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Overview:
Geotourism has been described in a nutshell as "traveling without trampling," but the term really means more than that. Coined by Jonathan Tourtellot, geotourism editor of National Geographic Traveler magazine, geotourism is "tourism that sustains or enhances the geographical character of a place—its environment, heritage, aesthetics, culture, and the well-being of its residents."
In this lesson, students will learn about a partnership between the government of Honduras and the National Geographic Society to highlight the concept of geotourism and its benefits. Students will study the opportunities for geotourism available in Honduras, and then extend their understanding of those concepts by planning geotourist expeditions to other parts of the globe.
Connections to the Curriculum:
Geography, social studies, science
Connections to the National Geography Standards:
Standard 6: "How culture and experience influence people's perceptions of places and regions"
Standard 10: "The characteristics, distribution, and complexity of Earth's cultural mosaics"
Standard 15: "How human actions modify the physical environment"
Standard 16: "How physical systems affect human systems"
Time:
Two to three hours
Materials Required:
- Computer with Internet access
- World map
- Maps of North America and Honduras
- Chart paper or chalk/white board
- Travel brochures for a variety of locations around the world (not necessary if Internet access is available for students)
Objectives:
Students will
- describe the characteristics of geotourism, including its challenges and benefits;
- learn about the culture, physical geography, history, and economics of Honduras;
- explain how countries that practice the principles of geotourism can attract more visitors; and
- plan an itinerary for a geotourism expedition to a country of their choosing.
Geographic Skills:
Acquiring Geographic Information
Organizing Geographic Information
Answering Geographic Questions
Analyzing Geographic Information
S u g g e s t e d P r o c e d u r e
Opening:
Using a map of the world, ask students to briefly describe places they have visited. Mark each place on the map with a pushpin. Next, ask students to name places in the world they would like to visit and why. Make a chart of the countries or regions students identify, and list students' reasons for wanting to visit the various places they've suggested in that column.
Next, ask students to name some reasons people in the countries they've listed may or may not want tourists to visit there. Add two sets of columns to your chart listing Pros and Cons for Travelers and Pros and Cons for the Location. Students are likely to suggest positives for the locations such as economic growth, and negatives such as pollution or overcrowding. For visitors, they may think of things like relaxation and education for positives, and costliness or crowds for negatives.
Tell students that they will be learning about a concept called "geotourism" that describes ways travelers, as well as citizens in the countries they visit, can structure tourism opportunities in responsible ways—ways that are actually beneficial to the target countries beyond just economics, and beneficial to the visitors beyond just relaxation.
Development:
Have students read the following articles describing geotourism, and lead a brief discussion about how these concepts may have, or could have, been applied during the trips students just shared.
"Geotourism" Survey Shows Millions of Travelers Care
"Geotourism": Tips for Traveling without Trampling
Ask students to do some more research into the benefits of geotourism by finding articles at National Geographic News sites. [They can do this by searching for terms such as "geotourism," "sustainable tourism," and "biodiversity and travel."]
Draw students' attention back to the chart of pros and cons of their touring destinations. Ask students whether they can think of other items to add to each column to show what steps both visitors and hosts should take to make sure tourism is geo-friendly.
Activity 1:
Show students a map of North America and point out the country of Honduras, located in Central America. Tell students that Honduras is one country that has partnered with National Geographic to make a specific effort to draw visitors by developing projects and programs based on the principles of geotourism (PDF, Adobe Acrobat Reader required). Ask students to identify the potential tourist populations Honduras is specifically targeting in its efforts [scientists, academics, volunteers, and educational travelers].
Activity 2:
Have students explore the ways tourism in Honduras can adhere to the principles of geotourism (PDF, Adobe Acrobat Reader required) by visiting the Honduras information pages below and identifying opportunities for the application of the various principles. [You can provide assistance to students by suggesting that they think about the types of places each group might wish to visit. For example, a scientist might want to study land animals at La Tigra National Park or underwater animals of the Bay Islands. An academic may enjoy the architecture in Tegucigalpa or the archaeology at the Copan Ruins.]
National Geographic: MapMachine—Country Profiles: Honduras (Includes CIA World Factbook Entry)
Honduras Tips
Library of Congress Country Studies: Honduras
National Geographic Traveler Magazine: Honduras TravelWise
About.com: Honduras, Central America
Remind students that one of the principles of geotourism is to market your destinations selectively. Have each group pick one potential audience (scientists, academics, volunteers, or education groups) and make a list of the locations, sights, and cultural activities each group would most enjoy. Students should summarize with at least one paragraph describing Honduras as a highly desirable location for visit by their selected group.
Activity 3:
Have students revisit the list of countries they said they'd like to visit and, in partners or small groups, select one country for further study from a geotourist perspective. Have them conduct Internet research (or use travel brochures and external research) to plan an itinerary for a chosen target audience (scientists, ecologists, college students). Students can use the resources below to find information about their selected locations. Travel itineraries should be typewritten, with brief explanations of what each selected location will provide, and information for tourists on how they should take steps of their own to sustain and enhance the well-being of land and people in their destination.
National Geographic Traveler Magazine: TravelWise
Lonely Planet Destinations
About.com: Travel Pages
Library of Congress Country Studies
Closing:
Remind students that successful geotourism requires that both visitors and citizens take steps to ensure the tourist activity is beneficial to both parties and to the environment.
Suggested Student Assessment:
Have students share their itineraries either in small groups or with the whole class. As they share, have others in the group point out the specific principles of geotourism that are addressed in their work. Point out areas that are covered thoroughly, and areas where their information could be improved.
Extending the Lesson:
Have students reread the National Geographic News article on the geotourism survey. Then have them contact travel agents in their local area to interview them about the audiences the agents serve and whether they understand the concept of geotourism. Have the students discuss the concept with the travel agents to get their perspective on how the principles of geotourism can help or hinder their work with the types of tourist populations they serve. Related Links:
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