by Morrell Koch

by Braylynn Peck

by Alysha Uhland

by Marcus Gilmore

by Dain Barnett

Healthcare Services

by Alyssa Hadley

Historical Places

by Brittany Peck

by Kerissa Sicklebower

by Adam Saffer

by Jennie Richards

Unit Title :

Community Development : Where We've Been, Where We're Going

Author :

Grade Level :

High School

Lesson One:

Examining the Past

Goals :

Learning Objectives :

• Students will learn the difference between primary and secondary documents.
• Students will research with a purpose of finding examples of what was "progressive" in their community's development.
• Students will document, analyze, and publish new research pertaining to their community's development.
• Students will understand how their community was developed and identify patterns in its development.
• Students will use information from the past to understand the present regressive situation of their community.

Colorado State Standards :

CIVICS
STANDARD 1:  Students understand the purposes of government, and the basic constitutional principles* of the United States republican form of government.
1.1 Students know and understand what government is and what purpose it serves.
1.4 Students know the distinctive characteristics of the political culture* of the United States.
STANDARD 2:  Students know the structure and function of local, state, and national government and how citizen involvement shapes public policy.
2.1 Students know the organization and functions of local, state, and national governments.
2.4 Students know how public policy* is developed at the local, state, and national levels.
STANDARD 4:  Students understand how citizens exercise the roles, rights and responsibilities of participation in civic life* at all levels - local, state, and national.
4.1 Students know what citizenship is.
4.3 Students know how citizens can exercise their rights.
4.4 Students know how citizens can participate in civic life*.

GEOGRAPHY
STANDARD 1: Students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places, and environments.
1.1 Students know how to use maps, globes, and other geographic tools to acquire, process, and report information from a spatial perspective.
1.2 Students develop knowledge of Earth to locate people, places, and environments.
1.3 Students know how to analyze the dynamic spatial organization of people, places, and environments.
STANDARD 2: Students know the physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change.
2.1 Students know the physical and human characteristics of places.
2.2 Students know how and why people define regions.
2.3 Students know how culture and experience influence people's perceptions of places and regions.
STANDARD 3: Students understand how physical processes shape Earth's surface patterns and systems.
3.2 Students know the characteristics and distributions of physical systems of land, air, water, plants, and animals.
STANDARD 4: Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict.
4.1 Students know the characteristics, location, distribution, and migration of human populations.
4.2 Students know the nature and spatial distribution of cultural patterns.
4.3 Students know the patterns and networks of economic interdependence.
4.4 Students know the processes, patterns, and functions of human settlement.
STANDARD 5: Students understand the effects of interactions between human and physical systems and the changes in meaning, use, distribution, and importance of resources.
5.1 Students know how human actions modify the physical environment.
5.2 Students know how physical systems affect human systems.
5.3 Students know the changes that occur in the meaning, use, location, distribution, and importance of resources.
STANDARD 6: Students apply knowledge of people, places, and environments to understand the past and present and to plan for the future.
6.1 Students know how to apply geography to understand the past.
6.2 Students know how to apply geography to understand the present and plan for the future.

ECONOMICS
STANDARD 1:  Students understand that because of the condition of scarcity, decisions must be made about the use of scarce resources.
1.1 Students know that economic choices are made because resources are scarce and that the act of making economic choices imposes opportunity costs.
1.2 Students understand that economic incentives influence the use of scarce human, capital, and natural resources.
1.3 Students understand that resources can be used in many ways and understand the costs of alternative uses.
STANDARD 2:  Students understand how different economic systems impact decisions about the use of resources and the production and distribution of goods and services.
2.1 Students understand that different economic systems employ different means to produce, distribute, and exchange goods and services.
2.2 Students understand the fundamental characteristics of the United States economic system*.
2.3 Students understand that government actions and policies, including taxes*, spending, and regulations influence the operation of economies.
STANDARD 3:  Students understand the results of trade, exchange, and interdependence among individuals, households, businesses, governments, and societies
3.1 Students understand that the exchange of goods and services creates economic interdependence and change.

