city dream curriculum 2015

Hispanic Health CouncilMi Casa Campus590 Park Street Hartford, CT 06106Phone: 860-522-5222 Fax: 860-522-6028www.micasainc.org

Summer 2015

MISSION:

A City Dream, is an academic developmental social justice based initiative that utilizes multicultural enrichment such as arts/crafts, fun literacy, science, mindfulness training, movement and community learning. All in efforts to align with the city of Hartford’s goals and objectives, A City Dream, also looks to provide students with academic support, family engagement, and autonomy building. Here students will explore the dynamics of a community; how it’s built and a look into its rich history.

As described above, A City Dream, pursues to raise awareness about our beloved community of Hartford and provide solutions to neighborhood issues. This includes a science component (e.g. national geographic, geography, social science, and politics) and a literacy component that includes a social, civic or literary theme (e.g. city planning). Family engagement is very important, parents are encouraged to become engaged in one or more of the expeditionary learning activities by participating in discussions, research, or helping their children with projects. Students will be given the task to explore their city; not only applying what they already know (using Engage NY), but discovering new perspectives.

The final project will be murals of the five city sections. They are presented with an issue they must try and resolve at the beginning of the program. The curriculum is organized into five sections, each examining various aspects of community and community planning. Exercises can be used on their own or together, and modified to fit the particular circumstances of the location where it is being used.

FOCUS:

● Self-Government● Team-building● Leadership● Imagination Flexing● Gardening/Agriculture● Hands-on Learning ● Cultural Awareness● Communication skills● Current Events

SECTIONS:

I. Walk Around the Block a. The exercises in this section are designed to help children discover how their

block was designed, how it works, what it contains, who lives there, and how it has changed over time.

II. The Neighborhood You Live Ina. These activities introduce children to the concept of a neighborhood – branching

out from the street or block where they live and understanding more about what makes a neighborhood, how it functions, and how the way we use land affects their daily lives.

III. Places You Go in Your Community a. These activities are designed to get young people thinking about their community

as a whole, and about the special places that make it interesting. In the first exercise, students will design posters to tell visitors about these special places. Other exercises concentrate on the buildings that make communities interesting developing a sense of what looks good and how various forms of architecture “fit” together to form a streetscape.

IV. Your Community, How it All Fits Togethera. The exercises in this section bring together elements of previous exercises and

introduce the concepts of community-wide planning.V. Creating Better Communities

a. This final section focuses on putting everything together in a form that is relatable to the students. Students will be able to find solutions for their community.

GOALS: Through the exercises in this lesson plan youth will have an opportunity to express their views, gain an understanding of the future of their communities, and an appreciation of how planning is intimately linked to many aspects of their daily lives.

OBJECTIVE: Look to promote community amongst participants, identify their personal talents, practice their reading and writing skills through research and reflection, and build their giving and receiving encouragement skills.

ESSENTIAL QUESTIONS: How can we shed light on current social issues? How can we make a better community? What creates a responsible citizen?

Hispanic Health CouncilMi Casa Campus

590 Park Street Hartford, CT 06106Phone: 860-522-5222 Fax: 860-522-6028www.micasainc.org

WEEKLY LESSON PLAN

DATES: FACILITATOR: Kevin IrizarrySECTION I: Walk around the Block

SUBJECTThe Block: Who Am I? Science: Observation Social Studies: Mapping Terminology

DESCRIPTIONA “block” is an important piece of your community. It could be a neighborhood, a historic area, the area around your school, or the zoo. By taking a closer look at a specific area, you can see how it looks and feels, how it is designed, what it contains and how it has changed.

Walking around your block is a way to take a closer look at your community, observe how it is shaped, and develop ideas about how it could be made an even better place to live. Using your eyes, ears, and nose, you can discover a lot!

OBJECTIVES● Introduce planning concepts, principles, and notions of citizenship for children.● Familiarize students with feeling comfortable exploring, with or without their parents, their

communities.● Stimulate children’s awareness of the form and function of their immediate surroundings. ● Encourage them to think about how it works and feels. ● Discuss what makes it a good place. ● Learn to think critically regarding community issues.

