Blueprint for a Violent-Free Community in the Year 2001

http://edweb.sdsu.edu/courses/edtec596/Project1/Blueprint.html

Content Areas

This unit is anchored in math, science, social studies and art to a slightly lesser extent. The learning goals for each subject are as follows:

demonstrate mastery of proportional drawing demonstrate their knowledge of ratio, proportion and measurement read and interpret statistics about the general population

demonstrate an understanding of how components fit into a system and how they interact in terms of both resources and services

demonstrate their knowledge of evaluation essay writing

recognize various components and interactions of a social community and attempt to resolve some of its needs

demonstrate their knowledge of form and aesthetics

Organizing Theme

The challenge of this unit was to design a community of eight square blocks in the Mission District that promotes non-violence. The setting is a neighborhood leveled by an 8.5 earthquake in the year 2001. Students were not constrained by costs and they were encouraged to be innovative.

Implementation

A family of 98 students of mixed up ability were divided into four groups during the first week and five groups during the second week.

Outline of Activities

During the first week, students rotated through a series of background classes covering topics such as ratio and proportion, aesthetics and design, evaluation writing, urban planning, and energy resources and conservation. On Friday of the first week, community associates conducted a honds-on simulation activity with the students. Students also participated in an interactive presentation by an architect and an engineer that included slides and models. Other architects and engineers served as consultants and worked directly with the students on their projects during the second week.

Student Products

Students kept an ongoing journal. This journal was graded based on a rubric. The learning experience culminated in a two day exhibit during which students presented their products. The final exhibit included a flow chart, blueprint, 3-D model, oral presentation and written work. The final project was graded based on the folling criteria: creativity, aesthetics(effective, attractive, coherent), content/concept, effort/committment and delivery. There was a rubric developed to go with each category.

Thinking Skills Engaged

This unit encouraged students to be innovative. Students also excercised their critical thinking skills. They were given the tools needed for the project and then they had to be able to adapt the tools to fit their project. Students had to apply their learning. Cooperative skills were developed though group work.

This description was written by Blanca Hernandez. Last updated on March 6, 1996.

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