002 - Tourism in my back yard


Debatable Question:

Would you want a tourist development in your village?

Taken From: https://userscontent2.emaze.com/images/aad4aca4-caa5-47be-992e-5ed4fb9be3f4/14b784da8cd7a4861265a81233c26e7d.jpg

Key Terminology

  • Cost-benefit analysis
  • Positive and negative multiplier effect


Activity One - Describe and Discuss

  • What impact is tourism having in image 1?
Maldives

  • What impact is tourism having in image 2?
Taken From: http://www.christopherfowler.co.uk/blog/wp-content/uploads/2010/03/York-Shambles.jpg



  1. Could the problems created in image 1 be managed effectively? Is so how?

Useful Resource




Activity Two - Watch



          • Think about the social, environmental and economic issues. 
              • Social - people, developing facilities, language, resources, education, medical care
              • Environment - landscape, pollution, ecosystem
              • Economic - jobs, investment

Negative Impact of Tourism

The Importance of Tourism


Activity Three - Discuss

The room will be divided into four sections. Each section will have a piece of flipchard paper in it with one of the four headings below:
              • Social
              • Economic
              • Environmental
              • Political
The class will be divided into four and will be given a section of the room to go to. Discuss how tourism impacts one of the geographical factors. You can use the information collated from the clips on padlet, your own knowledge and the resources below. Record your teams thoughts on the flipchart paper. After approximately 5 minutes you will rotate to a different section of the room to add more information to another groups knowledge. This will be repeated until every group has added to each geographic factor. The whole group will then discuss the findings.

Don't forget to write the information down for your folders as the information will help with the assessment task.

Useful Resources


(Optional Task)

  1. Develop a two sided A4 guide to the benefits and problems that tourism can bring to an area.
      • Content
          • Divide the page in to four and write the following headings at the top of each quadrant:
              • Social
              • Economic
              • Environmental
              • Political
          • Discuss the issues of each heading, use the links below to help you.



Activity Four - Critical Thinking

Now you have looked at the impacts of tourism it is time to decide whether you would like tourism to develop in the area where you live. Disney have put in an application to develop a small resort in your neighourhood. They will be building a new road, shops and at least one hotel. In approximately 500 words explain whether you would like to have this tourist attraction in your neighbourhood or not. Think about all the elements (SEEP) that we have discussed in the lesson. Evidence is also crucial. Where have you have seen specific issues? Could you use this as arguments for or against having Disney in your area. 

There is no right or wrong answer! You just need to justify your choice.

Content

      • What is tourism?
      • A description about your village for background.
      • Arguments - SEEP
      • Conclusion - try and get off the fence, should Disney build in your village?

Presentation

      • Introduction - Main Body - Conclusion - it is a mini essay
      • 600 words
      • Size 12 font
      • Write in google doc - remember to give it a sensible title
      • Remember to use the vocabulary you have learnt in the last few lessons
      • Bibliography - if you have used evidence from sources
      • MUST BE PRINTED ON THE DUE DAY

Assessment Criteria

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.   makes a limited use of terminology

ii.  demonstrates basic knowledge and understanding of content and concept through limited descriptions and/or examples.


3–4

i.   uses some terminology accurately

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


5–6

i.   uses considerable and relevant terminology accurately

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


7–8

i.   consistently uses a range of terminology accurately

ii.  demonstrates detailed knowledge and understanding of content and concepts through developed and 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 style that is not always clear

ii.  organizes information and ideas in a limited way

iii. lists sources of information inconsistently.


3–4

i.   communicates information and ideas in a style that is somewhat clear

ii.  somewhat organizes information and ideas

iii. creates an adequate reference list and sometimes cites sources.


5–6

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

ii.  mostly structures information and ideas according to the task instructions

iii. creates an adequate reference list and usually cites sources.


7–8

i.   communicates information and ideas in a style that is completely appropriate to the audience and purpose

ii.  structures information and ideas completely according to the task instructions

iii. creates a complete reference list and always cites sources.

Criterion D - Thinking Critically

Assessment Criteria

Level Descriptor

0

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


1–2

i.   begins to analyse concepts, issues, models, visual representation and/or theories in a limited way

ii.  begins to identify connections between information to make simple arguments


3–4

i.   completes a simple analysis of concepts, issues, models, visual representation and/or theories

ii.  summarizes information to make some adequate arguments


5–6

i.   completes a substantial analysis of concepts, issues, models, visual representation and/or theories

ii.  summarizes information to make usually valid arguments


7–8

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

ii.   summarizes information to make consistent, well-supported arguments