1-Pager
9th Grade  Project 9 weeks

My City, My Voice TED Talks

Joseph S
Updated
Effective Communication
Critical Thinking & Problem Solving
Collaboration
Content Expertise
Self Directed Learning
+ 1 more
1-pager

The Challenge

You live in a city where people’s experiences of home, safety, opportunity, and civic impact can differ sharply across neighborhoods, yet those realities are often overlooked, simplified, or misunderstood. When local issues are not examined through research, lived experience, and credible sources, public understanding stays shallow and communities can be excluded from decisions that shape daily life.

Challenge Question

How might we address the challenge of helping Chicago community members better understand students’ lived experiences, concerns, and ideas for change so that neighbors, families, and local leaders can build a stronger sense of home and respond to issues that matter most to youth?

Competencies

  • Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.
  • Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
  • Collaboration - Students co-design projects with peers, exercise shared-decision making, strengthen relational agency, resolve conflict, and assume leadership roles.
  • Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.
  • Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
  • Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.

Learning Partners and Clients

No external learning partners or clients are included for this project. Students will serve as the primary audience and feedback community for one another through peer critique, rehearsal protocols, and public presentation. The teacher acts as a facilitator of student-driven learning as students research Chicago-based issues, develop their TED Talks, and present their ideas through recorded talks and slide decks.

Phase Overview

Phase Key Experiences
Discover
I can analyze powerful TED Talk models and reflect on my own experiences in Chicago to identify a community issue or story that matters to me and uncover the perspectives, conditions, and root causes connected to it.
Examine
I can research my topic using current events, primary sources, and local information to explain the causes and effects of the issue I want to address in my TED Talk. I can conduct interviews and gather photographs to deepen my understanding of how this issue shapes people's lives and perspectives in Chicago. I can listen closely, take notes, and evaluate evidence so I can build a clear, accurate, and empathetic message. I can use feedback from peers and my teacher to refine my claim, strengthen my reasoning, and make purposeful choices about the story I want to tell.
Engineer
I can develop a compelling TED Talk script and slide deck that communicate my perspective, use strong evidence and storytelling, and prepare me to inform or influence others around an issue connected to my city and community.
Do
I can deliver rehearsal versions of my TED Talk, record audience feedback and self-reflection data, and use what I learn about clarity, engagement, and impact to improve how effectively my message reaches others.
Share
I can share my recorded TED Talk and slide deck with peers, staff, families, and community members in an interactive showcase, answer questions about my topic and process, and reflect on how my voice, confidence, and understanding of my role in Chicago have grown.