EXPERIENCING THE CITY Greater Portland Landmarks Introduction to Urban Planning.

EXPERIENCING THE CITY

Greater Portland Landmarks Introduction to Urban Planning

Experiencing the City


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Introduction Experiencing the City is an introduction to urban

planning. Using the concepts and activities in this unit, teachers can take their students through a process involving evaluating and analyzing a city or neighborhood from multiple perspectives. Students will have the opportunity to learn how cities came to be, what infrastructures are needed to keep them running, and how cities respond to the needs of people and organizations that use them.

Although many of the activities relate to Portland, there are lessons such as mapping your own neighborhood that apply to all towns. Lessons can be adapted for other cities such as Lewiston or Bangor. In addition, teachers and students can survey or research their own community to identify an issue or local need in which they may want to get involved.

Links to resources can be found at the end of this presentation.


Activities 1. What are the Physical Elements Which Make Up a City?

( brainstorming) 2. Introduction to the Issues and Vocabulary to Urban Planning 3. Illustrations of Urban Development (slide show of Portland) 4. Identifying Key Components of a Neighborhood (mapping) 5. Results of Urban Planning (walking tour) 6. Analysis of Neighborhood (old maps of Portland) 7. Primary Source Research (new maps of Portland) 8. Who is Responsible for Changes? ( Guest speakers)


ACTIVITY 1

What are the Physical Elements Which Make up a City?

Purpose: To identify the basic building blocks that make up a city as well as identify the cultural elements which give a city its character

Goal: Students will come up with a list of physical and cultural elements of a city from which students will develop the vocabulary of urban planning

Activity: In groups or individually, students will develop lists of the physical and cultural elements of a city that they share with the class. A master list will be developed using urban planning vocabulary.

●Physical examples: Transportation: Roads, railroads, bridges, walkways, bike paths.,

buses. Buildings: Hospitals, churches, schools, homes, town or city halls. Signage: Road signs, store signs, directional signs. Open Spaces: Parks, yards, waterfront, plazas, trails. Infrastructure: Water, sewer, electric, gas, phones, cable. Neighborhoods

●Cultural Examples: Climate, diversity of people, language, economy.

After sharing information they have gathered information have then answer the following : After developing your lists, what do you think urban planning is?

The student’s original lists and class master list should be saved for activity 2.


Activity 2

Introduction to the Issues and Vocabulary of Urban Planning

Purpose: To reinforce urban planning vocabulary and issues.

Goals: Students will create a collage that draws from the information on their flip charts and master list from Activity 1.

Activity: Students will collect magazines, journals, and newspapers that contain images of urban planning vocabulary and issues. Using the lists from Activity 1, students will create collages illustrating the vocabulary.

►Hang the collages around the room so that they can serve as visual reminders of urban planning concepts and provide “talking points” for continuing discussion. Students may start to collect written articles on urban planning issues.

See vocabulary lists on next page



VocabularyVocabulary










Activity 3

Purpose: To illustrate the urban planning vocabulary by viewing visual examples of Portland’s development.

To introduce the effects of urban planning in Portland.

Goal: Students will identify the effects of urban planning.

Students will compare and contrast urban planning issues.

Activity: Students will view a slide show presented by the teacher or on their laptops and participate in discussions pertaining to individual slides. Slide show can be accessed on our website at :

1914

2009Congress Street


Activity 4Identifying Key Components of a Neighborhood

Purpose: To begin looking at neighborhoods and communities in terms of urban planning.

Goal: Students will identify key elements and cultural traits in their own neighborhoods. Students will complete a map of their school to be used as a template for their own neighborhood map that will include elements such as a road, buildings, infrastructure and transportation/parking.

Continued


http://www.usm.maine.edu/maps/k-12-lesson-plans

Other Map Resources:www.googleearth.comwww.aaa.com


Activity 5

Results of Urban Planning

Purpose: To reinforce what students have learned about urban planning.

Goal: Students and a teacher or Greater Portland Landmarks docent will identify the real results of urban planning.

Activity: Students and teachers will complete a walking tour through certain neighborhoods of Portland, starting at the corner of India and Commercial Streets on the water-side. Worksheets can be printed out from our website:

Walking Tour


Walking Tour

Today, we will be taking a walk in Portland, looking at the real results of urban planning. As we stroll along, think about the elements we saw in the slide show that make a city welcoming, usable and friendly.

You will be looking at:

●Sidewalks and crosswalks

●Types of buildings such as commercial, residential and retail

●Examples of adaptive re-use

●Types of infrastructure

●Availability of amenities

●Parking solutions

You will be given a worksheet that you will use throughout the tour to answer questions and sketch.


Activity 6

Analysis of Neighborhood Maps

Purpose: Students will analyze maps of their own neighborhoods.

Goal: Students will compare and contrast key elements of their neighborhoods and also begin to look at their neighborhoods like urban planners would.

Activity: Students will display their neighborhood maps. They will be asked to look critically at each of their maps and discuss similarities and differences in their neighborhoods.

Challenge them to identify what is missing. For example: Do all neighborhoods have public parks? Is there adequate parking? What are the people like in each neighborhood?

Ask students to think about use. Are there examples of public and private use within their neighborhood?

Next, students will write an essay on the things that they feel work and don’t work in their neighborhood in regards to urban planning issues.

www.portlandmaine.gov/neighborhoods3.pdf

Click on the following link for access to

Portland Neighborhood maps


Activity 7Primary Source Research

Purpose: To review the concepts of primary source and secondary source information, as well as explore the results of urban planning over time.

