Ages: 13-15
Suggested length: 3-4 class periods (45-55 minutes each)
The length of this activity will depend on the class size, as students will work in groups of 3-4 to develop and present projects. It is recommended that the teacher define a convenient presentation time for each project.
Device accessibility: 1 device per 2-3 students
Lesson Information
At a glance
In this lesson, students will examine a Kialo discussion evaluating the benefits and drawbacks of urban regeneration. After exploring arguments for and against regenerating the district, students will work in groups to design and present targeted regeneration projects, such as renovating or constructing specific buildings, improving infrastructure, or building community. Students’ projects should also include solutions to address some of the drawbacks to urban regeneration that are presented in the Kialo discussion.
Students will be assessed based on the quality of the projects presented, including their understanding of the controversies around urban regeneration.
Learning objective(s)
In this lesson, students will:
- Examine reasons for and against regenerating an impoverished urban area.
- Design and present a project as part of an imaginary urban regeneration initiative.
Prior knowledge
For this lesson, some students may need support understanding the functioning of public services (e.g. taxes, public vs. private companies, etc.).
Teacher preparation
- Make 1 clone of the discussion for each class.
- Enable voting on the new clone(s).
- When inviting students to the discussion, give them Suggester permissions to allow voting.
- Students will need sketching materials (i.e. pencils, card, markers, etc.).
Provided materials
- The Kialo discussion “Should The Local Government Regenerate This Area?” This consists of:
- Instructions for students.
- A brief background on the fictional area of Leonem.
- A fully developed Kialo discussion for students to explore. The discussion presents the issues and benefits of regenerating the area.
- Lesson plan for educators (.docx / .pdf).
- Instructions for students (.docx / .pdf).
- A list of locations in Leonem for students to work with in their projects (.docx / .pdf).
- Suggested rubric for project presentations for ages 11-13 (.docx / .pdf).
- Suggested rubric for project presentations for ages 14+ (.docx / .pdf).
- Download all offline materials (.zip).
Lesson Plan
Suggested length: 3-4 class periods (45-55 minutes each)
Lesson components:
– Opener (10 minutes)
– Activity
– Part A: Exploring the Kialo discussion and choosing a project (focus of 1 class period)
– Part B: Students prepare their projects (focus of 1 class period)
– Part C: Students present their work (focus of 1-2 class periods)
– Closer (5 minutes)
Assessment
Students will present ideas for community-conscious regeneration projects and be assessed in groups (see suggested rubric).
Opener (10 minutes)
- Play this video explaining the concept of gentrification.
- Have a class discussion about why they think gentrification is a controversial topic.
Optional extension: To help the students start grasping the complex issue of gentrification, ask them to reflect on how regenerating an urban area may or may not affect vulnerable residents.
Activity
Part A: Exploring the Kialo discussion and choosing a project (focus of 1 class period)
- Allow students some time to read through the Kialo Edu discussion to familiarize themselves with the potential drawbacks of regenerating the fictional area of Leonem.
- Explain to students that the aim is to make a plan for urban regeneration while minimizing the negative impacts for the district’s residents, and that the Kialo discussion will help them become aware of the issues that they may encounter and possible solutions that can be implemented.
- Ask students to vote on the 5 claims that they consider to be the most important and impactful. Students should use these claims as guiding principles while designing their projects.
Tip: You may wish to demonstrate voting to your students. Pick any claim and model how to give it a score of “4.” You can then revoke your vote by clicking on the “4” again.
- Go through Part B of the student instructions.
- Go through the assessment rubric for presentations.
Part B: Students work on their projects (focus of 1 class period)
- Direct students to work on their urban regeneration projects.
Part C: Students present their projects (focus of 1-2 class periods)
- Groups take turns presenting their projects to the rest of the class.
- Students use the presentation rubrics to evaluate the other team’s projects.
Closer (5 minutes)
- Students vote for the top 3 projects. They can vote individually or as part of their group. The project with the most votes will be the winner!