MATERIALS NEEDED ● Paper ● Crayons ● Computers ● Walking Shoes

PROCEDURE

Activities Examples:1) Identity Wheel!

(1) Students will draw an identity wheel outlining personal characteristics, values and beliefs.

2) The Artists's Notebook i) Explain that scientist use writing notebooks to log ideas.

(1) Log Example: (a) Compare to what you’d like to see, do, or be in this program. Relate responses to

overall theme of program, A City Dream. 3) Lego Mania!!

i) Have kids build various community landmarks.(1) Explain how these infrastructures fit in our community and why it’s so important to our

overall community identity. (2) Have students build a transportation system, one that resembles the FastTrack.

(a) Materials needed: (i) Boxes

VOCABULARYFind out what the following words mean and use them in your discussion:

a. scale b. scope c. block d. landmark e. directionality f. map legend

EXPECTED RESULTS

● Reflect on blocks● Comprehension of vocabulary words ● An understanding of cultural influence● Work together in groups to solve problem

Hispanic Health CouncilMi Casa Campus590 Park Street Hartford, CT 06106Phone: 860-522-5222 Fax: 860-522-6028

www.micasainc.org

WEEKLY LESSON PLAN

DATES: FACILITATOR: Kevin IrizarrySECTION I: Walk around the Block

SUBJECTDiscussing Built Environment Issues: Who Am I? Who Are You? Social Studies: Civics Language Arts: English

DESCRIPTIONSo, where does sense of responsibility begin?

As a resident of your community, are you responsible for what happens to the land around you? What about your neighborhood? How far does your sense of responsibility go? Does accepting responsibility also mean doing something — that you will act to take care of the place, fix a problem, plan to make it better? When you, or others say, “They ought to do something about that”, who is “they”?

When do you say “my” neighborhood? When do you say “their” neighborhood? At the corner? When you step outside? Across the street? A few blocks away? What makes you feel like you’re part of your neighborhood? What makes you feel like saying, “Who cares?”

OBJECTIVES ● Help students identify their own sphere of responsibility. ● Students explore what it means to be a responsible citizen and identify ways they are

responsible at home, in school, and in the community. ● Introduced folkloric stories

MATERIALS NEEDED● Cardstock paper● Large White Paper ● Sharpies ● Scissors

DAILY PROCEDURE Activities Examples:1) Who Am I, Who Are We?

a) Color of Friendship – Cut out life size figures of students. Glue a picture of students and write their name on the back. Around the cut-out, write words and find pictures of things that tell about you. Have other students write nice words about each other.

2) The Artists's Notebook (1) Log Example:

(a) Compare to what you’d like to see, do, or be in this program. Relate responses to overall theme of program, A City Dream. (i) What do you see in your neighborhood? Explain your neighborhood and draw a

picture. (ii) What would you change in your neighborhood? Why would you change it? How

would your change benefit the community?

VOCABULARY ● responsible: worthy of trust● responsible citizen: a trusted member of a community who obeys laws and respects and helps

others● trust: confidence or faith in a person or thing● leader: a person who has influence and acts in ways that others look up to● public service announcement: an advertisement broadcast on radio or television, intended to

change attitudes by raising awareness about specific issues● service: useful work that one is not paid for

EXPECTED RESULTS Students should understand the term “responsible citizen”

Students have picked their roles in a city

Field Trip to the RiverFront!


WEEKLY LESSON PLAN

DATES:

FACILITATOR: Kevin Irizarry

SECTION II: The Neighborhood You Live In

SUBJECTThe Community Game: Who Are You?Art: Drawing Science: ObservationSocial Studies: Mapping Terminology

DESCRIPTIONEach student is assigned to a specific square or street as the assignment to create an original directive. This directive can consist of names of buildings, street names, monuments, labels, and symbols seen in the neighborhood.

