The Community Heritage
Project
Committments to
the Past and
to the Future
Scenario
Background / Context
Lack of moisture,
gusting winds, costs of production, lack of government support,
low prices, and excess comodities, all reasons why fewer families
are staying in agriculture, are wreaking havoc on the economy
of small rural towns across America today. As a result towns like
Fort Benton, a small rural agricultural town located along the
Missouri River in North Central Montana are on the verge of withering
quietly, slowly away.
As citizens of
these communities, students have an important task ahead of them.
They are the next generation of rural America's citizens. The
future of their communities is in the hands of the young people,
adults of the future. How can students help? Students can use
their technology proficiencies and creativity to design products
intended to promote tourism in their town or region. Students
will come up with projects to do their part in saving their towns
from the state of dying economies.
This project
will involve high school juniors in English 11 taught by Audra
Morger-Bonilla. Mrs. Bonilla is assissted by Golden Triangle Cooperative
Technology Integration Specialist, Pam Birkeland, and Library
Media Specialist, Carley Evans. The project is cross-curricular
within English, socials studies, technology literacy, information
skills, and community education. The students will work on the
project one period a day for the last quarter of the school year
or nine weeks. Many other individuals will contribute to the success
of this project from parents, to grandparents, to community elders,
to former community members, to area business persons, and area
historians.
In the beginning:
The students
will be challenged to help their community's dying economy by
producing both print and non-print materials to promote tourism
in the area. The teacher will present a guest from the local Community
Improvement Association who will paint a picture of the need to
promote their community. She will plead with the students to help
save their community from extinction. The challenge put forth
by the CIA is for the students involved in the project to produce
a video, brochures, and a website to let the world know what this
community has to offer.
After this initial
contact, the students and teachers are meeting to discuss what
the project will entail. Students will brainstorm what content
would be interesting to include in these materials. The discussion
will be facilitated by the teachers who will interject ideas when
appropriate. One item the teachers will throw in to the hat is
connectiveness. Why did people move to or visit this community,
and why are people choosing to stay in the community as adults
or choosing to move back? When students and facilitators have
a list of topics, students choose the topics that interest them
in groups. The first week is spent going through theBig6 process
and thinking of topics needed to complete the project. A brainstormed
list is completed of people whom students will contact for testimonials
regarding their community. A decision is made to contact experts
in the fields of video production, oral history interviewing and
documentation, and website design to help in completing the project.
During this first week students have the opportunity to participate
in a Super Host seminar where upon completion of the 3 hour training,
they are now Super Hosts for their commnity. Students work to
compile a database of contacts for help and testimonials. Each
day students will assess the day's work with one minute assessment
electronic journal entries. They are also busy evaluating their
week using KWL charts and tech check sheets. Students are careful
to document any resource data they find useful. At the end of
the day students spend a few minutes sharing hilights or concerns
from the day's work. Weekly the students evaluate their work as
a group. Throughout the project students continually revisit the
Big6 process to improve upon their work.
Midpoint:
Students spend
the weeks 2 through 7, gathering data, photos, video clips, audio,
etc. to include in the products they create. Students are able
to work with experts in the field learning webpage design, video,
and oral interviewing skills. They conduct live interviews and
interviews via e-mail to determine what it is about their community
that keeps or gets people connected. Students also spend time
at the local museums and public library gathering information.
Time on the Internet gathering information for the project is
invaluable. While all of this is taking place, the facilitators
are acting as guides on the side: asking questions, offering hints,
finding contacts, offering technical support. Students spend time
learning about databases and organizing the information they have
gathered. Students who have compiled adequate information are
beginning to produce their promotional materials.
The End:
During the last
two weeks of the project, students are in the full-bore production
stage. There are students scurrying about everywhere, videoing
around the community, editing video, designing and creating webpages
in the computer lab, producing published promotional brochures,
dubbing audio, answering e-mail messages, taking photos around
town, etc. The last week of school finds the weary workers at
an "UNVEILING" PARTY. Distinguished guests arrive at
the library for the unveiling of the promotional materials designed
to save smalltown America. Distinguished guests include the mayor,
councilpersons, CIA members, interviewees, school officials, parents,
fellow students, and communtiy members. Certainly it is a night
that the students will always remember. At the conclusion of the
projects students are busy evaluating their experiences in saving
the economy of their town.
Note: June: Students
can be found secretly observing tourists using their materials
at the local museums and the visitor information center, a smile
of pride resides on their eager faces.
Created for the Fermilab
LInC program sponsored by Fermi
National Accelerator Laboratory Education
Office and Friends
of Fermilab, and funded by United
States Department of Energy, Illinois
State Board of Education, North
Central Regional Technology in Education Consortium which
is operated by North Central Regional
Educational Laboratory (NCREL), and the National
Science Foundation.
Author(s):Pam Birkeland,
e-mail: tis@gtccmt.org
School: Golden
Triangle Curriculum Cooperative, Shelby, MT
Created: March 23, 1999
URL: /lincon/w99/projects/heritage/scenario.html