005 - Inequality

Factual Question

Why are there inequalities within a city?

Taken From: https://www.englishforum.ch/international-affairs-politics/138781-poor-america.html
Taken From: https://www.englishforum.ch/international-affairs-politics/138781-poor-america.html

Key Terminology

  • Inequality
Define the word above using the useful link below:

Activity One - Watch


Disparities occur within cities due to a whole host of reasons and while it is often blamed on migration it may not be as simple as that. There are a raft of causes that can be investigated from wealth, ethnicity, parental education, residence and even land ownership. By just exploring where people live we can see that life expectancy can be drastically lower or that you are more likely to commit a crime. We can link these disparities to our land use models and what you have seen by taking a 'walking' through Mexico City and London. As we have looked at Mexican migration into the USA we will be focusing on disparities within New York. New York is often considered a 'melting pot' of cultures and innovation so why are there still disparities and more importantly can anything be done about it?

  • Watch the youtube clip of New York below and write notes on how New York developed, how the city has influenced the world, how the city is laid out and what the key 'pulls' of the city are.

Expedia - New York


  • Now watch the news clip below that highlights a darker side of New York, the side you may not want to see on your holidays. Make notes on the different disparities that are discussed.

Starving vs splurging




Activity Two - Investigate

Image One - Envisioning Development Took Kit
Taken From: http://envisioningdevelopment.net/map/
Taken From: http://envisioningdevelopment.net/map/

Image Two - Districts of Manhatten
Taken From: https://www.nyctourist.com/images/maps/map_hoods4.gif
Taken From: https://www.nyctourist.com/images/maps/map_hoods4.gif


We will just be focusing on the island of Manhattan to explore the disparities within New York as the city is so large. 
      1. Using the 'Envisioning Development Tool Kit' website in the 'Useful Resources' box below find out which ares of Manhattan are the richest and the poorest. 
      2. Write down your findings with evidence - remember geographers love data.
      3. Now you have found the richest and poorest neighbourhoods in New York - what do they look like? 
        • Using google maps search for the areas and then 'walk' around them. 
        • Describe what the areas look like in terms of quality of housing, graffiti, rubbish, green spaces, shops etc.
      4. Using the 'The New York Times: Mapping America' website in the 'Useful Resources' box describe the following:
        • Describe the distribution of race and ethnic group in the richest and poorest neighbourhoods.
        • Describe the median monthly rents in the richest and poorest neighbourhoods.
        • Describe the changes in the monthly rents in the richest and poorest neighbourhoods.
        • Describe the different education levels in the richest and poorest neighbourhoods - high school graduates, bachelors degrees, masters degrees and privately educated.
      5. Watch the youtube clip below, describe and explain the death disparities within New York.
      6. Read the 'City Limits' article in the 'Useful Resources' box and add to what you have found out about health in New York from the youtube clip.
Image Three - New York Times: Mapping America
Taken From: http://www.nytimes.com/projects/census/2010/explorer.html?ref=us
Taken From: http://www.nytimes.com/projects/census/2010/explorer.html?ref=us

Death Disparities within New York





Activity Three - Assessment

Write an essay for the following question based on the what you have just researched about the disparities in New York City.

Compare and contrast the causes of disparities within New York City.

Requirements

    • Typed
    • No more than 1200 words
    • Evidence is needed
    • Bibliography is to be included
    • To be printed out for the due day

How will I be assessed?


How will I be assessed?

Criterion A: Knowing and Understanding

Achievement level

Level descriptor

0

The student does not reach a standard described by any of the descriptors below.


1–2

i.   uses limited relevant terminology

ii.  demonstrates basic knowledge and understanding of content and concepts with minimal descriptions and/or examples.


3–4

i.   uses some terminology accurately and appropriately

ii.  demonstrates adequate knowledge and understanding of content and concepts through satisfactory descriptions, explanations and examples.


5–6

i.   uses a range of terminology accurately and appropriately

ii.  demonstrates substantial knowledge and understanding of content and concepts through accurate descriptions, explanations and examples.


7–8

i.   consistently uses a wide range of terminology effectively

ii.  demonstrates detailed knowledge and understanding of content and concepts through thorough, accurate descriptions, explanations and examples.


Criterion C: Communicating

Achievement level

Level descriptor

0

The student does not reach a standard described by any of the descriptors below.



1–2

i.   communicates information and ideas in a limited way, using a style that is limited  in its appropriateness to the audience and purpose

ii.  structures information and ideas according to the specific format in a limited way

iii. documents sources of information in a limited way.



3–4

i.   communicates information and ideas satisfactorily by using a style that is somewhat appropriate to the audience and purpose

ii.  structures information and ideas in a way that is somewhat appropriate to the specified format

iii. sometimes documents sources of information using a recognized convention



5–6

i.   communicates information and ideas accurately by using a style that is mostly appropriate to the audience and purpose

ii.  structures information and ideas in a way that is mostly appropriate to the specified format

iii. often documents sources of information using a recognized convention



7–8

i.   communicates information and ideas effectively and accurately by using a style that is completely appropriate to the audience and purpose

ii.  structures information and ideas in a way that is completely appropriate to the specified format

iii. consistently documents sources of information using a recognized convention.


Criterion D: Thinking Critically

Achievement level

Level descriptor

0

The student does not reach a standard described by any of the descriptors below.


1–2

i.   analyses concepts, issues, models, visual representation and/or theories to a limited extent

ii.  summarises information to a limited extent to make arguments

iv.  identifies different perspectives and minimal implications


3–4

i.   analyses concepts, issues, models, visual representation and/or theories

ii.  summarises information to make arguments

iv.  identifies different perspectives and minimal implications


5–6

i.   discusses concepts, issues, models, visual representation and/or theories

ii.  synthesizes information to make valid arguments

iv.  interprets different perspectives and their limitations.



7–8

i.   completes a detailed discussion of concepts, issues, models, visual representation and/or theories

ii.  synthesizes information to make valid, well-supported arguments

iv. thoroughly interprets a range of different perspectives and their implications.