How Well Do You Know Your Neighborhood?
Summary
In this assignment, students respond to a quiz containing questions about their neighborhood.
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Learning Goals
The "big idea" in this assignment is to broaden and deepen students' knowledge and experience of place. This is because students who have a knowledge and experience of place are more likely to protect and look after it.
This assignment is based on a quiz called "Where Are You At?" developed by Leonard Charles, Jim Dodge, Lynn Milliman and Victoria Stockley, and published in Coevolution Quarterly Vol. 32 (Winter 1981) page 1.
- To assess student's knowledge of their own neighborhoods
- To increase students' knowledge of their own neighborhoods
Context for Use
I have used this assignment in graduate and undergraduate level courses in public and private universities.
The quiz can be used to assess students' baseline knowledge, if they are not permitted to do any research before completing it. Or it can be used as an educational tool, if they are allowed to do research to find the answers.
The questions in the quiz can easily be modified to suit the context. For example, the questions can be changed to emphasize the biophysical environment or the socio-cultural environment. They can be made more generic or more specific. Questions can be added or eliminated depending on the time available. Students can work collaboratively, if they live in the same neighborhood.
The quiz can be used to assess students' baseline knowledge, if they are not permitted to do any research before completing it. Or it can be used as an educational tool, if they are allowed to do research to find the answers.
The questions in the quiz can easily be modified to suit the context. For example, the questions can be changed to emphasize the biophysical environment or the socio-cultural environment. They can be made more generic or more specific. Questions can be added or eliminated depending on the time available. Students can work collaboratively, if they live in the same neighborhood.
Description and Teaching Materials
How Well Do You Know Your Neighborhood?
What direction does your home face?
What Native American tribe(s) lived in your neighborhood?
When was your neighborhood first developed?
Do you know your neighbors? Do you know them by name? Do you talk with them regularly?
What are the most significant events in the history of your neighborhood?
Where does the water you drink come from?
Where does your wastewater go? If it goes to a treatment plant, where is it?
Where does your garbage go?
What species of trees thrive in your neighborhood?
What are the most common birds in your neighborhood?
What are the most common plants in your neighborhood?
Name some wildlife species that live in your neighborhood.
What watershed do you live in?
What type of soil is in your neighborhood?
What direction does your home face?
What Native American tribe(s) lived in your neighborhood?
When was your neighborhood first developed?
Do you know your neighbors? Do you know them by name? Do you talk with them regularly?
What are the most significant events in the history of your neighborhood?
Where does the water you drink come from?
Where does your wastewater go? If it goes to a treatment plant, where is it?
Where does your garbage go?
What species of trees thrive in your neighborhood?
What are the most common birds in your neighborhood?
What are the most common plants in your neighborhood?
Name some wildlife species that live in your neighborhood.
What watershed do you live in?
What type of soil is in your neighborhood?
Teaching Notes and Tips
I try to make this assignment fun and lighthearted because students often find out how little they know about their neighborhoods and feel ashamed, guilty or depressed about their ignorance.
Assessment
I use one of two methods to assess this assignment, depending on the learning goal.
To assess students' baseline knowledge of their neighborhoods, I ask the students to assess themselves, using these guidelines for a nine-question quiz:
- If they can answer seven or more of the questions, their knowledge is excellent.
- If they can answer four or more, their knowledge is good, and
- If they can answer three or less, they have room for improvement.
To assess students' learning about their neighborhoods, I prepare a short narrative assessment that comments on their responses, research methods, writing and overall learning.
To assess students' baseline knowledge of their neighborhoods, I ask the students to assess themselves, using these guidelines for a nine-question quiz:
- If they can answer seven or more of the questions, their knowledge is excellent.
- If they can answer four or more, their knowledge is good, and
- If they can answer three or less, they have room for improvement.
To assess students' learning about their neighborhoods, I prepare a short narrative assessment that comments on their responses, research methods, writing and overall learning.
References and Resources
Robert L. Thayer. Lifeplace: Bioregional Thought and Practice. University of California Press (2003).