CityYouth: Education & Community Action
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Unit |
Lesson 1 |
Lesson 2 |
Lesson 3 |
Lesson 4 |
Lesson 5 |
Lesson 6 |
Lesson 7 |
Lesson 8 |
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1 |
Where You Live
(LA) students begin to formulate a conception of their own community |
A Day In the Life
(SS) students see similarities and differences in daily living over different time periods - effects of the passage of time |
The
River (Sci) students take roles to discuss problems and solutions relating to a local river—policy-making issues, effects of the passage of time |
The
River (Sci) small groups report on issues and suggest solutions—environmental issues, effects of time, PROJECT OPPORTUNITY |
A City Grows: Statistic
Stories (Mth) students use demographic statistics from different time periods to analyze change |
Voices From tthe
Past Day One (SS) students locate and interview a long-time resident of the community—social and oral skills, effects of time |
Voices From the Past students take information from interviews and compile character profiles to be displayed—information organization, writing |
CityYouth Project:
Your Community Past & Present (Open) students use information collected hroughout the unit to share community history with others |
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2 |
Drawing Your Community
(LA) students work in small groups to raw their community, focusing on needs, problems and resources |
Picture the Problem
(LA) students analyze cause and effect as they complete the second drawing on their portfolio covers |
Teen Mail (LA) students become "advice columnists" as they respond to hypothetical teen problems |
Food For Thought students learn and teach facts about good nutrition |
Food For Thought students use information in nutritional charts to plan out a healthy menu for adolescents |
In Search of Harmony students examine issues of harmony and conflict resolution by examining a hypothetical middle school's problems |
In Search of Harmony students present visual and written designs for their school and explain how problem factors are addressed -- oral and presentation skills; PROJECT OPPORTUNITY |
CityYouth Project: |
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3 |
Change Is Possible
(LA) students begin to gather information about community problems in preparation for an action project |
Planning For Change
(Sci) students start planning a project to address an environmental community problem (e.g. graffiti)—cause and effect, identifying resources |
Let's Do It!
(Sci) students implement and evaluate the project they have planned relating to an environmental issue (e.g. graffiti)—student action and evaluation |
Safe Cities--Safer
Schools (SS) students work in small groups as a youth task force to evaluate pros and cons of proposals to make schools safer—cost/benefit analysis, reading & summarizing |
The Cost of Change
(Mth) students continue in their small-group simulation roles to evaluate proposal plans in terms of cost effectiveness—graphing, budgeting |
Safe Cities--Safer
Schools: The Task Force Decides (SS) students form new task force groups to evaluate the pros/cons and cost data to formulate their final proposal—group work, critical thinking |
Police & Community
Relations: Checking With the Experts (SS) students meet with outside resource persons in the field of law enforcement to discuss police/community relations issues and project ideas—project planning |
CityYouth Project:
Police & Communities: Working Towards Solutions (open) students plan a project to combat the crime problem via improving police/community relations—cooperative learning, critical thinking |
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4 |
Four Themes (SS) research/small groups students begin gathering information to research one of the CityYouth themes (harmony, crime & safety, environment, health/well-being) |
Four Themes (SS) research/planning presentation students work in small groups to plan a presentation about a CityYouth theme |
Four Themes (SS) presentations students make classroom presentations showing what they learned about their CityYouth theme |
What's the Problem?
(LA) students form Action Teams and decide on a problem to address through their own action project—students receive CityYouth Action Packs |
Gathering Information (Sci) problem analysis/ cooperative learning students use their Action Pack worksheets to guide them through an analysis of their chosen problem and collected information |
Measuring Success (Mth) evaluative techniques students explore ways of measuring the success of an action projects and begin to formulate their own evaluation plans |
Preparing for Action (LA) Action Teams/ Choosing A Project students work in their Action Teams to find the best plan, explore obstacles and resources, and decide how to evaluate their project |
Taking A Look At What We Did (LA) Action Teams/evaluation & reflection students use Action Pack worksheets to reflect on and evaluate completed projects--Action Teams prepare for CityYouth showcase |
Information Current as of 1/12/99