HISTORY
1. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.
1.1 Students know the general chronological order of events and people in history.
1.2 Students use chronology to organize historical events and people.
1.3 Students use chronology to examine and explain historical relationships.
STANDARD 2: Students know how to use the processes and resources of historical inquiry.
2.1 Students know how to formulate questions and hypotheses regarding what happened in the past and to obtain and analyze historical data to answer questions and test hypotheses.
2.2 Students know how to interpret and evaluate primary and secondary sources of historical information.
2.3 Students apply knowledge of the past to analyze present-day issues and events from multiple, historically objective perspectives.
STANDARD 3: Students understand that societies are diverse and have changed over time.
3.1 Students know how various societies were affected by contacts and exchanges among diverse peoples.
3.2 Students understand the history of social organization in various societies.
STANDARD 6: Students know that religious and philosophical ideas have been powerful forces throughout history.
6.2 Students know how societies have been affected by religions and philosophies.

READING & WRITING:
STANDARD 1: Students read and understand a variety of materials.
STANDARD 2: Students write and speak for a variety of purposes and audiences.
STANDARD 3: Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling
STANDARD 4: Students apply thinking skills to their reading, writing, speaking, listening, and viewing.
STANDARD 5: Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources
STANDARD 6: Students read and recognize literature as a record of human experience.

VISUAL ARTS:
STANDARD 1: Students recognize and use the visual arts as a form of communication.
STANDARD 2: Students know and apply elements of art, principles of design, and sensory and expressive features of visual arts.
STANDARD 3: Students know and apply visual arts materials, tools, techniques, and processes.
STANDARD 4: Students relate the visual arts to various historical and cultural traditions.

 

Materials / Resources

• Back newspaper issues from the Kiowa County Press from as far back as possible. We used 1930-Present.
• Progressive Notes Worksheets (see Appendix)
• Graduation Class Populations (1917-2004)
• Microsoft Office software that includes (Word, Excel, Powerpoint)

Procedure for Teaching :

PRE-EVALUATION OF STUDENT'S BACKGROUND KNOWLEDGE:
Ask 20-25 pertinent questions about the government, key people, key businesses, key organizations, and history of places of the community. Students may not concur with others as an evaluation of their own knowledge is required. We are not solving problems yet, we are setting a base measurement.

DISCUSS THE WORD "PROGRESSIVE" AND HOW TO APPLY IT TO THE HISTORICAL DEVELOPMENT OF THE COMMUNITY:
Define "Progressive" as moving forward, making improvements, changing for the better. Discuss some things our school has done recently that could be defined as "Progressive" in order to illustrate this concept.

STUDENT RESEARCH OF COMMUNITY DOCUMENTING "PROGRESSIVE" DEVELOPMENT:
Students use a "What Was Progressive in Eads" worksheet to document any occurence they see as "Progressive." Students will scan old newspapers of the Kiowa County Press from the 1920s through the 1970s to document big progressive events in the development of the county including new businesses, new buildings, new organizations, new laws for the betterment of the community. This research will take some time and students will cover specific decades only and not the entire group of newspapers individually. When the research is complete all newspapers should have been evaluated by one student.
NOTE: This can also be accomplished with microfilm/fische if newspapers are not available.

STUDENT RESEARCH OF POPULATION TRENDS USING SCHOOL GRADUATION RECORDS:
Either provide graduation population statistics to the students OR assign research to get the statistics on their own by using school records, old newspapers, or alumni records.

Student Product :

TIMELINE OF PROGRESSIVE DEVELOPMENT OF COMMUNITY:
Students will use Word or PowerPoint to illustrate the progressive incidents they defined during their research. Students will document on the timeline the date, incident, and a photo (if available or relevant). The timelines will be combined to document all progressive development in the community.

HISTORICAL DOCUMENT DIPICTING PROGRESSIVE HISTORY IN THE COMMUNITY:
Students will copy the articles they documented as "progressive" and add them to a class notebook. The notebook will become a historical reference for further community research and development.

GRAPH OF POPULATION TRENDS USING SCHOOL GRADUATION STATS:
Students will use Excel to document the year and class size of the local high school(s) from the first high school classl to last year's class. Using Excel's graphing capabilities, graph the results and write an evaluation including trends, possible explanations of those trends, (ie.. baby boomers) and future projections based on the past performances.