Encourage children to look closely. Ask them to look for patterns (in windows, doors, fences, etc.). Ask them about various symbols — where would they see them? What building materials do you see? Are they natural or man-made?

OBJECTIVES● Able to identify various items in a city. ● Increase vocabulary● Critically think about neighborhood dynamics ● Self-discovery● Community Culture

MATERIALS NEEDED

● Prepare game cards which can be reused● Cardboard boxes

DAILY PROCEDURE Activities Examples:1) A Walk Around the Block

i) Students will color in a map of the city of Hartford. Students should identify various monuments and locations.

ii) Have students reflect on their block. Discuss why our city is shaped the way it is. 2) The Artists's Notebook 3) Special Science Activities

a) Computer Lab i) Research 2 community leaders. ii) What do they do? iii) Who do they help?iv) How do they help them?

v) Draw Community Leader4) Create your own picture of the land around you – make a map! (Use your block as an example) (15-

20 mins). 1) What kind of things do you see around your block?

a. Backyard of school.b. Bushnell Park c. Old State House aread. Riverfront Plaza

2) Draw the four sides of the block around your school. Name the streets. Identify the buildings and green spaces, and any places you think are important. You can even map the smells! (20 - 30 mins)

3) Students will explore their surroundings to grasp the neighborhoods feel.

VOCABULARY● Transportation ● 5 Senses ● Map

EXPECTED RESULTSStudents should gain empathy toward sensitive issues and topics involving the community.

Students will be aware of the five community land mixes.


WEEKLY LESSON PLAN

DATES:


SECTION II: Neighborhood You Live In

SUBJECTLet’s Explore Our Community: Who Are You?

DESCRIPTIONThe exercises in this section are designed to get young people thinking about their community, it’s make up, and how they are part of it. 5th graders from Maria Sanchez’s Transformando El Futuro, and 3rd graders from Betances City Dream Project, will collaborate on a journey through the history of Hartford’s Frog Hollow and Catchmen areas. This collaboration seeks to unite the two communities as a collective whole, in efforts to highlight their amazing work and to provide key solutions to the city’s problems.

OBJECTIVESBy the end of this collaboration students should be familiar with the various cultural traditions. Through hands on learning and mentorship, 5th graders from Sanchez will teach 3rd graders from Betances will become aware of the rich history of Hartford and all it has to offer.

MATERIALS NEEDEDShoe boxes Cereal Boxes PaintMarkers Pencils

PROCEDURE

Field Trip to Connecticut Historical Society!

Field Trip to the Wadsworth!

Field Trip to Bushnell Park!

Field Trip to Riverfront!

Field Trip to Science Center

EXPECTED RESULTSThe exercises in this section are designed to get young people thinking about their community as a whole, and about the special places that make it interesting. To learn about architectural details, building materials and relative scale by making a model or replica of a particular building type.

WEEKLY LESSON PLAN

DATES:


SECTION III: Places You Go In Your Community

SUBJECTOur Community, Our Neighborhood: Who Are They?

DESCRIPTIONHow a community is planned affects the quality of life of its citizens. Where are the places that people go and how do they get there?

The exercises in this section are designed to get young people thinking about their community as a whole, and about the special places that make it interesting.

OBJECTIVES● Young people design brochures to tell visitors about these special places. ● Other exercises concentrate on the buildings that make communities interesting and young

people should begin to develop a sense of what looks good and how various forms of architecture “fit” together to form a streetscape.

MATERIALS NEEDEDSketch Book Construction Paper Glue Pencil Markers

PROCEDUREActivities Examples:

1. Discussion: There are many reasons why people come to your community. a. Depending on where you live, some people may come as tourists, some

to do business, some to visit family and friends, and some to work and live (talk about examples).

b. These people need information about your community. In this exercise, you will prepare information about your town that will help visitors find the kinds of things they need to know.

