DOCUMENT RESUME

ED 353 373 CE 062 749

TITLE City Works. Modules One-Five. INSTITUTION Rindge School of Technical Arts, Cambridge,MA. PUB DATE 91 NOTE 129p.; Module Four was merged withModule Five by the developers. PUB TYPE Guides Classroom Use Instructional Materials (For Learner)(051)

EDRS PRICE HF01/PC06 Plus Postage. DESCRIPTORS Academic Education; *CommunityDevelopment; Community Resources; Education Work Relationship; *Experiential Learning; *Integrated Curriculum; LearningModules; Lesson Plans; Secondary Education; TeachingMethods; *Urban Planning; *VocationalEducation IDENTIFIERS *CityWorks

ABSTRACT CityWorks is a course offered atthe Rindge School of Technical Arts, open to all ninth-gradestudents in Cambridge, Massachusetts. During the course, studentsinvestigate Cambridge's neighborhoods, services, and industries;they make maps, take photographs, draw blueprints, build models,make videotapes, and write oral histories. The focus ison building problem-solving abilities, learning teamwork andcommunication skills, conducting projects that are useful to thecommunity, and learning abouta variety of tools and media. Themodules in this package cover these aspects of the CityWorks course: introductionto CityWorks and the skills that will be developed, walkaround the block, exploratory projects, and community development.Modules include content outlines, projects, informativehandouts, and worksheets. (KC)

*********************************************************************** Reproductions supplied by EDRSare the best that can be made from the original document. ********************************************************************** City Works Modules One-Five

Cft WORKS

Mothde One

S

U S DEPAR 'MENT OF EDUCATION rt C II a! 0, II Resewch and Imo,even-en N EPA SOURCES INFORMATION Cr NUR (EPIC, PERMISSION TO REPRODUCE THIS ent has [lee,' .edrCK/uCed as MATERIAL HAS BEEN GRANTED BY ece we' ,,Cr, tr.e cycjanqa,,e. ,e,e nte,

. ,deqeS Hawn nee^ --ode . 1., L .,orons b..ated a ,en, 4 nI^e ee.a, -rieese, TO THE EDUCATIONAL RESOURCES INEORMATior, 7NTER ERICI

0 BEST COPY AVAILABLE- ti CC yWORKS

City Works is a draft curriculum being developed for: The Cambridge School Department 159 Thorndike St. Cambridge, MA 02141

In conjunction with:

RINDGE SCHOOLOF TECHNICAL ARTS 459 Broadway Cambridge, Ma 02139

© City Works 1991

Superintendent of Schools Mary Lou McGrath

Assistant Superintendent for Administration Patrick J. Murphy

Assistant Superintendent for Curriculum and Instruction Sandra J. Spooner

Executive Director of RSTA Larry Rosenstock

Written by Adria Steinberg David Stephen

We gratefully acknowledge the teachers and counselors of the RindgeSchool of Technical Arts for their ongoing assistance and participation in the developmentof the City Works curriculum.

Module 4 was merged wit mr,dtile 5

:3 CityWorks- September Outline

First Day: Friday -11 Recap Thompson Island trip, Intro. to CityworksClass. Problem Solving Exercise.

Week One: Mon-14 LEARNING PROBLEM SOLVING SKILLS:Intro to CityWorks, Ground rules,Syllabus, Grading,ProblemSolving Exercise, Request materials for Egg Drop Exercise. Tues-15 WORKING AS A TEAM: Do indivdualresume and work team inventory. Weds-16 Egg Drop Exercise. Thurs- 17 Egg Drop Exercise. Fri-18 Egg Drop.

Week Two: Mon-21 COMMUNICATE WELL, INTERVIEWS:Do individual interviews and introductions. Tues-22 COMMUNICATE WELL, WRITING:Introduction to journal writ ing, entry on Egg Drop. Weds-23 KNOWING ALL ASPECTS: Tour of shop with all aspects "sports and music" webs. LEARNING TO USEMATH ON THE JOB : Examples of math used in shop being visited. Thu rs- 24 KNOWING CAMBRIDGE'SRESOURCES: Cambridge quiz and discussion of key landmarks. Votingon community .teen, and fantasy landmarks. Fri -25 PRODUCING HIGH QUALITY WORK:Intro to shapes. Making shapes.

Week Three: Mon-28 Building a landmark. Tues-29 Building a landmark, locateon floor map and guess identity, fill out portfolio record forms. Weds-30 Intro to portfolio. Thurs-1 Designing and constructing portfolio. Fri-2 Decorating portfolio.

Week Four : Mon-5 Portfolio. Tues-6 Portfolio. Weds-7 Portfolio wrap-up and exhibit. Thurs-8 Portfolio Record Form writeup on portfolio. Welcome to City Works A class where you learn to use your hands and your heads. CityWorks is a class in which you will learn about who lives and works in Cambridge, as well as learn life skills which prepare you for further vocational studies and the work world. During the year you will be introduced to many of the industries which are taught at Rindge School of Technical Arts (RSTA).In CityWorks each student will work with a number of different RSTA teachers and teams of other students. The school year will be divided into the following projects:

1. Skills for the Workplace (Sept. 14- Oct. 9) An introduction to important communication, technical and academic skills needed for the work place.

2. Cambridge Study : Walk Around the Block (Oct. 13- Nov. 6) An investigation of the neighborhood surrounding the high school.

3. Cambridge Study : CRLS Close-up. (Nov. 9 - 27) A look at CRLS as a part of the major industry in Cambridge - education. How does it function as a workplace?

4. Exploratory Projects /Building the Room. (Nov. 30 - March 12) An introduction to three different shops offered at RSTA with a project in each to help introduce the skills and tools of the trade.

5. Community Development Project (March 15 - June 4) The creation of new buildings and services to be located in Cambridge based on an assessment of community needs.

5 Working Well withyour Heads and Your Hands CityWorks Goals 1. Learn Problem SolvingSkills. The ability to think through andtest out alternative solutions toa problem is important in school and inthe workplace. 2.Work as a team. A good team works togetherto combine each player's skills to insure good performance. Team membersshow each other mutual respect. 3. Communicate well. Being able to communicate ideas andinformation to fellow workers and employers is essential in the workplace.Information can be communi- cated in many Jifferentways such as: writing, drawing, interviewing, and presentation. 4. Know "all aspects" ofan industry. Production skills are only part ofwhat is involved in Cambridge industry. In addition to technicalskills, it's important to understand about planning, management, finance,safety, labor, and community issues. 5. Learn to use mathon the job. Doing careful and accurate workin any industry requiresan under - standing of measurement systemsand basic math. 6. Know Cambridge'sresources and needs. As students and workers in Cambridge,it is important thatyou know about the city's neighborhoods,residents, and industries. Whatcan they offer you, and whatcan you offer them? 7. Produce high qualitywork. Working carefully to produce highquality work lets you take pride in what you have done. Keepingaccurate portfolio records of the workyou do allows a teacheror employer to see first hand the skills whichyou have developed. CityWorks Grading

CityWorks teachers will review each students progress on a weekly basis.The grade that you receive in City Works at the end of each quarter will be based an evaluation of your performance in the following areas:

Finished Project / Completion of Assignments - All assignments given will be graded and must be stored in portfolios.

Attendance You are expected to come to class on time, everyday, with no unexcused absences.

Effort - This means using class time well and doing your best on assignments.

Attitude - A good attitude means coming to class ready to learn and willing to try new things.

Cooperation - cooperation includes showing respect to the teacher and class-mates, working well with team-mates, observing all safety rules, and helping to clean up.

7 City Works GradingForm-First Quarter Student Name: Teacher:

Assign each student a rating from 1 to 4 for the followingcategories. Ratingsare as follows: 1 = Excellent, 2= Good, 3=Fair, 4 = Poor.

=- 2 *-...... cp ea I.+ tl. 0 Week Ending 8

Projects :

# of tardies orunexc. absences

Week Ending

Projects :

# of tardies orunexc. absences

Week Ending

Projects :

# of tardies orunexc. absences Student Name: CityLcg Date : Theme:

9

City Works Skills 1. Learning Problem Solving Skills

The ability to think through and test out alternative solutions to a problem is important in school, at home, and in the workplace. By taking a step by step approach to looking at the various parts of a problem you can imagine what the different solutions might be, then begin to test each one to see which works best.In CityWorks many of the projects that you will work on over the course of the year are like puzzles which have more than one solution. You will be asked to work individually and in groups using skills such as writing, math, drawing, and building in order to arrive at a solution that you think works well.

Try soc of the problem solving puzzles in this package. Be open minded about different ways to approach and solve the problem. City Works Skills

2. Workingas a Team

A good team works together tocombine each player's skills to insure good performance. Team membersshow each other mutual support and respect. They take responsibility forparticipating in the group effort and completing their particular jobas well as they can. Being able to offer and receive constructive feedback isvery important.

In order to get an idea of the differentkinds of skills each member of your team brings to the group,you will be working individually to complete a personal "resume", thenas a group to complete a "work team inventory".

f ------CityWorks Resume

Because each of you already has a variety of different skills and experiences which you bring to the group it is important to take an inventory of them. A 1 "resume" is a listing of all your interests, skills, and work clperience to date. It is something which all employers look for when you apply for a job, and should show you in your best light. Your City Works Resume will be good practice for writing a work resume, in fact you will be using it at the end of the year to apply for the industry group you would like to work with next year. You will have the chance to add to it as the year goes on and you aquire new skills and experiences.

When filling out the resume think about all the things that you have done up until now which help to prepare you for the work world. Don't sell yourself short There are a lot of things which you already know how to do. These could include being bilingual (speaking more than one language), doing day care (taking care of younger brothers or sisters), landscaping ( mowing the lawn or gardening), doing secretarial work, or having helped a relative to paint or build something. If you are having trouble coming up with ideas then ask your team leader.

13 The Egg Drop Exercise

In the Egg Drop Exerciseyou can work individually or in small groups. The goal of the exercise is to createa container for an egg which, when dropped froma height of twenty feet, will protect it from breaking.If you are working as agroup try to help each other to think ofnew ideas and expand on those that you already have.

Instructions:

Bring in materials from which tocreate a container for an egg which, when dropped onto cement froma height of 20 feet, will prevent it from breaking. Any materials are permitted. Somematerials will be provided. Suggested materials are: styrofoam plastic string cardboard/boxes rubber bands straws egg cartons tape foam cloth tissue paper rugs toilet paper

Work individually or in teams of2 or 3 to creat..! your container. Youmay want to try several solutions. You will havetwo days to complete this exercise.

All the containers will be dropped froma third floor window and those which land without the egg breaking willbe eligilble for prizes.T-shirts will be awarded to those students who havedesigned the containers whichare judged by the class to be:

1. The lightest 2. The smallest 3. The most ingenious 4. The weirdest CityWorks Skills 3. Communicating Well: Speaking

Being able to communicate ideas and information well is very important in all areas of life: at home, at school, and at work. In CityWorks you will get the chance to learn about different ways of communicating such as writing, drawing, and speaking.

Speaking well takes practice. It's not always as simple as saying whatever comes to mind. In the work world it's important to learn to speak clearly and simply in order to get your information across as directly as possible. It also helps to listen attentively to information being given to you. When speaking to people such as clients or employers it is valuable to know how to ask and answer questions, especially when you are in a job interview. Looking at people when you talk to them also improves communication.

