CW DATE:
TITLE:
ENTRY TASK:
INTRODUCTION
KEY TERMS:
ACTIVITIES:
PLENARY:
HW:
PLC - HERE
SOW - HERE
A Level Geography – Y12
TITLE:
ENTRY TASK:
INTRODUCTION
KEY TERMS:
ACTIVITIES:
PLENARY:
HW:
PLC - HERE
SOW - HERE
A Level Geography – Y12
Changing Places
Where does changing places fit into the
examination system?
Skills covered and developed
Fieldwork
“Road map” of this part of the course:
Assessment
Key Skills for the Chapter
CW Data: 13th January 2020
Title: What is “Place”?
(pp66 – 67)
The Section in Brief
Key Ideas
Section Outcomes
The very idea of “place” is fundamentally
bound up with geography… many of us will think of geography as largely a study
of places. Yet how often do we really stop to consider what we actually
understand by place or how place might be understood differently under
different circumstances by different people and for different purposes?
In this introductory section of Changing
Places, we will consider how people perceive places, how they interact and form
connections and attachments to places. We will, further, seek to explore how
place-meanings are bound up with different identities, perspectives and
experiences.
Activities:
Activities:
1. Discuss a
selection of the following…
· What do we mean by “place”… is
it more than simply a point on a map?
· What is your place? A house? Street? City? Or a country?
· Are there other places that you
have an attachment to? (E.g. a holiday venue, school?).
· What is the difference between
space and place?
· Why does place matter?
2. Introductory Activity sheet - HERE
Using the photographs on the sheet, suggest how different places mean different things to different people...
Using the photographs on the sheet, suggest how different places mean different things to different people...
Steps:
- Start by discussing what YOU know of each image, then...
- Suggest to types of people that may have different views about the places.
- Explain the differing meanings of each place to the
people you have identified.
Feedback...
Selecting one of the places illustrated, what did your group conclude?
TITLE:
ENTRY TASK:
KEY TERMS:
Place
1. Thinking about Ealing Broadway...
(Tasks... Discuss and summarise clearly and accurately... these are not rough notes!).
2. In pairs or groups, discuss how your results compare. You may find it useful to highlight interesting observations.
Here are some starting points...
3. Write a summary that compares the fundamental features of the results from 2 above.
4.
a. Using the responses to task 1b above, produce a "Wordcloud" for your group's views about Ealing Broadway... - Worditout: HERE
(ie 1b. What is it like? - describe in a couple of sentences or make a list of words (minimum of 10) - The results are needed for a later task!)
Sample:
https://worditout.com/word-cloud/4054746/private/0a62a5ccc92b4de2a765593520bd70cc
TITLE:
The concept of place has three different aspects for geographers.
· Location – Where a place is, for example, on a map and using spatial coordinates (O.S. Grid Reference - TQ 15950 79244 denotes the location of EPHS… or in longitude and latitude, 40o47’N 73o58’W denotes Central Park in New York, USA).
· Local – all places consist of a series of settings, or locales. These are where everyday activities take place e.g. offices, schools, parks, homes. Each of these settings affects social interactions and help to forge values, attitudes and behaviours. We behave in specific ways in these places according to the social rules that we understand.
‘(Locale means) not just the mere address but the where of social life and environmental transformations.’ (Agnew, 1987).
· Sense of place – This is the subjective and emotional attachment to a place… its meaning to an individual.
Activities: b. Use your word cloud to analyse* the accuracy/validity of your written summary (task 3 above).
* Analysis is the process of breaking a complex topic or substance into smaller parts in order to gain a better understanding of it.
MainTask:
What, then does your Research into EBY reveal about what kind of place it is... extended answer, with evidence from your last couple of lessons and HW and appropriate data/presentation.
250 to 500 words.
PLENARY:
HW:
CW DATE: 20th January 2020
TITLE:
What Kind of Place is Ealing Broadway?
ENTRY TASK:
What factors influence a person's perception of a place?
(what do we mean by perception in this instance?)...
1. The ability to see, hear, or become aware of something through the senses.
2. The way in which something is regarded, understood or interpreted.
(what do we mean by perception in this instance?)...
1. The ability to see, hear, or become aware of something through the senses.
2. The way in which something is regarded, understood or interpreted.
INTRODUCTION
In today's session, we will develop our thinking about the concept of place by focusing on one that is familiar.
We will aim to interpret/analyse our findings and present them graphically.
KEY TERMS:
Place
ACTIVITIES:
1. Thinking about Ealing Broadway...
(Tasks... Discuss and summarise clearly and accurately... these are not rough notes!).
a. Where is it?
b. What is it like? - describe in a couple of sentences or make a list of words (minimum of 10) - The results are needed for a later task!
c. What happens there?
d. Think... What makes Ealing Broadway a distinctive place? Use the discussion and thinking from a, b, c to identify and summarise/collate)
TITLE:
d. Think... What makes Ealing Broadway a distinctive place? Use the discussion and thinking from a, b, c to identify and summarise/collate)
CW DATE: 27th January 2020
TITLE:
What Kind of Place is Ealing Broadway?(cont)
Review of last lesson...
2. In pairs or groups, discuss how your results compare. You may find it useful to highlight interesting observations.
Here are some starting points...
· Are they positive/negative?
· Does everyone feel the same way?
· If not, why not?
· How might different personal experiences affect the way they feel about it?
· How might factors such as gender, ethnicity etc affect feelings?
3. Write a summary that compares the fundamental features of the results from 2 above.
4.
a. Using the responses to task 1b above, produce a "Wordcloud" for your group's views about Ealing Broadway... - Worditout: HERE
(ie 1b. What is it like? - describe in a couple of sentences or make a list of words (minimum of 10) - The results are needed for a later task!)
Sample:
https://worditout.com/word-cloud/4054746/private/0a62a5ccc92b4de2a765593520bd70cc
CW DATE: 29th January 2020
TITLE:
What Kind of Place is Ealing Broadway?(cont)
The concept of place has three different aspects for geographers.
· Location – Where a place is, for example, on a map and using spatial coordinates (O.S. Grid Reference - TQ 15950 79244 denotes the location of EPHS… or in longitude and latitude, 40o47’N 73o58’W denotes Central Park in New York, USA).
· Local – all places consist of a series of settings, or locales. These are where everyday activities take place e.g. offices, schools, parks, homes. Each of these settings affects social interactions and help to forge values, attitudes and behaviours. We behave in specific ways in these places according to the social rules that we understand.
‘(Locale means) not just the mere address but the where of social life and environmental transformations.’ (Agnew, 1987).
· Sense of place – This is the subjective and emotional attachment to a place… its meaning to an individual.
Activities: b. Use your word cloud to analyse* the accuracy/validity of your written summary (task 3 above).
* Analysis is the process of breaking a complex topic or substance into smaller parts in order to gain a better understanding of it.
MainTask:
What, then does your Research into EBY reveal about what kind of place it is... extended answer, with evidence from your last couple of lessons and HW and appropriate data/presentation.
