then make predictions what the future might become based on their assessments. This type of analysis can serve as a model for studying other urban areas with similar growth pains -past, present, and future. Connection to the Curriculum: United States History and Geography, Arizona History and Geography, World History and Geography, Civics and Government, Economics, Sociology, Writing and Reading Standards: National History Standards Historical Thinking Standards: 1-A. Distinguish between past, present, and future time 2-C. Identify the central question(s) in historical narrative addresses 2-E. Appreciate historical perspectives 2-H. Draw upon visual data presented in historical photographs, etc. 3-A. Formulate questions to focus historical inquiry and analysis 3-B. Compare and contrast differing sets of historical ideas, values, personalities, behaviors, and institutions 3-G. Consider multiple historical perspectives 3-H. Explain causes in analyzing historical actions 3-I. Challenge arguments of historical inevitability 4-D. Marshall needed historical knowledge of a time and place, and construct an explanation 5-A. Identify problems and dilemmas in the past 5-C. Identify causes of the problem or dilemma 5-D. Propose alternative choices for addressing the problem 5-E. Formulate a position or course of action on the issue 5-F. Identify the solution chosen 5-G. Evaluate the consequences of the decision National Geography Standards: 3. How to analyze the spatial organization of people, places, and environments on the Earth’s surface 4. The physical and human characteristics of places 5. People create regions to interpret Earth’s complexity 6. Culture and experience influence people’s perceptions of places and regions 8. The characteristics and spatial distribution of ecosystems on Earth’s surface 9. The characteristics, distribution, and migration of human populations on the Earth’s surface 12. The processes, patterns, and functions of human settlement 13. How the forces of cooperation and conflict among people influence the division and control of the Earth’s surface 14. How human actions modify the physical environment 15. How physical systems affect human systems 16. The changes that occur in the meaning, use, distribution, and importance of resources 17. How to apply geography to interpret the past 18. How to apply geography to interpret the present and plan for the future NCSS Strands: 1. Culture: students begin to explore and ask questions about the nature of culture and specific aspects of culture, such as language and beliefs, and the influence of those aspects on human behavior
2. Time, Continuity, and Change: Students, through a more formal study of history, continue to expand their understanding of the past and of historical concepts and inquiry. 3. Peoples, Places and Environments: The study of people, places, and human-environment interactions assists learners as they create their spatial views and geographic perspectives of the world. 5. Individuals, Groups, and Institutions: Students will benefit from varied experiences through which they examine the ways in which institutions change over time, promote social conformity, and influence culture. 6. Power, Authority, and Governance: Understanding the historical development of structures of power, authority, and governance and their evolving functions in contemporary U.S. society, as well as in other parts of the world, is essential for developing civic competence. 7. Production, Distribution, and Consumption: Learners expand their knowledge of economic concepts and principles, and use economic reasoning processes in addressing issues related to the four fundamental economic questions. Arizona State History Standards: 1SS-E8. Demonstrate and apply the basic tools of historical research, including how to construct timelines, frame questions that can be answered by historical study and research, and analyze and evaluate historical materials offering varied perspectives, with emphasis on; PO 3 - framing questions that can be answered by historical study and research PO 7- examining different points of view on the same historical events and determining the context in which the statements were made, including the questions asked, the source used, and the author’s perspectives PO-8 - recognizing the difference between cause and effect and a mere sequence of historical events 1SS-E20. Describe the aims and impact of the Western expansion and settlement of the United States, with emphasis on: PO 4 - reasons for, and destination of, the major westward migrations including ... Arizona PO 5 - the impact of westward migration on American Indian nations... Arizona State Geography Standards: 3SS-E5. Describe natural and human characteristics of places and use this knowledge to define regions, their relationships with other regions, and their patterns of change, with emphasis on: PO 1 - common characteristics of regions at local ... scales on the basis of climate, landforms, ecosystems, and culture PO 2 - the concept of region and how and why regions change PO 3 - relationships and interactions among regions PO 4 - influences and effects of regional images, including why Arizona attracts tourists, retirees, and businesses PO 5 - how culture and economics give a place a sense of identity and meaning and affect the perception of places and regions, including the role of media images PO 6 - how places and regions serve as cultural symbols... 3SS-E6. Describe the economic, political, cultural, and social processes that interact to shape patterns of human populations, interdependence, and cooperation and conflict, with emphasis on: PO 2 - the causes and types of human migration and its effect on places PO 3 - the causes and effects of settlement patterns... PO 4 - the distributions of cultures and how they create a cultural landscape... PO 8 - how changes in technology, transportation, communication, and resources affect the location of economic activities
3SS-E7. Explain the effects of interactions between human and natural systems, including the changes in the meaning, use, and distribution of natural resources, with emphasis on: PO 1 -the physical processes that influence the formation and location of resources, including water inequities in Arizona PO 3- how and why humans modify ecosystems… PO 4- how changes in the natural environment can increase or diminish its capacity to support human activities PO 5- how technological modification in one place often leads to changes in other locations, including how the control of rivers impacts the development of Arizona PO 6- ways that humans depend on limited resources and adapt to, and affect, the natural environment PO 7- changing ideas and disagreements on the best use of natural resources 3SS-E8. Use geographic knowledge, skills, and perspectives to explain past, present, and future issues, with emphasis on: PO 2 -how geography is used to improve the quality of life, including urban growth and environmental planning PO 3-using geographic knowledge and skills to analyze contemporary issues, including the debate over water use and availability in Arizona Arizona State Reading Standards: Strand One. Reading Process Concept 6 -Comprehension Strategies: PO 1 -predict text content using prior knowledge and text features PO 2 -confirm predictions about text for accuracy PO 3 -generate clarifying questions in order to comprehend text PO 4 -use graphic organizers in order to clarify the meaning of text PO 5-connect information and events in text to experience and to related text and sources PO 6 -apply knowledge of organizational structures of text to aid comprehension PO 7 -use reading strategies (e.g. drawing conclusions, determining cause and effect, making inferences, sequencing) to comprehend text Strand 3, Comprehending Informational Text, Concept 3 – Persuasive Text: PO 1 -determine the author’s specific purpose for writing the persuasive text PO 2 -identify the facts and details that support the author’s argument regarding a particular idea, subject, concept, or object PO 3 -describe the intended effect of persuasive strategies and propaganda techniques … that an author uses. PO 4 -(8th grade) – identify specific instances of bias in persuasive text Arizona State Writing Standards: Strand 3 Writing Applications. Concept 3 Functional writing provides specific directions or information related to real-world tasks. This includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical pieces for specific content areas. PO 1. Write a business letter that:
a. presents information purposefully and succinctly to meet the needs of the intended audience and follows a conventional business letter format (e.g., block, modified block, email
Arizona Instrument to Measure Standards (AIMS) Writing Skill Expectation:
1. Ideas and Content – students address ideas and content in their writing by:
a. providing clear and easily identifiable purpose and main idea(s) b. providing relevant supporting ideas but they may be overly general or limited … c. providing content and selected details that consider audience and purpose d. using resources, when appropriate, to provide accurate support
2. Organization – students demonstrate organization in their writing by: a. developing a recognizable beginning that contains a clearly stated topic b. developing a clearly sequenced body that is easy to follow … with supporting
details c. developing a conclusion … that summarizes or retells … a planned end d. using transitional words or phrases that are clear although they might be
somewhat stilted 3. Voice – students demonstrate voice in their writing by:
a. conveying a sense of involvement with the topic b. using a tone that indicates an awareness of audience and purpose c. including some evidence of originality, liveliness, sincerity, humor, or suspense d. conveying a sense that this is “writing to be read”
Arizona Viewing and Presenting: Analyze visual media for language, subject matter, and visual techniques used to influence opinions, decision making, and cultural perceptions Grade Level: 6th -8th Time: Short Version eliminates Role-Play Scenario (3 class periods) Period 1–show video Making Sense of Place – Phoenix: the Urban Desert to end of Chapter 8 “The Beautiful Desert” and stop before the words “3300 new homes per month” (26:40 minutes) and begin first phase of assessment (ARTIFACTS A, B, D, E, F, G, and H). Teacher has option of going over answers to artifacts as finished at end of Period 1 and 2, or waiting until Period 3 to go over all at same time. Period 2 - view to end of video (approximately 30 minutes) and continue artifact assessment Period 3 – finish answers and discussion of ARTIFACTS A, B, D, E, F, G, and H Long Version includes Role-Play Scenario (3 – 5 class periods) Period 1– begin scenario of Governor’s BLUE RIBBON TASK FORCE by viewing the video Making Sense of Place – Phoenix: the Urban Desert to end of Chapter 8 “The Beautiful Desert” and stop before the words “3300 new homes per month” (26:40 minutes) and begin first phase of Subcommittee assessment Period 2 - view to end of video (approximately 30 minutes) and continue assessment phase Period 3 -5 – finalize Subcommittee recommendations to full TASK FORCE with Subcommittee presentations which collectively will determine final decision by the TASK FORCE whether or not to present a referendum to the voters of Maricopa County; Letter to the Editor writing activity
Materials: Short Version: 1. Artifact support materials included with lesson (HO = HANDOUT):
a. ARTIFACT A: TASK FORCE Brainstorm Questions b. ARTIFACT B: Student Record for Prior-Knowledge of Brainstorm Questions (HO) c. ARTIFACT B -1: Possible Answers for Student Record for Prior-Knowledge
Brainstorm Questions d. ARTIFACT D: Individual Persona Tracking Sheet for Reactions to Video (HO) e. ARTIFACT E: Timeline of Phoenix and Maricopa County, Arizona (HO) f. ARTIFACT F: Assessment of Phoenix and Maricopa County, Arizona Timeline and
Video Review (HO) g. ARTIFACT F-1: Possible Answers to Assessment of Phoenix and Maricopa County,
Arizona Timeline and Video Review h. ARTIFACT G: A Question of Balance (HO) i. ARTIFACT H: Letters to the Editor Exemplars (HO) j. ARTIFACT N -1: Rubric for Artifact Completion (HO) k. ARTIFACT O: Video Worksheet l. ARTIFACT P: Video Vocabulary List