The following exercise will give you the opportunity to think about and practice the kinds of skills that will help you to speak well. You will interview, and be interviewed by, one of your teammates. After you have finishedyou will both introduce each other to the rest of the group.

5 CityWorks Skills 3. CommunicatingWell: Writing

Writing is another skill which isessential in the work place. It helpsyou to express your opinions and organizeyour thoughts. Learning how to write ina clear and simplemanner takes practice, but it's worth the time andeffort. One good way to approach writing isto think about what you would liketo say, form the sentence in your mind, thenwrite it down.

In City Works you will be keepinga writing journal called a CityLog in orderto describe what youare working on in the class, as wellas to record your thoughts about specific learning experiences.Your CityLog will not be gradedon spelling and punctuation, andyou can write in a language other than English ifyou find that it helps you. Your CityLogwill be read by your team leaderwho will write comments back to you about whatyou have written. You will be expected to finish a specific number of CityLogentries by the end of each markingperiod. The purpose ofyour CityLog is for you to communicate whatyou have learned or are thinking about. Try to write freelyand in your own voice.

In this exerciseyou will start your CityLog witha writing assignment about the Egg Drop Exercise thatyou worked on last week. CityWorks Skills 4. Knowing "all aspects" of an Industry 5. Learning to use math on the job.

The industries taught at RSTA are like the music and sports industries. In addition to technical and production skills, each has many aspects which are important to learn about, as well as related skills which will help you in the field. Some aspects of industries that are common to sports, music, and the shops are: planning, management, finance, safety,labor, and community needs, and production. The "all aspects" charts which you are given will help you to see how these different aspects are connected.

Math skills are used in every industry and trade. Having good basic math skills will help you do everything from simple measuring to putting together a budget or cost estimate.

In today's City Works class you will be visiting your team leader's shop and discussing it's various aspects as well as thinking about the ways in which math is used in that industry.

17 Student Name: Teacher:

(Fill in name d industry)

'Tech and Pro- Health, Safety duction Skills and Environ- ment

Underlying Principles of Production 111 Labor

Ttfr: Management *AI sifidg Community 1,.41/ Finance Planning

Use this form to fill indescriptions of thingsassociated with the industry whichyou are visiting and which fallinto the all aspects categories listed outside ofeach circle. Student's Worksheet

Tech and Pro- Health, Safety duction Skills and Environ- ment

Underlying Principles Labor of Production

I la laa II LW

Tihrcll s:eaTre:n7s.st oTnNe Management Community 4.07-41 1,TPIrrit

Finance Planning

1IC .1 Teacher's Worksheet

Tech and Pro- Health, Safety duction Skills and Environ- ment Ski ltraining an jury preven m practice d snorts doct Public Safety Underlying Principles Labor of Production stadium

Netechnology *gn and buildi er/ manageent ations and tm staurns,courts. aMg unions. sps equip he Celtics Management Bulls at Boston Community Garden. Whmakes deci- st.:40,_nfluence anax base, sionsWhat part d impact of trfic on plaers and other cornmuni tetc parti'ants have VATT Aquisition a tting togethe sale of teams, reat team an Financefinancing of team image stadium Planning CityWorks Skills 6. Knowing Cambridge's resources and needs.

As students and workers in Cambridge it's important that you know about the city's neighborhoods, residents, and industries. Who lives and works in Cambridge ? What can the city offer you, and what can you offer the city ?

In this Cambridge Quiz see how much you know, or can guess, about the neighborhoods, industries and ethnic groups which exist in Cambridge. Later you will be brainstorming about what new landmarks, buildings and services that you would like to see located in Cambridge and put on the large wall map in the CityWorks room.

1. When Cambridge was first settled in 1620 what was it's original -ame? 2. How many people live in Cambridge? 3. What percentage of the people who live in Cambridge are students.? 4. Cambridge is racially and ethnically diverse. What percentage of the residents of Cambridge are: White(nonhispanic) ? Black ? Hispanic ? Asian ? 5. List 4 of the nationalities represented by people who live in Cambridge:

6. List the names of 4 neighborhoods in Cambridge

7. What are some of the nicknames for neighborhoods in Cambridge ? List two. 8. Who is the top employer in Cambridge ? 9. What percentage of Cambridge residents work in the trades ? 10. List 4 industries which are located in Cambridge ?

21 CityWorks Skills- Quiz Answer Sheet

6. KnowingCambridge'sresources and needs. As students and workersin Cambridge its importantthat you know about 1. When Cambridgewas first settled in 1620 whatwas it's original name? Newtowne 2. How many people live inCambridge? + or- 95,000 3. What percentage of thepeople who live in Cambridge are students.? % 25 4. Cambridge is racially andethnically diverse. Whatpercentage of the residents of Cambridge are: White(non-hispanic) ? % 65Black ? %13.5 Hispanic ? % 7 Asian ? % 8.4 5. List 4 of the nationalities represented by people who livein Cambridge: Irish, English. Italian.Portuguese. German,Russian, Hatian.Central American,Southeast Asian,Cape Veridian 6. List the names of 4 neighborhoods in Cambridge: Mid-Camb, North Camb,East Camb, West Cambridge, Cambridgeport,Riverside, Mt. Auburn, Cambridge Highlands, Aggaziz, Harvard Sq.,CentralSq.Porter Sq., Kendall Sq., Fresh Pond, Lechmere,Avon Hill, Alewife. 7. What are some of the nicknames for neighborhoodsin Cambridge ? List two ? The Port. TheBeack,The Ave, The Coast,The Mission. 8. Who is the top employer in Cambridge ? Harvard- 10,500 Employees. 9. What percentage ofCambridge residents workin the trades ? % 16 10. List 4 industries whichare located in Cambridge ? Educational, Government, Tourist, Construction,Retail, Medical, Hotel, Research and Development, Engineering, High Tech (Computer ). Student Name: Date:

Knowing Cambridge'sResources and Needs-Landmarks

A landmark is something that tellsyou where you are. It can be a home, a sign, a monument, a landform, a work of art, a public building,a gathering place etc.. Cambridge has many landmarks. The CityWorkc;class will be voting on which Cambridge landmarks they thinkare the most important to the community and to teens. The top ten most frequently selctedlandmarks in each group will be located on the large wall map in the City Worksroom and wired so that they light up.

Take some time to think about the differentlandmarks that you know about in Cambridge and think are important. Listyour choices to place your vote below.

Community Landmarks Teen Landmarks

1. 1. 2. 2. 3. 3. 4. 4. 5. 5.

23 Now think of what knids of buildings, services, and landmarks don't existnow in Cambridge but would be great to have here. Thesecan be your fantasy landmarks. For example, you could have a giant sports stadium like thenew proposal for Boston Garden, or a teen discotech, or a lake for swimming in the summer and skating in the winter. List your fantasy landmarks below.

Fantasy Landmarks

1. CityWorks Skills 7. Producing High Quality Work

Everyone is capable of producing high quality work. This means working carefully, persistently, and skillfully to create a product that you can take pride in. In City Works you will be doing many different projects, using a variety of materials and technical skills. Photographs and records of all the work you do will be kept in a cardboard folder that each of you make called a portfolio.

In thisproject you will be making paper models of landmarks in Cambridge. First you will be learning how to make 3 -dimensional shapes using paper. Than you will make larger shapes out of construction paper. Finally you will decorate and carefully assemble those shapes in order to make a model of a landmark of your choice. Student Name: Date: May

Before building your modelyou will learn about shapes and howto draw and construct them in two and three dimensions.Two-dimensional shapesare flat while three-dimensionnal shapeshave, or appear to have, depth.The ability to work with shapes is essentialan all the industries. It allowsyou to design and create three-dimensional objects and helpsyou to read instructional diagrams, drawings, and blueprints.

Complete the following exercises: 1. Recognizing Shapes Write the name of all thetwo and three dimensional shapesdrawn below in the space provided to the right of each shape.

,monimue 2. Drawing Shapes

Now try converting two-dimensional circles,squares, rectangles, and tri- angles into three-dimensional cylinders, cubes, rectangularsolids, and pyra- mids. Use ablank piece of paper to practice drawingshapes in three dimensions by following the steps numbered below.

Cylinder 0oc9 1. 2. 3. 4.

Cube/ Rectangle 1. 2. 3. 4.

Pyramid 1. 2. 3. 4. 5.

3. Building Shapes

Choose 4 out of the 8 different shapepatterns supplied. Cut each shape out along the solid lines and fold them along the dottedlines in order to create three- dimensional shapes. Use rubber cement,tape, or glue to secure the tabs and make the shape stick together.

2 7 City Cube Shapes Handout 1 Building a Landmark

In this exercise you will use three-dimensional shapes to builda model of a landmark. Using the lists that you made the other day,select one of your community, teen, or fantasy landmarks. Which one would be the most interest- ing to build out of construction paper? Try to think of a model that woulduse at least two or more of the shapes that you've learned to build. Youmay need to invent shapes of your own or combinations of shapes.

Your first step will be to lay out the patterns on constructionpaper for the shapes that you will need for your model. You can make the modelas small or large as you like and you can draw windows, doors, or any other details thatare appropriate, using magic markers, pencils, or pens.

When you've finished your model you will be locating iton the floormap in the City Works room along with landmarks from every student. Each team will try to guess what and where each landmark is. The team whichguesses the most landmarks will win a prize. The CityWorks Portfolio

Since you will be working to produce high quality work in the CityWorks class, you will need a place to put it all 1. Each of you will be making a folder, called a "portfolio", in which to store the projects which you have completed or are working on.These projects will include: maps, drawings, photographs, writing logs, portfolio record forms, and worksheets. Your portfolio is the first thing that your teachers, your parents, and other people will see when they visit the class, so you want to make sure to keep it up to date and take care of it well.

Your portfolio will be made out of cardboard and will have your photograph and name on it's cover in addition to any other images which you would like to draw on it. Last year's portfolios were very varried and creative, maybe they will give you some ideas. The first step will be for you to design and constructyour portfolio using cardboard, then you will have the opportunity to decorate it. Designingyour City Works Portfolio

This year's City Works portfolios can be smaller than last year's. Each ofyou will be given a sheet of cardboard 32"x 40" from which you can design your own portfolio. The only limitations you have are that each portfolio must:

1. Have a handle 2. Be large enough to fit a sheet of paper 11"x 17" 3. Be taped on it's sides with duct tape to prevent its contents from fallingout.

Look at some of last year's portfolios,as well as the examples of other ones that your team leader shows you, then workon designing your own using a sheet of 8-1/2" x 11" paper and the cut-out rectangle at the bottomof this piece of paper.

The cut-out rectangle below rs,presents the size of the 11"x 17" work sheet that must fit inside your portfolio when it's reduced toa size where every inch in real life equals 1/4".The 8-1/2" x 11" paper representsyour sheet of cardboard.

Fold, cut, and shape the larger sheet to create the type of portfolioyou would like, while making sure that the small rectangle fits insideit. Try making a few different kinds of portfolio shapes and sizesso that you can choose the one you like best.

11" x 17" Worksheet To fit inside portfolio.