250 to 500 words.
PLENARY:
What information might helpfully support/improve your analysis of the kind of place that EBY is?
HW:
Complete the wordcloud/EBY analysis write-up.
From 2019: Compilation of the descriptions produced by groups (of those received):
DNo - Cumulative analyses?
Sampling and background:
The question "What is Ealing Broadway Like" has been posed to 15 Y12 students who all live in the local area and are familiar with the site.
Responses were permitted either as a list (minimum of 10 words) or as a descriptive narrative paragraph. Either option was acceptable as the results were intended for input into a "wordcloud" maker. However, only key terms from the narrative descriptions have been included thus avoiding the repetition of conjunctions.
Of the 15, one has left the course and no response therefore received. A further three failed to submit a response. Of the ten respondents four submitted lists and the remainder narrative accounts. One narrative account, however, was accidentally omitted from the collation.
The collation is thus based on the responses from 9 students (4 female and 5 male).
Copy of the word collation:
Nice, area, busy, train station, shopping centre, clean, busy, packed, dull, boring, busy, shop, eat, cultural, church, park, community, social, social, bright, fun, energetic, busy, clean, multicultural, open, busy, commercial, shopping centre, shops, restaurants, tube-station, large, gym, average sized, shopping centre, eat, socialise, commercial, shopping centre, major corporations, bhusy, train station, shopping, centre, busy, crowded, work, shops, banks, shopping, shopping centre, all day, cigarette butts, pavement, useful, hangout, eat, Broadway, busy, chains, shops, shopping centre, train station, commute, work, everyday, green space, market, square, eat, drink, great time
The Wordle provides a qualitative presentation as, although it is based on word counts... the source material is descriptive narrative/lists rather than numerical data.
It is an effective way to gain an impression of what people's views of EBY are from an open question ("What is Ealing Broadway like?) and allows an analyses to be undertaken.
Wordle based on the above:
a. What does the "wordle" tell us about the nature of Ealing Broadway and to what extent does it support the findings of your smaller group?
b. What are you able to further deduce/imply about EBY.
c. Does it reveal anything about the sample population?
CW DATE: 3rd February 2020
TITLE:
Understanding Place and Changing Places
ENTRY TASK:
Feedback analyses of the investigation into the type of place that EBY is... what does it reveal about:
a. How we perceive places as individuals and groups?
b. Does your work suggest that places can be characterised in ways that are recognisable to all?
INTRODUCTION
From your work on Ealing Broadway you will begin to see that places are subject to individual responses and interpretations... that these are influenced by the individual's experience, background and, probably, personality. However, it is possible that there are widely held perceptions about places too. This shared perception may reflect the Genius Loci - or spirit - of the place.
In the following work we will investigate:
- How people engage with and perceive places and how attachments may (or may not) develop.
- We will learn that place meanings are bound up with people's different identities, perceptions and experiences both in and of a place, but also external to the place.
- We will also begin to reflect on whether the way a place is viewed can be organised or manipulated.
KEY TERMS:
Notes
Space - Basic organising concept of a Geographer.
Historically - the locations of people and phenomena on the Earth's surface represented to others typically using maps.
Contemporary - Space can be understood as the distance which separates places.
Place - is recognised as a portion of “space” that is viewed as being distinctive in some way. This makes it identifiable.
However... two important points arise from the current definition:
1. Space is never empty or devoid of features and meaning. Thus what we regard as "space" may be "place" to another person or at another time.
2. The space between places is both real and perceived: the sense of distance between places lessens wherever fast transport and communications are available.
ACTIVITIES:
Source sheet - Here
1. With reference to Ealing Broadway, discuss how it constitutes a place in your experience.
2. To what extent does the “place” Ealing Broadway possess characteristics that are commonly shared? Suggest reasons and give evidence (using the “Wordle” analyses) for your answer.
3. Using a map of London’s situation, suggest how the physical geography of the area has played a role in its distinctive character.
Interactive Topographic map - HERE
4. To what extent is the “Layered History” of Ealing evidenced in its buildings and land-uses?
(This question requires direct observation and some research... you will need to visit a selection of sites around Ealing, take photos and record observations. Report back in groups using presentation techniques)
(This question requires direct observation and some research... you will need to visit a selection of sites around Ealing, take photos and record observations. Report back in groups using presentation techniques)
Task 4 above is to be done in groups... Monday out and about or compiling presentation. Wednesday 12th Feb 2020 deliver findings as quality presentations!
5. Title: Explain the extent to which Exogenous forces have shaped the character of Ealing
[20 marks]
Guidance:
Transport policy/infrastructure is a key area influenced historically and in the present by exogenous drivers of change. These are part of Ealing's Layered History and have helped to determine its Place Character - Carry out secondary research to investigate how transport and communications infrastructure have affected Ealing and created its character.
Report back as researched paper - est 1000 words + illustrations, maps and diagrams. Include your reading list.
Remember that essays are marked as Ao1 - 10 marks and Ao2 - 10 marks.
You are advised to follow the SEE/SAW approach (Scale, Example, Explanation/Seeing Links, Analyses, Weighted Conclusion
Starting Point:
Student copy of document HERE Includes the hyperlink below.
Draft Transport Plan - Ealing 2018 - Here
Note the key strategic objectives (in line with the Mayoral London Transport Plan:
1. Mode Shift – reducing the dependency on the motorised vehicle by moving trips, particularly the shorter ones, to active travel using more sustainable modes (walking, cycling and public transport) through behaviour change.
2. Reducing the environmental footprint of transport – in particular improving the Borough’s air quality through encouraging the use of active travel modes and using the cleanest method of power possible.
3. Improving road safety – making the Borough roads as safe as possible, particularly for those modes perceived to be more vulnerable, i.e. walking and cycling.
PLENARY:
HW:
CW Date: February 2020
Title: Defining place - pp68 – 71
What's in a Place?
(cf Oakes)
One possible framework for understanding Place draws on several well-established geographical concepts:
i. Physical site factors
ii. Economic functions.
iii. The cultural landscape which includes a place's population characteristics.
The following model further emphasises how a place's identity is also defined by its connections and relations with other places...
The Elements of Place
Definitions:
The site is the actual place that a settlement is built on. Historically, settlements have grown where site conditions are favourable in some respect (examples?). Of particular importance are the economic activities that can be carried on there eg coal mining in S Wales or Iron and Steel industries in and around Sheffield.
Within cities, certain places and neighbourhoods have their own particular
advantageous site factors eg the high elevation of London's Hamstead and Highgate neighbourhoods provided wealthy Victorians with clean air and safe water. These areas remain affluent today (layered history!).
* In modern geography, we are encouraged not to overstate the importance of physical factors since human ingenuity, politics and technology tend to have the final say about what happens in any place.
Economic Function refers to what a place does in terms of providing services and work for people. Originally this would have been closely linked with site factors (see above... coal and Iron).
