Cultural Landscapes

Overview

This lesson focuses on the concept of cultural landscapes within the Geography curriculum, tailored to Year 11 students in the UK. It involves an analysis of how folklore contributes to the shaping of cultural landscapes, aligning with the AQA GCSE Geography standards, specifically focusing on Human Geography, cultural identity, and globalisation.

Learning Objectives

• Understand the term "cultural landscape" within the context of geographical studies.
• Explore how folklore influences cultural identity and landscapes.
• Develop skills in listening, critical thinking, and discussion through analysis of folklore.
• Connect cultural elements to geographical places and features.

Curriculum Links

• Human Geography Component: Exploring cultural identity, the impact of globalisation, and local versus global influences.
• Critical Thinking and Analysis: Developing arguments and being able to listen and build ideas.

Required Materials

• Audio recordings of selected UK folklore (e.g., King Arthur, Robin Hood).
• Digital projector and speakers.
• Whiteboard and markers.
• Student notebooks.
• Access to maps and atlases of the UK.

Time Allocated: 200 minutes

Session 1: Introduction to Cultural Landscapes (40 minutes)

• Introduction (10 mins):

  • Define "cultural landscape."
  • Brief overview of UK cultural landscapes influenced by folklore.

• Class Discussion (15 mins):

  • How does folklore contribute to our understanding of place?
  • Examples of well-known UK folklore and their associated locations.

• Activity (15 mins):

  • In groups, brainstorm examples of places influenced by folklore in the UK.

Session 2: Listening to Folklore (50 minutes)

• Listening Activity (30 mins):

  • Play audio recordings of selected UK folklore tales (e.g., "Robin Hood" or "The Legend of King Arthur").
  • Encourage active listening by asking students to note any geographical features mentioned.

• Pair Discussion (20 mins):

  • Discuss in pairs the geographical and cultural elements from the folktales.
  • Write down possible real-world locations connected to the folklore.

Session 3: Mapping and Analysis (60 minutes)

• Mapping Exercise (30 mins):

  • Using maps and atlases, students locate regions linked to each folklore story.
  • Mark out areas on the maps where folklore may have influenced cultural landscapes.

• Analysis (30 mins):

  • Reflect on how these cultural narratives have influenced perceptions of different landscapes.
  • Discuss the importance of folklore in maintaining local cultural identities amid globalisation trends.

Session 4: Creative Presentation and Discussion (50 minutes)

• Group Activity (25 mins):

  • In small groups, students create a short presentation showing their understanding of how a specific folklore story relates to a cultural landscape in the UK.
  • Include visual aids, such as maps or drawings.

• Class Presentations and Feedback (25 mins):

  • Each group presents their work.
  • Encourage peer feedback with a focus on constructive criticism and further insights into cultural landscapes.

Reflection and Assessment

• Reflective Journal Entry (Homework or final 30 minutes):

  • Students write a personal reflection on what they learned about cultural landscapes and folklore.
  • Consider the question: "How does understanding folklore enhance our understanding of geographical places?"

• Assessment Criteria:

  • Quality of participation in discussions and group work.
  • Understanding of cultural landscapes reflected in maps and presentations.
  • Creativity and critical thinking displayed in presentations and written reflections.

Additional Notes

• Diverse folklore sources can be incorporated to reflect the multicultural aspects of the UK.
• Ensure students appreciate the significance of both local cultural narratives and broader global themes.
• Encourage students to further explore other folklore from their own or different cultural backgrounds and the geographical elements within those stories.