Goal: Students will discuss their answers to the following questions about the city using primary sources.

Activity: Students will compare and contrast information on urban changes by using both historical and present day maps of Portland. (Photographs and documents may also be used.)

QuestionsWhy is Portland located where it is?

Why did it become a city?What are some differences you see

between old and new maps? Similarities?Do you think urban planning has worked

in Portland?What are some changes that you think

should occur in the future?Who is responsible for the changes in

urban planning?

See the next slide for resource information and historical maps.


Portland 1828


Portland 1690


Activity 7 Resources

The links to the right represent

added resources

for students to

access when

completing Activity 7.

Osher Map Library: www.usm.maine.edu/maps Google Earth: www.googleearth.com Portland Maps:

www.portlandmaine.gov/neighborhoods3.pdf Map Memory Network: www.mainememory.net


Activity 8

Who is responsible for Changes?

Purpose: To introduce the people, the organizations and the institutions responsible for urban planning.

Goal: Students will meet with key individuals responsible for urban planning in the area. They will discuss urban planning issues and

interview these key people.

Activity: Students will prepare questions pertaining to urban planning. Students will be responsible for creating a list of

individuals who may be contacted to participate in a discussion with the class. Students will contact key individuals within their

neighborhood, city or town to participate in these discussions. Participants will be asked to speak about their role in urban

planning, followed by a question and answer session.Examples include: City Planner

Mayor Greater Portland Landmarks

Preservation Officer


Resources for EducatorsLOCAL ORGANIZATIONS

Cape Elizabeth Land Trust: http: www.capelandtrust.orgGreater Portland Landmarks: www.portlandlandmarks.org

Greater Portland Council of Government: www.gpcog.org/home/index.phpnts

TRAILS ORGANIZATIONSFalmouth Trails: www.falmouthtrails.org

Portland Trails http: www.trails.orgGorham Trails: www.gorham-me.org

East Coast Greenway: www.greenway.orgEastern Trails Alliance: www.easterntrail.org

ARCHITECTURAL RESOURCESCenter for Understanding the Built Environment: www.cubekc.org

Center for Architecture and Preservation at Greater Portland Landmarks: www.portlandlandmarks.org

SMRT: www.smrtinc.com

LANDSCAPE ARCHITECTUREMaine Olmsted Alliance: www.maineolmsted.com

URBAN PLANNERSMaine State Planning Office: www.maine.gov/spo

Portland Planning Office: www.portlandonline.com/bpsAmerican Planning Association: www.planning.org

CONTINUED


Resources for EducatorsTRANSPORTATION

METRO Bus: www.gpmetrobus.comMaine Department of Transportation: www.maine.gov/mdot

RIDESHARE: www.erideshare.com/statecity/ME.htm

BICYCLESBicycle Coalition of Maine: www.bikemaine.orgBike The Coast of Maine: www.bikeinmaine.com

Alliance for Transportation Choice: www.thebikeshop1.org/ATC.html

CITY OF PORTLAND http://www.portlandmaine.gov/departments.htm

(This link will provide contact information for every department in the City of Portland)

NEIGHBORHOOD ORGANIZATIONSMunjoy Hill Neighborhood Organizations: www.munjoyhill.org

Friends of Deering Oaks: www.deeringoaks.orgWest End News: http://thewestendnews.blogspot.com

Portland Maine Neighborhood Associations: www.livinginportland.orgBayside Neighborhood Association: www.baysideneighborhood.orgNorth Deering Neighborhood Association: www.northdeering.org

Back Cove Neighborhood Association: www.livinginportland.org/backcove.htmFriends of Riverton Trolley Park :

http://publicworks.portlandmaine.gov/rivertontrolleypark.aspFriends of Evergreen Cemetery: www.friendsofevergreen.org

Friends of West End Cemetery: www.interment.net/column/commentary/20000624/western.htm


Resources for EducatorsSERVICE LEARNING ORGANIZATIONS

Learning in Deed: www.ecs.org/html/projectspartners/clc/CLCLearningInDeed.htmKIDS Consortium: www.kidsconsortium.org

FOUNDATIONS AND FUNDING SOURCESThe Dunn Foundation: www.dunnfoundation.org/resources/index.html

Project SEED: www.projectseed.orgPortland Partnership: www.greatschoolspartnership.org

HISTORIC PRESERVATIONNational Trust for Historic Preservation: www.preservationnation.org

Maine Historical Society: www.mainehistory.orgGreater Portland Landmarks: www.portlandlandmarks.org

Maine Preservation: www.mainepreservation.orgPUBLIC ART

Portland Arts and Cultural Alliance: www.portlandarts.orgPortland Museum of Art: www.portlandmuseum.org

Maine College of Art: www.meca.eduSpiral Arts: www.spiralarts.org

EDUCATIONAL SUPPORTPortland Partnership: www.greatschoolspartnership.org

Muskie School at the University of Southern Maine: www.muskie.usm.maine.edu

MAPSDelorme Maps: www.delorme.com

Osher Map Library: www.usm.maine.edu/mapsUSGS Topographic Maps: www.topomaps.usgs.gov


Credits

PowerPoint presentation created by Joan Bennert, Dianne Manning and the staff at

Greater Portland LandmarksGraphics by Dianne Manning

All historical photographs courtesy of Maine Memory Network

Date post:	15-Dec-2015
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EXPERIENCING THE CITY Greater Portland Landmarks Introduction to Urban Planning.

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