Assessment :

RUBRIC for Timeline that includes all documentation and demonstrates a strong understanding of what was progressive in the community's past.

NOTEBOOK contributions must be complete and match up to all of the student's documentation.

POPULATION GRAPH should be correct and student should use their knowledge of historical trends to evaluate the trends they see in the community. Students should come to the conclusion that as the school population declines so does the community.

Retrospect :

Time is a factor going through the newspapers as students will see articles related to themselves or their family and will spend time sidetracked. However, these issues seem to help the students further analyze their community's history, though it takes more time and patience.

Unit Title :

Community Development : Where We've Been, Where We're Going

Author :

Grade Level :

High School

Lesson Two:

Taking a Community Inventory : What Do We Have In Our Community?

Goals :

Learning Objectives :

• Students will understand the various resources of a community's organization including : historical buildings and places; wildlife and habitat resources; geological resources; folklife and cultural resources; business resources; outdoor recreation opportunities; housing; agricultural resources; health resources; and infrastructure.
• Students will be able to use primary resources, including oral histories, and secondary resources to document the resources of the community.
• Students will identify sources of information in the community and ask those experts pertinent questions.
• Students will document an inventory of one of the resources listed above including main facts, dates, statistics, etc..
• Students will create a Powerpoint presentation demonstrating their particular community resource realizing their audience is community planners and prospective businesses and citizens who are interested in the community.
• Students will use proper speaking skills to give a presentation about their particular community resource.
  

Colorado State Standards :

CIVICS
STANDARD 1:  Students understand the purposes of government, and the basic constitutional principles* of the United States republican form of government.
1.1 Students know and understand what government is and what purpose it serves.
1.4 Students know the distinctive characteristics of the political culture* of the United States.
STANDARD 2:  Students know the structure and function of local, state, and national government and how citizen involvement shapes public policy.
2.1 Students know the organization and functions of local, state, and national governments.
2.4 Students know how public policy* is developed at the local, state, and national levels.
STANDARD 4:  Students understand how citizens exercise the roles, rights and responsibilities of participation in civic life* at all levels - local, state, and national.
4.1 Students know what citizenship is.
4.3 Students know how citizens can exercise their rights.
4.4 Students know how citizens can participate in civic life*.

GEOGRAPHY
STANDARD 1: Students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places, and environments.
1.1 Students know how to use maps, globes, and other geographic tools to acquire, process, and report information from a spatial perspective.
1.2 Students develop knowledge of Earth to locate people, places, and environments.
1.3 Students know how to analyze the dynamic spatial organization of people, places, and environments.
STANDARD 2: Students know the physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change.
2.1 Students know the physical and human characteristics of places.
2.2 Students know how and why people define regions.
2.3 Students know how culture and experience influence people's perceptions of places and regions.
STANDARD 3: Students understand how physical processes shape Earth's surface patterns and systems.
3.2 Students know the characteristics and distributions of physical systems of land, air, water, plants, and animals.
STANDARD 4: Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict.
4.1 Students know the characteristics, location, distribution, and migration of human populations.
4.2 Students know the nature and spatial distribution of cultural patterns.
4.3 Students know the patterns and networks of economic interdependence.
4.4 Students know the processes, patterns, and functions of human settlement.
STANDARD 5: Students understand the effects of interactions between human and physical systems and the changes in meaning, use, distribution, and importance of resources.
5.1 Students know how human actions modify the physical environment.
5.2 Students know how physical systems affect human systems.
5.3 Students know the changes that occur in the meaning, use, location, distribution, and importance of resources.
STANDARD 6: Students apply knowledge of people, places, and environments to understand the past and present and to plan for the future.
6.1 Students know how to apply geography to understand the past.
6.2 Students know how to apply geography to understand the present and plan for the future.

