Who has the Best Neighborhood?

Article Title: Madrid the Coolest Neighborhood in the World

Link to Article: rebrand.ly/Neighborhood

Here are excerpts from the article itself…

• was bestowed the title for its “Nightlife and street life, street art and high culture, food and people from across the world,”
• Vendors sell all sorts of wares — clothing, jewelry, vinyl records, and art — but venture off the main strip of markets if you’re hoping to find something very special.
• If one thing is clear from the naming of the world’s “coolest” neighborhood, it’s that most locations are more complicated and nuanced that internet lists will allow.

Activity: Sell your own Best Neighborhood

Strategy: Predictions

1. Students will be asked to use the prediction strategy when looking at the images within the article before it has been read. Ask questions about the differences and similarities between neighborhoods acknowledging that the there are some, but also know that their is information we don’t know about other cultures and their communities. The students will be making connections between the title, their own opinions, and the images putting together what makes Madrid the Coolest Neighborhood.

2. The teacher will than read the article picking out the key words and comparing them to the student’s predictions.

3. After this lesson, the students will do a research project about a country’s neighborhood. The educator will create a list of countries and each student will pull one paper from a hat or container to prevent students presenting on the same country.

4. They will then create a brochure about their neighborhood selling it as the coolest in the world while also using tour creator to create a tour of their neighborhood.

5. Ask three adults to be judges that will come into the classroom and listen to each presentation to compete for the best neighborhood in the class.

Standards:

Montana Standards for Social Studies Content Standard 3

• Students apply, geographic knowledge and skills (e.g., location, place, human/environment interactions, movement, and region)

Montana Standards for Technology Content Standard 3

• The student will apply digital tools and skills with creativity and innovation to express him/herself, construct knowledge and develop products and processes

Grand Challenges: Valuing World Cultures

• Study historic and contemporary cultural and artistic heritage, with emphasis on the heritage, arts, indigenous knowledge and expressive systems, and contemporary art and design.