9th Grade  Project 9 weeks

Chicago Neighborhood Quest

Tanesha F
Updated
CCSS.ELA-Literacy.SL.9-10.1
CCSS.ELA-Literacy.WHST.9-10.7
CCSS.ELA-Literacy.W.9-10.7
CCSS.ELA-Literacy.CCRA.W.7
CCSS.ELA-Literacy.SL.9-10.5
+ 15 more
1-pager

The Challenge

When you look closely at a neighborhood, you can see how transit access, public space, local business, and historical investment shape who can reach jobs, schools, services, and community life. Across cities, unequal infrastructure, rising housing and commercial costs, and long patterns of disinvestment make some neighborhoods more connected and visible than others, which affects economic stability, cultural continuity, safety, and belonging.

Challenge Question

How might we address uneven access to transit, public spaces, and visible community assets in Chicago neighborhoods so that residents, workers, and families can better connect to the places and opportunities they need?

Standards

  • [Common Core] CCSS.ELA-Literacy.SL.9-10.1 - Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9—10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
  • [Common Core] CCSS.ELA-Literacy.WHST.9-10.7 - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • [Common Core] CCSS.ELA-Literacy.W.9-10.7 - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • [Common Core] CCSS.ELA-Literacy.CCRA.W.7 - Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
  • [Common Core] CCSS.ELA-Literacy.SL.9-10.5 - Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
  • [Common Core] CCSS.ELA-Literacy.RL.9-10.6 - Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
  • [Common Core] CCSS.ELA-Literacy.RH.9-10.7 - Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
  • [Common Core] CCSS.ELA-Literacy.CCRA.SL.5 - Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
  • [Common Core] CCSS.ELA-Literacy.CCRA.W.10 - 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.
  • [Common Core] CCSS.ELA-Literacy.WHST.9-10.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Competencies

  • Build Community - Build networks (BC.3)
  • Build Community - Develop as a multilingual (BC.4)
  • Design Solutions - Identify an issue or design challenge (DS.1)
  • Engage In Inquiry - Develop an inquiry plan (EI.2)
  • Learn with Purpose - Engage in discussion (LI.4)
  • Read The World - Engage and critique perspectives (RW.2)
  • Design Solutions - Build models, prototypes, or action plans (DS.2)
  • Sustain Well-Being - Build cultural intelligence (SW.3)
  • Build Community - Nurture and sustain relationships (BC.1)
  • Build Community - Advocate for myself and others (BC.2)

Learning Partners and Clients

The Chicago Loop Alliance can serve as a key learning partner by offering downtown perspectives on neighborhood identity, foot traffic, and the connections among businesses, transit, and public space. Downtown Chicago also functions as a client-facing context where students can compare Loop assets and infrastructure with neighborhoods such as Chinatown and South or West Side communities. If possible, students can share asset maps, neighborhood identity profiles, or preservation and access pitches with representatives connected to the Loop to ground their work in a real local audience.

Phase Overview

Phase Key Experiences
Discover
I can ride the CTA to a Chicago neighborhood, record what I notice about transit, public spaces, businesses, and community life, and use those observations and stories to identify a neighborhood challenge and possible root causes.
Examine
I can generate and refine a research question about how history, transit, and community assets shape one Chicago neighborhood. I can compare maps, charts, ridership data, articles, and neighborhood stories to explain causes and effects of unequal access or changing neighborhood identity. I can conduct and participate in discussions and short interviews with classmates, residents, workers, or business owners to understand multiple perspectives on the challenge. I can analyze how different cultural experiences and points of view are represented in texts, interviews, and local stories and connect them to my neighborhood study. I can organize notes, cite sources, and revise my writing so my research clearly shows patterns, evidence, and community needs.
Engineer
I can develop a public-facing neighborhood asset map, identity profile, or community space proposal that combines research, local stories, visuals, and practical recommendations to address a real neighborhood need.
Do
I can gather feedback from residents, peers, and community partners, collect observation and survey data on how people respond to my proposal or map, and use that evidence to judge how well it meets neighborhood needs.
Share
I can share my neighborhood project in a gallery walk and community presentation with classmates, families, staff, and local partners, using digital media and reflection to explain my findings, defend my recommendations, and describe how my thinking, confidence, and connection to Chicago changed.