2. Design a brochure (or a web page) for people who are coming to your community (use information you got from field trips and interviews).

a. People who are coming for different reasons need different kinds of information. Prepare your brochure (web page) for one of the following groups of people:

i. tourists and visitors

ii. business people iii. new residents

b. Think about what makes your brochure attractive: c. Layout of the brochure (this is how real graphic artist work)

i. Bring in examples of brochures. ii. Each brochure should have 4 parts (tourist, family,

work, and resources)

EXPECTED RESULTSParticipants should design brochures to tell visitors about the five special places in a community. Other exercises concentrate on the buildings that make communities interesting and young people should begin to develop a sense of what looks good and how various forms of architecture “fit” together to form a streetscape.


WEEKLY LESSON PLAN

DATES:


SECTION III: Places You Go in Your Community

SUBJECTPlanning for Oral Presentation: Who Are They?Social Studies: interview skills, local history

DESCRIPTIONIn this exercise, students use interview techniques to obtain information about their neighborhood. Ask local artists from Hartford to come in for interviews.

OBJECTIVES● Practice oral skills ● Learn how to conduct an interview and how to be interviewed● Gain knowledge on local history

MATERIALS NEEDED● Interview sheet ● Sketch Books ● Pencils

PROCEDURE 1. To help students get ready to talk to people in the neighborhood, bring in a resident for them to

interview. Discuss the value of first-hand (primary) sources. What are the benefits of personal stories in creating a history or picture of an area?

2. To prepare for the interview, determine what the purpose will be. What kind of information should you ask for? You may want to ask about the architecture or history of the neighborhood, ethnic interest, or how the neighborhood has changed. The questions will vary depending on the kind of information you need and how you are going to use it.

3. Have students prepare a list of questions. List them and then organize them according to categories. Evaluate for appropriateness.

a. Remember: Questions that can be answered “yes” or “no” don’t yield much information. Discuss the difference between open and closed questions and have students prepare questions that will draw the most information from the interviewee.

EXPECTED RESULTSStudents will engage in conversation


WEEKLY LESSON PLAN

DATES: FACILITATOR: Kevin Irizarry

SECTION IV: Your Community, How It All Fits Together

SUBJECTCommunity-wide planning: Who Are We?

DESCRIPTIONFor younger students, a “Felt Community” helps them think about how their community got started and how it grew to become what it is today.

OBJECTIVESThroughout these exercises, children begin to develop an understanding of how a community fits together. They also learn that developing a safe, healthy, sustainable, socially responsible and economically viable community is a difficult process.

MATERIALS NEEDEDNotebooks Community Liaisons Markers

PROCEDUREFind newspaper articles about the city, use these articles to pile a packet of research. After research is compiled, have participants reflect on previous lessons. Ask them, how can we better understand our community? Develop a proposal to send to the mayor, include innovative ideas that students come up with.

EXPECTED RESULTSThe exercises in this section bring together elements of previous exercises and introduce the concepts of community-wide planning.


WEEKLY LESSON PLAN

DATES:


SECTION V: Creating Better Communities

SUBJECTThis is US: Who Are We? Social Studies: Local governanceLanguage Arts: Public speaking

DESCRIPTIONIn this exercise, students assume the roles of people who are involved in the life of a community. They are then presented with an issue that they must try and resolve.

At the end students should present a mural depicting their assigned city area.

OBJECTIVES● Role-playing also gives students an active opportunity to exercise problem solving● Decision-making ● Logic/arguments● Critical thinking ● Precise and accurate recording.

MATERIALS NEEDEDPre-written scriptsVideos of community engagement

PROCEDURE Introduce writing into the exercise by having students write a short paragraph describing their role. Consider taking students on a visit to City/Town Hall to talk to the mayor, councilors and staff about running a community and how local government works to resolve issues. Meet with other people such as developers or groups who work to improve their neighborhoods.

VOCABULARYMayorCommunity Planner Service

EXPECTED RESULTSRole-playing gives students an opportunity to experience issues through someone else’s eyes. It encourages students’ need to understand that in their role they may have to do something they don’t personally agree with.

city dream curriculum 2015

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