Key Stage 3 Geography and Citizenship
Taking it further - Activity 3
Geography, Citizenship and the Classroom
As part of their curriculum making teachers can strongly influence the environment of their classroom. This includes the atmosphere, the appearance, the sense of belonging, the acceptance of difference, trust, the valuing of the individual. Is there such a thing, then, as a democratic geography classroom? And is this essential in developing geography's contribution to citizenship?
Read a short extract from Mary Biddulph's chapter 'Citizenship education: pedagogical questions' from Citizenship through Secondary Geography. (pp. 186-7). Is your geography teaching taking place in a 'democratic classroom'? How significant do you think this is?
In the next sections we explore geography education and citizenship through the focus on climate change and the pedagogic approach of argumentation.
Now return to Taking it Further (Part Two)
Activity Resources
Course Contents
Introducing geography and citizenship
Activity 1
What is the purpose of teaching and learning geography?
Taking it Further
What is meant by 'citizenship'?
A 'geographical perspective'
An example: Tackling climate change
Activity 2
Reflecting on learning goals
Activity 3
Geography, citizenship and the classroom
Activity 4
The Stern Report
In Conclusion
Why argue? The dialogic approach
Forming a good argument
Activity 5
Creating a counter-argument
Activity 6
Thinking deeper about argumentation
Developing Your Thinking
Using geographical data to develop an argument
Using maps as part of an argument
Activity 7
Thinking about data
Activity 8
Understanding data
Activity 9
Representing data on a graph
Activity 10
Evaluating arguments