Create a community map discovering information
Part 2: Community Mapping
In this part of the assignment, you will create a community map discovering information in two ways: 1) visiting locations, and 2) talking to people in the community.
Visiting Locations
Walk through the school\’s community – the surrounding neighborhood (in pairs or small groups). As you are walking, write what you see, hear, smell, notice, and the questions that come to mind. Pay special attention to community assets and challenges you may need to know to support students and their families (e.g, food banks, health centers, shelters, parks, libraries, etc). How can such knowledge be used during instruction? Please use the following questions as an informal guide to both take notes as well as engage your interviewees in conversation:
Possible Community Strengths
• ??What do you see as cultural or linguistic strengths/assets in the community? Write down observations, draw a map, or create a concept map/mind map if that\’s helpful. Why do you see these as strengths/assets?
• ??What locations (specific places) do youth value in the community and why? In other words, where do youth hang out other than their own homes?
• ??What ecoregional resources (state parks, beaches, zoo, etc.) do youth have access to in the community? The list of resources below links to information on each.
• ??What resources does the community have to offer that might be used in children\’s education? Visit museums, the local library, or look up the parks and recreation website to name a few.
• ??What annual celebrations does the community have? How can community celebrations be utilized to connect with students,
families, and lessons?
• ??What is the draw to this larger community location/place
• possible community challenges
• ??What are larger challenges within the community? Why do you or your interviewees see these as challenges?
• ??What specific issues, problems, challenges currently affect youth in this community?
• ??What places/locations can be connected to these issues?
• ??What are possible social or other root causes of the identified challenges?
• ??How can you as a future teacher help students mitigate these challenges in the classroom?
• Pinpoint locations in the community that represent youth focal points – as related to the places the youth value/utilize and places where critical issues or problems occur? Write a short summary on the significance of each location
As you walk through the community, take pictures of museums, libraries, parks, and other community assets (do not take pictures of people), figure out what will best highlight the character of the community. Take pictures of key landmarks and community assets, such as libraries, museums, and parks. Consider also farms, ranches, regionally based economic or business organizations. Also, look for photos online that show key celebrations in the area such as Día De Los Muertos, Border Fest, Charro Days, or the Night of Lights Parade. Make sure to capture the dignity and strength of the community, not just hardship. You may include pictures of people you know personally or those that you interviewed (with their permission, of course). You may present information of what you find in your choice of modality including creating a website or blog, PPT, video, written reflection, OneNote etc.
Have conversations with at least two individuals. You choose the type of questions to be asked. These individuals can be any family member or anyone in your social network.
? ??K-12 Student
? ??Parent
? ??Mentor Teacher
• Community elder
• As you speak with these people, find out about their experiences living and working in this community. What are their experiences with the community? What cultural or community assets contribute to learning? How might the community strengths impact the schools\’ success? What are some of the individual differences you are likely to encounter among students, such as linguistic or cultural diversity and special needs? What are some of the different ways in which students learn? How will you accommodate those differences? Use Pseudonyms or “Student A”, “Parent X” etc. to name interviwees and safeguard anonymity.
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