乔治·卢卡斯教育基金会 Celebrating30
基于地方的学习

让学生参与社区项目

让高中生研究自己的城镇,包括历史和当地问题,可以帮助他们看到为社区做出贡献的方法。

2021年10月8日
与一群高中生一起工作的老师
MBI / Alamy

纽约长岛是我们国家经济和种族分层最大的居民区之一。长期以来,我一直对该地区的独特历史以及塑造每个城镇的因素感兴趣,并且该地区一直在我的教学和学习中占有一席之地。

我在距离家乡30分钟的长岛附近的一个社区教了一门夜校课程,我想设计一个基于地方的项目,该项目可以让我与学生一起学习,而不是教他们一个历史’t, and doesn’t, belong to me. As an outsider in a predominantly Central American and specifically Salvadoran community, it wasn’t my place to teach the students about where they came from or how they and their families arrived here.

取而代之的是,我问了诸如“您是否曾经想过为什么您所住的小镇几乎只有一个人口统计的问题?”和“您认为人们如何看待这个地方?当地新闻和其他实体如何描绘它?”我们询问了一些当地媒体通过阅读文章和观看纪录片之类的叙事长岛分裂andThis Won’t Define Us(both by新闻日)。

We used pictures, videos, and headlines to continue unpacking the origins and history of the town’s people, places, and chronological changes. This culminated in a research-action project that students used to investigate the who, what, when, and why of the space around them.

入门

对于我们的过程的第一步,我们录音片段of paper to the floor to create a grid map of the town, starting with the school as a focal point. Students identified deeply with what side of town they came from: north, south, east, and west. They were able to name places and common space in those sides, and it bred a healthy competitiveness over whose side was best. There was playful bickering over where to draw the train tracks, whether to include the Wendy’s, and how big to draw the psychiatric facility on the edge of town.

As they drew, students acted as liaisons for their block or neighborhood. I located and purchased the美国的图像seriesfor their town, and we saw from old photographs how the area had changed over time. Students recognized different names and places and were able to connect with and comment on the changes. We even learned that Robert F. Kennedy had once given a speech in the school’s auditorium while campaigning.

您的公共图书馆或当地历史社会可能有类似的照片收集,可以成为学生深入当地历史的绝佳免费资源。

Deeper Research

从这里,我们阅读了有关该镇及其政治,社会和环境问题的文字,我们开始形成思想和问题。在此过程中,我建议您查看您当地的报纸甚至学校报纸,以了解对社区及其青年重要的重要性。使用文章进行注释策略和评估论点。

在我们练习这一步骤的同时,我的学生决定列出他们认为是社区面临的最大问题:移民,街头赛车,帮派活动,过度验证,药物使用,环境污染,心理健康和犯罪。我们发现存在旨在解决这些问题的统计数据,来源和组织。

学生使用了当地和国家的统计数据以及诸如City-Data和新闻日to research the issues and respective community organizing efforts. They outlined these points as the first step in building their research paper, and as they started writing their thesis, each student came up with a plan to resolve or alleviate the issue. This enabled freedom dreaming and created seeds of service and attachment to the community where they lived.

对我来说,退后一步很重要,让学生带头。用心处理这项工作对我来说很重要。确保我不鼓励学生对社区,文化或生活空间的负面刻板印象。并向他们展示服务和社区行动是团结的行为,而不是慈善事业。服务工作和加强社区的行为应始终没有救世主。将现实生活中的问题减少到他们将继续进行的研究项目,或者以短暂的分离考虑并不是我的目标。

真实的做法和受众

最后,我邀请了一个社区成员,与我接近拜访并听到学生的担忧及其发现。邀请在学生研究中拥有股份的真实受众是关键。可以提供行动反馈的受众成员不仅可以为学生的学术工作,而且对他们的社区和周围的人提供意义。

当学生向他提出想法时,他告诉他们他在社区中生活了30多年,在当地联赛中指导足球,并派他的两个孩子通过我的学生参加的学校。

He listened and connected them with organizations and local elected officials, and gave them ideas for expanding their concerns outward to create change. It was a small sounding board, but it sowed seeds of hope that they, too, could do incredible work and be active and involved in the sustainability of their town and their home.

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  • 基于地方的学习
  • Critical Thinking
  • Inquiry-Based Learning
  • Social Studies/History
  • 9-12高中

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