Transcript Our Community Unit

Our Community Unit
Defining who we are, how we fit into
the world around us, and how we can
become active community members.
Overarching Goals:
•
•
•
•
•
Microcosm – Macrocosm
Authentic Education
Gaining a Sense of Community
Civic Participation
Future Active Citizenship
Microcosm - Macrocosm
Students develop from concrete to abstract learners. It is easier for
students to comprehend an abstract concept, such as a foreign culture
or geographic area, if they can scaffold or compare the newly
introduced topic to something they have experienced firsthand. In other
words, by comparing the tangible to the abstract, students are better
able to comprehend geography.
Authentic/Real World Education
“Working on authentic tasks is a useful, engaging activity in itself; it becomes
an ‘episode of learning’ for the student (Wolf, 1989). From the teacher's
perspective, teaching to such tasks guarantees that we are concentrating on
worthwhile skills and strategies (Wiggins, 1989). Students are learning and
practicing how to apply important knowledge and skills for authentic purposes.”
http://www.eduplace.com/rdg/res/litass/auth.html
Real
World
Data
Presenting to
the Town
Council &
Planning
Commission
Real/
Meaningful
Learning
Past Projects
• Belding Mill Renovation – Thompson, CT
• Walking Historical Field Trips – Thompson,
CT Mills
• Population Explosion/Sprawl – Middle
School Students Presented to the Coventry
Town Council
• Improving Your Community Project – Using
the Comprehensive Plan to Devise
Solutions for the Betterment of the
Students’ Town.
Current Project (Evolved):
Our Community
• What is a Community?
• Why Having a Sense of Community is
Important?
• What is OUR Community?
• How our Community Evolved.
• The Future of our Community.
What is a Community?
GEMEINSCHAFT V. GESELLSCHAFT
A major contribution to the discussion of community was made in the 1920's by Ferdinand Tonnies, who
used the German words Gemeinschaft (community) and Gesellschaft (society) with special meanings
which have entered the language of social science.
Gemeinschaft, normally translated as 'community', refers to the closeness of holistic social
relationships said to be found in pre-industrial communities, and imputed to the community as
moral worth. For Tonnies, Gemeinschaft exists by the subjective will of the members: "the very
existence of Gemeinschaft rests in the consciousness of belonging together and the affirmation of
the condition of mutual dependence" (Tonnies 1925: 69).
Gesellschaft refers to the more instrumental, purposeful types of relationship typical of industrial
society. This objective society or association (Gesellschaft), where "reference is only to the
objective fact of a unity based on common traits and activities and other external phenomena"
(Tonnies 1925: 67) stands in contrast to community defined by shared feeling. Tonnies considers
entities based on objective common interest such as "ethnic community, community of speech,
community of work" (Tonnies 1925: 67) to be Gesellschaft (society), not Gemeinschaft (community),
because they lack the element of shared feeling which is essential to Gemeinschaft. Gemeinschaft
type relationships may be found in modern industrial society, but they do not typify the dominant
type of relationship of that society.
*Explained in What is Community PowerPoint contained within the following link:
http://www.mitchellteachers.net/MrMOurCommunityUnit.html
Why Having a Sense of
Community is Important?
• Movie: Pay It Forward
• Article: A Cry in the Night: The Kitty
Genovese Story (Click Here for Whole Article)
• Writing Prompt: Compare/Contrast (Click Here)
•
Columbine, Red Lake, etc. All of these stories lend themselves to
discussions about the need for a sense of community.
What is OUR Community?
Analyzing Community/Culture - Empathy
Case Study: The
Nacirema
(Click Here)
Defining Our Community: Sticky
Notes Brainstorm Activity
• Students define “Community” from Dictionaries
• In groups, the students brainstorm all that comes to mind in what
“Community” means to them and write their thoughts on sticky
note pads.
• The groups then divide each defining sticky note into the following
categories: Very Sure, Somewhat Sure, A little Sure, & Wild
Guess.
• Each group puts their sticky notes into the four sections
designated on the board.
• Whole class consolidates lists and sub-categorizes them.
• Class creates Web definition of “Community”
• Lesson Online (Click here)
Our Community Web:
Defining Our Community Assignment
Defining Community Survey
Mr. Mitchell – Social Studies
Directions/Overview: Your group has been assigned a sub-category within the class’s definition of community. Now it is time
to actually collect real data through surveying in order to define the community that you live in.
Step 1: Break it Down! Brainstorm a list of questions that breaks the sub-category you were assigned into smaller parts.
Step 2: Delegate! Assign at least TWO questions to each member of your group.
Step 3: Create a data table following the example provided in class. This is used to collect and keep track of all of the
responses in your survey. This needs to be neat and organized! You must ask everyone the exact same question!
