![]() ![]() But, something happened, and the community changed. Explain that in today’s lesson, they will take a close look at a city neighborhood that was not a nice place to live. Remind them that they have learned both about people and places in communities. Ask them to tell you about some of the things they have been learning in their Unit of Inquiry on communities. (Key Concepts: Change and Responsibility.) Lesson Outline: 1. Working individually, make a simple sketch to show how an unkept urban neighborhood can become an attractive and healthy neighborhood. (AASL 3.1.5, “Connect learning to community issues.”) Suggested Time: ![]() To understand that people’s actions influence the communities in which they live and that it is possible to create a lovely neighborhood through hard work and care for the environment. I use the same text in Grade 3’s Urban Planning unit, but this version is adapted for younger students. It is a challenge, but they love it and are drawn into the story through their own efforts to understand the images. The text is wordless, so children work out and tell the story as they go. From urban blight to urban paradise, the gradual unfolding of home and community takes place under Baker’s masterful designs. In this lesson, students use the mixed media masterpiece by Jeannie Baker to take a detailed look at how people can transform their communities. Karen Christensson’s RADCAB Model of Information Source Evaluation.Ancient Civilizations: Societies Then and Now. ![]() Sense of Belonging: Homes and Communities. ![]()
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