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Introduction

What is Box City?

Box City is a three dimensional activity where participants “make a city or neighborhood” in a classroom or other manageable venue. Constructed of boxes, participants can visually “walk" through the city; see space and scale relationships; architectural details; and examine the importance and consequences of zoning, cars, and mass transit. 

Box City was developed by architects, planners, and educators as a way to teach planning concepts and provide understanding of neighborhoods and community member roles. Although as a city-planning exercise, participants often learn as much about themselves as they do about their communities.

Who Can Participate? 

Box City has been conducted with all ages and can be used with individuals, classrooms, town councils, or at or in conjunction with larger, public events. This project works well when leaders cooperate on the unit. However, it can be conducted independently by an individual teacher in any curriculum area.

Participants: All ages can participate and apply educational concepts at all levels: 

  • Preschoolers and Kindergartners learn about their  family, neighborhood, and city helpers

  • Third graders use it to learn about community

  • Fourth and Fifth graders to learn about state and local history 

  • Sixth graders: Ancient Civilization

  • Middle school participants: Government

  • High school participants: Leadership skills

  • College participants, Business, and Government groups: Math, Writing, History, Music, Art, and Citizenship

  • Box City is valuable as a teaching tool for adults as well. Architects have used it as an informal way to educate school district patrons about the issues and challenges, not just the design elements, which are a part of any new school planning process.

Elected Officials: It is an opportunity to invite your city planner, council person, and mayor to see what good ideas might be tried in your neighborhood or town.

What Participants Gain?

Participation demonstrates the power of speaking out and taking responsibility. Learned early, this is a powerful tool for community development as well as an important lesson to learn in any stage of life! Box City:

  • Incorporates concepts from history, geography, art, politics, city planning, and economics. 

  • Instills understanding of the development of cities and their present problems and successes. 

  • Encourages skills in group cooperation, writing, art, mathematics, spatial relationships. 

  • Provides an experiential learning opportunity for participants of all learning skill-levels and styles to successfully participate. 

  • Demonstrates the need for historic preservation ethics and future planning of neighborhoods, towns and cities.

About the Curriculum

Box City is an example of Project Based Learning (PBL).
See also: Walk Around the Block, another CUBE PBL exercise we recommend as a part of Box City planning and preparation

[WAB link here]

This curriculum contains suggestions for planning, construction, and post-construction activities and can be personalized based on participant size, age, place setting, and time frame. Box City is purposefully open-ended and does not contain all of the answers. Those answers will come as the project unfolds.

Box City can be: [in columns]

  1. One afternoon, a weeklong activity, or be programmed for a full semester. 

  2. A school, neighborhood, or entire town or city.

  3. Individuals, classrooms, town councils, or other public activity events.

Time Commitment 

Box City can be a single-day event, weeks-long activity, or school semester project. It is also popular at public events as an introduction to built environment education concepts.

The curriculum offers material for both short and longer forms of the exercise.

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Learning From the Past 

Early Civilizations exhibited sustainable development characteristics by using easily available materials, existing geographic formations, and natural energy sources. What can we learn from them?

The Anasazi Indians on Mesa Verde

were able to both shade their settlements from intense summer sun and absorb sun during the winter. Additionally, the mesa itself protected the village from winter winds.

The Settlers of the Midwest 

also produced a dwelling well-adapted to the climate. Built of a common natural material, the Midwest sod house faced south to absorb winter sun while protecting the structure from northern, cold winter winds.

The Greek City

Early Greeks are well known for their city planning, their principal cities were not planned, but evolved. They were impossibly noisy and hard to navigate. Although the citizens recognized the problems, ancient civilizations never attempted to rebuild an established city unless it had been completely destroyed by war or other natural disasters. They would build, instead, in a new place and when they did, planning principles which are common today were put in place. 

Philadelphia, PA

William Penn commissioned the surveyor Thomas Holme to lay out the city in 1682. A rigid gridiron plan was adopted. Two major streets crossed in the center of the town and formed a public square. A square block park was placed in each of the four quadrants of the city. The early dwellings were single-family houses. In the middle of the eighteenth century it became a common practice to build dwellings on the side lot lines resulting in continuous rows of buildings which cut off access to the rear yards. Alleys were then cut through the center of the blocks. These alleys have since become the quaint and narrow business and residential streets for which the city is known today.