Step 4: Survey! Find at least 25 participants to answer your questions completely.
Step 5: Calculate! Calculate your responses into percentages using the format provided.
Step 6: Graph It! Graph your responses using the “Create a Graph” Internet site (http://nces.ed.gov/nceskids/graphing/).
Select the pie graph format.
Step 7: What Does It All Mean! Write a conclusion that summarizes your results and findings. Be sure to discuss how it relates
or helps define your community. Also talk about the limits of your findings.
*Example Sheet (Click here)
Survey Results: Student Work
The students summarized and analyzed their results
in a paragraph below their printed graphs.
How our Community Evolved
• Historical Pictures of Coventry
(Providence Library) – Click Here
• Background/History in Comprehensive
Plan
• Coventry Historical Society Video/Visit
The Future of our Community
Understanding Visual Pollution/ Community
Appearance
Streets of the City Project (Ongoing)
Sprawl Trend Assignment
Smart Growth Principals/ GrowSmartRI Visit
Improving Your Community Project – Using
the Comprehensive Plan
Visual Pollution/Appearance
• ViewFinders Too
Streets of the City Project
• RI Historical Society
Grant
• Student created
website – still in
progress (click here)
Sprawl Trend
Demonstrating disproportionate
population increases in
suburb/rural towns.
Case Example: South Providence
v. Wood Estates, Coventry.
Assignment (click here)
GrowSmartRI Principals/Visit
 John Flaherty’s PowerPoint
presentation and discussion
Email communication for follow
up questions
Smart Growth
Materials/PowerPoints/PDF files
The Community We Live In: Planning for
Our Future
Improving Our Community:
Interdisciplinary Connections
• Math – Growth & Decay Exponential
Growth Formula – Interpreting Data
Tables and Graphs
• ELA – Summarizing Text, Translating
Expository Text to “Kid Friendly”
Language.
• Science – Environmental Science:
Pollution, Soil Erosion, etc.
Improving Your Community Assignment – Click Here
Overview: Each student will work with a small group of their peers in researching a part of the Coventry Community
Comprehensive Plan. Each group will review the goals listed for their category (i.e. Land Use) and then propose a plan for the
town on how to achieve those goals. Each group will create a presentation that demonstrates their proposals.
Step 1: Choose and Research! Review the Goals and Objectives for your category provided. Choose the ones that you plan
to focus on and rewrite them in “kid” friendly language. Also, review in detail, the materials, maps, etc. given to your group.
You need to understand their meaning before moving on to the next step! Also, add a goal or objective to the list that your
group feels is needed under the category you were assigned.
1.
2.
You will produce:
The goals and objectives summarized in your own words.
List of goals or objectives of your own.
Step 2: Summarize and Report to Class! Each group will report out to the class about what their goals and objectives are, in
addition to, describing the current state of Coventry within those goals and objectives. Be prepared to answer questions and
receive suggestions.
1.
2.
3.
You will produce:
Your goals and objectives on a transparency sheet.
A one page summary of the information you were provided.
Reference points on a map of Coventry provided. (Include this in your presentation to class.)
Step 3: Create a Plan! Propose a plan on how to realize these goals and objectives. Write up a summary (one-page)
explaining your plan. Also, include maps, tables, figures, etc. to show how your plan is to work.
1.
2.
You will produce:
A one-page report about your plan.
A presentation to the class with visual aids. (Use the overhead, computer, posterboard, etc.)
Step 4: Present Your Plan! Each group will present their proposal to the class. You must use visual aids and be able to defend
your plan from critical questions.
Improving Your Community - Group Research
Categories:
• Land Use (Zoning – Residential, Commercial, etc.)
• Circulation (Transportation, Roads)
• Economic Development (Employment, Industry, Tax
Revenue, etc.)
• Open Space & Recreation (Parks, Preserves,
Playgrounds, etc.)
• Natural & Cultural Resources (Lakes, Beach,
Historical Site, etc.)
• Community Services & Facilities (Schools, Police
Stations, Fire Stations, Senior Centers, etc.)
Materials from the Comprehensive Plan for each student group:
Land Use:
1.
2.
3.
4.
5.
6.
7.
Vision, Goals, and Objectives
Land Use Maps
Agricultural Land Maps
Existing Land Use Maps
Recreation, Conservation, Open Space Maps
Zoning Districts Maps
Land Use and Zoning (description)
Circulation:
1.
2.
3.
4.
5.
6.