Cut out this rectangle along the solid line. It represents a work sheet that is 11"x 17", where every inch in real life is equal to 1/4" on this sheet. p.

WORKS

Module TWO

Walk Aroundthe Block DateLocationStudy : Block : Interview Form 1 2 3 4 ar 30-50Age:Sex:Background 0-10 (F) Female,yrs, 10-20 Information(M) Male : yrs, 50 yrs or older. yrs, 20-30 yrs, Hispanic,Ethnic Background: Asian, Caucasion, Other. Afro-American, . 1. Do -If- no,If yes, thenQuestions: why? what brings you walk down this block often? you here today? 3.2. Do Do - If yes then what do you work, or did near you here? go.to school near you do for work? 4. Have - If yes then what orhereschool(s)? no ? ) you ever been inside CRLS? (yes - If yes then what did 33 you do there? 3 4 Walk Aroundthe Block Presentation BoardLayout

When your team hasdone all the outsideinvestigations of its' block, you will be working study together to displayall your findingson a presentation board. Yourteams' presentationboard will be exhibited the City Works gallery in and possibly inone of the displaycases outside of the main office. Think about the different kindsof information whichyou have gathered and howyou would like to present it. Are things that you observed there certain about your study blockthat you would lik..zo emphasize? What colorswould you like to use? The Sample Presentation Board layout showsone example of howyour group might arrange its' information.There are also examplesof presenta- tion boards that theCity Works teachers didlast year on exhibit City Works Gallery. in the

Work together with your team to brainstorm aboutideas of how to layout your presentation board. Draw these layoutson the blackboard inyour studio. Whenyou arrive at a layout thatyou and your teammates decide that you like, then each of you must drawitin thespace provided on the back side of this handout. Keep the sample layoutin your portfolio folder to refer to whenyou are making the board.

0 Walk Down theBlock WORKS3/ ! Handout

Now use your pace tomeasure the dimensions ofyour studio space. Multiply the number ofpaces for each dimension by thenumber of feet and inches in yourpace to find the measurement in feetand inches.

1.Length of studio paces = feet inches

2. Width of studio paces = feet inches

3. Width of paces = feet inches opening into studio

After each person inyour group has calculated the dimensionsof the studio based on theirpace, use a tape measure to find theactual dimensions of the studio andsee who came closest in their calculations.

1. Actual length of studio= feet. inches

2. Actual width of studio= feet inches

3. Actual width of opening= feet inches

Now use a tapemeasure to record the actual dimensionsof the items listed on the estimate handout.How closewere your estimates to the actual measurements?

Jo e CAMBRIDGE TROLLYTOUR

IN THE WALK AROUND THE BLOCK UNITYOU AND YOUR TEAM INVESTIGATED THE NEIGHBORHOOD IMMEDIATELYSURROUNDING THE HIGH SCHOOL.NOW YOU WILL BE OF CAMBRIDGE GOING ON A TROLLYTOUR AND SEEING SOMEOF ITS'"HISTORIC" NEIGHBORHOODS. WHETHEROR NOT YOU AREALREADY FAMILIAR WITH THESE PARTS OFTHE CITY, YOUWILL BE SURE TO SOME NEW AND INTERESTING FIND OUT INFORMATION ABOUTTHEM. HERE IS A SHORT QUIZ TO START YOUTHINKING ABOUTTHE CITY SEE IF YOU CAN GUESSTHE ANSWERS TOANY OF THE FOLLOWING QUESTIONS:

1. WHEN CAMBRIDGEWAS FIRST SETTLED NAME? IN 1620 WHAT WAS ITS'

2. HOW MANY PEOPLELIVE IN CAMBRIDGE? 3. WHAT PERCENTAGEOF THE PEOPLE WHOLIVE IN CAMBRIDGE ARE UNDER 18 YEARSOLD ? 4. CAMBRIDGE IS RACIALLY AND ETHNICALLYDIVERSE. WHAT PERCENTAGE OF THE PEOPLE WHO LIVE INCAMBRIDGE ARE: WHITE ? HISPANIC ? NATIVE AMERICAN ? BLACK ? ASIAN ?

5. WHAT ARE SOME OFTHE MAJORNATIONALALITIES REPRESENTED BY PEOPLEWHO LIVE INCAMBRIDGE ?

6. WHAT PERCENTAGEOF THE PEOPLE WHOLIVE IN CAMBRIDGE ARE STUDENTS ?

7. WHAT PERCENTAGEOF THE PEOLE WHOLIVE IN CAMBRIDGE WORK IN THE TRADES?

3 9 _ - - CAMBRIDGE TROLLY TOUR- QUIZ ANSWER SHEET

IN THE WALK AROUND THEBLOCK UNIT YOU ANDYOUR TEAM INVESTIGATED THE NEIGHBORHOODIMMEDIATELY SURROUNDING THE HIGH SCHOOL. NOW YOUWILL BE GOING ON A TROLLYTOUR OF CAMBRIDGE ANDSEEING SOME OF ITS'"HISTORIC" NEIGHBORHOODS. WHETHER ORNOT YOU ARE ALREADYFAMILIAR WITH THESE PARTS OFTHE CITY, YOU WILL BESURE TO FIND OUT SOME NEW AND INTERESTINGINFORMATION ABOUT THEM.

HERE IS A SHORT QUIZ TOSTART YOU THINKING ABOUTTHE CITY SEE IF YOU CAN GUESSTHE ANSWERS TO ANY OFTHE FOLLOWING QUESTIONS:

1. WHEN CAMBRIDGE WASFIRST SETTLED IN 1620 WHATWAS ITS' NAME ? ( New Towne )

2. HOW MANY PEOPLE LIVEIN CAMBRIDGE ?( 95,802 ) 3. WHAT PERCENTAGE OF THEPEOPLE WHO LIVE INCAMBRIDGE ARE UNDER 18 YEARS OLD? (14%) 4. CAMBRIDGE IS RACIALLYAND ETHNICALLY DIVERSE.WHAT PERCENTAGE OF THE PEOPLEWHO LIVE IN CAMBRIDGEARE:

WHITE ?( 65.3 %) HISPANIC ? ( 7% ) NATIVE AMERICAN ?( 0.3% ) BLACK ? ( 13.5 %) ASIAN ?( 8.4% ). 5. WHAT ARE SOME OF THEMAJOR NATIONALALIi IES REPRESENTED BY PEOPLE WHOLIVE IN CAMBRIDGE ?( Irish 17%, English 12%, Italian 9%,Portuguese 9%, German 4%,and Russian 4%) ( Since 1980 the largestinflux of residents has beenfrom Haiti. Portugal, CApe verde, Brazil,and the countries of CentralAmerica and Souteast Asia).

6. WHAT PERCENTAGE OF THEPEOPLE WHO LIVE INCAMBRIDE ARE STUDENTS ? ( 25%)

7. WHAT PERCENTAGE OF THEPEOLE WHO LIVE INCAMBRIDGE WORK IN THE TRADES ?(16%)

Walk Down the Block Interviewing Skills WORKS11 Handout

As part of your investigation of the neighborhoodaround CRLS, you will interview people who walk byor who work in the stores in the area. An interview is a conversation in whichone person asks another person questions in order to find. out specific information.

Interviewing is a skill you develop with practice. It isnot always easy to get a stranger to talk to you! One thing that will helpis to wear a badge that identifies you. But it also helpsto be polite, friendly, self- confident, and well-prepared. You will needa good set of questions, a clipboard, paper and a pencil for writing downthe answers.

Today, you will have a chance to practice interviewingsomeone. The point of the interview is to find out what theperson knows about the neighborhood around CRLS. Use the questionsbelow and add two of your own.

1. What four or five words or phrases wouldyou use to describe the neighborhood around CRLS?

2. What places in the neighborhood doyou go to most often?

3. What do you know about the people who livein this neighborhood?

naste Walk Down the Block Interviewing Skills (cont.) WORKS11 Handout

(turn to other side formore questions) 4. How does the neighborhood around CRLScompare to the neighbor- hood where you live?

5. Would you want to livenear a high school? Why or why not?

6.

I.

1111.,

4 Daee Walk Downthe Block City Sights Exercise. WORKS Handout

Now lets take a closer look at the sightswhich make the particular city block that your group has been studyingdifferent from the other blocks nearby.

Your task is to go to your study block and take10 photographs which you think will show other peoplethe most importantfeatures of the block. The pictures couldshow :

particular buildings ( houses, stores, etc.,) street furniture ( street lights, street signs,mailboxes, benches, etc. ) natural features ( trees, planting,parks) hang-out places ( where peoplecongregate) people ( who typicallyuse the street) unusual features ( building details,paving patterns, landmarks, etc, ) Discuss withyour partner(s) what photographs include before you would like to you take any pictures. Rememberthat you can only take 10 pictures. When you return to your studioyou and the rest of the people in yourteam will vote on which 6 out of the 10 picturesshould be used for the finalpresentation board.

4,::l Walk Downthe Block Sounds Exercise- List CitWORKS31 Handout

Choose four differnt locations on your study block and listthe sounds that your hear. LOCATION 1:

LOCATION 2:

LOCATION 3:

LOCATION 4:

List the three mostcommon sounds that you heardon your study block.

List the strangestor most unusual sound thatyou heard on your study block. TREE FIELD GUIDE

L,pE ,51N w AL- --E vc'U cick N=c.; NCS C N NO CRAwiNGS Sr-40w WHAT T!P L.:AVF:E:, LOOK L,KE FOP 4 OFHE '10ST Tv;'ES OF TREES CRLS SE= ,F 'Cu CAN 5, ;D.:Yr

HONEYLOCUST

. --- .... .,

A A. ,..-' ,...,; Inventory Form (cont'd)

14. List thenames of the two kinds ofcars most commonly found parkedon the block. ( Are they foreignor domestic?)

15. Are therea lot of pedestrians thatuse the block? Look downthe block andcount how many people (aside fromyour fellow students) that yousee during a five minuteperiod. Maker sure thatsomeone in yourgroup uses their watch to timethe five minutes carefully.

16. Briefly describethe different kindsof people that you saw. How old were they?How are they dressed? Whatare they doing etc.?

17. List the twobest or mostinteresting features of the block.

18. List thetwo worst features ofthe block.

19. Would this blockbe a good placeto live? Why or why not?

20. Did anything unusual or interestinghappen to you oryour team whileyou were filling out the inventory?

7 Inventory Form (coned)

5.Estimate ( do not measure ! ) the widthof the street in feet.

6. How many stories is the tallestbuilding on the block? How many stories is the shortest? Estimate the height of the tallestbuilding?

7.List four different materials thatthe buildings are made of.

8.List the 3 mostcommon colors of the buildings on the block.

-Do you see any graffition the block? Where?

9. Are there any places wherepeople gather on the block? If so, what kind ofpeople, and where?

10. Count howmany trees that you can seeon the block.

11. List the names of at leasttwo different kinds of trees thatyou can see on the block. ( refer to field guide on trees.)

12. Is there a lot of vehiculartraffic on the block? Stand in one place andcount how many vehicles ( cars, trucks, andbuses ) go byyou in 2 minutes.