Many settlements have, however, changed their functions, moving away from their original economic base. For example, Liverpool and Manchester were once manufacturing centres (based on proximity to ports, raw materials and energy supplies) are now "post-industrial cities where consumer services have become dominant. Consequently many places within such cities have also changed in recent decades (ref Ms Ts Contemporary Urb Environments course).
The cultural landscape relates to everything we experience in a place. It is the totality of changes that people have brought to the natural landscape eg architecture, infrastructure and demography. It also includes art, music and sport (Bristol @ GCSE!).
Cultural traits have developed alongside economic functions and traditional industries... Birmingham's traditional industry, for example, from the 18th to the mid 20th Centuries was linked to gun making, car manufacturing, food processing and jewelry. Culturally it has also developed a rich musical history from Elgar to "Heavy Metal"... Its industrial links being especially reflected in the latter, Birmingham can be seen as the birth place of this musical form (Black Sabbath, Judas Priest, Napalm Death all formed in Birmingham... Robert Plant of Led Zeppelin was born there... and the heavy guitar sound originated there (due to an industrial injury!).
Before car ownership and mass public transport systems, many urban workers lived their whole lives in close-knit local communities with few links to the outside world. People did not travel due to low wages and limited time off. As a result, leisure time was limited to the local area too and cultural landscapes developed that had close ties to restricted areas... Consider football:
City teams originally drew their amateur players from local factories e.g. Arsenal's canon are a reflection of the team's birth among the 1880s munitions and armorers factories of Woolwich. By 1900, there were over 100 clubs each rooted in different factory neighbourhoods.
Assignment:
a. How does Motown music reflect its origins in Detroit? Explain in detail by describing its industrial, demographic and cultural origins.
b. Through research: Define Detroit in terms of location, Local and Sense of Place.
Feedback ideas:
NME Top 20 Motown hits - HERE
Source - HERE
Motown is an American record company. ... In the 1960s, Motown and its subsidiary labels (including Tamla Motown, the brand used outside the US) were the most successful proponents of what came to be known as the Motown Sound, a style of soul music with a distinct pop influence.
In the early to mid-1960s especially, the Funk Brothers gave Motown's records their signature sound characteristics, including: A strong, steady four-beat drum tempo. Frequent use of strings and horns. Pop vocal stylings embellished with gospel-influenced chorals.
Motown, of course, stands for more than just the historic music. The label and its remarkable legacy is a reflection of the hard work of dedicated individuals overcoming incredible obstacles to achieve great success. Over a half-century ago, on January 12, 1959, to be exact, a young African-American songwriter named Berry Gordy founded his company with a loan of $800 from his family, marking the birth of the “Motown Records Corporation.” Because Detroit had long been known as the “Motor City,” Gordy, in tribute to what he felt was the down-home quality of the warm, soulful people he grew up around, used “town” in place of “city,” which gave him the contraction “Motor Town” and the perfect name for his company and new label—Motown.
Berry Gordy believed in turning negatives into positives. He always learned from all his experiences and applied them to his business. The tedious time he spent working on the assembly line at Detroit’s Lincoln-Mercury automobile plant he put to good use: “Every day I watched how a bare metal frame, rolling down the line would come off the other end, a spanking brand new car. What a great idea! Maybe, I could do the same thing with my music. Create a place where a kid off the street could walk in one door, an unknown, go through a process, and come out another door, a star.” That little thought that came to him while running up and down that assembly line became a reality we now know as “Motown.”
Motown was the first African-American-owned record label to reach widespread national acclaim. Motown broke down racial prejudice by becoming the most successful independent record company in history and the most successful African-American-owned business in America.
...1988, Motown’s founder was given the following tribute: “Gordy endeavored to reach across the racial divide with music that could touch all people, regardless of the color of their skin.
first major hit was Barrett Strong’s “Money (That’s What I Want),” a song co-written by Gordy himself, which reached #2 on Billboard’s R&B chart in 1960.
Model Essay: HERE
- Y12s marked essay as part of essay skills development... on 26th Feb 2020
Either do questions from text about Detroit Case study... or continue from here NL (Post 26th Feb 2020)
NB Field Trip so may be cover!
Date:11th March 2020
The importance of place in human life and experience.
ENTRY TASK:
INTRODUCTION
Attachment, home and identity.
The humanist geographer, Yi-Fu Tuan, has suggested that our understanding of the environment and our attachment to it expands with age. This is not surprising as (he goes on to explain) our geographical horizons expand in proportion to our physical ability to explore the world. For example, a newborn baby is fairly immobile and will first experience place in the arms of a parent. At this age it will tend to form a strong attachment or emotional bond to that place. As it ages, the baby will become more mobile and be able to explore wider and wider spaces… with which it will also form bonds and attachments (typically, therefore, “home” is an important place for most people and they have strong emotional attachment to this). The depth of feeling (attachment) we feel for a particular place is influenced by our depth of knowledge and understanding of it – attachment to home, therefore, may increase with age as we learn more about our this place.
However, research also shows that our attachment to a place is influenced by the intensity of the experience we have there. So, the more enjoyable the experience, or the greater degree to which we feel safe in a place, the more attached we feel to it… it becomes “home”.
KEY TERMS:
Attachment - The emotional bond that a
person may feel for a place.
Identity -
ACTIVITIES:
1. Make a list of up to 10 places that you know. Include a spectrum that you feel you know well to those you are aware of, but not very familiar with… e.g. home, newsagent, school, holiday venue (be specific).
Then, rank each place from 1 to 10 for...
a) Attachment.
b) The Intensity of experience that you associate with the place.
2. Having completed your list, plot them onto a graph with the following axes:
Does the plot that you have produced broadly support the ideas about degree of attachment and intensity of experience? Suggest reasons...
4. Comment on the view that attachment to some places increases as a person ages. What role does intensity of experience actually play compared to frequency?
PLENARY:
HW:
Done already
CW DATE: 11th March 2020
TITLE:
The importance of place in human life and experience (continued).
ENTRY TASK:
Consider... what is your "identity"?
(How would you define yourself?)
INTRODUCTION
Identity and place.
Our sense of place can help to create an identity for us… Consider the place related identities of the following people:
· I am European in outlook.
· I’m a Yorkshireman through and through.
· I’m British.
· I’m from India.
It is apparent that each of the people quoted above strongly identify with different places. Notice that the places identified with differ in terms of scale e.g. regional – Yorkshire to Continental – Europe.
KEY TERMS:
Identity - How a person sees themselves or defines
themselves.
Insider - Having a sense of belonging to a place or
a dominant group in a place.
Outsider - Not having a sense of belonging as
defined by Insider perspective above.
As the lesson progresses, you should be
able to define the above terms.
ACTIVITIES:
1. Discuss - Could the same person have made these statements? Is it possible that an individual can think of their identity in layers, or as having a number of facets that are derived from aspects of their own family history, upbringing and experience? Try to explain using your own identity as an example.