2. Making Sense of Place – Phoenix: The Urban Desert. DVD video. Lincoln Institute of Land Policy. 2003.
Long Version: 3. Artifact support materials included with lesson (HO = HANDOUT):
a. ARTIFACT A: TASK FORCE Brainstorm Questions b. ARTIFACT B: Student Record for Prior-Knowledge of Brainstorm Questions (HO) c. ARTIFACT B -1: Possible Answers for Student Record for Prior-Knowledge
Brainstorm Questions d. ARTIFACT C: Stakeholder Subcommittees for Scenario (HO) e. ARTIFACT D: Individual Persona Tracking Sheet for Reactions to Video (HO) f. ARTIFACT E: Timeline of Phoenix and Maricopa County, Arizona (HO) g. ARTIFACT F: Assessment of Phoenix and Maricopa County, Arizona Timeline and
Video Review (HO) h. ARTIFACT F-1: Possible Answers to Assessment of Phoenix and Maricopa County,
Arizona Timeline and Video Review i. ARTIFACT G: A Question of Balance (HO) j. ARTIFACT H: Letters to the Editor Exemplars (HO) k. ARTIFACT I: Subcommittee Final Decision Regarding Referendum Recommendation
(HO) l. ARTIFACT J: Stakeholder Subcommittee Vote Tally for Referendum
Recommendation (HO) m. ARTIFACT K: Persona Letter to the Editor Explanation (HO) n. ARTIFACT L: Rubric for Writing Letter to the Editor (HO) o. ARTIFACT M: Rubric for Role-Play Scenario (HO) p. ARTIFACT N - 2: Rubric for Artifact Completion (HO) q. ARTIFACT O: Video Worksheet r. ARTIFACT P: Video Vocabulary Worksheet
4. Making Sense of Place – Phoenix: The Urban Desert. DVD video. Lincoln Institute of Land Policy. 2003.
Objectives: Short Version: The students will be able to:
1. watch the video and engage in conversations regarding growth issues for fast growing cities
such as Phoenix. 2. make a decision whether or not growth should be more controlled or regulated in the Phoenix
region. 3. read letters to the editor and decide which one best summarizes point of video and class
discussion. 4. make a prediction what Phoenix metropolitan region will be like in 2020. Long Version: The students will be able to: 1. role-play the persona of a stakeholder with vested interest in the direction of growth and
development of Maricopa County and the Phoenix metropolitan region. 2. watch the video and record ideas their persona would vigorously support or be adamantly
against regarding growth and quality of life issues. 3. represent and speak the views of their persona as part of a Subcommittee of the full TASK
FORCE. 4. participate in consensus process of the TASK FORCE under role-play persona – is having a
referendum controlling and regulating growth in Maricopa County best for persona? best for Maricopa County? best for both?
5. compromise or not based on the discussion of the other members and Subcommittees present.
6. write a Letter to the Editor predicting the future of Maricopa County in 2020 depending on final recommendations of the TASK FORCE.
7. Make comparisons between Phoenix growth issues with other cities – past and present.
Procedures: Background Essay for Teachers to share with Students Is Phoenix, Arizona a model or just a mirage for controlling fast growth? As population and technology have expanded, so too have impacts on the environment surrounding fast growing urban areas, such as Phoenix. Phoenix has exciting cultural amenities and life styles associated with all great dynamic cities. But it also is a glaring example of the consequences of uncontrolled growth, pollution, crime, congestion, and endangerment of surrounding fragile environments and species. In general, hard choices, challenges, and tradeoffs exist regarding complex urban decisions citizens in the Phoenix megalopolis face today. How Phoenix balances its future with its past and present has lessons for all cities in the world experiencing similar unprecedented growth and attractiveness. Can a place be over-loved and ruined, or can it retain a sense of its true self in the face of unprecedented growth? Population in the Phoenix metropolitan region has grown from less than 200,000 in 1940, just before World War II began, to over 3.3 million today. The post-WWII population boom has continued unabated as about 100,000 people relocate to the region each year, ranking Maricopa as the fastest growing county in the United States. Well over half the homes in Phoenix were built since WWII. Phoenix will move past Philadelphia in 2004 as the nation’s fifth largest city, and if it keeps growing at the current rate, will exceed 5 million before 2020. On the surface it appears that the advantages attracting folks to settle here seem to outweigh any negatives. But more and more Phoenix area citizens are beginning to question if the current loss of one acre of raw desert land an hour to development is a good thing. More and more folks are questioning
if the current quest for the American Dream that has always drawn people westward might be creating a nightmare in the center of Arizona instead. Growth in Maricopa County sprawls outward, not upward. Yes, vigorous growth means more jobs, profits made from buying and selling homes, and sales taxes generated buying home furnishings and new cars. Arizona is part of the distinct national shift in population to the warm Sun Belt states. Its close proximity to the Mexico border also attracts record numbers of immigrants each year. They enter construction and tourism trades. Mild winters, vista landscapes, and golf course resorts draw tens of thousands of Snowbird tourists in RVs each year, many of whom retire to catch the wave of growth exuberance that is uniquely part of the Arizona lifestyle. Short Version: Period 1: 1. Teacher sets the stage:
a. Students watch the video about the past, present, and future of Maricopa County and Phoenix, the capital of Arizona.
b. The teacher explains that Phoenix is now the sixth largest city in the United States, and is located in the middle of the fastest growing county (Maricopa) in the nation.
c. The teacher states that the fantastic growth, while good in many ways, also has created negatives issues, and that a crisis is brewing – Phoenix is at a cross roads for its future.
2. Before viewing the video, the teacher asks the class to brainstorm the answers to two
questions (to probe prior knowledge, teacher uses ARTIFACT A; students use ARTIFACT B):
a. What are some qualities that favor growth and status of ANY great city? b. What are some qualities that have favored growth and status of Phoenix, Arizona, a
large city in the Sonoran Desert in the Southwestern United States? c. The teacher records whole group responses (students record on their ARTIFACT B
sheets), keeps answers posted, and uses as reference as needed. At the conclusion of the video, the Governor will add to this list conditions that are negatively impacting Phoenix (ARTIFACT A and B, question #3).