13. Count howmany cars are parkedon the block. Walk Downthe Block Inventory Form CitWORKS11 Handout

In the previous exercise we made observations abouta street on our area map. We will now be looking at the same section ofstreet in order to create an inventory list ofthe streets characteristics.Divide the team into twogroups to do this exercise. At the end the groups willcompare answers. Take a moment before starting to fill out ireinventory to read through each questionand decideon a strategy for- answering them. group will need a clip-board, Each a pencil, a tapemeasure, a wristwatch, and this inventory form.

1. Put a check marknext to the kind ofbuildings which can beseen on the block: Residential (housesor apartments) Commercial ( storesor businesses) Public ( Healthcare, government, and communityservices etc. ) Educational ( schools) 2. Are there any places on the block wherepeople work? Makea list of any storesor businesses that are on the block.

3.List at least threedifferent kinds of jobsthat people performon the block.

4. Usingyour tape, measure the following items. (Record allmeasurements in feet and inches.) - The sidewalk ( width ) - .4 typical driveway ( width - Afire tydrant ( height ) - An item of your choice. (specify) Walk Down theBlock Observation Form WORKS11 Handout

There are no rightor wrong answers in this exercise,we are just interested in what you notice aboutthe block. If youare not sure what to look for, here aresome ideas;sights, sounds, colors,types of buildings, building materials,types of people, cars, etc.. See whatyou can observe!

Observation List:

J 11 " Walk Downthe Block Cit Observation Exercise WORKS ,Handout

Now thatyou and your team are familiar withsome of the streets surrounding the HighSchool you willbe exploring one particular street inmore depth. This is will require an observation exercisewhich a lot of concentration.You will each need clipboard, a pencil, to bring alongyour and an observationform to fill out. At the bottom of this page isa map showinga section of a street. From the areamap which you used for the previousexercise, locate the section and walkto it with street your team members.Beginning at the point indicatedon the map, you will have starting point and back. 10 minutes to walkto the finish Observe the thingswhich you thinkare most important about the street.These things couldbe ; sights, sounds, buildings, types of shapes, colors, people, can, etc..Do not writeanything down until the 10 minutesare up and you have returned to the startingpoint.

II AL

Observation Map

t4 - TEACHERS GUIDE NEIGHBORHOOD INVESTIGATION- Preparing Students to Investigate the'Neighborhood Around CRLS

1. Use the Cambridge map to showstudents the area around the school that they will investigate and alsoto point out the areas that other workteams will be investigating.

2. Ask students to find on themap the part of the neighborhood around the schoolthat they go through on their way to school. Youcould also ask them (if they havenot already done this) to each mark the wholeroute they follow when going from home to school.

3. Ask students how they could figureout the distance that they walk (or bike,or drive) from home to school. Hopefully,someone will know about the scale on amap, but if not, you should explain it and thenhave them use the scale to estimate the distance that they go.

4.Finally, ask students to write down everythingthey have noticed about the neighborhood around the school from walkingthrough part of it every dayon their way to school. Can they come up with (Are theremore houses or apartment buildings? Are the buildings smallor large? Are there trees? Walk Downthe Block CitWORKS11 Handout

Now use your pace to measure the dimensionsof your studio Multiply the number of space. paces for each dimensionby the number of and inches inyour pace.to find the feet measurement in feet andinches. 1.Length of studio paces = feet inches 2.Width of studio paces = feet inches 3. Width of paces = feet opening into inches studio

After eachperson in your group has calculated thedimensions of the studio basedon their pace, usea tape measure to find dimensions of the studio the actual and see whocame closest in theircalculations. 1. Actual length of studio = feet. inches 2. Actual width of studio = feet inches 3. Actual width of opening = feet inches

Now use a tape measure to record the actualdimensions of the items listed on the estimatehandout. How close actual measurements? were your estimates to the

r ) .2 WalkDownthe PacingExercise Block CityWORKS Handout

All things are measuredusing specific liquidsare measured "units ofmeasure." For using cups,quarts and example: usingounces, pounds, and gallons;weight is tons; anddistances measured feet, andmiles. are measuredusing inches, Each of us has a built-inunit of us to make fairly measure calledour "pace" which accurate estimatesof distances enables exerciseyou will be and dimensions.In this studio determiningyour pace in spaces. Lateryou can order tomeasure your actual compare your measurements byusing atape measurements withthe determining theactual measure or yardstick. measurementsyou will be After view" or planof yourstudio drawinga "birdseye space with thefurniture in it.

DETERMINEYOUR PACE: WRITE YOURPACE HERE: 1 step= feet Stand against inches. a wall and takethree havegone. Divide average steps.Measure how thismeasurement by far you Everyone'space is different. three. Thisis your"pace."

Recheckyour measurements close to by repeatingthe above your firstpace measurement? steps. Is thenumber Foryour work to be as accurateas possible, "pace"pace thesame for every you will needto make measurement. your

(exercisecontinues on other sideof page) WalkDowntheBlock EstimatingExercise ityWORKS Handout

Measuring is the process ofdetermining the something.Estimating dimensionsor the amount a particular measurementsmeans guessing of object or the the dimensionsof industries and amount ofa particular trades itsimportant material. Inmany sions. When to know howto estimate vnu investigatethe blocks dimen- asked to around theschool estimate theheight andwidth of you will be way to learnhow to buildings andobjects. Thebest get to know estimate wellis bypracticing. the typical This willhelpyou dimensions ofthings. For thisexercise estimate the dimensions( in feet things listedbelow. After and inches) of the what the you makeyour estimates actualdimensionsare and we will determine Writeyour estimates compare themwith in thespace provided. your guesses.

1. Theheight of FEETINCHES your studio wallpartitions. 2. The length ofyour studio.

3. Thewidth ofyour studio. 4. Theheight of your studiotables. 5. The distance fromfloor toceiling in the CityWorksroom. 6.The width of the CityWorksroom ( from thewindow wall to the otherside.)

/...* .2 WalkDown theBlock Pacing Exercise CitVWORKS 1 Handout

All things are measured usingspecific "units of liquids are measured measure." Forexample: using cups, quartsand gallons;weight is measured using ounces, pounds,and tons; and feet, and miles. distances are measuredusing inches,

Each of us has a built-in unit ofmeasure called our "pace" us to make fairly accurate which enables estimates of distancesand dimensions.In this exercise you willbe determiningyour pace in order to studiospaces. Later you measure your can compareyour measurements with actual measurementsby using the a tape measureor yard stick.After determining the actualmeasurements you will view" or plan of be drawinga "birds eye your studio space with thefurniture in it.

DETERMINE YOURPACE: WRITE YOURPACE HERE: 1 step = feet inches. Stand againsta wall and take three average steps. Measurehow faryou have gone. Dividethis measurementby three. This Everyone'space is different. is your "pace."

Recheck your measurements by repeatingtae above steps. Is close toyour first pace measurement? the number

For your workto be as accurate as possible, you willneed to makeyour "pace" thesame for everymeasurement.

(exercise continueson other side of page) 4 ------r CITY OF 5 CAMBRIDGE, 6 11. MA.

V / 1:14 .0 A.... 410. .0.14(f 1. 0.. 4.. 0 4 . au5 geudre BEST COPY AVAILABLE Walk Downthe Block Estimating Exercise WORKS31 i 1 Handout

FEETINCHES 7.The height ofyour team leader.

8.The height of two ofyour teammates:

name

name

9.Tice length of the CityWorks room (from the frontentry to the back of the room).

Now that you have made your estimates,compare them to those of teammates and your see who you thinkcame the closest to guessing thereal measurements. How didyou make your guesses? Don't take the actual measurements just yet. Firstwe will be doing a pacing exercise that will helpyou to make more accurateestimates. SamplePresentationBoard

Street Map Photogaphs (shows study blockin relationto CRLS)

Sketc s of Buzelings Observations

Sounds List Interviews

Map Legend StreetInventoryMap ( shows all ( Shows locationof buildings symbols and otherimportant things on studyblock ) used)

/ CAMBRIDGE TROLLY TOUR MAJOR SIGHTS AND POINTS OFINTEREST.

1 HARVARD UNIVERSITY ANDHARVARD YARD. 2.CHRIST CHURCH 3.CAMBRIDGE COMMON. 4.CAMBRIDGE CEMETARY 5 BRATTLE HOUSE 6.LONGFELLOW MANSION 7.MT. AUBURN CEMEMTARY

8.KENNEDY SCHOOL OF GOVERNMENT 9.CHARLES RIVER

10. 11. KENDELL SQUARE 12. CAMBRIDGESIDE MALL 13. CAMBRIDGE COURTHOUSE 14. ROOSEVELT TOWERS 15. INMAN SQUARE 16. YOUVILLE HOSPITAL

2 This isCityWorks Teammate Cit InterviewExercises (cont.) WORKS31 Handout 1B

3. Now talkto your partner and decideon at least two you have incommon with each things that other. Thiscould be example: whereyOu live; the anything, for color ofyour hair;your favorite etc. Writedownyour answers below. music;

4. Return to yourgroup. Use the Polaroid of your camera to takea picture partner. Thepicturecan show just portrait), your partners face( a or show then- Wholebody._ They that theywish. can make any kindof pose

5. Lookat the map of Cambridge andwork with to locate eachof your your partner totry streets and houses.Put a pin show whereyour partner's house on the map to edge of the is located.Pin theirpicture to the map closest towhere theylive.

6. Now it's time for theintroductions. your partner's Begin bytelling thegroup name and pointingout where they Tell thegroup howyour partner live on themap. answered thequestions.

7.If there is time at theend ofyour introductions, to drawa line on the each ofyou try map that showshow fromyour home. Use you get to the highschool which a colored pencilto trace along you take to walk,drive or travel the streets school. by buson your route to

- _ Tfl_- _ ----- _ _ Introduction toWalk Around the Neighborhood- TEACHERS GUIDE Before goingout, take a few minutes to find outwhat kids already the neighborhoodaround the school. know or thinkabout 1. Whichstreets do they walk down on theirway to or from school? 2. What places(stores, etc.) in the neighborhood do theygo do most often? 3. Based on whatthey have noticed on in the streetsor in these places, describe theneighborhood? (e.g. how would they what kinds ofbuildings, what here, if it's similarto or different from kinds of peoplelive of everything where they live).Make a list kids have noticedabout the on the blackboard neighborhood aroundthe school. 4. Use the Cambridge mapto show students the area aroundthe school that investigate and topoint out theareas that other work they will teams will beinvestigating. The point is to try to get kidsinterested in the Make sure to letthem know that investigation they'reabout to do! the neighborhood this exercise isjust the start ofa larger investigation for which theywill be doing of Each studio in many different activities CityWorks will beresearching their and projects. will be creating own block near thehigh school and maps, models, andpresentation boards end all thegroups will .pool their to present theirfindings. In the neighborhood.' This information tocreate a large study will beexhibited in the group study of the other publicspaces in Cambridge. CityWorksroom and possiblyin At this point go outside and startthe walk around If the weatherdoesn't permit the neighborhood. going out... Ask students how they couldfigure out the from hometo school. Hopefully, distance that theywalk (or bike,or drive) someone will know about not, you shouldexplain it and then the scaleon a map, but if have themuse the scale to they go. estimate the distancethat Then move into the estimating, pacing and scale activities.