2. Discuss and feedback - To what extent can people’s identity be changed by changes in place?
Consider the closure of a major employer for example… what might have been the impacts on people’s identity, for example, of the closures of the steel works in the UK over 2015 and 2016 (Sahaviriya Steel Industries closed the Redcar plant in NE England with the loss of 1700 jobs and in 2016, Tata Steel sold its entire UK business resulting in the loss of 1200 jobs in the North East and 4000 at Port Talbot in South Wales).
What about the closure of the mines throughout the UK by the Thatcher Conservatives of the 1970s and 80s... how would this have impacted people's identity in the towns and villages of , say, Nottinghamshire or the North East?
3. What is the relationship between our identity and our place of birth or homeland?
Added on 12th March 2020:
READING/HW: Extended article with questions and discussion points about the Importance of Place in Human Life and Experience - HERE
CW 16th March 2020
Title: Insider and Outsider Perspectives
Re-read pp 70/71 of the text...
Q. (Verbal fb) What is the meaning of this narrative in terms of people's identity? (Highlight to view)
Identification with a place can be a powerful feeling... to be part of a group that identifies/is identified with a particular place creates a sense of being an INSIDER. As an insider, a person would essentially be part of a DOMINANT group that possesses ECONOMIC, SOCIAL and CULTURAL power in a location or within a society.
People who do not belong to this dominant group may be viewed as "wrongdoers" ie their behaviour, appearance, outlook etc do not conform to those aspects of the dominant group. Such people may feel like OUTSIDERS.
Thus we can see that attachment to a place and identity begin to inform our understanding of the differing perspectives that individuals, groups and wider society hold... Insider and outsider perspectives.
Added on 12th March 2020:
READING/HW: Extended article with questions and discussion points about the Importance of Place in Human Life and Experience - HERE
How does this model explain the exclusion of some Britons from Rural England? (Q included in the extended reading activity above).
Because your identity can be spatially limited... the model may not be operable for all people and all places... thus persons of different ethnicity may feel like INSIDERS in their local area and within the UK (based on the categories identified in the model) and yet not identify with the idyll of rural England... simply because it is not relevant to them. If they were placed in rural England... then they may feel like OUTSIDERS. This sense of being an outsider in rural England may explain why some Britons feel excluded from it i.e. they do not "fit in", do not "conform" to local norms of behaviour or may not look the same as the dominant groups that occupy rural England. As such, State of Mind and Social Interactions may be relevant in explaining the "exclusion" of some groups, so the model can be applied to an extent. However, feeling like an outsider in rural England might not be confined to minoroty ethnic groups...
4. Complete activities 4 a and b on pp 70 and activities 5 and 6 on pp 71. DONE 11th March 2020
PLENARY:
Set on 17th for the 18th March Homeworking. See SMHW
1. In your opinion, what is the value of an appreciation of Insider and Outsider perspectives?
Either...
2. To what extent do you think that Brexit opinions are reflective of Insider and Outsider perspectives?
Or...
3. In what way might the Brexit outcome/s influence identity and attachment in the UK?
After this they can be set the Reading Activity with included questions... See above and here...
READING/HW: Extended article with questions and discussion points about the Importance of Place in Human Life and Experience - HERE
Set for three lesson of the Week commencing 23rd March 2020 - C-19 home working.
Using the Great Missenden case study:
Suggest how this place reflects the Rural English idyll? Who might feel like Insiders and outsiders in GM? Explain why with reference to ideas of identity and attachment?
Is the image of Britain as portrayed by the "Rural Idyll" valid and relevant to British people today? Explain...
Source "Does the Rural Idyll really exist?" - HERE
Coventry -
Terry Hall - Ghost Town (HERE)
Hayfield, Derbyshire (HERE) + (HERE)
Google Map - (HERE)
Good sources for Insider/Outsider, Rural Idyll and use of statistics from ONS/NOMIS
22nd November 2018
Completion of the above activities in study room.
Brexit questions due in by end of tomorrow! (23rd November 2018)
Great Missenden to be finished by Monday's lesson 26th November 2018.
On Kerboodle, go through the support slides that outline how to approach the question and to maximise your mark. Complete your response on-line and press "submit" to send to your teacher for marking.
Brexit Bats Aside Younger Generation's European Identity
You could say theirs is the Generation of Three E’s. There is Erasmus, the European Union program that organises and subsidises student exchanges among universities across its 28 countries and elsewhere. There is EasyJet, the budget airline that lets them hop between European cities as simply and cheaply as it can be to trek across town. And there is the Euro, the currency used in most of the member countries.
Young adults are now grappling with what Britain’s vote to exit the European Union means for their profoundly European way of life. For them, it is perfectly normal to grow up in one country, study in another, work in a third, share a flat with people who have different passports and partner up without regard to nationality.
‘It means that we are not going to be sisters and brothers of a big project,’ said Antoine, 24, a Frenchman whose résumé and network of friends provide a crash course in European geography. ‘At best, we are going to be allies’ — friends, but no longer family. ‘Britain feels less like home.’ (Adapted from an article in the New York Times, July 2016)
Feedback from Kerboodle Assignment above - See HERE
CW DATE: 26th November 2018
TITLE:
Categories of place
pp72 – 75
ENTRY TASK:
If climate change hurts other people in other places, do we need to worry about it? WHY?
e.g. if your country occupies a near-continent sized area where some parts may become less productive or habitable, but other areas will benefit... do you need to be concerned about people in other smaller countries that will be negatively affected throughout their territory?
INTRODUCTION
Far places and near places.
“Congratulations!
Today is your day.
You're off to Great Places!
You're off and away!”
― Dr. Seuss, Oh, The Places You'll Go!
The Section in Brief
Key Ideas
Section Outcomes
KEY TERMS:
In this section of the course two broad categories of place are investigated...
"Far and Near Places" and
"Experienced and Media Places".
ACTIVITIES:
Humans divide the world up into different categories of place. For example, Dr Seuss’ piece above implies travel to distant or “far” places… thus, logically, we also define some places as “near”.
Exploration, difference and distance.
If home is regarded as the place we know well, that determines our identity and in which we feel secure and attached, it is also a tie. Travel and exploration are things that people often crave despite taking us out of our comfort zones.
“Place is security, space is freedom”. Yi-Fu Tuan, 1977.
Anthropologists studying human communities from all areas of the world have recognized that everyone, wherever they live, appreciate the division between “us” and “them”… i.e. that “we are from here” and “they are from there”. This is a universal human understanding.
National identity, difference and xenophobia.
The appreciation of others and distant places, in addition to an inward-looking perspective, is considered important in the establishment of a sense of belonging and development of social solidarity. People actively compare themselves to others who live in distant places, specifically those who they regard as different, alien or exotic.
Can this sense of national identity be the cause of the Brexit vote?
Racism, conflict and colonial power.
People’s perception of the distance between “them” and “us” and between “near” and “far” places leads to a range of human behaviours ranging from mild mockery such as the use of terms like “whinging poms” at one end of the spectrum to racially motivated hate crimes at the other. At an international level, racist ideologies have been used to justify atrocities committed in wars and by colonial powers, including the British.
