EELB 612 - Murillo
FINAL PROJECT:
Community Asset Mapping (worth 20 points)
Every school is located in a community, and that community has both a historical record and current resources that can enhance teaching and learning. However, too often the school and the community remain isolated from each other, and neither teachers nor the teacher education programs that prepare teachers situate learning in the community context, thus missing the opportunity to incorporate the community in building the knowledge, skills and values that could enhance learning. The relationship between a community and a school should be a two-way street since both have something to offer each other, but making that a reality requires that teachers know both what is available and how to make use of that knowledge. And most significantly, they must develop the disposition that experiential learning is possible, interesting, and important. Community mapping is a process that promotes increased traffic on the school-community street, engaging teachers, students, and pre-service teachers in more systematic information gathering and use of the community in teaching and learning. (Treadway, 2000, p. 2).
Many times we drive through a community to get to work or school and do not notice the many types of buildings and activities which make up the community. Sometimes you walk around your community for years and get so accustomed to seeing things that you miss certain places that might have been there. There are often many signs in the community which help us better understand the nature of the community and the variety of experiences community members have. All too often, we do not pay attention to these aspects of the community. The community you will visit is rich in its own history, with a special geography, and the old and the new that make it a place where folks live. By completing this mapping activity, you will be able to document the assets and issues of living in this community.
I expect you to reflect on this information about the community and how you can use this information and interactions with folks in the community to better connect lessons to the lives of students you teach. “Mapping” the neighborhood with a camera, making rubbings, taking photos, observing the neighborhood, and interacting with the people who work and live in the neighborhood should allow you to “See” the community with new lenses.
You will need to spend a little more than two hours completing the mapping activity. You will divide into 2 or 3 groups (no more than 5 or 6 people in a group) to map a 3-6 block area of the city, collecting information and talking to people. You will create a collage and map of your journey and experiences and present (with your team) to the larger group.
During the Community Mapping you will learn more about:
1. Organizations that exist in the community 2. Geography and architecture of the community 3. Different kinds of employment and businesses in the community
To Complete the Mapping Experience you will:
1. Explore a section of the community 2. Gather artifacts, photos and / or video 3. Present a map and collage of the community
Finally, you will:
1. Reflect about the experience, both as a process and how that worked and the application for teaching
2. Present back to the entire class
Sample Jobs for Community Mapping
1. Scout: Read the directions on a map and lead the group around the area. Needs a map.
2. Mapper. Draws a map as the group moves around in the community highlighting places or people en route. Needs grid paper, pencil and clip board.
3. Note-taker. Records where you go and what you see. Records the photographs taken and places and people of interest. Charts the journey of the group.
4. Photographer. Take 10 photos of the buildings, historical places and others things of interest (if they will allow you). Limit yourself to 10 photos. Needs digital camera or polaroid camera. Video will also work.
5. Tabulator. Takes the survey data and tabulates housing, business, churches, recreation agencies, etc. Should be a person who is detailed.
6. Collector. Collects objects, brochures, community newspapers, biological evidence (leaves, flora etc.). Tells note-taker what is collected and why. Needs a collection bag.
7. Rubber. Where appropriate do stone rubbings of historical markers. Needs paper and crayons.
Tabulation of Designated Community Area (Mark a slash mark for each item you observe:)
Type of Building, Mark A Slash (/) for every example
Apartment Building
Church
Businesses
Non Profit Organization or Agency
Duplex Housing
Single Family Dwellings
Schools
Other
Describe the types of housing you see in the neighborhood. What kind is most common? List any issues that you observe (trash, graffiti, potholes, parks etc.) and location. List any evidence of construction/reconstruction/renovation/repair...
Photographing the Neighborhood
Take a maximum of ten photos to best represent the characteristics of the neighborhood. Video is also good.
Photograph Subject/Content Location
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Neighborhood Notes
Name of the Neighborhood Area____________________
Your responsibility is to take notes on what the groups observes, who the groups encounters and talks to or gets information from or what questions were asked. These notes or quotes can then be later be transferred to the collage that will be created about the neighborhood. Indicate who, where and what in the notes.
1.____________________________________________________________________________________________________________________________________________________________________________________________________________________
2.____________________________________________________________________________________________________________________________________________________________________________________________________________________
3.____________________________________________________________________________________________________________________________________________________________________________________________________________________
4.____________________________________________________________________________________________________________________________________________________________________________________________________________________
5.____________________________________________________________________________________________________________________________________________________________________________________________________________________
6.____________________________________________________________________________________________________________________________________________________________________________________________________________________
7.____________________________________________________________________________________________________________________________________________________________________________________________________________________
Community Mapping Questions (Questions when mapping a predominantly business area.)
1. What do you notice about the retail center?
2. What can you find out about the history of this location?
3. Whom do you notice is hanging about at the retail center?
4. What do you notice about the mix of tenants in this area (in different parts of the area).
5. What services are provided in this neighborhood? (check out agencies “X” and “Y”).
6. Are there any historic plaques in the area? Should there be?
Questions when mapping a predominantly residential area.
1. What services are available for youth and families in this area?
2. What goods and services are not available in “the neighborhood?” Where do people go to buy these?
3. Note the use of the park space? Consider use of open space in this district (safety issues for children & youth).
4. What kinds of retail options are available?
5. What is most common way for people from this neighborhood to “make it” economically?
6. What is the racial mix of the 5 block area?
7. Has this changed over time, if at all? In what ways?
8. What is the economic mix of the 5 block area?
9. Look for housing that has been improved and that which has not.
10. What community groups are in the neighborhood
Questions focused on safe spaces for children to play and get to school.
1.What would you consider as safe ways to get these students to school?
2. What do you notice about the differences in housing stock?
3. What do you notice about the traffic patterns?
4. What kind of open spaces are there for physical recreation? Where do kids hang out?
5. What are the positive places kids go to? (Community centers? Recreation centers?)
Reflection/Debriefing:
Your group should reflect on the experience, both as a process and how that worked and the application for teaching.
1. What did you or your group find:
2. Interesting about the process? Helpful about the process?
3. Difficult about the process? Enjoyable about the process?
4. Which of the activities engaged you the most? Why?
5. How does this process and information relate to “anchoring learning in students’ diverse life contexts?”
6. How could community mapping be useful in your classes?
7. What did you learn about the community history, geography, culture, etc that you did not know before?
8. What issues related to the community emerged from your mapping? What might be some next steps regarding the issues?
9. How would you apply this experience to a) your content area? , b) working with students?
10. What ways, if any, were your perceptions changed or enhanced by this experience?
Presentation: Your group will present back to the entire group! ---- Here are some sample Final Group Project Powerpoint Presentations :
Citrus Elementary Del Rey Elementary Parkridge School for the Arts Lincoln Elementary #1 Lincoln Elementary #2