Smart Growth: Reshaping Communities
By Cooper-Hewitt National Design Museum, September 11, 2006
- High School
- Urban Planning
- Language Arts
- Social Studies
Common Core Standards
Anchors for Reading:
Key Ideas and Details:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Integration of Knowledge and Ideas:
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity:
Read and comprehend complex literary and informational texts independently and proficiently.
Anchor Standards for Writing:
Text Types and Purposes:
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
Research to Build and Present Knowledge:
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing:
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Anchor standards for Speaking and Listening:
Comprehension and Collaboration:
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas:
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Production and Distribution of Writing:
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- conduct Internet research
- evaluate and analyze information from diverse sources
- summarize and synthesize information from diverse sources
- create a presentation
- evaluate group work
"My Smart Growth Development Dream" handout
- computer with Internet access
Building Background Models of ChangeThe purpose of this activity is to introduce the concept of smart growth development. 1. Share the following definition of smart growth with your students: "Smart growth is about being good stewards of our communities and of our rural lands, parks, and forests. It is about ensuring that the best of the past is preserved, while creating new communities that are attractive, vital, and enduring." -Michael Leavitt, EPA Administrator Source: http://www.epa.gov/smartgrowth/about_sg.htm#what_is_sg As a class, explore the story of the Breckenridge, Colorado community that was designated as the Environmental Protection Agency's top smart growth neighborhood. Use the following websites as resources:
Steps for Learning Developer's DreamsThe purpose of this activity is to provide students with an opportunity to use the steps of the design process to create a mock smart growth community. 1. Divide the class into small groups. Give each group a copy of the "My Smart Growth Development Dream" handout. 2. Provide time for each small group to present its work to the class. 3. Discuss the different elements of each group presentation, and the effectiveness of the arguments presented for the smart growth community.
ReflectionCreate a class rubric with your students that will help them understand the effectiveness of their design process. Use the following guidelines to help create the rubric. -How effective was your brainstorming in generating ideas? Excellent Good Adequate Poor -Rate how effectively you analyzed the information you used to identify your problem. Excellent Good Adequate Poor -Rate the effectiveness of your solution. Excellent Good Adequate Poor -Rate how clearly you communicated the problem you wanted to solve. Excellent Good Adequate Poor -Rate how clearly you communicated your solution. Excellent Good Adequate Poor -Rate your effectiveness as problem solvers. Excellent Good Adequate Poor -Rate your creativity. Excellent Good Adequate Poor