Gentrification Game: Transforming California Communities
Jenny B
D4.7.3-5
Self Directed Learning
1-pager
Purpose
This project aims to immerse 4th and 5th grade students in understanding the dynamic nature of communities in California, with a specific focus on gentrification. Through active engagement with real-world settings and community partners, students will explore how urban development impacts local populations and the environment. By participating in hands-on activities and collaborative discussions, they will develop critical thinking and problem-solving skills to creatively envision and propose strategies for neighborhood improvement. The project not only fosters students' self-directed learning and reflection but also cultivates empathy, social awareness, and the ability to articulate thoughtful solutions for sustainable urban living.
Learning goals
The learning goals for this project are to empower students to understand the dynamics of community change, emphasizing gentrification and urban development. Students will engage with local urban planners to grasp real-world scenarios and impact, facilitating critical thought about ethical implications and social effects on diverse populations. They will develop and apply problem-solving strategies, collaborate for constructive feedback, and exhibit creative models and plans to enhance community spaces, culminating in a reflective essay to articulate personal insights and societal connections.
Standards
[National Council for the Social Studies] D4.7.3-5 - Explain different strategies and approaches students and others could take in working alone and together to address local, regional, and global problems, and predict possible results of their actions.
Competencies
Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
Products
Throughout this project, students will create comparative neighborhood maps reflecting historical and current states, showcasing both gradual and abrupt changes observed during neighborhood walks. At the neighborhood improvement fair, they will exhibit 3D models or visual plans that propose enhancements to local public spaces influenced by their learning journey and interactions with community partners. Each student will also craft a reflection essay to express personal responses and insights regarding the neighborhood changes, fostering connections between observed transformations and their impact on community dynamics.
Launch
Begin the project with a 'Before & After Photo Scavenger Hunt,' where students search for and gather older and current images of their neighborhoods. Encourage them to analyze and present their findings, emphasizing visible changes over time. Students can share stories and insights gathered from different perspectives, fostering initial discussions about the dynamics of community change and preparing them to explore gentrification's impact.
Exhibition
For the exhibition, facilitate a neighborhood improvement fair where students showcase their proposed models or visual plans to enhance local public spaces. Invite community members, parents, and local urban planners to engage in dialogue with students at various booths, providing feedback and discussing the feasibility of their ideas. Encourage students to present their projects using storytelling to highlight the historical changes they've discovered throughout the project, emphasizing the social and ethical ramifications of their designs.
