Neighborhood Voices Unplugged

Learning Goals & Products

Learning Goals

Students will be able to investigate neighborhood identity through maps, memories, and launch discussions to identify how place shapes who they are.

Students will be able to synthesize firsthand interview evidence and local sources to define an evidence-based problem about how their neighborhood is represented.

Students will be able to evaluate the credibility of human, archival, and AI-generated information about Chicago neighborhoods before using it in research.

Students will be able to outline and draft a TED-style talk script with a hook, claim, evidence, and reflection that tells a truthful neighborhood story.

Students will be able to justify when AI supports their thinking and when it replaces their own judgment while revising advice and mental-health related scenarios.

Students will be able to create and revise a slide deck that uses digital media strategically to strengthen audience understanding of their neighborhood story.

Students will be able to rehearse, receive feedback, and refine delivery so their TED-style talk communicates clearly to a real audience.

Products

individual

Neighborhood Research Dossier and 3-Minute TED Talk Prototype

Each student submits a research dossier with annotated sources, a primary-source or interview note set, and a short prototype talk script. The dossier and prototype show how firsthand evidence and verified sources shaped the student’s emerging neighborhood story.

team

Coauthored Neighborhood Story Slide Deck and Live TED-Style Talk

Teams combine individual research into a shared problem statement and a polished slide deck that supports one live TED-style talk. The final talk must clearly show how user/community evidence, AI judgment, and revision improved the message for an authentic audience.

Rubric

Competency Progression Rubric Competency-first rubric

Category	Learning Goal	Stage 1	Stage 2	Stage 3	Stage 4
Deeper Learning Competencies	Content Expertise	I can explain what I’m learning about a Chicago neighborhood topic using information from sources I’m given (stories, books, photos, simple charts) and I can tell where the information came from.	I can ask focused questions about my neighborhood story and use multiple sources (including at least one local/community source) to collect facts, compare what different sources say, and choose evidence that supports my ideas.	I can conduct a short research project about my neighborhood question by generating additional related questions, verifying claims across sources (including human and AI-generated information when available), and synthesizing the evidence into a clear, truthful explanation in my own words.	I can build and refine a sustained, evidence-based TED-style story that accurately represents lived experience, narrows/broadens my inquiry as needed, and synthesizes multiple sources to strengthen my reasoning while clearly distinguishing verified evidence from uncertain or missing information.
Deeper Learning Competencies	Critical Thinking & Problem Solving	I can ask a clear question about my neighborhood and describe what I already know, then choose 1–2 sources (such as an interview, library book, or local media) to find simple evidence that supports my idea.	I can refine my neighborhood question based on what I learn, gather evidence from multiple sources (including at least one firsthand source), and compare information to decide which details seem trustworthy enough to use in my TED-style story.	I can investigate a narrower or broader aspect of my neighborhood by generating follow-up questions, synthesize evidence from several sources (human and AI or secondary), and explain how my reasoning changes what I choose to say and why.	I can conduct a sustained, well-structured inquiry that tests claims, evaluates credibility and missing perspectives, and produce a convincing, evidence-based explanation for my audience while clearly reflecting on the role of AI in my thinking.
Deeper Learning Competencies	Effective Communication	I can share my ideas in a discussion by taking turns, listening to others, and speaking clearly about my neighborhood story with support from the group or teacher.	I can participate in collaborative discussions by building on others’ ideas (e.g., asking questions or responding respectfully) and I can explain my thinking with evidence from my notes or observations.	I can lead parts of a discussion by initiating ideas, using relevant questions to guide our thinking, and expressing a clear viewpoint supported by multiple credible sources and interview or firsthand evidence.	I can facilitate effective, diverse discussions by persuasively expressing my viewpoint, thoughtfully responding to others’ claims, and clearly connecting my presentation (including digital media) to research findings and the lived realities behind them.
Deeper Learning Competencies	Collaboration	I can share my ideas during group discussions about neighborhood topics and listen to others’ ideas so we can talk respectfully and take turns.	I can contribute to collaborative discussions by building on others’ ideas, asking simple questions, and clearly explaining my point with evidence from what I observed or read.	I can participate effectively with diverse partners by respectfully questioning, connecting ideas across sources, and offering persuasive reasons using specific evidence and an accurate summary of others’ viewpoints.	I can lead and sustain collaborative discussions by initiating topics or questions, integrating multiple perspectives, and expressing my ideas clearly and persuasively while strategically using digital media to strengthen understanding of evidence.
Deeper Learning Competencies	Self Directed Learning	I can use teacher-provided checklists and sentence starters to plan my next steps for my neighborhood research and TED-style talk, and I can revise my work after feedback from a peer or teacher.	I can monitor my learning by asking myself what evidence I have, what is missing, and what I will do next; then I can apply peer/teacher feedback to improve my questions, research notes, and presentation draft.	I can independently set my research goals (including a self-generated question), decide which sources to trust, and adjust my inquiry when I find new information so my final TED-style story is accurate and includes relevant lived experience.	I can use feedback and self-reflection to lead my own improvement cycle—refining my inquiry, verifying claims (including comparing AI summaries to human sources), and strategically updating my script and digital media to strengthen credibility, clarity, and impact.
Deeper Learning Competencies	Academic Mindset	I can explain what I’m curious about and why it matters to people in my community, then share my ideas respectfully during class discussions using evidence I already have (memories, photos, or notes).	I can set a clear learning goal for my neighborhood storytelling and revise it based on feedback from others, showing that I believe my perspective is important and that I need accurate information to represent my community fairly.	I can persist through research and revision by checking my understanding against multiple sources (including lived experiences from interviews/observations) and explaining how my choices reflect my judgment about what is trustworthy and relevant.	I can independently monitor my progress and stance as a storyteller—seeking diverse perspectives, testing claims, and narrowing/broadening my inquiry as needed—then revise my talk/script so my final message is truthful, inclusive, and responsibly supported by evidence.