Geography · 10th Grade · Urbanization and Industrialization · Weeks 37-45

Concentric Zone and Sector Models

Analyzing the internal layout of cities through models like the concentric zone and sector models.

• Common Core State Standards
• C3: D2.Geo.3.9-12
• C3: D2.Geo.6.9-12

About This Topic

The concentric zone model, developed by sociologist Ernest Burgess in 1925, and the sector model, proposed by Homer Hoyt in 1939, were early attempts to explain how American cities organize themselves internally. The Burgess model describes cities as a series of rings expanding outward from a central business district, while Hoyt's sector model argues that land use radiates outward in wedge-shaped sectors along transportation corridors. Both models emerged from studying Chicago, making them particularly relevant to understanding the historical development of Midwestern US cities.

For 10th graders, applying these models to familiar cities reveals how geography, infrastructure, and social stratification interact. Students quickly notice that transit lines and highways shape which directions cities grow, and that wealthier neighborhoods tend to occupy higher ground or areas away from industrial zones. These models, while over a century old, still describe identifiable patterns in cities like Chicago, Cleveland, and Detroit.

These concepts benefit from active learning because students need to see spatial patterns to internalize them. Annotating real city maps, debating whether Chicago still fits the Burgess model, or role-playing a city planner forces students to apply the models rather than memorize them.

Key Questions

1. Explain how transport systems like subways and highways shape the growth of a city.
2. Analyze why different social classes cluster in specific parts of the city.
3. Compare the applicability of the concentric zone and sector models to different cities.

Learning Objectives

• Compare the spatial patterns of land use in a familiar city with the predictions of the concentric zone and sector models.
• Analyze how historical transportation networks, such as streetcar lines or interstate highways, influenced the development of distinct urban zones or sectors.
• Evaluate the strengths and limitations of the concentric zone and sector models in explaining the contemporary urban structure of a specific US city.
• Explain the relationship between socioeconomic status and residential location as depicted by urban models.

Before You Start

Introduction to Urban Geography

Why: Students need a foundational understanding of what constitutes a city and its basic components before analyzing internal spatial organization.

Human Settlement Patterns

Why: Understanding why and how humans choose to settle in certain areas provides context for analyzing the factors that shape urban growth and land use.

Key Vocabulary

Central Business District (CBD)	The commercial and often geographical heart of a city, characterized by high land values and a concentration of businesses and services.
Concentric Zone Model	A model of urban land use that describes a city as a series of rings expanding outward from a central business district, with each ring representing a different type of land use or social group.
Sector Model	A model of urban land use that suggests cities develop in wedge-shaped sectors radiating outward from the CBD along transportation routes, with land use patterns varying by sector.
Social Stratification	The hierarchical arrangement of social classes within a society, often influencing where different socioeconomic groups can afford to live within a city.
Transportation Corridor	A route along which transportation infrastructure, such as roads, railways, or canals, is built, often influencing urban development patterns.

Watch Out for These Misconceptions

Common Misconception

The concentric zone model is a precise description of how all cities are organized.

What to Teach Instead

The Burgess model was based on one city, Chicago, in the 1920s, and fits few modern cities precisely. Active map analysis comparing multiple real cities helps students see the model as a starting framework for analysis rather than a universal law.

Common Misconception

Wealthy people always live closest to the city center because it is the most desirable location.

What to Teach Instead

In the US, the opposite became common after World War II, as wealthy residents suburbanized and city centers attracted lower-income populations. Examining historical suburbanization data through timelines and case studies corrects this assumption for the American context.

Active Learning Ideas

Gallery Walk: Chicago Then and Now

Hang maps of Chicago from 1920 and today at stations around the room. Students rotate in pairs, marking which zones or sectors align with the Burgess and Hoyt models on each map and noting where the models break down. Groups share their annotations in a whole-class debrief.

40 min·Pairs

Think-Pair-Share: Your City, Your Model

Students sketch a basic map of their nearest major city, labeling residential, commercial, and industrial zones from memory or a printed reference map. Partners compare sketches and decide which model fits best, then present their reasoning to the class with one piece of supporting evidence.

25 min·Pairs

Structured Analysis: Redlining and the Sector Model

Using historical HOLC maps from the Mapping Inequality project, students analyze how federal redlining reinforced sector model patterns by concentrating lower-income and minority populations in specific zones. Groups annotate the maps, then write a one-paragraph claim connecting federal housing policy to spatial inequality.

50 min·Small Groups

Simulation Game: Build-a-City

Each group receives a set of land use cards (industrial plant, wealthy housing, transit line, park, CBD) and arranges them on a blank city grid. Groups compare their finished city layouts to the Burgess and Hoyt models, then explain their placement decisions and identify which model their city most closely resembles.

45 min·Small Groups

Real-World Connections

• Urban planners and city officials use principles derived from these models to inform zoning decisions, infrastructure development, and the revitalization of older urban areas, aiming to manage growth and improve quality of life in cities like Philadelphia or Denver.
• Real estate developers and appraisers analyze current land use patterns and historical development trends, often referencing how transportation routes and proximity to the CBD influence property values in metropolitan areas such as Atlanta or Minneapolis.

Assessment Ideas

Discussion Prompt

Present students with a current map of a major US city (e.g., Los Angeles or Boston). Ask: 'Based on the concentric zone and sector models, where would you expect to find the Central Business District? What evidence on the map supports your claim? How do modern transportation routes, like the 405 freeway or the MBTA Green Line, align with or contradict the sector model's predictions?'

Quick Check

Provide students with a simplified diagram of either the concentric zone or sector model. Ask them to label three key zones or sectors and write one sentence for each explaining the typical land use or social characteristics associated with that area, referencing the model's core principles.

Exit Ticket

Ask students to write a short paragraph comparing the concentric zone and sector models. They should identify one situation or city type where one model might be more applicable than the other, and briefly explain why.

Frequently Asked Questions

What is the concentric zone model in geography?

The concentric zone model, created by Ernest Burgess in 1925 using Chicago as a case study, describes urban land use as a series of rings radiating outward from the central business district. Each ring represents a different land use type: the CBD, a transition zone, working-class housing, middle-class housing, and the commuter zone. It illustrates how distance from the city center influences land value and social class distribution.

How does the sector model differ from the concentric zone model?

While the concentric zone model shows land use in circular rings, Homer Hoyt's sector model argues that land use spreads outward in wedge-shaped sectors along major transportation routes. High-income housing tends to follow rail lines or highways away from the city, while industrial zones cluster along rivers or freight corridors. The sector model better accounts for the directional influence of transportation infrastructure on urban growth.

Do these urban models still apply to American cities today?

These models capture real patterns visible in many older US cities, particularly in the Midwest and Northeast, but they have significant limitations. Modern cities are shaped by highways, suburban sprawl, zoning laws, and gentrification in ways the models did not anticipate. They work best as analytical starting points for comparing how cities are organized, not as accurate descriptions of current urban form.

How does active learning help students understand urban land use models?

Urban models are spatial concepts that need to be seen and applied to become meaningful. Annotating real city maps, comparing historical and current land use data, and simulating city planning decisions require students to test the models against real evidence. This active application reveals both the models' explanatory power and their limitations far more effectively than memorizing diagrams from a textbook.