Projets en univers social -- Projects in Social Sciences

Urban and Regional (Territories) Studies by Marianne schottenfeld-Tulli - Royal West Academy
Level: Secondary 1 Duration: 2 months
Essential Question/Goal: This project will permit the students, through research to become aware of issues pertaining to urban and regional development and of issues pertaining to environmental protection
Cross-curricular competencies: To use ICT as a tool to foster awareness of issues relating to urbanization and the impact that these issues have on the the environment. To cooperate with others.


Students worked in groups in the Computer Lab. Powerpoint was used as a presentation tool. Eight periods were allocated in the Computer Lab for the research and production. Three to four periods were reserved for presentations. Students used a variety of sources in order to obtain information: The internet «Wikipedia», the textbook «Enjeux et territoires», maps and graphs, etc.

The computer lab was also available to the students at lunch and after school. Each group presented their Powerpoint presentation using a projector. Issues pertaining to urbanization, pollution, poverty, the impact of tourism on protected environments etc; were discussed during the presentations. These matters were also dealt with simultaneously in the classroom.


I was impressed with how the students collaborated, organized and divided the responsabilities between them. This project fostered independence and team building.

Territories covered:

  • Urban-metropolises
  • Urban territories at risk-cities near volcanoes, on a fault, etc.
  • Urban territories-tourist attractions, e.g. Venice
  • Protected Territories e.g. Galapagos


Competency 1 -- Understands the Organization of a Territory

  • Students became aware of the impact that human action on a territory e.g. pollution, the consequences of urban sprawl, slums.
  • Students learned why certain territories are organized in a certain way in order to meet the needs of the population.
  • The students consulted a variety of documents such as maps and graphs.

Competency 2 -- Interprets a Territorial Issue

  • Students presented the information in a coherent and organized fashion
  • Students were able to discover how natural and human factors affected an issue

Competency 3 --Constructs his/her Consciousness of Global Citizenship

  • Students recognized the negative consequences of human action on the environment and that solutions were required. In certain areas of the world such as galapagos, the students realized the necessity for monitoring the number of tourists that visit this part of the world each year. Other solutions were not as evident. They became aware that «some things take time to resolve», e.g. issues pertaining to poverty and pollution.
  • They have as a result of this project become sensitive to various matters such as poverty, access to drinking water, electricity and basic sanitation.
  • The students by participating in this project, became more conscious of their environment, of global issues such as pollution (CO2 emissions) and of the challenges that poverty and sanitation present to human kind. The students concluded that a concerted action by all countries is needed in order to solve world problems and that this will take time.
  • To conclude, I feel that the students, as a result of this project, are now in touch with «real world issues» and that they no longer exist in their own insular corner of the planet.