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9th Grade  Project 4 weeks

Tangled Tracks: Chicago Casino Debate

Melissa Z
Updated
CCSS.ELA-Literacy.SL.9-10.1
CCSS.ELA-Literacy.W.9-10.7
CCSS.ELA-Literacy.WHST.9-10.7
CCSS.ELA-Literacy.SL.9-10.5
CCSS.ELA-Literacy.SL.9-10.2
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The Challenge

When a city uses casino development to generate public revenue, you must weigh promised fiscal gains against documented risks such as gambling addiction, traffic congestion, pressure on nearby businesses, and unequal neighborhood impacts. The challenge is significant because policy decisions about projects like Chicago’s Bally’s casino require credible, unbiased analysis of competing economic and social tradeoffs that affect public trust, daily life, and long-term community well-being.

Challenge Question

How might we report on the Bally's Chicago casino debate with clear, unbiased analysis so that Chicago residents and city decision-makers can better understand the tradeoffs and make informed choices?

Standards

  • [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.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.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.SL.9-10.5 - Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
  • [Common Core] CCSS.ELA-Literacy.SL.9-10.2 - Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Competencies

  • Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
  • Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.
  • Collaboration - Students co-design projects with peers, exercise shared-decision making, strengthen relational agency, resolve conflict, and assume leadership roles.
  • Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.
  • Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.

Learning Partners and Clients

Chicago is the primary client and audience for this work, especially residents, city decision-makers, and stakeholders connected to the Bally’s casino debate. Potential learning partners include the City of Chicago, Bally’s Chicago, neighborhood and community organizations near the casino site, local business owners, and public health or gambling addiction advocacy groups that can speak to possible social impacts. Students can also interview reporters, city officials, and neighborhood activists as authentic sources to strengthen their balanced podcast and debate dossier. Because students are traveling from 79 W. Monroe by public transportation, partners should be selected from accessible downtown and Near North Side locations for small-group field interviews and observation.

Phase Overview

Phase Key Experiences
Discover
I can launch this investigation by analyzing a Tangle-style podcast segment, auditing biased headlines about the Chicago casino, and using a CTA-based neighborhood observation from downtown to identify the competing benefits, harms, and root causes shaping this debate.
Examine
I can gather and compare credible reporting, city documents, maps, and public data to understand how the casino could affect revenue, traffic, small businesses, and community well-being. I can use CTA to travel with a small group to interview city officials, neighborhood activists, business owners, and residents so I hear authentic perspectives from people connected to the issue. I can evaluate each source and interview for credibility, bias, and missing perspectives so my reporting stays fair and accurate. I can synthesize evidence from multiple media formats into a balanced research dossier that explains the strongest arguments on both sides of the casino debate.
Engineer
I can develop a two-voice investigative podcast segment and balanced debate dossier modeled on Tangle that clearly separates verified facts, competing arguments from reporters, city officials, and neighborhood activists, and our transparent conclusion for a Chicago audience.
Do
I can publish a draft audio segment for a live listening protocol with classmates and invited Chicago stakeholders, collect feedback and question patterns, and use that real-world response to measure whether our reporting is clear, credible, balanced, and useful.
Share
I can share our podcast, debate dossier, and reporting process at a public listening session with peers, families, school staff, and Chicago community members, answer audience questions about the casino debate, and reflect on how I grew as a listener, researcher, collaborator, and unbiased communicator.