3. The teacher uses handout ARTIFACT P before showing the video to review with students key
vocabulary terms and concepts contained in the video 4. Students are given their Individual Tracking Sheets (ARTIFACT D) for recording their
reactions and reflections while watching the video. Students watch the first half of the video Making Sense of Place – Phoenix: The Urban Desert to the 26:40 minute mark, and use their Individual Tracking Sheet to record facts, statements, and ideas. The teacher stops the video at this halfway point, and allows time for students to begin answering questions and discussing ARTIFACTS D, F, and G. The teacher closes Period 1 with a clarifying summary of discussion thus far, and checks for understanding.
Period 2: 1. The teacher checks for understanding of first half of video before beginning second half. The
teacher shows second half of the video (approx. 30 minutes) and instructs the students to watch and continue using their Individual Tracking Sheet (ARTIFACT D) and the video worksheet (ARTIFACT O) to record facts, statements, and ideas.
2. The teacher allows time for students to continue working on ARTIFACTS D, F, G and O and monitors the work and checks for understanding.
Period 3: 1. Now that the video has been observed in its entirety, the teacher takes a few minutes to
solicit responses to this question: “What are some conditions that are negatively impacting growth and status of Phoenix?” The teacher adds responses to the original brainstorm question list (ARTIFACTS A AND B, question 3). The teacher checks for understanding.
2. The teacher finishes going over answers to remaining artifacts, and checks for final
understanding. 3. The teacher concludes by having class vote whether or not Phoenix should control its growth
in a more regulated way, or continue to let free market forces prevail. The teacher is encouraged to solicit reasons for vote decision. The teacher tallies vote.
4. The teacher uses ARTIFACT H (letters to the editor) as a handout, and has class rate which
letter best sums up the point of the video and lesson. 5. The teacher solicits student responses predicting the future for Phoenix in 2020.
Long Version: Period 1: 1. Teacher explains that the class will be part of a role-play scenario for 3-4 periods and will
watch a special video on the growth of Phoenix, Arizona. Teacher determines prior knowledge of a role-play scenario (pretend play acting), and explains and models what a role-play scenario is. Teacher explains how to act in the role of a persona (pretend person)– e.g., “if I were mayor of a large city, what would I say, do, or support after watching the video?” Teacher explains that the teacher represents the Arizona Governor and that the members of the class are part of a BLUE RIBBON TASK FORCE to study whether or not a referendum controlling growth in the Phoenix Metropolitan region should be submitted to the voters. The teacher explains that a blue ribbon task force is a special expert citizen committee representing key stakeholders (influential people or groups) called together by a government leader for a specific purpose. The teacher also explains that a referendum is a law proposal put forth by the legislature for direct vote by its citizens.
2. The teacher divides the class into 6 subcommittees of 5 personas (ARTIFACT C), each
representing a major stakeholder typically found in Phoenix and in any large US city. If there are more than 30 students in the class, the teacher creates more stakeholders. The stakeholder assigned to each student becomes the persona for that person for the entire TASK FORCE scenario. Each student wears a neck sign with the name of the persona for viewing by rest of students.
3. Teacher sets the stage:
a. Teacher explains that each student represents actual people or groups who live and work in the Phoenix area and have been called together to serve on the TASK FORCE by the Governor of Arizona (the teacher) to watch a video about the past, present, and future of Maricopa County and Phoenix, capital of Arizona.
b. The Governor explains that Phoenix is now the sixth (soon to be 5th) largest city in the United States, and is located in the middle of the fastest growing county (Maricopa) in the nation.
c. The Governor states that the fantastic growth, while good in many ways, also has created negatives issues, and that a crisis is brewing – Phoenix is at a cross roads for its future. The TASK FORCE will make a recommendation as to what should happen next. Should there be a referendum to the voters of Maricopa County to control and regulate growth or not?
d. The Governor states that the 6 Subcommittees will study the video and other materials. Each persona is placed on a Subcommittee with 4 others to analyze what is at stake for Phoenix, and to state such views in Subcommittee work and at the full TASK FORCE meeting, which will follow the assessments made by each Subcommittee.
e. The Governor states that the full TASK FORCE will be asked to arrive at a final recommendation whether or not to have a referendum put to the Maricopa County voters, and each persona will write a Letter to the Editor of their local city newspaper.
4. Before viewing the video, the Governor asks the entire TASK FORCE to brainstorm the
answers to two questions (to probe prior knowledge, the teacher uses ARTIFACT A; students use ARTIFACT B):
a. What are some qualities that favor growth and status of ANY great city? b. What are some qualities that have favored growth and status of Phoenix, Arizona, a
large city in the Sonoran Desert in the Southwestern United States? The Governor records whole group responses (students record on their ARTIFACT B sheets), keeps answers posted, and uses as reference as needed. At the conclusion of the video, the Governor will add to this list conditions that are negatively impacting Phoenix (ARTIFACT A and B, question #3).
5. The teacher uses handout ARTIFACT P before showing the video to review with students key
vocabulary terms and concepts contained in the video 6. Students take on their personas (ARTIFACT C) and use their Individual Tracking Sheets
(ARTIFACT D)and their Video Worksheet (ARTIFACT O) for recording their reactions and reflections while watching the video. In their persona roles they watch the first half of the video Making Sense of Place – Phoenix: The Urban Desert to the 26:40 minute mark, and use their Individual Tracking Sheet to record facts, statements, and ideas their persona would support or be vocal against. The Governor stops the video at this halfway point, and asks each Subcommittee to begin discussing and assessing ARTIFACTS E, F, G and O. The Governor closes Period 1 with clarifying summary of process to date, and if time, begins going over answers to artifact s and checks for understanding.
7. Within two minutes, each Subcommittee selects: a 1) chairperson who will keep the group on
task; 2) someone who will record consensus answers for ARTIFACT F and ARTIFACT ); 3) someone who will report Subcommittee findings to the full TASK FORCE; 4) someone who will be timekeeper; and 5) someone who will be in charge of summarizing the consensus decisions of the Subcommittee, if any thus far. These tasks will rotate to other members in Period 2, and again in Period 3, or 4 as needed.
Period 2: 1. Students reconvene as members of the full TASK FORCE and resume their personas from
Period 1. The Governor seeks clarification and checks for understanding of what has occurred thus far, and answers any procedural questions. The Governor shows second half of the video (approx. 30 minutes) and instructs the students to watch and continue using their Individual Tracking Sheet (ARTIFACT D) and Video Worksheet (ARTIFACT O) to record facts, statements, and ideas their persona would strongly support, be vocally against, or be willing to consider.
2. The Governor instructs personas to return to original Subcommittees, rotate tasks, and
resume discussion and assessment tasks (ARTIFACTS F, G and O).
3. Each Subcommittee works to arrive at final recommendation (ARTIFACT I) by the end of
Period 2 (or into Period 3 if needed). This recommendation will be presented to the full TASK FORCE by end of Period 3 (or Period 4 if needed). The recommendation is based on 3 main questions: 1) “Should outward growth of Phoenix be checked and regulated in the future – YES or NO?” 2) “What are main reasons for answering YES or NO?” 3) “Should the Subcommittee recommend that a referendum be presented to the voters of Maricopa County? – YES? or NO? with reasons why.’” Each Subcommittee has 5 members, so a vote will be taken – no one may abstain, so there is no tie vote.
4. The Subcommittee reads and discusses Letter to the Editor Exemplars from various
stakeholders to help clarify some of the more important issues and positions (ARTIFACT H). 5. The Governor monitors the work of the Subcommittees (ARTIFACTS M and N-2 used).
Governor goes over answers to ARTIFACTS D, F, G and O with Subcommittees as time permits and checks for understanding.
Period 3 –4 (use Period 5 if time is given to write Letter to the Editor in class): 1. Students reconvene as members of the full TASK FORCE and resume their personas from
Period 1. The Governor seeks clarification of what has occurred so far, and answers procedural questions. If time, Governor also continues going over answers to artifacts and checks for understanding with Subcommittees.
2. If not finished from Period 2, each Subcommittee has the first half or all of Period 3 for the
Subcommittee to arrive at its final answers to the 3 main questions (ARTIFACT I). Each Subcommittee reaches a final vote decision whether or not to support a referendum, with reasons why or why not to be presented to the whole TASK FORCE by the Subcommittee spokesperson.