6 This isCity Works Work Team lIty GroupInventory Form ,WORKS Handout4B

of us currentlyhold jobsas:

Other jobs we have done in thepast include:

of us regularly help out aroundthe house by

When we'renot at schoolor at work, our main interestsand hobbiesare:

We know peoplewho knowa lot about: This is CityWorks Teammate Interview Exercises WORKS 're Handout IA

In the CityWorkscourse you will be working in teamson a variety of projects. Beingon a project team is somewhat like being on a sports team.In order for the team to functionwell, its important that you really knowyour teammates. What are they like and what do they liketo do?

Complete the following exerciseswith a partner. You will be introducing each other to thegroup later so write down everything your partner says that is importantto remember.

1. Take turns being the interviewerand ask your partner this list of questions. Record theiranswers as you go along. - What is your name ?

-Where do you live ?

-What school didyou attend last ? - How long have you lived in Cambridge?

-Where else haveyou lived? ( other neighborhoods, cities, countries)

- When is your birthday ? ( Doyou know your astrological sign? )

- What is your favorite music groupor kind of music? - What do you do when you're not in school?

2. Make up one questionon your own to ask uour partner.

Module 1Page14 WalkDown theBlock CRLS Grounds Exercise WORKS I Handout8A

A symbols something whichstands foror represents The 16 symbolson handout 8B stand something else. For this exercise, for placeson the CRLS grounds. walk withyour team around the to locateas many of the different school groundsand try places asyou can in the timethat you have. Start at thepoint labeledon the school then use the map which you receive, map to help you keeptrack of whereyou are walking. When you arriveat a place that is place with represented bya symbol, identify the your group, then drawthe symbol located. Try todraw the symbol on the map where itis as neatly asyou can so thatsomeone reading themap can tell what itis.

As you walk withyour group from place to place, writedown on the line next to eachsymbol (on Handout 8B) one or two activitieswhich people do in theparticular placethat it represents.

page

6 This isCityWorks Work Team Cit GroupInventory Form WORKS31 Handout 4A

Work with your group to fillout the following Group InventoryForm.

We area work team of members; (Number) are boys and are

girls. Ouraverage age is of us havegrown up in Cambridge.

Other places some of us havelived include:

We speaka total of languages,including:

If the schoolhad a talent show, our"acts"would include:

The mostunusual things that we knowhow to doare:

Module I Page L32.

6 "6 Walk Down theBlock LL CRLS GroundsExercise WORKS Handout8A

A symbol issomething which standsfor or The 16 symbols represents somethingelse. on handout 8B stand forplaces on the For this exercise,walk with CRLS grounds. your team around theschool grounds to locate asmany of the different places and try as you can in the timethat you have. Start at thepoint labeledon the school then use the map which you receive, map to help you keep trackof whereyou are walking. When you arriveat a place that is place with represented bya symbol, identify ti your group, then drawthe symbol located. Try to on the map where it is draw the symbolas neatly as youcan so that reading themap can te:: what it is. someone

As you walk withyour group from place to place, write downon the line next to eachsymbol (on Handout 8B) people do in the one or two activitieswhich particular place thatit represents.

page

J k WalkDown theBlock CRLS Grounds cfti Exercise- SYMBOLS WORKS Handout8B

4/_ 1' 12.1 1. J 13.

/4. 6[1* 1Z5TA) 15.(

/6. 0 Ei

page 70 Start Here Walk Downthe Block Group MappingSymbols Cit WORKS Handout 9C

Choose some ofyour favorite symbols thatyou created for Handout 9B and share themwith your team. Decideamongst your symbols to adopt group which as your "group" symbols forthe streetmapping exercise.Which symbols are the most clear, simplest,and easiestto understand? Onceyou decide on yourgroup symbol for each item, them in the boxes draw below, makingsure that everyone inyour work team has thesame symbol copied down.Save this sheet street mapping exercise. as reference for the

Single Traffic Light Two or 'Three Apartment Family House Family House House

Sc oo Store One Way Street Offices Building

Fire Hudrar?t I' Walk Down the Block ,CCitV Symbols WORKS

Handout 9A I

Symbols are things which stand forsomething else. Theycan be : pictures; drawings; shapes; letters;or numbers. Symbols are likea language. Anyone canuse or read a symbol once they know what the symbol stands for. Symbols usually show picturesor letters to give you clues about what they represent. The symbolson this page are ones that you may already know. See howmany you can identify by labeling each symbol in the space provided. If your not sure what ale symbolrepresents then take a guess!

1. 2- 3. 4.

5. 7 8. 44

9. 10. 1 '7 12. Walk Downthe Block I Individual MappingSymbols WORKSt11

I Handout 9B

Symbols can be usedon maps to represent the things thatone finds on a street such as: types of buildings,stop lights, and mailboxes. Inthis exercise you andyour work team will be exploringan area near CRLS and recording informationabout specific streets. To do this,it will first be necessary foryou to make up some symbols whichrepresent the items listed below. Take some time to makeup symbols and draw them in the boxes provided. Remember that symbolsusually show pictures whichgive you clues about what they' epresent.

Single Traffic Light Two or 'Three Family House Family House House

Store School- One Way Street Offices Building (

Fire Hydrant Mai ihny Walk Down the Block City Street Mapping Exercise WORKS Handout Al1711/11M11

MAP r 7 TEACHERS GUIDE OBSERVATION SKILLS Preparing students for theobservation exercise

1. Explain to students thatmost people walk down thestreet without noticing around them. The first step very much to finding out more abouta neighborhood is to try to notice as much as possibleto see, to hear andto remember whatyou see and hear. Today will practice using observation skills. we

2. Pair students up. Giveone of them a pencil and sheet ofpaper and tell the other one to close his /her eyes. Student who have closed their eyes should thentell their partners what everyone else in thegroup is wearingthe colors, kinds offabric, etc. They should also say who in the group wears glasses and who is the tallest.The partner writes down everything. Then studentscan open their eyes, look around, andcompare their answers to the reality.

3. Now the students who did not close their eyes should tell theirpartners everything they can remember about what ison the walls of the CITYWORKSroom.

4. Ask students to discuss whetherthey found this exerciseto be easy or difficult.

* Another observation exerciseyou could try with your students isto have them make a list of everything that they can remember about certainareas of the school which they spend time ineveryday such as; theirhomerooms, the school and the cafeteria. Observations entryway, could include colors, what'son the walls, layout of the room , etc.. After they make the list tell them to look at thespace the next time they get a chance andcompare what they were able to remember there. with what's actually

2

_ Walk Down the Block Street Mapping Exercise tyWORKS Handout

Use the symbols thatyour group created on Handout 9C to record the items and types of buildings whichcan be found on each of the 5 streets highlighted on your teams' streetmap. Write the street's name in the box on the left, then draw the appropriate symbols for that street in thebox on the left. Draw your symbols as clearly and neatlyas possible.

1. Street Name Symbols

2. Street Name Symbols:

3. Street Name Symbols:

4. Street Name Symbols:

5. Street Name Symbols:

. 1... r 1 0 tif Th#2,*

Exploratory Projects City Works Shop Tours

Shop Tours-December 9th through 20th

Over the next two weeks you and your City Works team will be visiting many of the shops that are part of the Rindge School of Technical Arts. During these shop tours you will see the space in which the shop is taught, learn about the tools of the trade, and talk about the kinds of jobs and careers that are related to each industry. You will also have the opportunity to see how many of the skills whichyou have been learning in CityWorks such as measuring, layout, symbol making, and team work relate to the various shops.

You will be seeing each of the shops taught by the teachers inyour CityWorks classroom as well as those of teachers from other CityWorks classrooms. Report to your CityWorks studio at the beginning of class to meet your teacher for the day. Your grade for this section will be based on your attendance as well as your effort, attitude, and cooperation while visiting the shops.

After Christmas vacation you will be spending two months doing exploratory projects for CityWorks within several of the different shops.

1 DRAFT CITYWORKS: EXPLORATORY PROJECTS

A. THERE WILL BE 3 EXPLORATORY PROJECT CYCLES. EACH WILL LAST 3 WEEKS. THE FIRST WILL BEGIN IMMEDIATELY AFTER CHRISTMAS VACATION, ON MONDAY, JANUARY 6, 1992.

B. IN DECEMBER, CITYTEAMS WILL REDISTRIBUTE STUDENTS FROM STUDIO GROUPS AND ASSIGN TO EXPLORATORY PROJECT GROUPS.

C. EACH EXPLORATORY IS DRIVEN BY THE CREATION OF A PROJECT, AND ITS PRESENTATION TO THE WHOLE CITYWORKS CLASS ON THE FINAL DAY. EACH TEACHER WILL SUBMIT A ONE-PAGE PROJECT DESCRIPTION, IN DECEMBER, TO THE CITYTEAM BEFORE THE CYCLE BEGINS.

D. EACH PROJECT WILL, TO THE GREATEST EXTENT POSSIBLE, RELATE TO THE CITYWORKS CURRICULUM.

E. IN EACH CYCLE THERE WILL BE A 'MID-PROJECT DAY', DURING WHICH STUDENTS RETURN TO THEIR ORIGINAL STUDIO GROUP. STUDIO GROUPS WILL UNDERTAKE ACTIVITIES WHICH REFLECT ON

THEIR EXPLORATORY PROJECTS AND SHARE EXPERIENCES.

F. EACH PROJECT GROUP IS STRONGLY ENCOURAGED TO USE THE CITYWORKS CLASSROOM AT LEAST ONE OTHER DAY PER WEEK IN THE EXECUTION OF THEIR PROJECT.

G. THE ENTIRE CITYWORKS CLASS, OR ANY EXPLORATORY PROJECT GROUP, IS ENCOURAGED TO GO ON FIELD TRIPS RELATED TO THE PROJECTS AND CITYWORKS [i.e.: TO A BUSINESS WHICH REFLECTS AN INDUSTRY IN CAMBRIDGE.]

H. EACH EXPLORATORY PROJECT GROUP WILL INVITE A GUEST SPEAKER [PREFERABLY A STUDENT ALUMNUS OF THAT SHOP, OR SOMEONE FROM THAT INDUSTRY.]

I. ADMINISTRATORS, COUNSELORS, AND OTHER CITYTEAMS (IF FREE) WILL ATTEND EACH CYCLE'S FINAL DAY PRESENTATIONS. [WEWANT TO PROVIDE STUDENTS WITH AUDIENCES FOR THEIR WORK.]

