Lesson 3: Local Community Inquiry
Duration of Days: 7
Lesson Objective
Each group researches a specific part of a local community. Research should include (whenever possible) the history of the site, leaders, practices, and key issues that emerged over time.
Presentations should include historical background, a description about the experience of going there in person (when possible and appropriate), and the ways in which the site connects with broader community issues. Whenever possible, talk to others at the site to hear people’s views.
Why is important to understand the history of the community you live in?
CCSS.ELA-Literacy.RST.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem
POG:
I am a LEARNER: Master fundamental skills in core subject areas
I am a THINKER: Critical thinking, independent thinking
Passage Analysis: Analyze excerpts from key texts, speeches, or court cases related to the history and evolution of education in the U.S
Vocabulary in Context :Study and apply vocabulary related to education, diversity, and social justice in reading passages and essays.
Evidence-Based Writing: Practice constructing well-supported arguments on topics such as the impact of societal and cultural factors on education, referencing historical documents, court cases, and educational policies.
Purpose: Understand how history affects the future.
Description: :tracing the historical origins of the local community by taking a field trip to the Meriden Historical Society and taking the Meriden Historical Walking Tour
DOK 1:
What are the historical sites in Meriden?
DOK 2
What is the historical significance of the site you are researching? How has its role in the community evolved over time?
DOK 3:
How does this site connect with broader issues facing the local community, such as social, economic, or cultural challenges?
Organize visits to local historical society and historical sites to determine historical significance in the community
mistakenly believe that the current state of the site fully represents its historical significance, overlooking changes and developments that have occurred over time
Class discussions, modeling, one one instruction, Google classroom. Paper or or online assignments, online instructional tools, videos, Spanish version available for ELL students
group local history presentation to the class, rubric
EDF 215 Syllabus, Group Local History Presentation rubric,