3. At the half way point or all of Period 3, each Subcommittee decides who will stand and speak
for the entire Subcommittee for a two-minute presentation in front of the full TASK FORCE (use Period 4 if needed). Each Subcommittee decides what materials, notes, ideas, etc. will be used to support the presentation. The speaker will state how each persona in the Subcommittee voted and why. All personas use ARFTIFACT J to remain engaged as to how recommendations and vote are proceeding. Each Subcommittee spokesperson submits ARTIFACT I to the Governor at the conclusion of each presentation.
4. Before presentations, the Governor takes a few minutes to solicit responses to this question:
“What are some conditions that are negatively impacting growth and status of Phoenix?” Governor adds responses to the original brainstorm question list (ARTIFACTS A and B, question #3). Governor then thanks the Subcommittees for their hard work, and states is eager to hear results of assessments and recommendations. The spokesperson for each Subcommittee has no more than two minutes to tell the full TASK FORCE its final vote, recommendation, and reasons why. The Governor listens to each presentation and records each Subcommittee’s vote and reasons on a Vote Tally graphic organizer for all to see (ARTIFACT J). Other Subcommittee members listen carefully to the presentations and record responses on their own copy of ARTIFACT J, because the Governor will be seeking a final decision by the full TASK FORCE whether or not to send a referendum to the voters.
5. Upon conclusion of the presentations, the Governor asks the full TASK FORCE if there are
any final thoughts or comments. Members of the full TASK FORCE use presentation commentary and the Governor’s Vote Tally graphic organizer (ARTIFACT J) to make the final TASK FORCE decision whether or not a referendum should go to the voters to control and regulate the growth of Phoenix.
6. If the full TASK FORCE rejects the referendum, the Governor states it will be brought back to
the TASK FORCE later for reconsideration. If the referendum is recommended, the Governor states that the recommendation will be sent to the legislature to be placed the next ballot for voter approval. Neither of these events actually occurs, of course.
7. As a final activity, the Governor asks each persona to write a Letter to the Editor predicting
the future of Maricopa County in 2020 depending on final recommendations of the TASK FORCE, and asking for support or rejection of the outcome of the TASK FORCE’S findings (ARTIFACT K). Persona includes pertinent historical, geographical, economic, social, and political facts that support position taken. Teacher collects letter as a homework assignment (or uses Period 5 to write Letter), with all artifacts used by each persona in the role-play scenario attached as support materials for final grading.
8. The Governor monitors Subcommittee work and individual behavior during presentations
(ARTIFACTS M and N-2 used as rubrics). Evaluating the Lesson: Short Lesson Students will be assessed as follows: • Artifact Completion = 100% of grade (use ARTIFACT N-1 as rubric) • Teacher may create weighted point system for ARTIFACTS A, B, D, E, F, G, O and P Long Version: Students will be assessed as follows: • Persona participation in role-play scenario = 50% of grade (use ARTIFACT M as rubric) • Artifact Completion = 25% of grade (use ARTIFACT N-2 as rubric) • Letter to Editor Writing assignment = 25% of grade (use ARTIFACT L to assess 6 Trait
Writing Rubric for Ideas and Content, Organization, and Voice) • Teacher may create weighted point system or devise other assessment procedure. Extending the Lesson • conduct research of local news for growth issues in own community or other cities and
compare with the video. • read and collect editorials or letters to the editor in local newspapers passionately discussing
growth related issues. • look at census data and maps of population growth to determine past trends, and make
predictions for future growth. • look at new home advertising and real estate maps for new community hot spots and relate
to issues raised in the video. • visit first hand where growth is occurring in relation to the developed/underdeveloped urban
interface. • interview family, friends, or neighbors, or conduct surveys at church, etc. about growth
related issues. • monitor weather and air pollution data and correlate with transportation, temperature
inversions in the wintertime, construction dust, etc. • do historical research regarding decisions and growth issues of past cities and cultures. • create future cities that maximize good qualities and neutralize bad qualities of cities.
• examine opposite reasons and effects for cities that experience stagnant or declining population growth patterns – past or present.
• examine cities that have attempted to undo or more closely regulate negative impact of growth on nearby landscapes and environments (e.g. Miami and Florida releasing water back into Everglades; Cape Cod cities and government agencies establishing Cape Cod National Seashore; Portland Oregon’s line of limited outward growth; cites and government agencies new Tres Rios Project to restore Salt River natural habitat in Phoenix region; Tucson, Arizona’s strict water codes; numerous other cities cleaning up air, water, land fills, wetlands, etc.)
• examine what happens if cities that grow in marginal environments over-extend their carrying capacity. If resources must be brought from greater and greater distances to sustain a city, what might happen if natural or human acts cause a disruption or stoppage in supply lines or collapse of infrastructure? Look at the examples for the Phoenix metropolitan area or your region. August 2003; out of state gasoline pipeline ruptures near Tucson stops 1/3 of Phoenix gasoline supply resulting in 2 hour waits and price gouging. Western U.S power grid failures and rolling blackout scare. July 2004: energy conservation measures instituted when ¼ of energy supply was cut with transformer failure handling out of city supply. Western U.S. in a nine year drought threatens CAP water delivery from shrinking Colorado River reservoirs; drought- caused forest fires in surrounding mountains threaten to burn long-distance high voltage electrical lines. Are there examples in history where vulnerable supply lines proved to be the undoing of a major city (e.g. Cortez and his soldiers stopped aqueducts carrying water to the Aztec island capital city to help defeat their mighty empire)
Resources:
1. Expectations of Excellence: Curricular Standards for Social Studies.
ISBN # 0-8796-065-0. Silver Spring, MD: NCSS Task Force.1994. 2. Geography for Life: National Standards 1994. ISBN # 0-7922-2755-1. A Geography
Education Standards Project. Washington, DC: National Geographic Society. 1994. 3. Making Sense of Place – Phoenix: The Urban Desert. DVD. Cambridge, MA: Lincoln
Institute of Land Policy, Lincoln Foundation, Inc. 2003. 4. National Standards for History, Basic Edition. ISBN # 0-963-3218-46. Los Angeles:
National Center for History in the Schools. 1996. 5. www.ade.state.az.us/standards/contentstandards.asp
ARTIFACT A: TASK FORCE BRAINSTORM QUESTIONS (for teacher use)
Before viewing the video: (Long Version - the Governor asks the entire TASK FORCE to brainstorm the answers to two questions to probe prior knowledge):
1. What are some qualities that favor growth and status of ANY great city? 2. What are some qualities that have favored growth and status of Phoenix, Arizona, a large
city in the Sonoran Desert in the Southwest United States? The teacher (Governor) records whole group responses, and uses as reference as needed.
After viewing the entire video: (Long Version - before Subcommittee presentations begin, the Governor asks the entire TASK FORCE to brainstorm the answers to this question):
3. What are some conditions that negatively affect growth and status of Phoenix? The teacher (Governor) records whole group responses, adds to those stated above, and leaves posted for class to use as needed.
