Name:______Date:______Period:______
APHG
Cultural Landscape Project
Purpose:Cultural Landscape is the visible imprint of human activity and culture on the landscape. The goal of this project is to get a picture of the cultural landscape of our community.
Directions: Working in groups of 3, create a virtual display of the cultural landscape of Spencer County. You may create a PowerPoint, Prezi, Glogster, etc. It is your choice. You must include a minimum of 10 images across the community and provide an explanation for each of how it fits the definition of a cultural landscape. You must include a variety of areas from the content (for example religion, language, population, houses, migration, etc.).
Examples:
Religion
Religious architecture: "ornate" Catholic churches versus those of Protestant denominations, Orthodox "onion" domes, other denominations' buildings
One student chose a town with only one Catholic church but 12 Protestant churches. The student reflected on the lack of ornateness of the Catholic church and concluded that it might be due to a cultural dominance of Protestant faiths in the area.
Religious holidays: Christmas symbols on storefronts, "Happy Hanukkah" signs
Students sometimes counted the numbers of stores with or without signs. They also looked at how the local governments portrayed religion during December. Was this period just Christian-focused, or did it include other faiths?
Other religious symbols: street signs and place names, specialty stores, Christian bookstores, delis with signs advertising kosher meat, churches not found in the center of downtown
The placement of religious symbols can have larger meanings about the role of religion in a secular, capitalist society. Students have sometimes remarked on the cross being used as a symbol for a particular suburb.
Living Patterns
Housing types: mansions near lake or waterfront property, gradually disappearing farther away from scenic points; condominiums near downtown areas and by train stations; tract housing; materials used that reflect wealth (for example, brick versus wood or aluminum/vinyl siding)
The spatial properties of real estate have been reflected in many students' responses. Many students have commented on the price of land and how it changes given its location (cheaper near expressways, etc.)
Shopping centers: types of stores that reflect globalization, wealth, etc.; types of cars in parking lots; demographics of shoppers; signage on the storefronts; sidewalk materials (brick versus concrete)
One student reflected on the movie theater in one suburb and the number of independent films that it showed. Examining this type of programming in conjunction with census data, she concluded that residents were well-educated, affluent, and were looking to distinguish themselves from the average global-consuming Hollywood moviegoer.
Names and Populations
Place names/toponymy: street signs, town names, names of residents, other languages present on storefronts
Students used place names and other signs to understand the background of a particular area. One student researching the suburb of Lake Zurich found that although the landscape in the business district reflected a Swiss town, only a few people of Swiss heritage lived in the town. After talking with village officials, she found that the town was named as a marketing ploy to attract business to the suburb.
Cemeteries: last names on tombstones
After studying the last names found in local cemeteries, students made conclusions about the national origin of the European settlers in their areas. One student reflected on the number of German names in a cemetery in Schaumburg. Another student presented the last names of "Swift" and "Armour" in a Lake Forest cemetery as evidence of the historic wealth in the community.
Language: languages other than English that are present in the landscape, flags of other countries
One student observed both Mexican and U.S. flags in the front of one resident's house. Another found a Polish community center.