Tappan+Zee+Bridge+Article+Reaction

= Bridge to Absurdity: =

 Reflections on “The Why and Where of the Tappan Zee Bridge.”  By Jerry T. Mitchell, Jeremy Cantrill, Justin Kearse

 Published in SOCIAL EDUCATION 76(4), pp 205-209

September 2012

As someone that has used the Tappan Zee Bridge many times to get away from a certain Military Academy on the Hudson, I wondered why it was so long. It seemed excessive to me and prolonged the suspense of getting away from such an unhappy place. Why not a shorter bridge with a smaller toll? My experience is indicative of the apparent absurdity explored by the authors of “The Why and Where of the Tappan Zee Bridge.” Geography is key component of Social Studies Education and the authors use technology and an understanding of politics to explore this subject. The key question asked by the authors is “Why did the builders of the Tappan Zee Bridge choose to build it in it where it stands?”

The methodology that the authors use to explore this key question relies on logic, Google Earth and a thorough understanding of New York State Politics. The Tappan Zee Bridge crosses the Hudson River at a very wide point near Tarrytown, New York. The total distance is approximately three miles. Paradoxically, to the south of this location exists a much narrower portion of river that only spans a mile. Logically, the bridge would best be closer to New York City and shorter in span. The reality explored by this article emphasizes that the reason for the longer span was the conflict between the State of New York and the Port Authority of New York and New Jersey. Governor Thomas E. Dewey sought to gain toll funds to pay for the New York State Throughway. Had the Tappan Zee Bridge been built at the shortest transit, the Port Authority would have direct legal control of all funds generated by this bridge. This in essence explains why the bridge is located in a less than ideal location.

The authors provide a sample lesson plan that relies on the students to use Google Earth to measure distances across potential Hudson River crossing points. The students are also provided with topographical overlays of key terrain to help explain with the structural engineers located the bridge at Tarrytown NY. This helps provide the didactic data that is required to help develop an individual’s explanation for human behavior. These calculations help put the students in the Civil Engineer’s prospective of this engineering problem. The use of technology and logic helps the student understand why the political solutions to this problem were different than the technical solutions.

This article was effective because it makes geography and politics tangible in a practical manner. It would serve as an outstanding capstone to integrate geography and political science to everyday life. Additionally, the lesson plan would work literacy and technological skills outside the social studies realm by using internet resources and math. Students can “Cross Train” literacy and technical skills in a manner that may improve their critical thinking skills outside the classroom. As a future teacher, I can use the themes and techniques found in this article to challenge students to connect their tangible world with policy and engineering. The ability to use a “Smart Board” to illustrate the article’s key question allows for a greater variety of learners to explore the key ideas in this lesson. To include writing and other critical thinking skills in this lesson I would add a couple activities. I would add a brainstorming activity to prepare for an essay that compares and contrasts alternate locations for a replacement bridge. Students can apply data gathered by these exercises to make a rational argument in an essay, thus improving their literacy skills.