J. C IT/TEAMS WILL REFLECT ON THE EXPLORATORY ANDITS PROJECTS, WITH A VIEW TOWARDS MODIFICATIONS FOR NEXT TIME.

1 C/TYWcigKs: .7AAl OAR 6

Axpi-olezArcRy /,,o,./ ...,TAN6Tags 7kvEzi 8 77-1 cr 9FP / / a /1!" ..for4 p pe,,ra7- ,-1" -r -p-___ 0 .7- E..._ C- G y p. A 4-r 5H0p.5 4.p..k.t, C (Ty v-i o P-V-5 A3 o!>1

/ 4 ( o..1 13rue' 1 - Y wet is 7r. e 1_, / 6r , a I I .7' p._ 0 77-A TOA Ar I A - 1),-0.77Eci P r:a (-_,.7.7 7- P 1:zcz) S=C -1 C L_E `7/ cy 2).4 .-t- 1 A- 5 #1 0P, 4 C--ryv4 sATcrykv Acs AT SH 0 1,5 4 Cry i...4 0,-5

enos( 2U 7 Li E .2 /tkA/E-D 22 774(-) 23FR! 24f

A/ aL. ' -b,4 I p Fz_._ 0a- ..-____ c_ T pp.asE-ATAT-104 .DA`i I "T AT S ?lc, p-sA+4 1:, G t Ty se4 0 /1.. tc S lit000iAT GTyses15

(II 0/4 27TuE 28 TAIE_I) 2 f' 774 (-) 3 J F1 2 1 3 1 0,.., L P4-16' o.- t T T T 1- A 7 St--(o Ps A-i- A C /7' yvi-/ 0 la tg-S Root

ilor-1-.FE3 37, i E 11 ."/E,1, .5- TN v 6 P.,12 1 PLoRA-nbRY ppojEGT .1.. /*/45 - P040154 i p 42_ ,.... 71- a c._ --r- p pt._4=, ,7- z.C -T aory -r -r AT 51-i orss4. c xv-c1,-s4-r cr)w Ks.4-r S-e am 4 cryw(4-5

/4 o p-I -Mort. 0ITE_ 1 I.A., /Z. 7?-1 4.) 3FR/ "i pixoTeacr P /IA-- o ,c_-_-. c "7"-- PotsisEmr."*"; T T DA", AT Stio Ps A-1.4 b. err,'LP-I °ale- Sra 0 0 t.--L AT GI'yv4 46

/..f 0/4 71./e: /8 144.i Els 9 7Nc1 20FA/ 21

V A C.41-rt 0 r--/

,,,fo r-t 2yTu'i Welt1 2 6 774Q 7FR( 2.8 (0A4 _ 0-- C_ PF°trk 7=1- c' _ T T .4T Stops .4/..-4 LI C I r "'Vs/o /24-Los Roost

el o r4 ..-0 1.64 A 2 7u E- 3 1 e . .1 r_O 1 7H .5'F/:( 0 Cl i 1) - P PoJecr p F, 7- =c_ 7 0,4 y p Az0 -7' ./s C. 7-- T. si.t,p.c Ai- crywsAicur t.-1 Fe. S A 75: -(ohs4 C TY t"4 KS

/v.? o r-i 9 -roe /o 1.0.4,XI, /l .7-14( t./ /2FR I /3 3- p p.07Ecr F 1=2-- 0 7- at- C. T PilesENTA.17 cr./ T T 7 a 14y 1 A-r 5f-/0Ps * C. sit e i o F2 t r - S R_c G , tri AT CrY v4 KS' CITYWORKS: EXPLORATORY PROJECT

Name of Teacher

Name of Project

Exploratory Cycle #

Description of Project

Relationship of Project to Cityworks

Manner of Presentation on Final Day

1 THE FOLLOWING IS A LIST OF IDEAS FOR ;:::::.)ECTS THAT v. "AY WANT TO CONSIDER 7:0i .1(5 F3R 7.ESE AREJL. AEA TH7N FEEL FREE 70 DE

=SPFC:ALLY ABOUT A -7; Ni SE DON TO SHARE THEM ar.y :nater:als vv:-,ic.r, you oetter

PROJECT IDEAS

Eu.L:Di.iG A TAE. o arrox4. A6

Bu!I_DINC: T,97 C:TY 1A woof: frame with a t.)ver M:;,;"". Camoridoe on tne CityMap wall

3. CREATE LABELING AND GRAPHICS, FOR THE CITYMAP. These graripics could highlignt and label soecific areas, buildings, and features of Cambridge.

4. WIRE CITYMAP FOR LIGHTS . Lights ':ould nighlight specific locations on the CitvMab and be keyed to a selector panel.

5. CREATE ELECTRONIC SIGNS FOR THE CITYwORKS ROOM.

6. CATER THE GALA EXPLORATORY PRESENT ION DAY EVENT.

7 HAVE A BAKE SALE FOR A NOBLE CITYWORKS CAUSE. Fundscould be used for materials or for a specific piece of equipmentin the room.

8. PREPARE AND PRESENT A MEAL TO A LOCAL GROUP IN NEED. Thisevent could also be videotaped.

9. PAINT CITYWORKS AND RSTA LOGOS ON THE RSTA VANS.

10 PROVIDE GRILLS FOR THE HVAC DUCTS IN THE CITYWORKSROOM.

I 1 SILK SCREEN THE CITYWORKS LOGO ON ALL CITYWORKSSTOOLS. Or any other equipment and furniture.in _the room_ whi_chseemsappropriate

BEST COPY AVAILABLY 2Is'IAKE NUMBER SIGNS FOR THE STUDIO WALLS

SY :TF:-1 !"-.1.1=T-AL AND HELP

DUPLFX OUTLETS EACH 0

BUILD STUDIO WALLS AND POSSIBLY -)0OR -ENTRYWAYS". This involves :Dui:c.r,g three foot wall sections 37 each Stl.010opening to stabllize the studio wails.Assuming we agree that we should have doors or zne studios, then each studio could nave its own, entryway themesuch aS at-. arch or a gableThis would recuire us, to come up with some coons, preferably panel or sollo coreplease contact David if you i.how of any

15. DESIGNING AND DRAFTING ELEVATIONS OF DOOR "ENTRYWAYS".These entryways could be drawn to scale ana actually built.

DRAFT A PLAN OF THE RESOURCE ROOM Students can come up with aeas and plans for how to develop R125 as the resource room.

85 BEST COPY AVAILABLY "ExploratoryProject-Portfolio Record

Name : Shop :

Teacher :

Describe the Exploratory Project(s) you worked on :

Glue Picture Here

Describe what is happening in the photograph.

What did you learn In your Exploratory ? What are some of the tools which you learned to use ?

What are some of the new words which you learned ?

1

i Did you use math in your Exploratory ? If so, how ?

1

What did you like most about being in this shop?

Was there anything you didn't like? If so what?

;r In what ways can you use the skills thatyou learned in your life outside of school ?

S 7 City Building Work Skills nigWORKS.11 Name : Handout

During the CityWorks exploratory cycles each ofyou went to three different shops to learn aboutsome of the vocabulary, tools, and skills used in particular trades. Youmay have discovered that many of the skills that you practiced in CityWorks during the firstpart of the year, such as measuring and symbol reading,can -help you in a variety of different trade areas.

Specific skills and trade terminology used inone shop area may be helpful in other tradeareas as well. On the back of this page is a list of many trade skills which workers use in the workplace. In thespaces provided on the right of thepage, write the names of the three exploratories that you went to. Lookover the .list of trade skills and write dOwn, for each exploratory,a list of those skills which you either learned about, used, or thinkare important in that particular trade area.

C. rm t ,D

page Make a list of the trade skills which you either learned about, used, or think are important to know in each of the three shops you visited during the exploratory cycle.

List of Skills Exploratory #1 Name: Measuring Skills Needed: Reading Symbols and Blueprints Drazving Using Handtools (hammer, screw driver etc.) Using Power Tools and Machines (electric drill, saw etc.) Concentrating Following Safety Rules Doing Electrical Wiring Exploratory #2 Name: Soldering or Welding Skills Needed: Making a Layout Diagram Cutting Materials Using Math Making a Cost Estimate Billing a Client Talking on the Telephone Shaping Metal Writing Reading Exploratory #3 Name:

Understanding Engines/ 1 Motors Skills Needed: 1 Understanding Electricity Sawing Other skills:

E i City Building Skill Development C WORKS Name : Handout

Look over the three portfolio record forms thatyou filled out and, thinking about each of the shops thatyou visited over the past ten weeks, answer the following questions: .

1. Which one of the three trades whichyou learned about in the CityWorks exploratory can you most easily imagine yourself workingin when you get out of school? Why?

2. Do you ever picture yourself owningyour wn business ? Why or why not ? If so, what kind of business ?

3. Which of the new skills thatyou learned in the exploratories have you used, or do you think thatyou will use outside of school ?

4.Are there any shops offered at RSTA wouldyou like to find out more about and didn't geta chance to visit during the exploratory ? Which ones.?

page 7

3

CITYWORKS EVALUATION FORM: (March 23-April 10)

Student Name'

Studio Teacher: Project Teacher.

This evaluation covers the time period during which students completed their portfolio record from the exploratories through the first two weeks of planning a new enterprise or service for Cambridge.

Assign each student a rating from 1 to 4 for the work habit categories below. 1 = Excellent, 2 = Good, 3 = Fair, 4 = Poor. Put a check next to each of the written assignments completed.

WORK HABITS RATING

Effort

Attitude

Cooperation

CHECKLIST OF ASSIGNMENTS

Exploratory 4'1: Portfolio Record

Exploratory 4:2: Portfolio Record

Exploratory 43: Portfolio Record

Neighborhood Handouts/Sheets

Location Rating Sheets

* DAYS ABSENT DURING THIS TIME PERIOD-

GRADE FOR THIS TIME PERIOD:

GENERAL COMMENTS:

Cilt WORKS

CitvVorks is a draft curriculum beingdeveloped for: The Cambridge School Department 159 Thorndike St. Cambridge, 'MA 02141

In conjunction with:

RINDGESCHOOL OF TECHNICAL ARTS 439 Broadway Cambridge, Ma 02139

CityWorks 1991

Superintendent of Schools Mary Lou McGrath

Assistant Superintendent for Administration Patrick J. Murphy

Assistant Superintendent for Curriculumand Instruction Sandra J. Spooner

Executive Director of RSTA Larry Rosenstock

Written by Adria Steinberg David Stephen

We gratefully acknowledge the teachersand counselors of the Rindge Schoolof Technical Arts for their ongoing assistanceand participation in the developmentof the CityWorks curriculum.

C City Works First Period: Restaurant Project During the next 9 weeks each City Works class will developa different business or community service for Cambridge. In early June, City Works will have an open house in which all four classes will exhibit their projects to school and community audiences. Projects will include scale models of the businesses, video, slide-shows, and talking robots!

Your group will create a new restaurant thatyou think could be a successful business in Cambridge. Together,you will pick the site and decide on the type of restaurant and foodto be served there. Different task groups will plan the food and dessertmenus, obtain building permits and price out materials, design the interiorlayout and exterior landscaping of the building, research the kinds of equipment that will be needed for the kitchen, plan the sound and lighting systems, and work on the electrical plans. Your final exhibit will include things like: contractor estimates and completed permit applications, blueprints of the layout of thekitchen and eating space, a scale model of the restaurant,a printed food menu, a printed dessert menu, samples of the food and desserts, plans for the sound and lighting systems, anda presentation board showing interior finishes (for example, wallpaper, type of tile or carpet, etc.)

Before getting going on this project it is important foreveryone to complete their Portfolio Record Forms from their Exploratory Projects.

Then, for the rest of this week, you will start investigating Cambridge. You will share information about Cambridge neighborhoods and learn about zoning and other city development issues in preparation for beginningyour project. City Works Period1: Restaurant Project: Please read this and make a first and a second choice.