ARTIFACT B: STUDENT RECORD FOR PRIOR-KNOWLEDGE BRAINSTORM QUESTIONS (H0)
Name _____________________________________________ Date ________ Persona ___________________________________________ Subcommittee ______ Co-members: ______________________________________________
1. What are some qualities that favor growth and status of ANY great city? (answer before viewing video)
2. What are some qualities that favor growth and status of Phoenix, Arizona, a large city in the Sonoran Desert in the Southwest United States? (answer before viewing video)
3. What are some conditions that negatively impact growth and status of Phoenix, Arizona? (answer after viewing video)
ARTIFACT B –1: POSSIBLE ANSWERS FOR STUDENT RECORD FOR PRIOR-KNOWLEDGE BRAINSTORM QUESTIONS (for teacher use) Name _____________________________________________ Date ________ Persona ___________________________________________ Subcommittee ______ Co-members: _____________________________________________
1. What are some qualities that favor growth and status of ANY great city? (answer before viewing video)
Ans. Major crossroads Strategic location such as mountain pass, transportation point Abundant nearby resources Favorable climate Fertile soil Near an ocean, river, or lake Abundant energy, labor, wealth, cultural amenities Famous history
2. What are some qualities that favor growth and status of Phoenix, Arizona, a large city in the Sonoran Desert in the Southwest United States? (answer before viewing video)
Ans. Flat land - no physical barriers for building Warm winter climate attracts Snowbirds; location in the Sun Belt, follow American Dream Cheap available land Lots of jobs, new businesses as growth expands, profit can be made Inexpensive starter homes Wide-open spaces New start, new beginning, newness of everything Oasis in desert, resort style, year round, outdoors living Unique Sonoran Desert habitat Available water from canyon dams, lakes, and canal system
3. What are some conditions that negatively impact growth and status of Phoenix,
Arizona? (to be answered after viewing video)
Ans. Growth is too fast at the edges, loss of open space as houses built close together Growth stretches infrastructure – roads, schools, utilities can’t keep up Air pollution, water and sanitation issues Traffic congestion, longer commutes, not pedestrian or bicycle friendly City rivalries, sales tax follows the suburbs and malls Widening gap between haves and have nots, highly mobile neighbors are strangers Quality of life eroding, false dream, lost soul of American Dream, loss of history Beautiful fragile desert and ecosystem threatened or lost forever at 1 acre per hour Costs passed on to next generation of residents Edges are new, center is old, Hohokam history paved over or vandalized Overuse of limited water supply and other resources Jobs continue to lure Hispanic immigrants across Mexico border to die in desert
ARTIFACT C: STAKEHOLDER SUBCOMMITTEES FOR SCENARIO (HO) Six (6) Subcommittees of five major stakeholders found in Phoenix and similar cities are formed in the classroom. These stakeholders become the personas for each student throughout the scenario. Teacher may change or add as needed, but should keep balance of different types of constituents represented. Each persona name is made into a neck sign for viewing by others.
SUBCOMMITTEE 1
1. CHAMBER OF COMMERCE DIRECTOR 2. PRESERVATIONIST-CONSERVATIONIST 3. HISPANIC IMMIGRANT LABORER 4. SHOPPING MALL OWNER 5. AIR, WATER, SANITATION QUALITY CONTROL DIRECTOR
SUBCOMMITTEE 2
1. LAND DEVELOPER 2. POLICE/FIRE DEPARTMENT CHIEF 3. GOLF COURSE OWNER 4. NO GROWTH ADVOCATE 5. NEW HOMEOWNER
SUBCOMMITTEE 3
1. BANKER 2. RETIREE 3. CITY MAYOR 4. LANDSCAPE COMPANY OWNER 5. SPORTS COMPLEX OWNER
SUBCOMMITTEE 4
1. SNOWBIRD VISITOR 2. CONSTRUCTION COMPANY OWNER 3. GOVERNMENT PLANNER 4. RESTAURANT OWNER 5. FARMER/RANCHER/DAIRY
SUBCOMMITTEE 5
1. FACTORY WORKER 2. TOURISM INDUSTRY CHAIRMAN 3. PARKS AND RECREATION MANAGER 4. INDIAN RESERVATION TRIBAL CHAIR 5. UNIVERSITY STUDENT
SUBCOMMITTEE 6
1. FREEWAY PLANNER 2. COUNTY POLITICIAN 3. MOVIE THEATER CHAIN OWNER 4. WASTE MANAGEMENT COMPANY PRESIDENT 5. HIKER/HUNTER/FISHERMAN/OFF-ROAD ENTHUSIAST
ARTIFACT D: INDIVIDUAL PERSONA TRACKING SHEET FOR REACTIONS TO VIDEO (HO) [Record specific positions, ideas, statements, facts, opinions, etc. presented in the video with which you most definitely 1) agrees with, 2) rejects, and 3) is willing to consider. Long Version: These recordings will be used to help you decide whether or not to recommend a referendum.] Name _____________________________________________ Date ________ Persona ___________________________________________ Subcommittee _______ Co-members: ____________________________________________
1. AGREE
2. REJECT
3. WILLING TO CONSIDER
ARTIFACT E: TIMELINE OF PHOENIX AND MARICOPA COUNTY, ARIZONA (HO)
By A D 1400 – Hohokam Indians abandon 100s of villages and canals in Salt River Valley; descendants likely become various indigenous tribes living in the region when Spanish and Anglos make contact in 1500-1800s (conquistadors, missionaries, soldiers, miners, traders). 1870s - 1880s – once Indians on reservations, first Anglo farmers arrive after the Civil War, use some old Hohokam canals to grow crops; first arrival of railroad, some local ranching and mining 1870s -1920s – rise of about 20 isolated small farm and railroad towns, a day’s travel apart; out of state land developers; raw desert land developed; irrigated fields of citrus, cotton, alfalfa; some ranching, mining; health visitors; first getaway resorts built; arrival of electricity, the auto, and plane; population less than 100,000 1890s –1910s – rise of Salt River Project, dams and canals control flow of Salt River, provide reliable water supply and flood control; farming economy; Phoenix grows as state capital 1912 - Arizona statehood – state trust lands in desert given by federal government for sale later 1930s – Hoover Dam constructed on the Colorado River – first large dam to control and store water (later, lakes downstream will be used to send water to Phoenix); some migrants in Great Depression settle; evaporative coolers; railroad main mode of transporting goods and services; slow paced life style; slow building - blocks measured by decade 1940 – Pre – World War II, county population slowly reaches 180,000; Phoenix area still largely farming based and unknown outside Arizona 1941 – Pearl Harbor, Hawaii attack by Japan - US enters World War II; Arizona used as military training center due to clear skies and wide open spaces, bases created; vets will return to live 1940s –1960s – air conditioning becomes available; more dams on Colorado; Latin American labor inflows (still large today); American Dream draws westward with Sun Belt migration; tourism grows; sprawl starts; first planned affordable homes for new families in planned subdivisions (Maryvale) and retiree communities (Sun City); backyards, carports and barbeques; defense related industries; desert climate helps asthma; first small shopping centers; grid streets for autos 1960s – 1970s – first large malls; Maricopa Association of Governments created to regulate regional growth; downtown Phoenix begins to die as suburbs explode in growth; 1 million pop; freeways voted down; commutes grow longer, traffic gridlock; snowbirds flock to the region; resorts and golf courses grow; more affluent homes with 2 car garages; space industry grows; Central Arizona Project canal brings water from Colorado River; Hispanic and Black minorities continue to expand; segregation comes to an end, but racial neighborhoods persist 1980s to today – freeways approved and built using sales taxes (north to south and east to west corridors, with concentric belts looping around the edges); fast growth follows freeways; mega malls built; homes built with pools; master planned communities (Anthem) locate farther out; 3 car garages, commutes over an hour; light rail voted for central valley region; Indian casinos on nearby reservations; sports arenas and other cultural venues revive downtown Phoenix; some sports move to suburb cities; rise of rival cities around Phoenix; population reaches 3.3 million in metro area; 1/3 minority pop – mostly Hispanic; traffic, air pollution, crime, land use, growth, water quality of life questions arise; explosive population growth of 100,000 year continues outward, not upward – fastest growing US county; MAG, other government agencies struggle to regulate growth; desert land developed at rate of I acre per hour; efforts to save desert and mountain land in city, county, and state parks and preserves; 25 separate cities merge, 1800 sq. mi
ARTIFACT F: ASSESSMENT OF PHOENIX AND MARICOPA COUNTY TIMELINE, AND VIDEO REVIEW (HO)
Name _____________________________________________ Date ________ Persona ___________________________________________ Subcommittee ______ Co-members: ______________________________________________
1. What are some PUSHES (reasons folks leave other places) to come to Phoenix?
2. What are some PULLS (attractions) that entice people to come to Phoenix?
3. History looks at patterns over time. What was the lifestyle like in Maricopa County before World War II?
4. What has been the lifestyle in Maricopa County since World War II?
5. Geography looks at spatial patterns of things over time. How would you describe the pattern of growth in the Phoenix region before World War II?
6. Since World War II?
7. The video stresses that the growth of Phoenix continues to be outward rather than upward like older cities back East or in Europe. What is the upside (positives) of growth on the edges of the Phoenix urban area?
8. What is the downside (negative)?
9. Maricopa County has seen dramatic advances and innovations that have allowed and encouraged spectacular growth and improved the quality of life. What have been some?
