9th Grade  Project 3 weeks

Chi-Town Treasure Map Challenge

Melissa Z
Updated
CCSS.ELA-Literacy.WHST.9-10.7
CCSS.ELA-Literacy.W.9-10.7
CCSS.ELA-Literacy.SL.9-10.1
CCSS.ELA-Literacy.RH.9-10.7
CCSS.ELA-Literacy.CCRA.W.7
1-pager

The Challenge

In neighborhoods such as Chicago’s Greektown, rising commercial rents, redevelopment, and changes in property ownership can displace long-time small businesses, weakening cultural identity, reducing locally rooted services, and concentrating economic opportunity in fewer hands. You face a broader urban challenge in which market pressures and uneven investment reshape who can remain, work, and access community resources, with direct implications for economic inclusion and inequality.

Challenge Question

How can we map Greektown’s assets, interview long-time small business owners, and present our findings through a group presentation and short video so that Greektown residents, business owners, and community groups can protect the neighborhood’s history, support long-time shops, and expand fair access to local jobs and services?

Standards

  • [Common Core] CCSS.ELA-Literacy.WHST.9-10.7 - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • [Common Core] CCSS.ELA-Literacy.W.9-10.7 - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • [Common Core] CCSS.ELA-Literacy.SL.9-10.1 - Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9—10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
  • [Common Core] CCSS.ELA-Literacy.RH.9-10.7 - Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
  • [Common Core] CCSS.ELA-Literacy.CCRA.W.7 - Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Learning Partners and Clients

Possible partners in Greektown Chicago include the National Hellenic Museum and the Greektown Chicago Business Association. The National Hellenic Museum can share Greektown’s immigrant and business history and use student-created neighborhood history panels, short videos, or group presentation materials in education or public programs. The Greektown Chicago Business Association can connect small groups with long-time business owners, highlight current concerns about rent and ownership change, and use student findings from presentations and community share-outs for outreach, advocacy, and neighborhood promotion. Students may also work directly with a long-time small business owner or community partner in Greektown as an interview source and authentic audience for recommendations.

Phase Overview

Phase Key Experiences
Discover
I can launch this project by walking Greektown with my small group, noticing neighborhood assets and signs of change, and using our observations to ask why rising costs and changing ownership may be affecting long-time businesses and the community's identity.
Examine
I can conduct a guided asset map of Greektown by documenting businesses, community spaces, landmarks, and signs of change so I can identify patterns in the neighborhood. I can interview a long-time small business owner or community partner to learn about the history of the business, current challenges, and what makes the neighborhood meaningful. I can research Greektown's history with sources from the National Hellenic Museum, local articles, and community records so I can connect immigration, business growth, and recent changes in rent and ownership. I can create a timeline and use maps, notes, photos, and data together so I can explain how neighborhood strengths and challenges are connected. I can discuss my findings with my team and refine our research question so we can propose realistic actions that support local businesses and community access.
Engineer
I can develop a group neighborhood report, short video, and action plan that combine our asset map, business interview findings, and history timeline into clear recommendations that the Greektown Chicago Business Association, local businesses, or community groups can use to help long-time shops stay open and keep the neighborhood welcoming.
Do
I can share our recommendations and video draft with a local business owner, museum educator, or business association representative, gather feedback and real-world response data on which ideas seem most useful, and record that evidence so I can judge how well our plan addresses neighborhood needs.
Share
I can share our group's neighborhood report, short video, map, timeline, and recommendations through a final group presentation for families, peers, school staff, and Greektown partners, while explaining what I learned about Greektown's history and challenges and how I grew as a researcher, collaborator, listener, and community storyteller.