ECONOMICS
STANDARD 1:  Students understand that because of the condition of scarcity, decisions must be made about the use of scarce resources.
1.1 Students know that economic choices are made because resources are scarce and that the act of making economic choices imposes opportunity costs.
1.2 Students understand that economic incentives influence the use of scarce human, capital, and natural resources.
1.3 Students understand that resources can be used in many ways and understand the costs of alternative uses.
STANDARD 2:  Students understand how different economic systems impact decisions about the use of resources and the production and distribution of goods and services.
2.1 Students understand that different economic systems employ different means to produce, distribute, and exchange goods and services.
2.2 Students understand the fundamental characteristics of the United States economic system*.
2.3 Students understand that government actions and policies, including taxes*, spending, and regulations influence the operation of economies.
STANDARD 3:  Students understand the results of trade, exchange, and interdependence among individuals, households, businesses, governments, and societies
3.1 Students understand that the exchange of goods and services creates economic interdependence and change.

HISTORY
1. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.
1.1 Students know the general chronological order of events and people in history.
1.2 Students use chronology to organize historical events and people.
1.3 Students use chronology to examine and explain historical relationships.
STANDARD 2: Students know how to use the processes and resources of historical inquiry.
2.1 Students know how to formulate questions and hypotheses regarding what happened in the past and to obtain and analyze historical data to answer questions and test hypotheses.
2.2 Students know how to interpret and evaluate primary and secondary sources of historical information.
2.3 Students apply knowledge of the past to analyze present-day issues and events from multiple, historically objective perspectives.
STANDARD 3: Students understand that societies are diverse and have changed over time.
3.1 Students know how various societies were affected by contacts and exchanges among diverse peoples.
3.2 Students understand the history of social organization in various societies.
STANDARD 6: Students know that religious and philosophical ideas have been powerful forces throughout history.
6.2 Students know how societies have been affected by religions and philosophies.

READING & WRITING:
STANDARD 1: Students read and understand a variety of materials.
STANDARD 2: Students write and speak for a variety of purposes and audiences.
STANDARD 3: Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling
STANDARD 4: Students apply thinking skills to their reading, writing, speaking, listening, and viewing.
STANDARD 5: Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources
STANDARD 6: Students read and recognize literature as a record of human experience.

VISUAL ARTS:
STANDARD 1: Students recognize and use the visual arts as a form of communication.
STANDARD 2: Students know and apply elements of art, principles of design, and sensory and expressive features of visual arts.
STANDARD 3: Students know and apply visual arts materials, tools, techniques, and processes.
STANDARD 4: Students relate the visual arts to various historical and cultural traditions.

 

Materials / Resources

• Back newspaper issues from the Kiowa County Press from as far back as possible. We used 1920-Present.
• Notebook created by class in Lesson One.
• Books and resources on how to take a community inventory, how to conduct an oral history, and how to document your findings. (See bibliography)
• Microsoft Office software that includes (Word, Excel, Powerpoint)

Procedure for Teaching :

READ EXCERPTS "TAKING A COMMUNITY INVENTORY"
Discussion: Communities should take inventories in order to 1) promote their community 2) evaluate their needs 3) make plans for further community development.

CONDUCT RESEARCH ON ONE COMMUNITY RESOURCE IN ORDER TO CREATE AN INVENTORY.
Brainstorm where students could find information pertaining to their topic including people, groups, and government offices. Using a number of primary and secondary sources including oral interviews and expert interviews collect data including facts, photos, and other pertinent information about one of the ten community resources.

DISCUSSION ABOUT "AUDIENCE" AND WHO WOULD MOST LIKELY USE THIS INVENTORY.
Students discuss who their audience is for this project and who they think would be most interested in their inventory. Also brainstorm other audiences that would be interested in the inventory. Using "audience" as a theme discuss ways to approach their presentation.

MODEL THE USE OF PHOTOS AND BULLETS IN A POWERPOINT PRESENTATION AND HOW TO GIVE AN EFFECTIVE PRESENTATION.
Model a Powerpoint presentation using an abundance of images and brief, bulleted points. Use extensive notes to present other information not bulleted on the presentation. Discuss with students the effectiveness of the presentation and how they need to conduct their own research and put their own presentations together for full effectiveness.

Student Product :

COMMUNITY INVENTORY PRESENTATION WITH EXTENDED NOTES.
Students will research, evaluate, take notes, analyze, and create a Powerpoint presentation on one of the ten community resources listed above. The presentation should be geared toward a particular audience and should be effective when given to the Chamber of Commerce, Historical Society, etc.. Extended notes used in the presentation should be included in the product.