Be A General 'Contractor I Mr. 0 Brien We will he the general contractors for the restaurant job. In other words. we II figure out what kinds of building materials to use in the construction and what everything will cost. we 11 talk to people in City Hall about how to pull a permit. and we II visit construction sites to get an idea of what else contractors do.

Special of the Day ! Chef Joel So you want to own or work in a restaurant! This group willexpose you to the haws and why of kitchen and menu design. After we decide on the location. size. and theme of the restaurant. we will determine the menu items and prices. and plan the layout of the kitchen and the equipment we will need.

Bread and ChocolateiChef Ingrid) It s our job to plan the breads and desserts for the restaurant andto plan the layout of the eating area. We will visit a few restaurants to interview owners and pastry chefs and get information about desserts. Are people eating less these days? Are they more health conscious? Should there be whole grain breads? We will also look at the layout and facilities of restaurants. What should we think about in choosing furniture? How can we make sure customers are comfortable and waiters have room to do their work?

Lights, Sound Action! (Mr. Petrillo and Mr. Russo) What makes for a good atmosphere in a restaurant? Lighting and sound are a big part of it. It sour job to design good systems for both. We will go over electrical plans for the restaurant. talk to people in the city and at Edison about permits, and take trips to sound system stores and lighting display rooms to price items

What A Site!(Mr. Carter) Once we ve decided on a location, we will draw a sketch of the site. and decide where to locate the building on the site, what the building should look like to take maximum advantage of the site (howmany stories high, what shape, what kinds of windows, where. etc.) We 11 work on a scale model of the restaurant. City Works Second Period: City Works Museum Project During the next 9 weeks each City Works class will develop a different business or community service for Cambridge. In early June, City Works will have an open house in which all four classes will exhibit their projects to school and community audiences. Projects will include scale models of the businesses, video, slide-shows, and talking robots!

Your group will make displays for a City Works Museum. It will be one way we introduce RSTA to eighth graders and their families when they visit the high school. In future years, City Works classes will continue to add to the Museum. Your final exhibit will include a number of different exhibits, like: a scale model of the City Works Museum, located in the City Works room, a working rope-making machine, a group of talking robots, a. dictionary of technical language, and a model of a car's headlight and tail light system (that is fully wired). Before getting going on this project it is important for everyone to complete their Portfolio Record Forms from their Exploratory Projects.

Then, for the rest of this week, you will start investigating Cambridge. You will share information about Cambridge neighborhoods and learn about zoning and other city development issues in preparation for beginning your project. City Works Period Two:Museum Project Exhibit-Making Groups

Read about and indicate your first and second choices: Tie Me Up Mr. Peary will work with you on learning what it takesto "invent," plan and make a workable machine using the tools of the welding trade. The end result will be a machine with movingparts that makes rope.

Stop and Go Mr. Stowell will work with you on makinga working headlight and tail-light assembly using the equipment in theauto shop. This will involve drawing up a wiring diagram and hookingup a battery and flasher units. The final model will have working directional,parking, tail, head and stop lights. Museum Model Mr. Walsh will work with you on building andconstruct a working scale model of the City Works Museum and studiospaces. We will focus on the different stages involved in building constructionby designing new studio spaces to house the exhibits of the Museum. Talking Heads Mr. Iividoti will work with youon.. .

Words for Work Mr. Newton (and his assistants) will work with studentsin all of the groups on making a dictionary of technical and "buzz" words for each industrial area represented in the City Works Museum:The completed dictionary will contain definitions, illustrationsand photographs. Each student in the class will have opportunitiesto participate in gathering information and workingon the finished product. He will also work with studentson the tapes for th,talking robots. City Works Third Period: Autobody Project

During the next 9 weeks each City Works class willdevelop a different business or community service forCambridge. In early June, City Works will have anopen house in which all four classes will exhibit their projects to school and communityaudiences. Projects will include scale models of the businesses, video,slide-shows, and talking robots!

Your group will create an autobody shop thatyou think could be a successful business in Cambridge. Together,you will pick the site and decide on the size of your business. Differenttask groups will: price the equipment and tools needed, developa business plan, come up with a name and logo for the shop, develop invoices,newspaper ads, etc, design and make a scale model of theshop (including a customer reception area), and design and makea model of the heating and ventilation system.

Your final exhibit will include things like:cost estimates and completed permit applications, blueprints ofthe layout of the autobody shop and customerareas, a scale model of the autobody shop, a series of ads for the shop,a sign for the front door with the name and logo, and a scale model of the heating and ventilation system (located within the model of the whole shop).

Before getting going on this project it isimportant for everyone to complete their Portfolio Record Forms from theirExploratory Projects.

Then, for the rest of this week,you will start investigating Cambridge. You will share information aboutCambridge neighborhoods and learn about zoning andother city development issues in preparation for beginningyour project. City Works Period 3:Auto Body Shop Project Pleasc, read this page and make a first and second choice:

Hard Cash I Mr. De Lena) It takes a lot of planning to put togethera business like an autobody shop. We Ii get advice from people whorun body shops and then figure out how to make ours better! We 11 figureout all the equipment we need and what it costs. and findout about all the permits we 11 need. We II also makesure that none of the other groups spend too much of our cash!

Draw It Out I Mr. Dussault It s our job to plan the layout of the autohodyshop and then build a scale model of it. We 11 draw out the floor plan. decidingwhere to locate the equipment. paint booth. etc.. and the waitingarea for customers. We 11 do the instrument layouts and detail drawings.

Customer Is Always Right tMrs. Olsen) An auto body, shop needs customers. The first thingwe 11 do is come up with a name for the shop and a logo. Then we 11 make signs. design an ad campaign andcome up with slogans for the ads. We are also going to work on the customer receptionarea. planning the furniture, and interior design.

Breathe Easy f Mr. Sullivan} One of the most important things abouta body shop is the air ventilation system. We 11 figure out what equipmentis needed and what the requirementsare for this kind of system. Then we 11 design one for the shop and figure out the sizes of ducts and whereto locate them. We It make a scale model of thesystem to put inside the model of the shop. City Works Fourth Period: Teen Activities Center Project

During the next 9 weeks each City Works class will developa different business or community service for Cambridge. In early June, City Works will have an open house in which all four classes will exhibit their projects to school and community audiences. Projects will include scale models of the businesses, video, slide-shows, and talking robots!

Your group will create a teen activity center thatyou think could attract teens from all over Cambridge. Together, you will pick the site and decide on the overall size and shape of the building. Different task groups will: learn about whatcurrent teen centers offer and don't offer, create an activitiesprogram that makes teens of all different races and ethnicgroups feel welcome, develop plans and models for woodworking and auto repair shops that wouldbe parts of the Center, and develop an overall site plan and model for the Center.

Your final exhibit will include things like:a welcoming sign and entranceway for the front of the center, a printed activitiesprogram, plans for outdoor recreational areas, blueprints of the main lounge/recreation area of the Center, a scale model of the Center in its site, and models of the woodworking andauto repair shops. Before getting going on this project it is important foreveryone to complete their Portfolio Record Forms from their Exploratory Projects.

Then, for the rest of this week, you will start investigating Cambridge. You will share information about Cambridge neighborhoods and learn about zoning and other city development issues in preparation for beginningyour project. City Works Period 4: Teen Activities Center Please read this and make a first and second choice.

A Happening Place I Mr. Ravanis What makes a good teen center program? Who usually makesthe decisions"., We 11 find out about how other teen centersrun and then figure out how to make ours better. We 11come up with a finished I printed I activities prograca for our center.

Everybody s Turf I Ms. Williams What makes teenagers feel welcomeor unwelcome in a teen center", What could we do to make our center welcomingto people of all races and backgrounds'? We will learn about the ways that people get divided and figure out ways to bring them back together.

Hammer and Nail Mr. Therrien 1 Our Teen Activities Center is going to havea woodworking shop where teenagers can make things for the Center.or things to sell or give away as presents.It s our job to plan the woodworking shop and make a scale model of it.

On the Road tMr. Traganos Some teens have cars that need lots of repairsto stay on the road. Our Center is going to havean auto repair shop where kids learn basic skills of repair and work on theirown and their friends cars. It s our job to plan the auto repair shop and makea scale model of it.

A Site for Sore Eyes t Mr. Carter I Once we Ye decided on where the Teen Activities Centershould be. we will make a sketch of the site. Then we 11 figure out how touse the site--how to divide up indoor and outdoorspace. and what kind of structure will work best on that site. We 11 makea three- dimensional site plan, showing the results of allour decisions.

Lay It Out (Mr. Cunha) We will design the main lounge-recreationarea for the Center. first using sketches and then making blueprints. We 11 talk withMr. Ravanis and Ms. Williams groups to find out what kind oflounge area they want, and what they want in it. Then, we 11 design it. Handouts for City DevelopmentSpring Unit

I know that there are a lot of handouts suddenlyappearing in the CityWorks room. It's hard to keep track of them, and you may not want, orhave time, to use all of them. Here is a listing ofeach handout along with a brief summary of s, hat the exercisecovers:

CLASS PROJECT DESCRIPTION: A one page description of the class project for each period to let your students know what their final project will include.

SKILL DEVELOPMENT HANDOUT: A one page worksheet with four questions about what students learned about the trades they visited, and what industry they most easilyimagine themselves wcrking in.

WORK SKILLS HANDOUT : A one page exercise which asksstudents to list and compare the various skills they either learned or think are important in each ofthe shops they visited.

CAMBRIDGE COMMUNITY DEVELOPMENT HANDOUT: A listing of issues having to do with community development which serve as preparation for thepresentation by Cambridge Community Development.

ZONING REGULATIONS HANDOUT: A zoning primer which highlights the main reasons for, and types of, zoning regulations. Could be usedas preparation for presentation by Cambridge Community Development.

WHAT'S A NEIGHBORHOOD HANDOUT: An exercise which talks about the official neighborhoods of Cambridge and asks students to locate all the nieghborhoodsthat they know about on a map. There are two maps which go along with this exerciseas well as a teachers reference gulue with names of 45 different nighborhoods and hangouts in Cambridge.

NEIGHBORHOOD REPORT CARD: An exercise in which students gradevarious features of their neighborhood from A to F.

TOUR AnOUND YOUR NEIGHBORHOOD: A writing exercise in which students describe their neighborhood.

MAPPING YOUR BLOCK : A drawing exercise in which students drawa map of thier street and the important features of their neighborhood.

PERSONAL LANDMARKS : An exercise where students voteon the 5 most important Community and Teen Landmarks which they think should be highlightedon the Wall Map.

102 City Building 1Cit Cambridge Community Development WORKS Name : Handout

Preparation for Community DevelopmentVisit.

Discuss with your groupsome issues around community development such as:

Who decides the official neighborhoodsof Cambridge ?

What are these zones/neighborhoodsused for ?( School districts, postal districts, voting districts, parkingzones, development zones etc.)

Why is development irnportatantin a city ?

Why is it important to monitor andcontrol development ina city or town ?

How do people in Cambridge haveinpu:. into the process of controling development ? ( Communitygroups/meetings.)

What would happen if they builtskyscrapers in Cambridge ?