A different approach to “other”.
In contrast to place related racism, the inspiration for the international Fairtrade movement has been to reduce inequalities between “us” and “them” by approaching all producers, wherever they are located, with greater respect. Co-existence with “other” challenges us to redefine how places and people should relate to each other today.
‘If History is about time, Geography is about space… Space (unlike time) is the dimension of the simultaneous… this means that space is the dimension that presents us with the existence of the other. Space presents us with the question of “How are we going to live together”?’ (Doreen Massey, 2013)
Experienced places and media places.
Topophilia – ‘(the)human love of (a) place… diffuse as a concept, vivid and concrete as personal experience’. (Yi-Fu Tuan, 1974).
How do people acquire a sense of place?
Today people travel a lot. We have access to faster modes of transport, more leisure time and more wealth than previous generations.
We have previously suggested that we feel a deeper attachment to places that we have actually experienced/visited compared to, for example, a place we have heard about or seen on TV.
However, we cannot go everywhere and thus depend on media representations of some places to make sense of the world. So, to what extent can we really “know” these media represented places and is the sense of place we develop less valid for these than for places we have actually been to?
“You had to be there”: The role of direct experience.
When we actually, physically visit a place, all our senses are stimulated. We hear the voices, the insects and music, we smell the drains or the vegetation and we taste the food, feel the heat/cold directly and observe the landscapes. Such environmental stimuli are very rich and, as a result, we acquire a deeper understanding of a place due to a more intense experience. Arguably, we begin to perceive the true nature of a place.
Genius loci: the true spirit of a place or not?
Professionally, people such as town planners and architects aim to evoke a sense of place. In ancient times, places such as Mount Olympus in Greece, were believed to have been inhabited (and protected) by spirits or gods. The term “genius loci" literally means “spirit of a place” and is often used in planning to describe the key characteristics of a place with which new developments have to be in sympathy.
The very idea that a place has a “true nature” i.e. one that many people might perceive, is contentious. Consider, for example, our definition of a sense of place in which there is strong implication that one’s sense of place is personal and subjective. Human geographers such as Doreen Massey and Peter Jackson have written about the way that all place-meanings are actually socially constructed. They go further, in fact, to argue that the most widely held meaning about a place are beneficial and propagated by the most powerful groups in society… thus our views and perceptions are subject to manipulation by others who somehow benefit from these.
(Consider your work on the Rural Idyll propagated about the English countryside... who was responsible for its creation... who benefited from it?)
Different people notice different things about the same places. A single place may create topophilia (a strong attachment to it) in some people and topophobia (a dread or adverse reaction to it) in others.
For Wednesday 28th November 2018 Discuss –
1. What to you think… does the genius loci exist? Give your reasons.
Tips:
- Review - what does the term "Genius Loci" mean?
- Can it (based on your understanding of the term) exist?
- Is there a conflict, between the concept of "Sense of Place" and the idea behind the "Genius Loci"?
Stop and Jot
2. Given the subjectivity inherent in a sense of place, do you think that it is necessary for, say an author, to visit a place that they intend to write about? Explain your points... consider the style of writing, genre, target audience, purpose etc.
Stop and Jot
PLENARY:
HW:
Be prepared to explain how/why it exemplifies and why your chose it.
Above to complete prior to below...
CW DATE: 28th November 2018
TITLE:
Sense of place in fiction.
ENTRY TASK: Novelists find themselves in a similar position to geographers. They can spend time and money visiting a place in order to correctly set a scene in their book, yet with a sweeps and clicks on the screen of a smartphone, they could reach the same location and take a virtual walk up and down its streets.
Discuss – do you think the reader would notice the difference? Why?
Source - HERE and below...
Read through the two passages (extracts from the Novel "Us" by David Nichols).
Nichols only visited one of these places... which do you think it was? Explain why.
KEY TERMS:
Experienced Place -
Media Place -
INTRODUCTION
Media representations inform our everyday lives.
“We live in an age when photography rains down on us like sewage from above. Endless Instasnaps on your phone, everywhere.” (Artist Grayson Perry, 2013)
In a period when we are bombarded with so many images and other representations about places, we benefit from the data, but must also sift through it to make sense of it.
Media representations often give contrasting or alternate images compared to those provided by official cartography such as from OS maps, or statistics e.g. from the Census. To an extent this is because of the medium of representation, but it is also because their purpose and target audiences differ.
ACTIVITIES:
1. In writing, "discuss" – to what extent do you agree that objective/scientific place information is more valuable and meaningful than subjective, media representation?
Source Sheet - Here
Ordnance Survey Map extract
Randomly Selected Images from Google
2. Complete the activities 1 to 3 and 5 on pp75 of the text (and below).
3. Complete the ‘stretch’ activity on pp75 – Orientalism.
What is Orientalism? - HERE
Wikipedia - HERE
PLENARY:
HW:
CW Date: 31st October 2017
Title:
Exam Results and Feedback
Resources:
- Return Papers
- Provide Changing Places Questions (With Assessment Objectives included)
- Provide (shared) Marking Guidance
In pairs, review answers in relation to the marking guidance to identify specific areas of improvement and actions that would directly have improved grade.
Guidance:
1. Identify the command words and what it actaully means.
2. Identify the relevant Assessment Objective/s and how the question would ideally address this/these.
3. Review the "indicative content" and then re-read your own answers. Highlight areas where you have met elements of the mark scheme.
4. Assess the sample answer provided and grade.
Page 1 link - HERE
Page 2 link - HERE
Plenary + HL:
a. Re-write your answer to Q2 on the exam paper, using the guidance to improve your response.
b. Share your answer with your partner so that they can assess/grade it.
CW Date: 6th November 2017
Title:
Representation and Experience.
1. Using your work from the field study briefly write-up the investigation of Place in Lyndhurst. What sections should be included?
Highlight to view (Below)
Context
Method
Data and Data Presentation
Description and Interpretation
Conclusion
Evaluation
2. Carry out a media search about the Place of Lyndhurst and present your findings both graphically and in writing.
3. How does the experienced place of Lyndhurst compare to the media place. Is one a better representation than the other? Explain.
CW DATE:
TITLE:
ENTRY TASK:
INTRODUCTION
KEY TERMS:
ACTIVITIES:
PLENARY:
HW:
CW DATE:10th December 2018
TITLE:
What shapes the character of places?
pp76 – 79
ENTRY TASK:
What contributes to the character of Hanwell?
Can you divide the factors into physical/environmental factors and humans factors?
Feedback and compare.
INTRODUCTION
The Section in Brief
Key Ideas
Section Outcomes
KEY TERMS:
Endogenous - local/internal factors that determine or contribute to the specific character of a place.
Exogenous - external/distant factors contributing to the character of a place.
ACTIVITIES:
The character of any place depends on a range of factors.
These may be what are termed ENDOGENOUS factors which means local/internal eg the geology of a place.