Business Resources by B. Peck	Agricultural Resources by M. Koch	Geological Resources by M. Gilmore	Housing by K. Sicklebower	Historical Places by B. Peck
Outdoor Recreation by J. Richards	Infrastructure by A. Saffer	Folklire/Cultural by A. Uhland	Wildlife/Habitat by D. Barnett	Health Resources by A. Hadley

 

Assessment :

RUBRIC for Powerpoint Presentation that includes guidelines set above.

Retrospect :

Realize this is not a professional inventory but an exercise in taking stock in what a community has to offer at a certain time in its history. This inventory will be the guide when evaluating where we need to go in community development.

Make sure student realize that a professional inventory should be conducted with the community and if that has not occurred encourage them to ask our officials why.

Unit Title :

Community Development : Where We've Been, Where We're Going

Author :

Grade Level :

High School

Lesson Three:

Planning for the Future: What We Need

Goals :

Learning Objectives :

• Students will attend community meetings and development workshops in order to know what is happening in their community.
• Students will realize what kinds of opportunities are needed in a thriving community.
• Students will identifiy the various groups that make up a community and how those groups interact within the community.
• Students will use their reading and discussion to brainstorm what opportunities are needed in their community..what is lacking.
• Students will create a proposal for change to be sent to the town and county officials.

Colorado State Standards :

CIVICS
STANDARD 1:  Students understand the purposes of government, and the basic constitutional principles* of the United States republican form of government.
1.1 Students know and understand what government is and what purpose it serves.
1.4 Students know the distinctive characteristics of the political culture* of the United States.
STANDARD 2:  Students know the structure and function of local, state, and national government and how citizen involvement shapes public policy.
2.1 Students know the organization and functions of local, state, and national governments.
2.4 Students know how public policy* is developed at the local, state, and national levels.
STANDARD 4:  Students understand how citizens exercise the roles, rights and responsibilities of participation in civic life* at all levels - local, state, and national.
4.1 Students know what citizenship is.
4.3 Students know how citizens can exercise their rights.
4.4 Students know how citizens can participate in civic life*.

GEOGRAPHY
STANDARD 1: Students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places, and environments.
1.1 Students know how to use maps, globes, and other geographic tools to acquire, process, and report information from a spatial perspective.
1.2 Students develop knowledge of Earth to locate people, places, and environments.
1.3 Students know how to analyze the dynamic spatial organization of people, places, and environments.
STANDARD 2: Students know the physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change.
2.1 Students know the physical and human characteristics of places.
2.2 Students know how and why people define regions.
2.3 Students know how culture and experience influence people's perceptions of places and regions.
STANDARD 3: Students understand how physical processes shape Earth's surface patterns and systems.
3.2 Students know the characteristics and distributions of physical systems of land, air, water, plants, and animals.
STANDARD 4: Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict.
4.1 Students know the characteristics, location, distribution, and migration of human populations.
4.2 Students know the nature and spatial distribution of cultural patterns.
4.3 Students know the patterns and networks of economic interdependence.
4.4 Students know the processes, patterns, and functions of human settlement.
STANDARD 5: Students understand the effects of interactions between human and physical systems and the changes in meaning, use, distribution, and importance of resources.
5.1 Students know how human actions modify the physical environment.
5.2 Students know how physical systems affect human systems.
5.3 Students know the changes that occur in the meaning, use, location, distribution, and importance of resources.
STANDARD 6: Students apply knowledge of people, places, and environments to understand the past and present and to plan for the future.
6.1 Students know how to apply geography to understand the past.
6.2 Students know how to apply geography to understand the present and plan for the future.

ECONOMICS
STANDARD 1:  Students understand that because of the condition of scarcity, decisions must be made about the use of scarce resources.
1.1 Students know that economic choices are made because resources are scarce and that the act of making economic choices imposes opportunity costs.
1.2 Students understand that economic incentives influence the use of scarce human, capital, and natural resources.
1.3 Students understand that resources can be used in many ways and understand the costs of alternative uses.
STANDARD 2:  Students understand how different economic systems impact decisions about the use of resources and the production and distribution of goods and services.
2.1 Students understand that different economic systems employ different means to produce, distribute, and exchange goods and services.
2.2 Students understand the fundamental characteristics of the United States economic system*.
2.3 Students understand that government actions and policies, including taxes*, spending, and regulations influence the operation of economies.
STANDARD 3:  Students understand the results of trade, exchange, and interdependence among individuals, households, businesses, governments, and societies
3.1 Students understand that the exchange of goods and services creates economic interdependence and change.

