Students investigate how Sherman Heights school and community have changed over time and what has stayed the same, using photographs, maps, interviews, family stories, and other primary sources. Through shared research, discussion, and making, they build understanding of school history, community life, transportation, work, games, and traditions across generations. The project helps children strengthen belonging by connecting their own lives and families to the story of the community and by reflecting on the values that have kept people together over time. Their learning leads to a public Museum Sherman: Antes, Ahora y Después, where they share a timeline, simple map, and collective book to answer how the school and community have changed with evidence.

Students investigate how the school and community have changed over time by reading photographs, maps, interviews, biographies, and other primary sources, and by comparing the past with the present. They identify what changed, what stayed the same, and why, including school structures, community life, transportation, work, clothing, games, stories, and celebrations. Students participate in shared research and writing to create a timeline, simple map, collective book, and pieces for the Museo Sherman: Antes, Ahora y Después exhibit. They practice listening, speaking, collaborating, and reflecting with evidence as they answer: “Antes había… Ahora hay… Los dos tienen… Esto cambió porque…”.

Durante el proyecto, los estudiantes crearán una línea del tiempo con fotos, dibujos y etiquetas de “antes” y “ahora”, un mapa sencillo de la escuela y la comunidad, y páginas para un libro colectivo con entrevistas, recuerdos familiares y observaciones de cambios y permanencias. También elaborarán cuadros de comparación con frases como “Antes había ____. Ahora hay ____. Los dos tienen ____.” usando evidencia de fotografías, mapas, biografías y conversaciones. Al final, presentarán la exhibición Museo Sherman: Antes, Ahora y Después, donde compartirán sus productos, explicarán “Esto cambió porque ____” y propondrán una idea para cuidar o mejorar la comunidad en el futuro.

Invite students to a mini “Museo Sherman” provocation with old and current photos of Sherman Heights, the school from 1870/1889 to today, simple maps, classroom artifacts, and labeled objects from past and present transportation. Students rotate in small groups to notice, wonder, and talk about what looks the same, what looks different, and what these clues tell us about families, school jobs, games, and community life over time. End with a shared read-aloud of a short oral history or biography connected to the neighborhood and introduce the question, “¿Cómo ha cambiado nuestra escuela y nuestra comunidad con el tiempo?” Students then place one photo or object on a class “Antes/Ahora” chart to launch the 6-week investigation.

Host a “Museo Sherman: Antes, Ahora y Después” in the classroom or library, where students share their línea del tiempo, mapa sencillo, and libro colectivo with families, school staff, and community members. Create simple stations with photographs, interviews, and artifacts so children can explain what changed, what stayed the same, and why, using sentence frames such as “Antes había… Ahora hay… Los dos tienen… Esto cambió porque…”. Include a short welcome that highlights the history of Sherman Heights and invites guests to add a memory or hope for the community on a shared display. End with a reflection circle where students name values that have helped the community stay united over time and one way they can care for it in the future.