groups of four of five students and have them examine neighborhoods
in your town.
each group choose a different neighborhood in your town. At least
one group should select one of the less affluent areas of town
and one should choose the most affluent.
each group create an asset map of the neighborhood they have selected.
What buildings are there? What community groups or other programs
are in place to work in the neighborhood?
the students take notes about the conditions of the roads, parks,
libraries and other public services. Have the students take notes
about those same public services in the wealthier part of town.
the students compare what they find and discuss the differences
the students write a report comparing the differences in neighborhoods.
the students research economic conditions of the area and discuss
what can be done to improve their town.
should set standards for the project before it is assigned based
on individual work and group work. Also, teachers should determine
how much time should be spent on the lesson as well as the amount
of research required. For example, seek student input on what
will make a successful report and how it should be presented to
your students to grade themselves and their peers. Decide as a
class what percentage of the total grade should come from peer
feedback and self-assessment.
on specific skills that you want to emphasize, for example, group
work, leadership, research abilities, collective learning, and
presentation skills, and grade accordingly.
and/or Adaptation Ideas:
the students write letters to the editor of the local newspaper
describing the differences in community services.
the group or each individual student develop a photo essay to
illustrate the differences.
the students make appointments with city or county officials,
express their concerns, and present their plan.