Study the images below... what endogenous factors have influenced these two built environments? How/why?
 |
| Contrasting locations of Aberdeen, Scotland and Abbotsbury, Dorset |
Alternatively the factors may be EXOGENOUS and derived from external influences and may be understood as the relationship that a place has with other places. An example might be the effect of a village being a labour source for workers in a nearby town or the destination for tourists.
Relationships (Exogenous factors) are shown by the flows across space of
- People
- Resources
- Money
- Ideas
Q. Referring back to the previous images... can you observe or infer any exogenous factors at work?
Examples of Physical Endogenous Factors:
If we focus on Geology, clearly the building materials used in the photos of Aberdeen and Abbotsbury are contrasting and influence the style/technology of the buildings, but do they also affect that way in which we feel about the places due to colour, size and style of structures? Does the geology not, then affect how places are perceived more generally... eg the austere, hard edge of Aberdeen might permeate the people and make them significantly different to the warmer, gentler stereo-type of people from Dorset.
Geology also impacts on the topography of an area which can be seen to influence place character.
Consider the example of the Peak District:
Study the two images below... Dorset or Peak District?
PLENARY: Places are unique.
Our understanding of the world is linked to our appreciation of different places and, based on our direct experiences or the depictions of them in the media, we are able to describe what makes places unique. The fact that every place is unique might inform decisions about how each might be developed or redeveloped. Landscape architects, who design public spaces and landmarks for clients like councils, national parks and multinational organisations, are taught to think about the genius loci of a place. This requires them to think about the place’s key characteristics and its context i.e. where it is.
Factors that contribute to the character of places
Different aspects of local, regional, national and international geography influence the character of places.
Physical geography shapes places.
HW:
Read the sections of the text on pp76/77. Choose at least two different locations in the UK, obtain illustrations of each and use these to outline the way in which their contrasting physical geography imbues them with specific characteristics.
Alternatively…
Use two foreign locations that you have visited, describe their characteristics and then search for illustrations that may help to explain their character based on their particular physical geography.
Note: In approaching the tasks… consider the nature of physical geography so that you can more easily focus on these aspects e.g. physical location, geology, relief etc.
CW DATE: 12th December 2018
TITLE:
What Shapes the Character of Places (cont.)
ENTRY TASK:
List the key learning points from the last lesson:
- Places are "shaped" by a variety of factors.
- Factors can be divided into Endogenous and Exogenous types.
- These can be subdivided further into Physical and Human categories.
- Examples:
- Physical Endogenous - climate, geology.
- Human Endogenous - demography, culture
- Physical Exogenous - ???
- Human Exogenous - Flows of money, information, good and people
INTRODUCTION
Feedback from comparison of places HW
Read the sections of the text on pp76/77. Choose at least two different locations in the UK, obtain illustrations of each and use these to outline the way in which their contrasting physical geography imbues them with specific characteristics.
Alternatively…
Use two foreign locations that you have visited, describe their characteristics and then search for illustrations that may help to explain their character based on their particular physical geography.
Note: In approaching the tasks… consider the nature of physical geography so that you can more easily focus on these aspects e.g. physical location, geology, relief etc.
KEY TERMS:
Capital - Money/investment
Demographics - Statistical data relating to
a population and specific groups within it.
ACTIVITIES:
Make Notes!
Example of Human Endogenous Factors:
How can demographic factors affect the character of a place?
Accents and dialects, for example, vary greatly in the UK... do they influence the way that places are perceived/understood? How? Examples?
The effect of local accents and dialects, while contributing to the perceived character of places and regions can also serve to hide important differences since they tend to lead to stereotypical views of places, people and cultures.
If we take the example of Derbyshire, the strong local dialect may lead us to view everyone from the region as being more or less similar...
Sample 1 Derbyshire: HERE (Comment)
From approx 50secs
Sample 2 SW: HERE (Comment)
From approx 1:33
Feedback and thoughts?
- Stereotypically, do many of us have a common impression of people with strong regional accents?
- What is it?
- What aspects of our studies so far could have a connection to this view of people with regional accents?
- Are people with the same accent similar?
(Stop and Jot)
Extracts from wider reading below - for comment! (HAND OUT - HERE) Spaces for comments on the HO:
Humans are very quick to judge a person based on accents, and are often unaware we do so. “Accent can trigger social categorisation in a prompt, automatic, and occasionally unconscious manner,” says Ze Wang of the University of Central Florida. We often can identify a person’s accent as soon they say hello.
By the time babies are several months old, they can differentiate between languages and dialects. Early on, babies start to have an affinity for others who speak their native language. In one 2007 Harvard University experiment, babies watched two people speak on a screen, one in a familiar tongue and one that was foreign. One on-screen speaker then offered the babies a toy – which magically popped up from behind the screen at the same time. The babies preferred the toy given by the person who spoke their native language and accent.
...accents are under-studied. They tie us to our identity in a similar way that our gender and race does. For some children, accent can be a more powerful indicator of group identity than race, she has found. When five-year-olds were shown pictures of either black or white children, they preferred those who were the same race. At this age, they don’t have the motivation to control prejudice in the way adults do, says Kinzler. But when colour was pitted against accent, the children preferred those who shared their accent – even if they were of a different race.
What, more accurately can we learn from regional accents? Feedback - what do YOU think?.
Link for wider Reading (Source of the above extracts) - HERE
CW DATE: Jan 2019
TITLE:
How can Demographics be used to Characterise Place?
ENTRY TASK:
Accent Bias - What is it and how does it work (ref. wider reading)
KEY TERMS:
Demography - the study of statistics such as births, deaths, income, or the incidence of disease, which illustrate the changing structure of human populations.
Compared to the apparent homogeneity inferred by accent, Demographic data may reveal considerable variation in a population...
Is this true? Can it tell us more about a local community than analysing dialect?
ACTIVITIES:
Complete the following activities from pp 79 of the text
3, 4a and b
Characterising place using demographic data:
Place character can be gauged in a variety of ways... we have already looked at endogenous factors such as dialect and local geology as well as exogenous factors such as flows of people, ideas or capital. However, demographic data can also provide valuable insights to a place's character... and population data can be used to draw inferences about economic status and even social status.
The national census conducted every ten years provides a source of "Big Data" including demographic information.
See Source HERE
Key Stats - Hathersage and Eyam
| All Residents: | 3,896 |
| Number of households: | 1,663 |
| Average household size: | 2.30 |
| Residents in households: | 3,835 |
| Residents in communal living: | 61 |
| Area (hectares): | 5,122 |
| Population density (people per hectare): | 0.80 |
Key Stats - Sinfin
Sinfin is a ward in Derby of East Midlands, England and includes
areas of Allenton, Alvaston, Sinfin, Shelton Lock, Sinfin Moor and
Pride Park.
In the 2011 census the population of Sinfin was 15,128 and is
made up of approximately 51% females and 49% males.
The average age of people in Sinfin is 33, while the median age is
lower at 31.
80.6% of people living in Sinfin were born in England.