Savannah, GA

Laid out in 1733 by James Oglethorpe, Savannah was a regular grid pattern of rectangular streets with park squares liberally spotted in alternate blocks. Each park is different in foliage and focus:  sometimes a gazebo, sometimes a fountain or monument. Savannah is similar to Philadelphia with a more generous allocation of open spaces. The streets linked these parks and created a continuity of open space when the town was built only with single houses.

Washington, D.C.

In 1649 the first American City to adopt diagonal avenues and circles as the basic layout was Annapolis, Maryland, a small settlement on the banks of the Severn River. It was followed by a more dramatic display, the classic survey for Washington, DC, by Major Pierre Charles L’Enfant.

George Washington selected L’Enfant, a French designer, with a background which embraced the Baroque planning of Paris (this appealed to the aristocracy of the United States)

L’Enfant began, not with the gridiron street system, as city planners of today might do, but with the principal buildings and squares. “Lines or Avenues” of direct communication were laid between these cardinal points. Washington was envisioned, therefore, as Lewis Mumford explains it as “a series of interwoven spider webs”. Diagonal streets were overlaid upon a gridiron pattern.

Sustainable Development

The sustainable development movement advocates policies that encourage development that is environmentally benign and respectful of community character.

Recycling a building uses fewer new materials and addresses resource efficiency. This avoids adverse environmental effects from logging, mining, or other resource depletion and from the manufacture and transport of new construction materials. In addition, adaptive use does not require new land or infrastructure.


Elements of an Environmentally-Sensitive Development

In the same way that a real city might begin the endeavor to retrofit the community and make it more responsive to environmental issues, an eco-city concerns itself with the following issues:

Phase I:  Conservation of water and energy, reduction of waste stream, community recycling, consumer and academic education, planning for future resource use, urban gardens, preservation of neighboring agricultural lands.

Phase II:  Development of mass transit, urban tree-planting program, urban agriculture, pedestrian-friendly developments, retrofitting older buildings, creating social programs to meet local needs, strategy and forecasting system, tracking of all social and environmental services both paid and volunteer to create a coherent whole.

Phase III:  Local markets rather than imported, avoiding fossil-fuel intensive goods, full-scale recycling program of all commodities, life-cycle analysis costs of all products, cost of environmental degradation and resource depletion, eco-tourism such as arboretums, eco-theme parks, “envirotainment” such as children’s museums and theatre.



Discussion Questions

Does our city have a master plan? An updated land use plan? If not, is it working toward a future plan? 

Does the city layout create workable streetscapes?

What is the state of preservation in our city today?

What is the city doing to preserve or create a sense of community to its neighborhoods?

What incentives are there for developers to re-use buildings? For businesses to re-establish themselves in older parts of the city rather than move to the suburbs?

What are the qualifications of those appointed to planning commissions and other committees responsible for the aesthetic as well as physical quality of life in our city?

What Participants Gain?

Participation demonstrates the power of speaking out and taking responsibility. Learned early, this is a powerful tool for community development as well as an important lesson to learn in any stage of life! Box City:

  • Incorporates concepts from history, geography, art, politics, city planning, and economics. 

  • Instills understanding of the development of cities and their present problems and successes. 

  • Encourages skills in group cooperation, writing, art, mathematics, spatial relationships. 

  • Provides an experiential learning opportunity for participants of all learning skill-levels and styles to successfully participate. 

  • Demonstrates the need for historic preservation ethics and future planning of neighborhoods, towns and cities.

About the Curriculum

Box City is an example of Project Based Learning (PBL).
See also: Walk Around the Block, another CUBE PBL exercise we recommend as a part of Box City planning and preparation

[WAB link here]

This curriculum contains suggestions for planning, construction, and post-construction activities and can be personalized based on participant size, age, place setting, and time frame. Box City is purposefully open-ended and does not contain all of the answers. Those answers will come as the project unfolds.

Box City can be: [in columns]

  1. One afternoon, a weeklong activity, or be programmed for a full semester. 

  2. A school, neighborhood, or entire town or city.

  3. Individuals, classrooms, town councils, or other public activity events.

Time Commitment 

Box City can be a single-day event, weeks-long activity, or school semester project. It is also popular at public events as an introduction to built environment education concepts.

The curriculum offers material for both short and longer forms of the exercise.