Learning Goals
Students will be able to analyze local public spaces and commemorations to determine whose histories are visible, missing, or misrepresented using Community Cultural Wealth and antiracist historical lenses.
Students will be able to evaluate the credibility and relevance of oral histories, maps, surveys, and print/digital sources to build a defensible research claim about a local public story.
Students will be able to synthesize historical and community evidence into a clear claim, sub-claims, and warrants about a proposed public art, marker, or street renaming change.
Students will be able to use active listening, shorthand note-taking, and collaborative discussion to conduct and document oral history interviews with community members.
Students will be able to justify a proposal for public art, historical markers, or street renaming by citing precise evidence and addressing counterarguments fairly.
Students will be able to revise research-based writing and visual displays in response to critique, strengthening reasoning, citations, and audience awareness.
Products
Individual Historical Evidence Brief with Counterclaim Rebuttal
Each student produces an evidence brief that argues for one proposed public-space change using individually gathered sources, a credibility analysis, and a fair counterargument with rebuttal. The brief serves as the student's proof of independent content mastery and feeds the team’s final proposal.
Public Space Proposal Dossier and Live City Council Defense
Teams create a formal proposal dossier and deliver a public defense to community decision-makers using maps, surveys, visuals, and speaker roles. The presentation must synthesize each member’s research into a shared position and respond to audience questions with evidence.
No rubric has been generated yet.