(This post is about my 4th graders who I've had a rough time engaging this year.)
I'm hoping to get them going by looking at our own community as a way to lead into interesting history and throw a bit of argumentation into the mix with the question "Do communities need to change?"
Before getting into “Do communities need to change?,” I think my kids need to start with something more concrete, like a unit of study on “what is in our community?” I’ve made a blank outline map of our block and plan to take them around the block to fill in the uses of each building (commercial, residential, community.) Next, I would take them to a new block to test their map skills and understanding/awareness of land use.
First concern, it seems too concrete. How can I link it to an exciting essential question that gives it some movement? What can I do to link it back to the argument “Do communities need to change?”
Second concern, what information do they need to research in order to have an informed (rather than sophomoric) opinion about the argument? And how can I link this argument to historical research?
(I’ve thought of going to the Brooklyn Historical Society library myself to try to find data on how land use in our neighborhood has changed. However, I’m not sure how to connect that to 4th grade appropriate knowledge of economics and politics.)
Third concern, assessment tasks? Persuasive piece? Op-ed style “column”? Debate? Mock town hall? I like any of these ideas but I’m not sure how to assess them.
Paul, I'd love to see any artifacts of student work - for whatever culminating assignment you decide to do.
ReplyDeleteI've done projects with the kids to help them reenact or put themselves in the shoes of any historical situation we've studied. But I guess I've assumed my role to be to lay a foundation to challenge and question after the foundation has been laid. That's not to say I don't challenge the students to think critically, though!
What are your thoughts?