Vision, Goals, and Objectives
Existing Transportation System Maps
Rhode Island Map
Street and Highway Characteristics Tables
Traffic Accident Table
Zoning Districts Maps
Economic Development:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Vision, Goals, and Objectives
Existing Land Use Maps
Population Growth/Density Tables
Employment Characteristics Tables
Median Family Income Growth Tables
Tax-base Sources Tables
Land Use and Zoning (descriptions)
Zoning Districts Maps
Coventry Municipal Revenue Tables
Natural & Cultural Resources:
1.
2.
3.
4.
5.
Vision, Goals, and Objectives
Natural & Cultural Resources Maps
Existing Land Use Maps
Land Use and Zoning (descriptions)
Zoning Districts Maps
Open Space & Recreation:
1.
2.
3.
4.
5.
6.
Vision, Goals, and Objectives
Existing Land Use Maps
Recreation, Conservation, and Open Space Maps
Open Space and Recreation Needs Assessment
Land Use and Zoning (description)
Zoning Districts Maps
Community Services & Facilities:
1.
2.
3.
4.
5.
Vision, Goals, and Objectives
Community Services & Facilities Maps
School Enrollment and Capacity Tables
Land Use and Zoning (description)
Zoning Districts Maps
*Click Here
Translation of Vision, Goals, & Objectives to
“Kid Language”
Students work in assigned groups.
Groups review the provided materials.
The students divide the Vision, Goals, and
Objectives equitably.
Students use dictionaries and consulting with
teacher to translate their Vision, Goals, and
Objectives into language that the class would be
comfortable with.
All translations are approved by the teacher.
***Add their OWN Goals & Objectives***
Improving Your Community
(1st Presentation): Defining the Current
State of Categories
• Read translated Vision, Goals, &
Objectives
• Groups referred to their summaries of
their materials displayed on the
overhead machine
• Whole class discussion and questioning
of each group’s materials and current
state.
Why We Need to Think About the
Future and Plan for it!
John Flaherty’s Smart Growth Presentation
– Avoiding Sprawl
Wood Estates residents take on condos
Bill Brackett presents on the Wood Estates
Zoning Dispute
Former Student Ali Sherer presents on the
factors of exponential population growth
Math Activity: Predicting Population
Growth in your Town
Helpful Website:
http://online.redwoods.edu/instruct/darnold/INTALG/gr
owthdecay/growthdecay.pdf
Connecting Math to Social Studies:
• Students used their population growth
calculations to predict what their
community would look like in the future.
• Former student, Ali Sherer, presented
her PowerPoint to the students and
answered questions.
• Whole class filled out the following
graphic organizer with their research
materials and calculations in front of
them…
Connecting Math & Social Studies: Predicting
Consequences of Population Growth
The Student’s Version of the
Comprehensive Plan
Students add their own goals and objectives
They review the maps, tables, data, etc. they are
provided with and come up with their own plans.
Each group must back up their plans or changes
with real data. It must also be feasible with the
teacher’s endorsement. (Ex: Having the town build
a Six Flag’s Amusement Park with town tax
revenues would be rather difficult to pass.)
Student groups create a plan to attain these goals
and objectives. (Ex: Where is a new school, park,
etc. going to be located?)
Final Presentation to the Town
Council & Planning Commission
• Students present
their PowerPoints
and Posterboards.
• The presentations
are grouped by
category.
• Question and
Answer session
immediately
following.
Cooperative
Community
Circulation
By:
Keleigh Thompson, Tom Daras, Brittany
Wallace, and Max Morin.
Population in the Next 30 Years
and What It Could Do to Our
Community.
•
45000
40000
35000
In the next twenty-five years, the
population will have grown much
larger. If that happens we will
need more road space or even
more roads.
30000
25000
then
now
20000
15000
10000
Also, if there are more people in our
community the roads are not going to be wide
enough and we are going to need larger
roads.
Can you imagine Tiogue Ave with...
5000
0
2010
2020
2030
About 5 lanes per each road!!!
$
What Can Happen If…
We add more lanes to Tiogue road ,we are going to…
Lose business space, which will…
Cause residents to leave Coventry…
$
$
And money
Cause residents to move their houses and
spend money that many people these days just don't have.
Cause people to lose money and causes the houses
they move to to become of a lesser quality.
!!!!!This is not looking good!!!!
Would you like to live in a place
that looks like this….
Or a place that looks like this.
What?
YOU DON’T WANT TO
LIVE IN A PLACE LOOKING
LIKE THIS?
WELL THAT’S WHAT Coventry
IS GOING TO LOOK LIKE IF
WE KEEP HEADING IN THE
DIRECTION WE ARE GOING.
Notice how many
accidents are around
the intersection at
Sandy Bottom Rd.
and Route 3,
Now notice the ones
at Tiogue Ave. and
Reservoir.
Comparing the two:
which one has more
accidents? Why do
you think this is?