10. How have some of these same gains resulted in a lessening in the quality of life according to some critics?
11. What is your prediction for the Phoenix Metropolitan region in 2020?
ARTIFACT F -1: POSSIBLE ANSWERS TO ASSESSMENT OF PHOENIX AND MARICOPA COUNTY TIMELINE, AND VIDEO REVIEW (for teacher use)
Name _____________________________________________ Date ________ Persona ___________________________________________ Subcommittee ______ Co-members: ______________________________________________
1. What are some PUSHES (reasons folks leave other places) to come to Phoenix?
Ans. Leave cold and snow back East, job lost, need new start, poor health, escape crime, pollution, congestion of large cities back East, and poor economic and political conditions in Latin America countries
2. What are some PULLS (attractions) that entice people to come to Phoenix?
Ans. Great weather and climate, new jobs, join relatives, wide open spaces, tourism activities, year round desert oasis lifestyle, less expensive costs, new start
3. History looks at patterns over time. What was the lifestyle like in Maricopa County before
World War II?
Ans. Mainly small agricultural towns, no AC, manual jobs, limited cultural activities, desert vistas, no pollution or traffic congestion, little crime, slow paced lifestyle
4. What has been the lifestyle in Maricopa County since World War II?
Ans. AC; modern conveniences; suburban homes with pools, garages; professional sports, cultural events; freeway commutes, traffic jams, air pollution; big city crime; new building mostly on edges; new jobs; planned communities with amenities; resorts, golf
5. Geography looks at spatial patterns of things over time. How would you describe the
pattern of settlement growth in the Phoenix region before World War II?
Ans. Small isolated farm towns about a day’s travel apart, located along the Salt River, and its tributaries, and along railroad routes; mostly irrigated farm land; new construction covered only a few blocks per decade in downtown centers; folks shopped in downtowns before shopping centers built; downtown Phoenix was largest urban area with most amenities
6. Since World War II?
Ans. 25 towns have become large cities and have grown together; most farmland has disappeared under asphalt and buildings; loop and criss-crossing freeways and bus routes link cities; light rail coming to central cities; growth at edges in the suburbs caused decay in downtown Phoenix and other city centers, but new ideas, and cultural and sports activities are revitalizing older sections today; freeways channel most growth and shopping; growth at urban fringe still outpaces infrastructure’s ability to keep up; some desert and mountain areas preserved as open space for parks and preserves
7. The video stresses that the growth of Phoenix continues to be outward rather than
upward like older cities back East or in Europe. What is the upside (positive) of growth on the edges of the Phoenix urban area?
Ans. Land is more available and cheaper at the edges, communities have lots of room to grow and be master planned; open space and vistas still exist at edges of urban region, next to desert with year round lifestyle; everything is newer, lots of new shopping, schools
8. What is the downside (negative)?
Ans. Infill space is leapfrogged; infrastructure can’t keep up pace of growth; commutes are longer which causes more congestion and air pollution, miles of tiled roofs block views; open space is lost; taxes follow the people, so inner city is hurt; costs are passed on to new arrivals/ auto dominates landscape, so not bicycle or pedestrian friendly cities
9. Maricopa County has seen dramatic advances and innovations that have allowed and encouraged spectacular growth and improved the quality of life. What have been some?
Ans. Air conditioning; freeways; large dam and canal systems bring water across miles of desert; affordable ranch style houses with yards, pools, and carports/garages; planned communities, RV parks; resort style living; outdoor lifestyles; desert and mountain preserves
10. How have some of these same gains resulted in a lessening in the quality of life,
according to some critics?
Ans. Air conditioning means energy production and high summer electric bills; air conditioning also means go from one closed environment to another; freeways mean long commutes, traffic jams, accidents, high car insurance, and air pollution; air pollution means special blends of more expensive, scarcer gasoline to meet EPA laws; canals mean that Phoenix is artificially supplied by water from lakes far away, giving false sense of security in current record drought in Southwest; ranch house with yards create walled communities for privacy, neighbors don’t know each other, crime often goes unnoticed or unreported; pool lifestyle results in largest child drowning rate in US; arguments about saving land as open space has caused land values to fluctuate or put uncertainty into long range planning.
11. What is your prediction for the Phoenix Metropolitan region in 2020?
ARTIFACT G: A QUESTION OF BALANCE (HO to be answered after viewing video) Name _____________________________________________ Date ________ Persona ___________________________________________ Subcommittee _______ Co-members: _____________________________________________ The video poses several paradoxes (seeming contradictions) regarding the growth of Phoenix and the surrounding Maricopa County region. Following are a series of “balancing acts” that planners, government officials, and citizens of all kinds are trying to make decisions about. On which side of these equations do you stand? Record your thoughts on each one. Long Version: The mission of your Subcommittee is to help the experts and make some recommendations. Record your thoughts, ideas, and position below each equation. This analysis will help your Subcommittee with its final decision and recommendation to the Governor – SHOULD THERE BE A REFERENDUM TO CONTROL AND REGULATE THE GROWTH OF PHOENIX? PLANNED SMOOTH VS. UNPLANNED TOO GROWTH FAST GROWTH KEEP OPEN SPACE VS. DEVELOP 1 ACRE/HR REGIONAL MASTER VS. MARKET FORCES GOV’T PLANNING CREATE LAND USE INDIVIDUAL INTERESTS VS. COMMON INTERESTS COME FIRST COME FIRST OASIS, RESORT LIVING IN VS. KEEP FRAGILE FRAGILE DESERT HABITAT DESERT HABITAT UNDISTURBED
WIDE OPEN SPACES VS. ADD 100,000 YEARLY ALLOW SPRAWL TO VS. INFILL EMPTY, BUILD CONTINUE OUTWARD UPWARD, NOT OUT MORE FREEWAYS, CARS VS. MASS TRANSIT LIMITED RESOURCES VS. UNLIMITED GROWTH DECAYING INNER CITIES VS. VIBRANT SUBURBS PRESERVE DESERT AREAS VS, DEVELOP DESERT AREAS SELL STATE TRUST LANDS VS. PRESERVE STATE FOR MAXIMUM PROFIT TRUST LANDS AS OPEN AREAS KEEP INDIAN RESERVATIONS VS. DEVELOP INDIAN AS USED IN OLD WAYS RESERVATIONS IN NEW WAYS
ARTIFACT H: LETTERS TO THE EDITIOR EXEMPLARS (HO) Sample letters to the editor follow. Letters represent multiple perspectives from various stakeholders on both sides of the debate regarding growth in Phoenix. Which letter do you think BEST summaries the point of the video and lesson discussion? Long Version: Letters may help personas in understanding complexities of the issues, and in crafting own letters for their assignment. 