Using the information above and that provided on the handout source...
Compare the following aspects of demography for Hathersage and Eyam and for Sinfin. The aim of this comparison is to be able to characterise to two locations:
1. Total population, population density and age/gender structure.
2. Ethnicity
3. Health
4. Employment
5. Economic wealth.
6. Draft a written summary of the key contrasts/similarities.
Data source employment - Nomis: HERE (Sinfin, but can change the Local Autority to Derbyshire Dales and ward to Hathersage and Eyam).
Follow on activities:
Evaluate the usefulness of demographic data in assessing the character of place.
Assess, with reference to places that you have studied, the value of census data in understanding places.
Assess the relative merits of quantitative and qualitative data in understanding places.
In analyses of data sources... try to recognise the "story" the data is telling e.g. if you were writing a newspaper article based on the data, what would the headline be?
Consider how a geographer's analyses might differ from those of, for example, an historian or an economist... ie what shows that you are "thinking like a geographer"?
Additional statistical sources:
Wikipedia (UK Census) HERE
Townsend Index of Deprivation HERE
Multiple Deprivation Index HERE
Multiple deprivation maps HERE
Investigation of Hanwell... Great Missindon? or Lyndhurst...!
PLENARY:
HW:
PLENARY:
What do you think... is demography more revealing about a place than accent? Explain.
HW:
Make notes and write a comment for review next lesson (Monday).
CW Date: 21st January 2019
Title:
Using data to characterise Place
Source Sheet - HERE (Assigned via g'classroom)
Demographic and economic characteristics also shape places.
In the UK, there are a great many regional accents and dialects due to the historical influences of invading peoples from different parts of Europe and due to the former isolation of regions within the country. We are, for example all familiar with Geordie, Welsh, West Country accents. These may contribute to our understanding of residents and contribute to a sense of place. However, they may also lead to stereotyping of local people and the obscuring of diversity within the population of a county, town or village (The typical iteration of a “west country” accent, for example, may lead to the wider population ignoring the differences between Somerset, Dorset, Devon and Cornwall, each of which have somewhat different accents and employ a diverse verbal vernacular (The language or dialect spoken by the ordinary people of a country or region).
Such qualitative data as accent and dialect has its uses, but quantitative census data about a population may reveal more about a local community, especially when it is broken down by age, employment status, education and home ownership for example.
Using "BIG data"... and knowing your place.
Activities assigned on g'classroom doc. (see above).
Need to have report back on the tasks above.
28th Jan 2019 HW - Reading "Big Data" from Geog Review (Dynamic Learning) - HERE
CW Date:
Title:
The dynamics of change
pp80 – 83
See note above re. Big Data tasks...
Student document and activities - HERE
Complete the activities (above).
Followed by:
CW DATE: 4th February 2019
TITLE:
Management and Manipulation of Place.
ENTRY TASK:
A key concept related to this topic is the "re-branding" of place.
INTRODUCTION
Rebranding is a marketing strategy in which a new name, term, symbol, design, or combination thereof is created for an established brand with the intention of developing a new, differentiated identity in the minds of consumers, investors, competitors, and other stakeholders. Often, this involves radical changes to a brand's logo, name, legal names, image, marketing strategy, and advertising themes. Such changes typically aim to "reposition" the brand/company, occasionally to distance itself from negative connotations of the previous branding, or to move the brand upmarket; they may also communicate a new message a new board of directors wishes to communicate.
KEY TERMS:
Rebranding - See above
ACTIVITIES:
Read the text pp 84 - 89 and then complete the activities on pp 89
PLENARY:
HW:
Follow-up questions to complete from recall of reading:
1. Define "re-branding"
2. Outline the purpose of re-branding.
3. For Plymouth:
a. Give one specific aim of the LAs re-branding of the city.
b. How does the following statement/extract draw on Plymouth's past for inspiration...
"...an identity characterised by resilience, adventure, vision and community".
why does it do this?
4. Why is Africa "...the Dark Continent", a depiction that many agencies and individuals want to challenge?
5. How powerful do you think individuals can be in challenging stereotypes and re-branding places?
CW DATE: 11th February 2019
TITLE:
The re-branding of Plymouth, Britain's "Ocean City"
Student Sheet - HERE
ENTRY TASK:
INTRODUCTION
All places are subject to change and are socially constructed. Different forces of change have both current and historic impacts.
External agencies such as governments and commercial organisations and local community groups endeavor to influence or to create specific place-meanings in order to shape the actions of others.
Considerable time, effort and money are spent on creating new place-meaning for a location. This is the process of rebranding and it is undertaken, generally, to boost business through increasing footfall. The people behind the catchy slogans, hashtags, and maps of heritage landscapes have a specific aim… to change our perception, and consequently, our behaviour.
ACTIVITIES:
Complete the activity Student Sheet - HERE
PLENARY:
HW:
Q5 (P115) ‘In the age of globalisation, can we really say that every place is unique?’ Examine evidence for and against this argument.
[20 marks]
CW DATE: 14th February 2019
TITLE: See Below
ENTRY TASK:
Title:
A. Review questions - Rebranding Plymouth.
1. What specific "endogenous" and "exogenous" factors help to define Plymouth as a place?
2. How has Plymouth changed? Can you identify reasons ("Drivers") for change?
3. To what extent id the recent change in Plymouth the product of specific efforts to "rebrand" the city?
4. What do you consider to be the top 2 or 3 inspirations or rebranding the city?
INTRODUCTION
KEY TERMS:
ACTIVITIES:
Title:
B. Analysing different representations
pp90 – 91
Source Sheet - HERE
PLENARY:
HW:
Set after half term (Feb 2019)
25th February 2019
Using data to understand places
1. Read through (thoroughly) the Great Missenden Case study from pp 96 to 105. Pay particular attention to the range of different types of data employed in the case study.
2. Based on your reading about Great Missenden...
Assess the value of demographic data in characterising a place (Mini - Essay @ 10mks).
27th February 2019
Feedback:
Assess
Consider several options or arguments and weigh them up so as to come to a conclusion about their effectiveness or validity.
- You have a good understanding of the benefits/potential of demographic data in characterising a place (or at least its inhabitants)... but,
- What other data could/should be utilised in such a task? Make a list... using the GM case study.
- When viewed in association with these other data, how valuable is demographic data? Here you make a judgement...
- What key concepts/vocab would be relevant/useful in this answer?
- Conclusion?
For the City of Detroit:
1. Complete activity 6 on pp 109
2. Using the case study and the lyrics below, what can you infer about the quality of life for some people growing up in Detroit:
Look
If you had
One shot
Or one opportunity
To seize everything you ever wanted
In one moment
Would you capture it
Or just let it slip?
If you had
One shot
Or one opportunity
To seize everything you ever wanted
In one moment
Would you capture it
Or just let it slip?
