Empowering Global Citizens

6) Students should walk together around their neighborhood (de—
fined by the teacher) under adult supervision (for safety reasons)
and gather artifacts, take pictures and Videos, and interview
people.

7) The students should identify someone who has lived in their as—
signed neighborhood for thirty years (or the teacher could invite
a guest speaker) and interview him/or her more extensively about
how he or she perceives the changes in the neighborhood over the
years (e.g., the changing demographics, the challenges and benefits
of movement and migration, etc.).

8) Once they have collected the data, they will present it to the rest of
the class. Using posters, Videos, pictures, and other visual aids, they
will summarize what they’ve learned.

Activity 8.5.3 (Optional Preactivity)

My Family History

Note that many students do this type of activity in the younger grades, but
not at a very deep level. This activity should go in depth into the history of
families in order to connect to the topic. Please substitute historical families
(for all students) if there are students present in the classroom for whom
examining family histories would be problematic (due to abuse or trauma,

for example).

Each student completes an independent study project on his or her family
history. Throughout the course of the project, students should complete at
a minimum a family tree, a map that shows the movement of the family
members over time, and an analysis of the experiences of moving, cultural
sharing, and identity formation among the family members. This analysis
could be presented in many formats, including, for example, in written fam—
ily stories, interviews, or a scrapbook. The students should be allowed to be
creative and expected to go in depth.

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