What is Community?

Introduction

Standards

4 – H3.0.1 Use historical inquiry questions to investigate the development of Michigan’s major economic activities from statehood to present.
4-4 – G4.0.1 Use a case study or story about migration within or to the United States to identify push and pull factors (why they left, why they came) that influenced the migration.

Objectives

• Students will be able to describe the history of black bottom Detroit, and how the development of this community had an impact on community members.
• Students will be able to analyze a primary resource(photos) of Detroit before and after development, and discuss patterns they see in these photos.

Students will be introduced to the topic of development of Black Bottom Detroit, including what it is, what was involved with the development, and how this impacted members of the community. Make sure to cover the name of the place. Why is that the name?

● Display photos of Black Bottom Detroit. Ask what students notice about the images.
● Show students current photos of how Detroit is shown. Ask students what they notice about these images as well.

Close day 1 by asking students to describe Detroit as it is today. What words would they use to describe the area to someone who had never been here?

Potential Sources for Introduction to Black Bottom:

Day 2: Mapping Out Our Community 

Standards:
2 – G4.0.1 Describe land use in the community.
2 – G4.0.2 Describe the means people create for moving people, goods, and ideas within the local community.

Objectives:
● Students will be able to describe land use in the community by listening and comprehending the “Where Do I Live?” story and relating it to their own community in a discussion afterwards.
● Students will be able to describe the means people create for moving people, goods, and ideas within the local community by creating a map of what they believe is a perfect community or by mapping their current community and all that it entails.

Geography

● Start lesson by brief discussion of what geography is and how it relates to community.
● Read the story “Where Do I live?” to the class. This story will describe to the students what geography is and allow students to begin thinking about their
community.https://www.amazon.com/Where-Do-Live-Neil-Chesanow/dp/0812092414
● Show images of historical Detroit compared to present day Detroit.
https://twistedsifter.com/2015/06/historic-photos-of-detroit-and-their-modern-day-equivalent/
● Present the mapping project to the class: Students will need to create a map using any kind of media they choose. This includes drawing, PowerPoint, a written summary, or any other way they choose to present this. They will be given two options of what their map is of: “What does your ideal community entail?” or “What are important aspects of your community?”.
● Students will be given class time to work on this, however if not completed it will need to be taken home and finished for the following day.
● To wrap up the class period, students will pack up whatever they need to in order to complete their map at home if needed.
● We will have a brief discussion at the end of class for students to show the class and I what their idea is and what they have completed at that time.

Day 3: How Development Effects a Community

Standards:
4 – G4.0.3 Describe some of the movements of resources, goods, people, and information to, from, or withinvthe United States, and explain the reasons for the movements.
4 – P4.2.1 Develop and implement an action plan and know how, when, and where to address or inform othersvabout a public issue.
4 – P4.2.2 Participate in projects to help or inform others.

Objectives

● Students will be able to describe some of the movements of resources, goods, people, and information to, from, or within the United States, and explain the reasons for the movements by analyzing lessons and texts about Detroit’s Black Bottom neighborhood.
● Students will be able to develop and implement an action plan and know how, when, and where to address or inform others about a public issue by writing a persuasive letter explaining their feelings and ideas on community development.
● Students will be able to participate in projects to help or inform others by creating a map showing ideas on their own community development.

How Development Affects A Community

● When students enter the classroom, tell them they have to pack up all their stuff because they are switching classrooms.
● Students will then be given the prompt, “how would you feel if someone showed up at your house and told you to pack up all of your things because you had to move?”
● Students will then do a 3- minute quick write about the prompt to gather their ideas then have a brief discussion to allow students to share their thoughts about the prompt.
● Then as a class they will read the book, “The Curious Garden” and discuss how it
represents a positive aspect of development.
● Students will then look at the Archive cartoon as well as watch the video, “Detroit’s
Forgotten Neighborhood” and discuss how development can be negative if community
members don't have a say.

Day 4: What Community Means to Residents

Standards

4– H3.0.2 Use primary and secondary sources to explain how migration and immigration affected and continue to affect the growth of Michigan.

Objectives

Students will be able to explain how explain how migration and immigration affected and continue to affect the growth of Michigan though the use of use primary and secondary sources by interviewing a speaker who migrated to Michigan.

The Plan for the Day

• Students prior knowledge of primary and secondary resources will be refreshed through the use of a brief lesson with definitions and examples.
• The students will be introduced to the class speaker, Rhonda Bryant. Rhonda will be considered a primary resource.
• The teacher will ask several questions relating to the unit lesson of community and development.
• The students will have the opportunity to ask the speakers questions that they previously developed as a homework assignment during day 3 of the unit.

Day 5: Persuasive Letter Writing

Standards

4 – P3.3.1 Compose a brief essay expressing a position on a public policy issue in the United States and justify
the position with a reasoned argument.
4 – P4.2.1 Develop and implement an action plan and know how, when, and where to address or inform others
about a public issue.
4 – P4.2.2 Participate in projects to help or inform others.

Objectives

Students will be able to write a persuasive essay on a public issue and justify their position with a reasoned argument.
Students will be able to address and inform other group members about the positive and negative effects development can have on a community.

To Develop or Not to Develop
As a class, discuss the pros and cons that development has on a community based on the previous lessons.
● Students will do a quick write, creating a list of what they think the pros and cons of development in their community would be.
● Students will get into groups of 2-3 and go over their lists.
● They will then be given the prompt “The city government wants to tear down our school in order to redevelop the land and turn it into something that will help the community grow. While this may help attract more people to the area, you’d all have to be transferred to a new school. Based on what we’ve learned about development in a community, write a persuasive letter to the city council members either defending why you think they should redevelop the school, or why they should not.”
● Students will then decide as a group which side they are on and fill out the persuasive letter template to organize their ideas. (see next slide)
● They will then begin writing the letter individually, but will stay in small groups so they can work together if needed. They will have the option to hand write their letter or type it out.
● An example will be given on how to write the persuasive letter.
● If students do not complete the letter during class time, they can take it home to finish it.

 

Day 6: Field Trip

Standards

● 4 – P4.2.1 Develop and implement an action plan and know how, when, and where to address or inform others about a public issue.

● 4 – P4.2.2 Participate in projects to help or inform others.

Objectives

● Students will be able to develop and implement an action plan and know how, when, and where to address or inform others about a public issue by discussing and asking questions to tour guides on field trip.
● Students will be able to participate in projects to help or inform others by participating in group discussion about the field trip.

Field Trip

● Students will go on a field trip to Lafayette Park in Detroit, Michigan.
● Prior to the field trip students will learn about lafayette park and how it was built. They will also listen to the book ABC Detroit, which will allow them to learn about different aspects of Detroit. https://a.co/d/22SpKRK
● During the field trip students will observe and listen to tour guides.
● After the field trip students will discuss as a whole what they learned at Lafayette Park and what they saw from the ABC Detroit book on the way to the field trip. .
● A Permission slip for the field trip with attached letter explaining to the family what will happen on the trip will be included.

Book: ABC Detroit

This book will allow students to learn about different aspects of Detroit. The book has a different place in Detroit for each letter of the alphabet. On the way to the field trip, students will be able to look for some of the places they learned about in the book.

Day 7: Conclusions and Summative Assignment

Students will have a final assessment of the unit by writing a 1 page essay of what a community means to them. The essay may include reasons to have a community, the building blocks of a community, and what groups of people make up a community. Depending on your students, consider other formats as well, such as oral presentation, poem, etc.