HISTORY
1. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.
1.1 Students know the general chronological order of events and people in history.
1.2 Students use chronology to organize historical events and people.
1.3 Students use chronology to examine and explain historical relationships.
STANDARD 2: Students know how to use the processes and resources of historical inquiry.
2.1 Students know how to formulate questions and hypotheses regarding what happened in the past and to obtain and analyze historical data to answer questions and test hypotheses.
2.2 Students know how to interpret and evaluate primary and secondary sources of historical information.
2.3 Students apply knowledge of the past to analyze present-day issues and events from multiple, historically objective perspectives.
STANDARD 3: Students understand that societies are diverse and have changed over time.
3.1 Students know how various societies were affected by contacts and exchanges among diverse peoples.
3.2 Students understand the history of social organization in various societies.
STANDARD 6: Students know that religious and philosophical ideas have been powerful forces throughout history.
6.2 Students know how societies have been affected by religions and philosophies.

READING & WRITING:
STANDARD 1: Students read and understand a variety of materials.
STANDARD 2: Students write and speak for a variety of purposes and audiences.
STANDARD 3: Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling
STANDARD 4: Students apply thinking skills to their reading, writing, speaking, listening, and viewing.
STANDARD 5: Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources
STANDARD 6: Students read and recognize literature as a record of human experience.

VISUAL ARTS:
STANDARD 1: Students recognize and use the visual arts as a form of communication.
STANDARD 2: Students know and apply elements of art, principles of design, and sensory and expressive features of visual arts.
STANDARD 3: Students know and apply visual arts materials, tools, techniques, and processes.
STANDARD 4: Students relate the visual arts to various historical and cultural traditions.

 

Materials / Resources

• Back newspaper issues from the Kiowa County Press from as far back as possible. We used 1920-Present.
• Notebook or Community's Progressive Development
• A number of community enhancement books and web sites (see bibliography)
• Current publications such as newspapers, magazines, etc..
• Microsoft Office software that includes (Word, Excel, Powerpoint)
• Digital camera / printer
• Listing of various local, state, and federal assistance programs

Procedure for Teaching :

WHAT'S GOOD / WHAT'S BAD EXERCISE:
Armed with digital cameras, students will go out in the community and take a picture of three "things" they consider GOOD and three "things" they consider BAD about the community. Present their photos to the class telling why they catagorize them the way they did. Students will find that someone's BAD is sometimes another's GOOD. They should analyze these as opportunities that just need developed. Keep GOOD/BAD charts posted in the classroom.

A NUMBER OF READING ASSIGNMENTS:
Assign a number of reading assignments (excerpts from books) that exhibit what attractive and successful communities have that we don't. Students should take notes on their readings and come to the class ready to discuss their findings. All findings should be charted and left posted in the classroom.

DISCUSSION ON THE 7 1/2 KEYS OF SUCCESSFUL COMMUNITIES:
Using various excerpts from the book, chart each key and evaluate whether our community has that key. A simple of chart including a graph that lists 1) NOT AT ALL 2) SOMEWHAT 3) ALMOST 4) YES where the class can catagorize each key. Examples from the community should be included on the chart.

EFFECTING CHANGE:
Students identify one very small thing they would like to see done in their community that would make a positive aspect toward community development. A number of ideas can be charted. Students will choose one of the changes and make a plan to get that change made. For example: "Put signs up to show visitors where the golf course is located."

Student Product :

WHAT'S GOOD/WHAT'S BAD PHOTOS COMMUNITY PLAN FOR CHANGE:
Students identify one aspect of their community they want changed and draft a plan to get that change completed. Within the plan student will:

PLAN FOR CHANGE:
Students will identify one small aspect of their community that they think needs changed for the better. They will then formulate a plan in order to get that change accomplished. The plan will
*Identify the change by drawing it and describing it
*Determine who to contact that is in charge of identified problem
*Write a persuasive argument addressed to the entity in charge that identifies costs, procedures, materials, time frames, etc..
Students will then submit their plan and follow up on it success.

