Plans - Neighborhoods
The Hidden Cities of San Francisco
What is a neighborhood?
DOWNLOADABLE FILE (see PDF Instructions)
- In these
activities, students will be asked to think about the neighborhoods
in which they live, to consider what exactly makes up a neighborhood,
and the current issues their neighborhood may be facing.
- The Fillmore,
part 4 of The Neighborhoods of San Francisco
- the World
- Define: Neighborhood,
Neighborhoods are part of a larger civic body, the many parts
make up an entire city. Neighborhoods have different characteristics,
which evolve over a period of time. Some questions for discussion:
is the difference, if any, between a neighborhood and a community?
is the importance of a neighborhood?
there been large demographic shifts in who has lived in your
neighborhood over the years?
groups lived there and when?
to think about the neighborhood in which they live. Assign a minimum
- Create a
portrait of your neighborhood, using the following questions as
your neighborhood. Where
is it exactly?Who
there people of different ages and ethnicities? Are there people
who have lived there for a long time, any newcomers?
- What do you
like best about your neighborhood? What do you dislike? What
parts of it would you want to keep or change? What
would be your ideal neighborhood?
- What changes
have you seen or do you see going on now in your neighborhood?
If there are
changes going on in your neighborhood, such as development, or
concerns about the environment, are your neighbors fighting for
or against change? Describe the issues that are being fought over.
What do you think of their struggle? Why?
- What is
an issue that would motivate you to join in a neighborhood cause?
Describe any organizations which have been created to assist people
who live in your neighborhood with legal services, health care,
or grassroots activism, etc. What kinds of businesses exist in
your neighborhood, if any? Who owns the businesses? Are there
banks, liquor stores, video stores, etc.? How do these businesses
impact the neighborhood in a positive or negative way, and why?
- What kinds
of transportation do people take in your neighborhood? If there
is no public transportation, such as buses, how do young people
and the elderly get around? Does
public transportation serve your neighborhood well? Is it on time,
convenient, clean and safe?
How do you get to school?
Listen to Fillmore residents who lived in the neighborhood for
the better part of this century: people like Doris
Federlein, and Charles
Collins, and read some of their memories.
- If time allows,
students can do the following exercise, which is a valuable way
to illustrate their neighborhood and tell their story to other
students. Students can map out a three or four block area around
their home or school. Label each business, who owns the business
and for how long. Students can compare and contrast maps from
different neighborhoods; or compare their map of the same neighborhood
created by their fellow students.
- Find a familiar
neighborhood face, someone who has lived in your neighborhood
for a long time, and set up an informal interview with them (an
older family member is fine). How long have they lived there?
What changes have they seen? Do they think the changes are positive
or negative? Did they participate in the evolution of the neighborhood?
- Find someone
who is new to your neighborhood. What do they think about the
neighborhood? Why did they move into it? Do they know any of its
history? Are they planning on staying awhile?
can make a video of the people they interviewed for the research
exercise. Include footage of landmarks described in the person's
story, or insert family photographs taken in the neighborhood.
at one of the community organizations that attempts to improve
conditions in your neighborhood. This is a good way for students
to learn more about the issues that their neighborhood is facing,
and a way to learn about possible career options. Students could
write a report on their participation in the community agency,
complete with web research on the issues they dealt with and links
to other sites dealing with similar problems.
This lesson addresses the following national content standards found in the McRel Standards Database: www.mcrel.org/standards-benchmarks.
11. Understands the role of diversity in American life and the importance of shared values, political beliefs and civic beliefs in an increasingly diverse American society.
4. Gathers and uses information for research purposes.
to the top