1 Editior: I think it is ridiculous from the article I read the other day, that Manana Home Builder Corp has bought up over 10,000 acres of farmland and ranchland around the edges of the city, and is just sitting on over 200,000 empty housing lots. What happens if the economy goes sour with a new terrorist attack or something? Who is going to be able to afford to buy a new house? How long could Manana afford to sit on empty land and not sell homes? What if they went bankrupt? They employ over 5000 construction workers, including my father and me. We barely make ends meet now as it is. It is stupid to keep building out on the edges of the city anyway. We have a lot of junky empty lots around downtown to build on. None of this makes any sense to me. Manana, should build downtown before it’s too late! M. Labore Phoenix 2 Editor: We moved to the Valley from Michigan 2 years ago, and bought a beautiful new 5000 sq. foot home in north Scottsdale with a lovely view of the McDowell Mountains. Oh, the sunsets and night-lights like jewel necklaces in the evening! And we enjoyed the rabbits, quail, and doves as they visited out desert yard. Things seemed perfect for my retired husband and me. Then a huge shopping mall and new subdivision were built down the road (that was widened too, and boy, was that a traffic mess this past year!). I don’t mind having new stores close by, as before I had to drive over 30 minutes to get groceries, but now all I see off my pool patio is a sea of red tiled roofs. And the animals don’t come anymore – they’ve all been scared away. This is not what was advertised when we sunk our life savings here! Maybe we should just move back! Ima Holmsycke Scottsdale 3 Editor: Well, I just finished reading the article “$32 Million for 41 Acre State Trust Land Parcel Sold” in the Business Section last Wednesday. That comes to about $780,000 an acre! Are we crazy? Looks like denser housing is planned, condos? with another Wal-Mart, Target, or Home Depot with a Burger King thrown in for good measure!? Gee, maybe we’ll have another 40-screen theater! How can we keep going at this pace with a 6-year drought going on? Wake up, everybody!! All the water in the Central Arizona Project Canal might run out in 3 years if Lake Powell and Lake Meade run dry. Then what? I have been living here since 1947, and let me tell you, things were a lot simpler then. We got by with our evap coolers, our well down the dirt road, and our septic tank quite fine, thank you! I could see the distant mountains like they were in my backyard – but not any more, I can’t, not with all the brown cloud car pollution we have now. Why doesn’t everyone just go back where they came from? Goode L. Daze Chandler
4 Editor: Contrary to our many critics, we at Manana Home Builder Corp are proud of our responsible role in the new regional plan worked out last year with the Maricopa County Chamber of Commerce and the County Supervisor. We did not stand in the way of last year’s land swap to preserve Hieroglyphic Mountain with its arroyos (dry river beds). We know our homebuyers want the experience of desert wildlife and vistas near by. We have learned our lesson! This is what attracts folks to move here in the first place! Also, we have absorbed more of the cost for putting in roads, sewers, and schools, so we are not passing on a lot of the cost to the new homebuyer. We think our master planned community has every amenity any family could ask for! We have done our research, we have listened to homebuyers all over the Valley, and we stack our new project up to anyone else’s! When the last phase is completed in 2010 you won’t even notice that 80,000 folks are living behind our newly designed, “desert -seclusion walls.” We have been building quality homes in the Valley for over 25 years now, and we will proudly still be here when Phoenix becomes the largest city in the West! Manny Hapeereeterns, President Manana Home Builder Corp. 5 Editor: What happens when there is no more water? My recent book “A Lake No More” points out what is likely to happen when our lakes, rivers, canals, and wells run dry with our current 6-year drought that is strangling the West. For years snow has not fallen in the mountains, and ski resorts in Arizona could barely open for business the last few years. Our stock tanks are dry, springs are drying up, cactus is dying in the desert, and forest fires are raging across the state as the bark beetle eats weakened trees. Those dream cabins folks from Phoenix bought in the mountains to escape the desert heat are doomed to more fires. We should learn a lesson from history. Some tree ring experts say there have been up to 50-year droughts in the past. Maybe that’s why the Hohokam Indians disappeared from the Valley 700 years ago. If you still don’t believe me, consider that the city of El Mirage had to drill new expensive deeper wells just last month. New home construction outstripped the capacity of its city wells, and the city ran out of water for hours on end. Other cities have weak water pressure when homes water all those pools and lawns! Mark my warning to you all! No civilization that outgrows its water supply ever survives! Al Drydupp El Mirage 6 Editor: I had an interesting conversation with my neighbor the other day. Here’s what Joe said. “How dare they! We moved way out to Surprise 10 years ago to get away from the noise and rat race of the crazy inner city. Now I read where the powers that be want to make our rural Green Lane into a 6 lane freeway with mega power lines along side! Our petition drive finally got rid of that smelly dairy farm and noisy air force base from WWII, now this! Talk about unsightly, and there will be noise again, and more pollution! I guess I will just have to move even farther out!” Gee, Joe doesn’t get it, does he? 8000 folks move here each month! They need homes, roads, water, power, schools, shopping. We have to build these things somewhere! Joe wants to pick and choose what he wants built next to his backyard. Well, he can’t have it both ways! It’s the Joes of this world that want to move somewhere and then slam the door closed on the next fellow! I’m glad we’re growing! It shows we are finally on the map and big companies will come! Hap E. Tabehere Surprise
ARTIFACT I: SUBCOMMITTEE FINAL DECISION REGARDING REFERENDUM RECOMMENDATION (HO) Subcommittee _______ Recorder ______________________________ Persona ______________________________ Student Name __________________________ Persona ______________________________ Student Name __________________________ Persona ______________________________ Student Name __________________________ Persona ______________________________ Student Name __________________________ Persona ______________________________ Student Name __________________________ Final Subcommittee recommendation is based on 3 main questions. Each Subcommittee reaches a final decision as to answers to the following. No abstaining or ties are allowed. Answers to responses are recorded below, and reasons given by each persona.
1. Should outward growth of Phoenix be checked and regulated in the future – YES or NO?
2. What are main reasons for the answer YES or NO?
3. Should the Subcommittee recommend that a referendum be presented to the voters of Maricopa County? – YES? or NO?’ Reasons why or why not?
ARTIFACT J: STAKEHOLDER SUBCOMMITTEE VOTE TALLY FOR REFERENDUM RECOMMENDATION (HO) Name _____________________________________________ Date ________ Persona ___________________________________________ As each Subcommittee presents to the TASK FORCE, record recommendation with an X for each persona, and OVERALL vote by each Subcommittee to recommend referendum or not. SUBCOMMITTEE 1 YES NO
1. CHAMBER OF COMMERCE DIRECTOR 2. PRESERVATIONIST-CONSERVATIONIST 3. HISPANIC IMMIGRANT LABORER 4. SHOPPING MALL OWNER 5. AIR, WATER, SANITATION QUALITY CONTROL DIRECTOR
SUBCOMMITTEE 2 YES NO
1. LAND DEVELOPER 2. POLICE/FIRE DEPARTMENT CHIEF 3. GOLF COURSE OWNER 4. NO GROWTH ADVOCATE 5. NEW HOMEOWNER
SUBCOMMITTEE 3 YES NO
1. BANKER 2. RETIREE 3. CITY MAYOR 4. LANDSCAPE COMPANY OWNER 5. SPORTS COMPLEX OWNER
SUBCOMMITTEE 4 YES NO
1. SNOWBIRD VISITOR 2. CONSTRUCTION COMPANY OWNER 3. GOVERNMENT PLANNER 4. RESTAURANT OWNER 5. FARMER/RANCHER/DAIRY
SUBCOMMITTEE 5 YES NO
1. FACTORY WORKER 2. TOURISM INDUSTRY CHAIRMAN 3. PARKS AND RECREATION MANAGER 4. INDIAN RESERVATION TRIBAL CHAIR 5. UNIVERSITY STUDENT
SUBCOMMITTEE 6 YES NO
1. FREEWAY PLANNER 2. COUNTY POLITICIAN 4. MOVIE THEATER CHAIN OWNER 5. WASTE MANAGEMENT COMPANY PRESIDENT 6. HIKER/HUNTER/FISHERMAN/OFF-ROAD ENTHUSIAST
ARTIFACT K: PERSONA LETTER TO THE EDITOR EXPLANATION (HO) Name _____________________________________________ Date ________ Persona ___________________________________________ Using your persona, and incorporating all that you have learned and discussed from the video and scenario, write a Letter to the Editor of your city newspaper. In the Letter you will include pertinent historical, geographical, economic, social, and political facts that support the position your persona took during the role-play and the final vote regarding the referendum. You will also predict the future of Maricopa County in 2020 depending on what the final recommendation of the TASK FORCE is. You will ask your target audience either to support or reject of the outcome of the TASK FORCE. Use the front and back of this form to collect your thoughts, and write a rough draft. Attach this and all of your other Artifact papers used in this assignment to the final copy of your Letter. Place your final Letter on top. Your letter will be evaluated based upon the Six Traits Writing Rubric for: 1) Ideas and Content, 2) Organization, and 3) Voice.
