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Overview:
This lesson will introduce students to the concept of geotourism, briefly described as "traveling without trampling." Coined by Jonathan Tourtellot, geotourism editor of National Geographic Traveler magazine, geotourism is more than just that, though. 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."
While students at this age may not have extensive travel experience, they are learning about the history, culture and geography of regions in the United States. In this lesson, they 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 geotourism activities for a location they have been studying in the United States.
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:
Objectives:
Students will
- describe the characteristics of geotourism, including its challenges and benefits;
- learn about geotourist travel opportunities in the country of Honduras;
- explain how countries that practice the principles of geotourism can attract more visitors; and
- plan geotourist activities for a location they have been studying in the United States.
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 heard about or visited. Mark each place on the map with a pushpin of a particular color. Next, ask students to name places 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.
Ask students whether they have ever met people who are tourists in their area (e.g. if your students live near any common tourist attractions like mountains, oceans, or cultural landmarks). Ask students to make a list of reasons local residents of popular tourist locations would like to have visitors and a list of reasons they would not like them.
Tell students that tourism is a huge world industry, but that people don't always consider both the positive and negative effects tourism can have on the locations visited. Tell students they will be learning about a concept called "geotourism" that describes ways in which locals and tourists can structure tourism activities responsibly.
Development:
Activity 1:
Read to students and then summarize the following article describing geotourism. Lead a brief discussion on what geotourism is, and the application of its principles to trips that students have taken or by tourists visiting their local area.
"Geotourism": Tips for Traveling Without Trampling
Draw students' attention back to the discussion about whether local residents might like or dislike tourism locally. Ask students whether they can add to the ideas that were shared.
Have students generate a list of "rules" for tourists and residents that can make tourism both geo-friendly from a conservation standpoint and more appealing to local residents of tourist destinations.
Activity 2:
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).
Read through the geotourism principles with students to help them understand its goals for the locations and their visitors. [Note: You may wish to focus on the most readily understood principles, such as integrity of place, market diversity, and community involvement, at this level.]
As you go through the principles, ask students to compare the principles to some of the rules students articulated previously. Lead a discussion about the areas on which students focused in their rules, and areas they may not have considered.
Activity 3:
Have students explore the ways tourism in Honduras can adhere to the principles of geotourism (PDF, Adobe Acrobat Reader required) by visiting one of the Honduras information pages below and identifying opportunities for the application of the various principles. [You can provide assistance to students by suggesting they focus on just one or two of these principles: integrity of place, market diversity, and community involvement.]
The Bay Islands of Honduras
The Lodge at Pico Bonito
La Moskitia Ecoaventuras
Tegucigalpa Tips
Remind students that one of the principles of geotourism is to focus on the integrity of the place being visited. Pico Bonito Lodge is an example of a resort that was created to fit within its surroundings while still attracting people who want to feel like they are being pampered. Have students look for specific examples of how this is possible in the place they have selected. Students should write at least one paragraph describing their chosen location as a highly desirable place to visit, and include specific examples of the geotourism principles about which they are learning.
Activity 4:
Have students revisit the list of rules they generated for geo-friendly tourism, and then work in small groups to create a travel brochure for a trip to a destination of their choosing in the United States. Direct students to incorporate their rules and the principles of geotourism in a brochure that highlights the benefits of visiting their locales while giving travelers "tips" on how to visit in a geo-friendly way. Have students use this interactive print press to create their travel brochures.
Have students use information from resources they may have studied in class as well as the links provided below. [Note: These links can be accessed directly from the interactive by clicking the "help" button.]
National Geographic: U.S. and Canada Travel Destinations
50States.com: Regional List of Community Websites
Roadside America: Offbeat Tourist Attractions Map
State Travel Board Links
Give students time to research the attractions available in the state or region they select. Encourage them to use the Xpeditions Atlas to print out a map of their chosen location and highlight the different areas their brochure suggests as tourist attractions.
Closing:
Have students present their tourism brochures to the class, and explain how they incorporated the geotourism principles into their review and promotion of the state or region they chose. As they present, ask students to explain how the principles or "rules" apply and why they are important.
Suggested Student Assessment:
Student brochures should clearly reflect their understanding of the need for tourist destinations and visitors to adhere to general guidelines. Work with students to add or revise information as needed.
Extending the Lesson:
Related Links:
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