Yo
His palms are sweaty, knees weak, arms are heavy
There's vomit on his sweater already, mom's spaghetti
He's nervous, but on the surface he looks calm and ready to drop bombs
But he keeps on forgetting what he wrote down, the whole crowd goes so loud
He opens his mouth, but the words won't come out
He's choking how, everybody's joking now
The clock's run out, time's up, over, bloah!
Snap back to reality
Oh, there goes gravity
Oh, there goes Rabbit, he choked
He's so mad, but he won't give up that easy, no
He won't have it, he knows his whole back's to these ropes
It don't matter, he's dope
He knows that but he's broke
He's so stagnant, he knows when he goes back to his mobile home, that's when it's
Back to the lab again, yo
This whole rhapsody
He better go capture this moment and hope it don't pass him
You better lose yourself in the music, the moment
You own it, you better never let it go
You only get one shot, do not miss your chance to blow
This opportunity comes once in a lifetime
You better lose yourself in the music, the moment
You own it, you better never let it go
You only get one shot, do not miss your chance to blow
This opportunity comes once in a lifetime
You better
The soul's escaping, through this hole that is gaping
This world is mine for the taking
Make me king, as we move toward a new world order
A normal life is boring, but superstardom's close to post mortem
It only grows harder, homie grows hotter
He blows, it's all over
These hoes is all on him
Coast to coast shows, he's known as the globetrotter
Lonely roads, God only knows
He's grown farther from home, he's no father
He goes home and barely knows his own daughter
But hold your nose 'cause here goes the cold water
His hoes don't want him no more, he's cold product
They moved on to the next schmoe who flows
He nose dove and sold nada
So the soap opera is told and unfolds
I suppose it's old partner but the beat goes on
Da da dum da dum da da
You better lose yourself in the music, the moment
You own it, you better never let it go
You only get one shot, do not miss your chance to blow
This opportunity comes once in a lifetime
You better lose yourself in the music, the moment
You own it, you better never let it go
You only get one shot, do not miss your chance to blow
This opportunity comes once in a lifetime
You better
No more games, I'ma change what you call rage
Tear this motherfucking roof off like two dogs caged
I was playing in the beginning, the mood all changed
I've been chewed up and spit out and booed off stage
But I kept rhyming and stepped right into the next cypher
Best believe somebody's paying the pied piper
All the pain inside amplified by the fact
That I can't get by with my 9 to 5
And I can't provide the right type of life for my family
'Cause man, these goddamn food stamps don't buy diapers
And there's no movie, there's no Mekhi Phifer, this is my life
And these times are so hard, and it's getting even harder
Trying to feed and water my seed, plus
Teeter totter caught up between being a father and a prima donna
Baby mama drama's screaming on and
Too much for me to wanna stay in one spot, another day of monotony
Has gotten me to the point, I'm like a snail I've got to formulate a plot or I end up in jail or shot
Success is my only motherfucking option, failure's not
Mom, I love you, but this trailer's got to go
I cannot grow old in Salem's lot
So here I go it's my shot
Feet, fail me not, this may be the only opportunity that I got
You better
Lose yourself in the music, the moment
You own it, you better never let it go
You only get one shot, do not miss your chance to blow
This opportunity comes once in a lifetime
You better lose yourself in the music, the moment
You own it, you better never let it go
You only get one shot, do not miss your chance to blow
This opportunity comes once in a lifetime
You better
You can do anything you set your mind to, man
His palms are sweaty, knees weak, arms are heavy
There's vomit on his sweater already, mom's spaghetti
He's nervous, but on the surface he looks calm and ready to drop bombs
But he keeps on forgetting what he wrote down, the whole crowd goes so loud
He opens his mouth, but the words won't come out
He's choking how, everybody's joking now
The clock's run out, time's up, over, bloah!
Snap back to reality
Oh, there goes gravity
Oh, there goes Rabbit, he choked
He's so mad, but he won't give up that easy, no
He won't have it, he knows his whole back's to these ropes
It don't matter, he's dope
He knows that but he's broke
He's so stagnant, he knows when he goes back to his mobile home, that's when it's
Back to the lab again, yo
This whole rhapsody
He better go capture this moment and hope it don't pass him
You better lose yourself in the music, the moment
You own it, you better never let it go
You only get one shot, do not miss your chance to blow
This opportunity comes once in a lifetime
You better lose yourself in the music, the moment
You own it, you better never let it go
You only get one shot, do not miss your chance to blow
This opportunity comes once in a lifetime
You better
The soul's escaping, through this hole that is gaping
This world is mine for the taking
Make me king, as we move toward a new world order
A normal life is boring, but superstardom's close to post mortem
It only grows harder, homie grows hotter
He blows, it's all over
These hoes is all on him
Coast to coast shows, he's known as the globetrotter
Lonely roads, God only knows
He's grown farther from home, he's no father
He goes home and barely knows his own daughter
But hold your nose 'cause here goes the cold water
His hoes don't want him no more, he's cold product
They moved on to the next schmoe who flows
He nose dove and sold nada
So the soap opera is told and unfolds
I suppose it's old partner but the beat goes on
Da da dum da dum da da
You better lose yourself in the music, the moment
You own it, you better never let it go
You only get one shot, do not miss your chance to blow
This opportunity comes once in a lifetime
You better lose yourself in the music, the moment
You own it, you better never let it go
You only get one shot, do not miss your chance to blow
This opportunity comes once in a lifetime
You better
No more games, I'ma change what you call rage
Tear this motherfucking roof off like two dogs caged
I was playing in the beginning, the mood all changed
I've been chewed up and spit out and booed off stage
But I kept rhyming and stepped right into the next cypher
Best believe somebody's paying the pied piper
All the pain inside amplified by the fact
That I can't get by with my 9 to 5
And I can't provide the right type of life for my family
'Cause man, these goddamn food stamps don't buy diapers
And there's no movie, there's no Mekhi Phifer, this is my life
And these times are so hard, and it's getting even harder
Trying to feed and water my seed, plus
Teeter totter caught up between being a father and a prima donna
Baby mama drama's screaming on and
Too much for me to wanna stay in one spot, another day of monotony
Has gotten me to the point, I'm like a snail I've got to formulate a plot or I end up in jail or shot
Success is my only motherfucking option, failure's not
Mom, I love you, but this trailer's got to go
I cannot grow old in Salem's lot
So here I go it's my shot
Feet, fail me not, this may be the only opportunity that I got
You better
Lose yourself in the music, the moment
You own it, you better never let it go
You only get one shot, do not miss your chance to blow
This opportunity comes once in a lifetime
You better lose yourself in the music, the moment
You own it, you better never let it go
You only get one shot, do not miss your chance to blow
This opportunity comes once in a lifetime
You better
You can do anything you set your mind to, man
3. How might the classification of people as insiders or outsiders be used to describe or understand the situation of African American or white residents of the city and those of its wider suburbs today?
You can relate that of Great Missendon to some of the work we have done on the local area of Hanwell and Detroit to work conducted at Lyndhurst.
Finish the unit by completing the practice Qs at the end of Chapter. Completion over Half Term!
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