ARTIFACT L: RUBRIC FOR WRITING LETTER TO THE EDITOR (based on Arizona AIMS for Grades 6-8) (HO) IDEAS AND CONTENT 1 = The writing lacks a central idea or purpose. Ideas are extremely limited or simply unclear. Attempts at development are minimal or non-existent. It is too short to demonstrate the idea. 2 = Main ideas and purpose are somewhat unclear or development is attempted but minimal. The purpose requires extensive inference by the reader. There are insufficient details, irrelevant details that clutter the text, or extensive repetition of details. 3 = The reader can understand the main ideas, although they may be overly broad, obvious, or simplistic, and the results may not be effective. Supporting details may be limited, slightly off topic, or cliché ridden, and there are difficulties moving from general to specifics or vice versa. 4 = The writing is clear and focused. The reader can easily understand the main ideas. The topic is explored/explained, but the supporting details may be overly general, limited, or out of balance. Sometimes the details might not fit the audience and purpose. 5 = The writing is clear, focused, controlled, and holds the reader’s attention. Main ideas stand out, are well selected, and are well developed by supporting details that is suitable to audience and purpose. The writer makes connections and shares insights. 6 = The writing is exceptionally clear, focused, controlled, and rivets the reader’s attention. Main ideas stand out and are developed and supported by rich details greatly suited to the audience and purpose. The writing is a thorough, in-depth, insightful, and connected exploration of the topic. ORGANIZATION 1 = The writing lacks coherence. It is haphazard and disjointed. Even after rereading, the reader is still confused. There is no identifiable sequencing, or beginning, middle, or end. There is a lack of transitions, pacing is awkward (too slow, too fast, jerky), and the main point is virtually obscured. 2 = The writing lacks clear organizational structure, and what exists is barely discernable. There has been some attempt at sequencing, but the lack of transitions and overall structure leaves the reader with the sense that the details were randomly placed, ineffective, or overused. Overall relationship among ideas is mostly unclear. 3 = An attempt has been made to organize the writing, but the overall structure is skeletal, rigid, or inconsistent. Sequencing breaks down. There is an obvious beginning and end, but much too obvious. There are major lapses in the overall structure, but the reader can still follow some of the main ideas because transitions sometimes work. 4 = Organization is clear and coherent; structure is present, but formulaic. Organization is too predictable – the beginning is not inviting, and the end lacks subtlety. Details generally fit where placed. Transitions are used, although may be stilted or formulaic. Overall, the organization helps rather than hinders the reader. 5 = The organization enhances the central idea(s) and its development. The order and structure is strong and move the reader throughout the text. The sequencing is effective, fits the topic, and easy to follow. There is an inviting beginning, and a satisfying ending. Transitions are smooth and effective and weave together the well-placed details.
6 = The organization enhances the central idea(s) and its development. The order and sequencing are compelling and move the reader effortlessly throughout the text. Sequencing is not only effective, but also creative. The beginning is highly engaging and the ending is especially satisfying. Transitions are seamless in weaving perfectly placed details. VOICE 1 = The writing seems to lack a sense of involvement of commitment by the writer. The writing is flat and lifeless, lacks awareness of any audience, and holds no hint of the writer behind the words. The reader is not engaged with the text or the writer. 2 = The writing provides little sense of involvement of commitment by the writer. The little voice present seems to be accidental, too informal or too personal for the topic chosen. The writing is largely flat, lifeless, or mechanical. There is little sense of writing to be read or any interaction between writer and reader. 3 = The writer’s commitment to the topic is inconsistent. A sense of the writer emerges occasionally, but is inappropriately impersonal or personal. The voice shifts in and out of the organization chosen for no apparent reason. 4 = A voice is present, and the writer shows a commitment to the writing. In places there is a sense of writing to be read, with occasional sparks of expressive, engaging, or sincere writing. Distance between writer and reader moved in and out inconsistently, although the writer is aware of an audience. Formality is inconsistent, as is a sense of the writer behind the words. 5 = The writer has chosen a voice that is appropriate for the topic, purpose, and audience. The writer is committed to the topic, and there is sense of writing to be read. The level of distance between writer and reader is appropriate. There is a strong sense of audience, and the reader feels engaged and feels that the topic is alive, with places of honesty, conviction, excitement, etc. 6 = The writer has chosen a voice that is strikingly appropriate for the topic, purpose, and audience. The writer is deeply committed to the topic, and an exceptional sense of writing to be read. The writing is expressive, engaging, and sincere throughout. The level of distance between writer and reader is highly appropriate. The writer is aware of the audience at all times, and knows how to maintain interaction throughout. The topic comes to life with originality, vitality, conviction, etc.
ARTIFACT M: RUBRIC FOR ROLE-PLAY SCENARIO (HO) 1 = Persona is not adhered to. There is no obvious commitment to participate in the spirit or the tasks of the scenario. There is no obvious attention paid to the video presentation, work in Subcommittee is obstructive or apathetic, and willingness and ability to explain vote for the referendum recommendation are missing. There is no attempt to become aware of the historical or geographical issues involved, and point of video and scenario cannot be explained. 2 = Persona is barely adhered to, as student drifts in and out of character, or does not understand the stakeholder’s role in the scenario. Attention to the video is fleeting, and participation during the role-play sessions is very limited. Explaining reasons for voting is a struggle as little awareness of historical and geographical issues as presented in the video and scenario has been absorbed. 3 = Persona is mostly adhered to throughout the scenario. Stakeholder is generally understood within the context of the role-play, but participation is inconsistent or somewhat reluctant. Attention to the video is cursory. There is some awareness and absorption of historical and geographical background and some explanation can be given for vote position taken. 4 = Persona is eagerly acted out throughout the scenario. Persona speaks with stakeholder’s voice and attitudes. Attention to the video is consistent throughout, and historical and geographical implications are understood on a basic level. Participation in Subcommittee is constructive and furthers the agenda. Vote position can be explained, even if lacking somewhat in depth and breadth. 5 = Persona is enthusiastically embraced throughout the scenario, but not at the expense of dominating the others. Persona is able to vividly express stakeholder's attitudes and convictions, even to the point of changing voice or mannerisms. Attention during the video is compelling. Historical and geographical implications put forth in the context of the role-play are thoroughly understood, and applications to the future or other contexts are easily made. Vote position has an explanation that has impressive depth and breadth in context of video and scenario learnings.
ARTIFACT N -1: RUBRIC FOR ARTIFACT COMPLETION FOR SHORT VERSION (HO) 1 = Student makes no attempt to complete writing portions of the artifact documents. Help to reach consensus is obstructive, disruptive or apathetic. 2 = Student makes limited attempt to work on writing portions of the artifact documents, but artifacts are generally left incomplete, incorrect, or are selected out from the main body of work to complete. What has been written does not accurately represent original thoughts of the writer. 3 = Student makes reasonable attempt to remain engaged in the all the writing portions of the artifact documents. Written statements are mostly correct and original, but lack depth of explanation or understanding. 4 = Student eagerly joins in completing writing portions of the artifact documents in a timely manner. Answers are mostly correct, reflect originality, and show depth of understanding and explanation. 5 = Student enthusiastically undertakes completing writing portions of the artifact documents. Completion is done is such a way that there is no intrusion on the work of the other class members. Answers are very thorough, highly original, and show depth of understanding beyond this assignment, with applications elsewhere.
ARTIFACT N -2: RUBRIC FOR ARTIFACT COMPLETION FOR LONG VERSION (HO) 1 = Persona makes no attempt to complete writing portions of the artifact documents. Help to reach consensus is obstructive, disruptive or apathetic. Rest of Subcommittee cannot count on support for presentation of Subcommittee work to the TASK FORCE. 2 = Persona makes limited attempt to work on writing portions of the artifact documents, but artifacts are generally left incomplete, incorrect, or are selected out from the main body of work to complete. What has been written was mostly taken from others’ papers or answers in discussion. Help in reaching consensus of the Subcommittee is limited and generally unreliable. 3 = Persona makes reasonable attempt to remain engaged in the all the writing portions of the artifact documents. Written statements are mostly correct but lack depth of explanation or understanding. Persona is generally reliable in giving support in reaching consensus for the Subcommittee presentation to the TASK FORCE. 4 = Persona eagerly joins in completing writing portions of the artifact documents in a timely manner without dominating the Subcommittee. Answers are mostly correct, original, and show depth of understanding and explanation. Persona cheerfully volunteers for or accepts rotating tasks of the Subcommittee. Support can be counted on throughout. 5 = Persona enthusiastically undertakes completing writing portions of the artifact documents. Completion is done is such a way that there is no intrusion on the work of the other members of the Subcommittee, but rather, in a way that facilitates smooth operation of the group. Answers are very thorough and original, and show depth of understanding beyond this assignment, with applications elsewhere. Persona is highly reliable and can seamlessly be counted on to accept any role comfortably within the Subcommittee.