We believe the
accidents are caused
by H.S. kids. They
are new with driving
and are dangerous
directly and
indirectly.
AND ANOTHER ISSUE…
All the places with the black spots
show the places that 5 or more
accidents have occurred since 1988…
Some ways we can fix this are…
• Add roads at certain spots for the high
school kids to drive on.
• Warn Coventry High School students
that driving along Sandy Bottom Road is
a risk to them. Encourage them to use
the alternative routes that we have
provided.
• Add more street lights and/or signs, such
as; yield, stop, slow.
One way the High School
students could travel to and from
the High School
is…
• If high school students
would also use the
route we are proposing
through Wood Estates
to Route 117, rather
than only using
Reservoir Ave. to
Tiogue to Sandy
Bottom Rd., accidents
would decrease due to
less traffic.
An Alternative Route For The High
SCHOOLERS Could Be…
•
•
IF THE H.S. KIDS GO FOM ABOUT HERE TO ABOUT HERE AND THROUGH THESE
ROADS THEY CAN AVOID 8-9 MAJOR ACCIDENT SPOTS.
ALL WE NEED IS TO SOME HOW SPEAK TO THEM THROUGH SCHOOL PRESENTATIONS
ABOUT THE SAFETY OF THEIR PRESENT ROUTES TO SCHOOL.
This Is What We Think
Should Happen…
WE COULD PRESENT
TO THE HIGH SCHOOL
STUDENTS ABOUT THE
SAFETY OF THEIR
CURRENT ROUTES TO AND
FROM SCHOOL, ASKING
THEM TO PLEASE USE THE
ROUTES WE HAVE
PRESENTED ON THE MAP
WE HAVE PROVIDED.
•
•
WE ALSO THINK THAT
WE SHOULD ADD STREET
SIGNS, IN ORDER TO STOP
ACCIDENTS AND TO WARN
DRIVERS TO TAKE
PRECAUTIONS
WHILE DRIVING ALONG THOSE
ROADS. SOME SIGNS WE COULD
ADD THAT WOULD BE HELPFUL
WOULD BE ,STOP, SLOW
,CAUTION,
AND YEIL.D
Thank You Very Much For Listening To Our
Presentation, We Hope You Will Give It
Some Thought And We Hope You Enjoyed
It.
More Student Presentations on
Each Comprehensive Plan
Category:
Click Here – At bottom of page are some of last
year’s presentations
The Community’s Reaction
Middle School students present vision for
town's future By: Jennifer Swanson 02/04/2005
After learning that the middle school students had been
working on this project for only a few weeks, Sanetti
said, "It's too bad what took you three weeks, took them
three years."
More Community’s Reaction
Knotty Oak students share vision of Cov.
By Justin Sayles 02/02/2005
John Flaherty, a representative for Grow Smart RI, had made a presentation to
the class earlier in the year suggesting that towns such as Coventry could
benefit from rehabilitating defunct mills, Mitchell said. Drawing on some of his
ideas, the students made their own plans for the old industrial buildings.
"They see what we see," Sanetti said. "I felt like the future of Coventry is in
good hands."
Even More Community’s Reaction
Smart Growth e-Briefs News and Tools for People
Shaping Our Communities February 2005
Under the direction of social studies teacher Ted Mitchell, students at the Knotty Oak
Middle School wrapped up a 6-week town planning project by presenting their findings
to members of the Coventry Town Council and Planning Board. Town Council Vice
President Richard Senetti said the group was not only impressed with the students'
creative vision, but also their intuition. He said the Town Council had been discussing at
least three of the issues raised by the students within the last 36 hours.
Using the town's Comprehensive Plan, the seventh graders mapped out solutions for
issues such as growth, traffic, economic development, vacant mill space, recreation
and future school needs. "They actually developed a lot of creative ideas that were
discussed as part of a presentation by Grow Smart staffer John Flaherty earlier in the
year", according to Mitchell.
Post Presentation Activities:
• Peer Evaluation – Students assess each
other’s contribution to the group.
• Group Reflection Prompt: What were some of
the positive and negative aspects of working
with your group? If you could change anything
about the project, what would it be? Explain in
detail.
• Project Reflection Prompt: Given your
presentations and Town Council member,
Richard Sannetti’s remarks, would you now
want to live in Coventry the rest of your life?
Why or Why not?
Where do we go from here?
• Microcosm to Macrocosm – Ex: When
covering China’s population issue refer back to
what was learned during this project. (Always
connect the concept to a tangible concept or
idea – scaffold.)
• Controversial Current Event Topics – Ex: WalMart closing one store to open another “Super”
store leads to connections to smart growth,
interdependence, trade deficits, etc.
Thank You
Any Questions?: Email me
[email protected]