Assessment :

PHOTO ANALYSIS should be high level and make sense within the context of the discussion.

PLAN FOR CHANGE should affect change as described. Plan will be assessed on effectiveness, foremost, but also professionalism including the content, writing, descriptions, overall plan, and depth of research.

Retrospect :

The Plan for Change may take some time, students will also be evaluated over time as to their persistance and follow through to their plan.

Celebrate any changes that do occur and publicize in a number of arenas.

Unit Title :

Community Development : Where We've Been, Where We're Going

Author :

Grade Level :

High School

Lesson Four:

Planning for the Future: Recreate Your Community

Goals :

Learning Objectives :

• Students will attend community meetings and development workshops in order to know what is happening in their community.
• Students will realize what kinds of opportunities are needed in a thriving community.
• Students will identifiy the various groups that make up a community and how those groups interact within the community.
• Students will use their reading and discussion to brainstorm what opportunities are needed in their community..what is lacking.
• Students will identify one large area that needs changed in the community and draft a plan in small groups to effect improvement and change to that are. eg. Tourism, Main Street, New Business, etc.

Colorado State Standards :

CIVICS
STANDARD 1:  Students understand the purposes of government, and the basic constitutional principles* of the United States republican form of government.
1.1 Students know and understand what government is and what purpose it serves.
1.4 Students know the distinctive characteristics of the political culture* of the United States.
STANDARD 2:  Students know the structure and function of local, state, and national government and how citizen involvement shapes public policy.
2.1 Students know the organization and functions of local, state, and national governments.
2.4 Students know how public policy* is developed at the local, state, and national levels.
STANDARD 4:  Students understand how citizens exercise the roles, rights and responsibilities of participation in civic life* at all levels - local, state, and national.
4.1 Students know what citizenship is.
4.3 Students know how citizens can exercise their rights.
4.4 Students know how citizens can participate in civic life*.

GEOGRAPHY
STANDARD 1: Students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places, and environments.
1.1 Students know how to use maps, globes, and other geographic tools to acquire, process, and report information from a spatial perspective.
1.2 Students develop knowledge of Earth to locate people, places, and environments.
1.3 Students know how to analyze the dynamic spatial organization of people, places, and environments.
STANDARD 2: Students know the physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change.
2.1 Students know the physical and human characteristics of places.
2.2 Students know how and why people define regions.
2.3 Students know how culture and experience influence people's perceptions of places and regions.
STANDARD 3: Students understand how physical processes shape Earth's surface patterns and systems.
3.2 Students know the characteristics and distributions of physical systems of land, air, water, plants, and animals.
STANDARD 4: Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict.
4.1 Students know the characteristics, location, distribution, and migration of human populations.
4.2 Students know the nature and spatial distribution of cultural patterns.
4.3 Students know the patterns and networks of economic interdependence.
4.4 Students know the processes, patterns, and functions of human settlement.
STANDARD 5: Students understand the effects of interactions between human and physical systems and the changes in meaning, use, distribution, and importance of resources.
5.1 Students know how human actions modify the physical environment.
5.2 Students know how physical systems affect human systems.
5.3 Students know the changes that occur in the meaning, use, location, distribution, and importance of resources.
STANDARD 6: Students apply knowledge of people, places, and environments to understand the past and present and to plan for the future.
6.1 Students know how to apply geography to understand the past.
6.2 Students know how to apply geography to understand the present and plan for the future.

ECONOMICS
STANDARD 1:  Students understand that because of the condition of scarcity, decisions must be made about the use of scarce resources.
1.1 Students know that economic choices are made because resources are scarce and that the act of making economic choices imposes opportunity costs.
1.2 Students understand that economic incentives influence the use of scarce human, capital, and natural resources.
1.3 Students understand that resources can be used in many ways and understand the costs of alternative uses.
STANDARD 2:  Students understand how different economic systems impact decisions about the use of resources and the production and distribution of goods and services.
2.1 Students understand that different economic systems employ different means to produce, distribute, and exchange goods and services.
2.2 Students understand the fundamental characteristics of the United States economic system*.
2.3 Students understand that government actions and policies, including taxes*, spending, and regulations influence the operation of economies.
STANDARD 3:  Students understand the results of trade, exchange, and interdependence among individuals, households, businesses, governments, and societies
3.1 Students understand that the exchange of goods and services creates economic interdependence and change.

