Help students reflect on what is public and what is private. OR You can also have students draw their real neighborhood…… identifying both assets and challenges Activity b: Another option would be to walk the neighborhood and take pictures of what your students like and what they do not like or would want to change. They can also record what they see in the neighborhood map you gave them. Activity c: another options is for students to review data about their neighborhood Activity d: another options is to interview stakeholders in the community/host an in class panel of stakeholders to talk about the assets and challenges of the neighborhood Getting to the key issues of concerns that students want to work on—FIRST CUT: Activity: By team, have students star the top three assets they like and the top three things that they are most concerned with in their community that they would be willing to work on to change…see if there are any concerns that get the most votes. Each team to present to class their real Neighborhoods its top three assets and the top 3 things they want to change and why they feel these are the most important. Students share if what they want to change is within the domain of public or private entities. Create a class list of all the top concerns Have students vote again as a class on their three top concerns. You can give students time to make a pitch to the class on certain concerns, before they vote. Have them consider what is public and what is private. You can either have students work in neighborhood teams on one issue per neighborhood, or you can have students work on issues that cross neighborhoods. Debrief What did you notice about the issues that students felt were important? Which of these issues can be addressed by government? Which by private parties? What would be different in the community if you were able to get the issue/challenge removed Image that you were able to get this issue challenged fixed/removed….Use one word to describe how would you feel for having played a role in doing that? NEXT STEPS (More to come in November!) - Researching the issues - Getting to a policy response versus a service response - Who has power to make decisions about your issues (public versus private, what government entity, who are the decision makers)
Help students reflect on what is public and what is private. OR You can also have students draw their real neighborhood…… identifying both assets and challenges Activity b: Another option would be to walk the neighborhood and take pictures of what your students like and what they do not like or would want to change. They can also record what they see in the neighborhood map you gave them. Activity c: another options is for students to review data about their neighborhood Activity d: another options is to interview stakeholders in the community/host an in class panel of stakeholders to talk about the assets and challenges of the neighborhood Getting to the key issues of concerns that students want to work on—FIRST CUT: Activity: By team, have students star the top three assets they like and the top three things that they are most concerned with in their community that they would be willing to work on to change…see if there are any concerns that get the most votes. Each team to present to class their real Neighborhoods its top three assets and the top 3 things they want to change and why they feel these are the most important. Students share if what they want to change is within the domain of public or private entities. Create a class list of all the top concerns Have students vote again as a class on their three top concerns. You can give students time to make a pitch to the class on certain concerns, before they vote. Have them consider what is public and what is private. You can either have students work in neighborhood teams on one issue per neighborhood, or you can have students work on issues that cross neighborhoods. Debrief What did you notice about the issues that students felt were important? Which of these issues can be addressed by government? Which by private parties? What would be different in the community if you were able to get the issue/challenge removed Image that you were able to get this issue challenged fixed/removed….Use one word to describe how would you feel for having played a role in doing that? NEXT STEPS (More to come in November!) - Researching the issues - Getting to a policy response versus a service response - Who has power to make decisions about your issues (public versus private, what government entity, who are the decision makers)
why_care_about_my_community.docx