HISTORY
1. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.
1.1 Students know the general chronological order of events and people in history.
1.2 Students use chronology to organize historical events and people.
1.3 Students use chronology to examine and explain historical relationships.
STANDARD 2: Students know how to use the processes and resources of historical inquiry.
2.1 Students know how to formulate questions and hypotheses regarding what happened in the past and to obtain and analyze historical data to answer questions and test hypotheses.
2.2 Students know how to interpret and evaluate primary and secondary sources of historical information.
2.3 Students apply knowledge of the past to analyze present-day issues and events from multiple, historically objective perspectives.
STANDARD 3: Students understand that societies are diverse and have changed over time.
3.1 Students know how various societies were affected by contacts and exchanges among diverse peoples.
3.2 Students understand the history of social organization in various societies.
STANDARD 6: Students know that religious and philosophical ideas have been powerful forces throughout history.
6.2 Students know how societies have been affected by religions and philosophies.

READING & WRITING:
STANDARD 1: Students read and understand a variety of materials.
STANDARD 2: Students write and speak for a variety of purposes and audiences.
STANDARD 3: Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling
STANDARD 4: Students apply thinking skills to their reading, writing, speaking, listening, and viewing.
STANDARD 5: Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources
STANDARD 6: Students read and recognize literature as a record of human experience.

VISUAL ARTS:
STANDARD 1: Students recognize and use the visual arts as a form of communication.
STANDARD 2: Students know and apply elements of art, principles of design, and sensory and expressive features of visual arts.
STANDARD 3: Students know and apply visual arts materials, tools, techniques, and processes.
STANDARD 4: Students relate the visual arts to various historical and cultural traditions.

 

Materials / Resources

• Back newspaper issues from the Kiowa County Press from as far back as possible. We used 1920-Present.
• Notebook or Community's Progressive Development
• A number of community enhancement books and web sites (see bibliography)
• Current publications such as newspapers, magazines, etc..
• Microsoft Office software that includes (Word, Excel, Powerpoint)
• Digital camera / printer
• Listing of various local, state, and federal assistance programs

Procedure for Teaching :

IDENTIFY MAIN PROBLEMS IN THEIR COMMUNITY (BIG PICTURE):
In discussion/charting format identify major issues facing the community where development is vital to our existence. Those may include the state of housing, the rundown buildings, the lack of jobs for young adults, the lack of services for travelers, the lack of industry, issues facing future events (Sand Creek), etc..

IDENTIFY SOLUTIONS TO IDENTIFIED PROBLEMS:
Using web sites and lots of books and other materials have students find solutions to these issues. Local officials and experts could also be called in so students can ask questions. Encourage students to seek answers in as many avenues as possible.

DEFINE "ENTREPRENEUR" AND HOW TO THINK LIKE ONE:
Hold lots of discussions and show examples on known entrepreneurs and what they have done to solve problems. Connect these ideas to the issues identified above.

ENTREPRENEUR PROJECT :
(Refer below)

Student Product :

ENTREPRENEUR PROJECT:
Groups of no more than 2-4 students will determine a big picture issue in their community that they would like to change. They will think like an entrepreneur in order to affect this change. The project will require the following and be presented in exact detail through a written report and as a Powerpoint presentation to be given to the community:
*An analysis of their problem using photos, statistics, facts and how this problem is detrimental to the well-being of the community.
*A solution to the problem that describes with graphic illustration what it will look like and how it will work.
*A business plan/ proposal to make the solution happen. Use the business department to help in this aspect.
* A section describing how the project will benefit the community AND how it will make money for the entrepreneur.

Assessment :

CLASSROOM DISCUSSION will be graded.

TEST students on their readings.

ENTREPRENEUR PROJECT will be graded with RUBRIC that will set out the aspects of the project including the Powerpoint product and the Presentation to the public.

Retrospect :

Post Powerpoint projects to the school and community web sites.

Write articles for local newspaper describing the project and generate discussion.