Decide on two questions thatyour group would like to ask people from Cambridge Community Developmentwhe-t they come.

page I

1 City Building Ci Zoning Regulations WORKS19. Handout

Cambridge, like all cities and towns, dividesit's land into areas called "zones". The city government controls what kindsof new buildings can be built in those zones through rules called"zoning regulations". These regulations insure,for example, that big factoriesare not built in the middle of housing developments, and thatskyscrapers are not built in the middle of old historic neighborhoods.

The following is a list of the different kinds ofzoning regulations which limit the type, size, and shape of allnew buildings in Cambridge. Use Regulations

Use regulations specify which types of landuse can be located in each zoning district. Thereare 5 types of use groups or zones. Sometimesa particular zone allowsa variety of uses. The zones are :

Residential Zones- Houses and apartments Office Zones- Office buildings and banks Business Zones- Stores, theaters and restaurants Industrial Zones- Factories Special Zones Mixed - Use

II II ,S St. A111 Density Regulations 11-4!) 411!, Density regulations limit the number of buildings which can be builton a piece of land by requiring a mini:num rum I number of square feet of lotarea per cnie building.

page Size Regulations

Dimensional regula- FAR Enure tor area 1.2 lot area 114 lot area tionsspecifythe maximum floor area and height of a build- C.5 ing as determined by the zone and the size of the lot. The floor area ratio limits how intensively a lot may be built upon, it is the gross flour area of the building divided by --; the area of the lot.

Height and Setback Regulations Heightregulations limit how tall a build- ing can be, and setback regulations control the distance between the street and lot lines.

Parking Regulationsspecify the amount of off -street parking required for each type of landuse.

Open Space Regulationsrequire that a certain portion of a lot remain open and usable.

page City Building What's a Neighborhood ? C WORKS Name : Handout

Most cities are divided intoareas, called neighborhoods, which have particular boundaries(edges) and characteristics.Cambridge has "official neighborhoods"or zones which are defined by the citygovern- ment. There are alsomany unofficial or "personal neighborhoods"which are defined by the residents of Cambridge.

All neighborhoods have differentfeatures such as: types of houses and apartment buildings, stores, parksor playgrounds, schools, community buildings, and hang-out places.In the Walk Around the Blockyou and your team investigated the neighborhoodsurrounding the high school. What kind of a neighborhoodwas it?

In order to find the best locationsfor your City Building projectit will be helpful to know aboutCambridge's different neighborhoodsand what their main characteristicsand features are.

Using the map of Cambridgeprovided, do the followingexercises:

1. Find your street, and theapproximate location ofyour house on the map. Think about the boundaries of whatyou think of as your "personal neighborhood" or turf.Are the boundaries formed bystreets and buildings, or are they imaginaryboundaries ? Doyou think that other people in your neighborhoodacknowledge thesame boundaries ? Use a colored pen or pencil to outlinewhat you thinkare the boundaries of your neighborhood. The outlinedarea should include at leastyour house and street, friends houses,and nearby parksor stores that you use.

page 11)3 2. How many neighborhoods in Cambridgeare there ? Using a different colored pencil, outline the boundaries of,then label, each Cambridge neighborhood that you can think of Belowis a list of some neighbor- hoods to help you out. Addany other neighborhoods that you are familiar with.

East Cambridge Riverside Mid-Cambridge Agassiz Cambridgeport North Cambridge Avon Hill Cambridge Highlands Porter Square Strawberry Hill

List Any other neighborhoods thatyou can think of.Think about whether they are "official neighborhoods "or "personal neighborhoods"?

Other Neighborhoods:

Nicknames:

List some of thesome of the nicknames used for neighborhoods in Cambridge.

page __1C Teacher reference guide forCambridge Neighborhoods tThese location descriptions are not necessarilyexact or official)

Official Neighborhoods used byCambridge Community Development (See official neighborhood map)

1.East Cambridge- From the tracks at Cambridge St.East to Lechmere 2.We need to think of a name for this neighborhood 3. We need to think ofa name for friis neighborhood 4. We need to think ofa name for this neighborhood 5. Cambridgeport- Central Sq. Mass Ave 'uth to the river, MIT to Lechemere - - 6. Mid-Cambridge- Central Sq. - Mass Ave. north along Prospect, Portland to Somer.. ille 7.Riverside- Part of Cambrdigeport, Morse School west along river to Weeks Bridge 8Agassiz - Borders Md,West, andNorth Cambridge 9. We need to think ofa name for this neighborhood

10. West Cambridge- Harvard Sq. west along Concord Ave. out to Glacken Field and Beim,nt 11. North Cambridge- Porter Sq. west along Mass Ave. to Alewife- North to Somer.. 12. Cambridge Highlands 13. Strawberry Hill

Some Other Cambridge Neighborhood-.

14. Alewife- Area along Alewife Brook from "Gerry's pit" to Matignon High School 15. Avon Hill- Part of West Cambridge between Huron and Brattle St. 16. Mount Auburn- Part of West Cambridge, southern me t tip 17. Observatory Hill- Behind Avon Hill, where the Harvard Obsrvatory is located 18. Central Sq.- Separates Cambridgeport from Mid-Cambridge 19. Harvard Sq.- Part of Mid-Cambridge 20. Porter Sq.- Separates Mid Cambridge from North Cambridge to the west 21. Kendall Sq.- Part of Cambridgeport bordering East Cambridge 22. Fresh Pond- Part of West Cambridge, western most part of city 23. Lechmere- Part of East Cambridge, eastern most part of city

page

BEST CPI AVAILABLE Teacher reference guide for CambridgeNeighborhoods (These location descriptions are not necessarilly exact or official) Neighborhood Slang and Hangout Places

24. The Port- Cambridgeport 25. The Ave - Western Ave., part of The Portor area around The Mission 26. The Coast- Part of Cambridgeport along the river 27. The Mission- The teen center at Hoyt Field h. Cambridgeport 28. The Beach Magazine Beach along theriver where the public swimming pool is, was once a beach and the eastern most part of Cambridgeport 29. C.B. Corporal Burns Park, along the river bythe Weeks Bridge. The coolest place to hang out during the summer 30. Trestle The railroad bridge whichcrosses the river under the B.0 Bridge. A big hangout fur Cambrdgeport kids during summer and on weekends 31. Weeks Bridge- The walking bridge over the river between C.B. Park and Harvard Square 32. Gold Star The city poolat Donelly Field behind Harrington School, a big East Cambridge hangout during summer. 33. The Magg- Public pool at Magazine Beach 34.Pete's - A small variety stoleon Roberts Rd., a hangout at the high school 35. The Corner- A'North Cambridge hangout in front of Cambridge House of Pizza on Niass Ave. 36. Matignon A North Cambridge parochial high school, hang out after school 37. Little Fresh- Asmall pond on the golf course (west side) of Fresh Pond, a big hochey playing area for West Cambridge 38. Gerry's Pit The pond behind the AlewifeTSta'Hon, a big hockey pond for North Cambridge

39. Donelly Field- Behind Harrington School,a baseball and softball camp during the summer 40. Perry Park- Part of Xomerville and a big East Cambridge hangout during the summer 41. Trash Park- Park at the corner of Brookline St. and Putnam Ave., part of the Coast and the Port 42. Bum Heaven- The railroad tracks behind Roosevelt Towers 43. Cockran Park- West Cambridge public housing 44. J.P.- Jefferson Park public housing project, a big summer hangout 45. The Court- Newtown Court, public housing in Cambridgeport 46. The Elms- Washington Elms, public housing in Cambridgeport 47. The Towers Roosevelt Towers, publichousing in East Cambridge 48. The Gardens- Putnam Gardens public housing in Riverside

page 1 NeighborhoodsOfficial Cambridge

11u andCambridge Hangouts Neighborhoods *N7 41V-- 11%4 nist 1111, Viagisirat .414104examm A01 Irkekvix 10P \144* M..enK. earragemNiNu gar Lear Ish City Building Neighborhood Report Card C WORKS Name : LHandout

When thinking about where to locateyour class's building it will be important to know the good points and badpoints of each neighborhood in Cambridge. In this exercise, think aboutyour own neighborhood and grade it's features using the report cardon the back of this sheet.

Grade Chart

A Outstanding. This is a great feature ofmy neighborhood and does not need to be improved.

B Very Good. I like this feature ofmy neighborhood, although there is room for some improvements.

C O.K. This feature ofmy neighborhood is all right, but could be improved quite a bit.

Poor. This i3 a feature ofmy neighborhood which I do not like and which should be improved.

F Bad. This i3 a feature ofmy neighborhood which is a problemor does not exist.

page Neighborhood Report Card Student Neighborhood Name: Name:

: . Neighborhood Comments . Features YABCDF 11

Housing - Houses and apartment buildings are clean, safe, and not too close together. Transportation - The neighborhood is accessible by buses or subway. iii Stores- There are enough food and clothing stores.

Schools - There are good

schools neayby. -: Recreational Facilities Open Space and Parks 1

Parking- There is enough parking. Noise - There is not too much noise. Safety - The neighbor- hood is safe.

I 1 Other :

Other :

..

Other :

. 11,5 City Building Tour Around YOUR Neighborhood WORKS Name : Handout

In order to complete the CityMap it will benecessary to know has Much as possible about each of the neighborhoods in Cambridge. Ifyou were giving someone a tour ofyour neighborhood, how would you describe it to them? Think about the kinds of people wholive there as well asanti other special characteristicsyou think are important. Also list at least five of the places and for buildings whichyou would point out to them on the tour. Use the space provided below to writeyour answers.

Name and Location of Neighborhood

Characteristics of Neighborhood:

5 Important Placesor Buildings

page

1!. City Building Mapping YOUR Block Name :

Use the spaceon this page to draw a map of the block thatyou live on. Showyour street, your house, and any other buildingsor places which youlisted on you nighborhoodtour sheet. Make your drawing clearand easyto read. Use symbols to represent thebuildings and objectson !tour map. Label the buildings and streetson your map.

.

Block Map

page City Building Personal Landmarks WORKS11 Name : Handout

Now thatthe Graphic Arts exploratorygroups have painted the CityMap on the wall, the City Worksclasses will be choosing what landmarks to locate and lightup on the map. We want all CityWorks students to have a chance to voteon what landmarks they think are most important for people in Cambridge.Remember that a landmark is something which tellsyou where you are. A landmark can be:a home, a sign, a monument, a landform,a work of art, a building, a gathering place etc.

Make two lists below ofyour 5 choicesfor the most important landmarks in Cambridge. The first listshould be of landmarks thatyou think are important to all Cambridgeresidents. The second list should be of the landmarks thatyou think are most important to teens. The 15 landmarks with the most votes in eachcategory will be locatedon the map and wired so that they light up.

Community Landmarks Teen Landmarks

2. 2.

3. 3.

4. 4.

5. 5.

page 1 Now think of 5 "Fantasy" landmarks thatyou would like to have in Cambridge if you could. You could havea giant sports stadium for instance, or a lake for swimming in the summer. Listyour Fantasy landmarks below. Fantasy Landmarks

3.

4.

5.

Finally, use the map provided to locate and label all of the landmarks that you listed. Use one color pencilor pen to indicate your Community Landmarks,another to indicate your Teen Landmarks,and another to indicate your Fantasy Landmarks. In thecase of your Fantasy Land- marks, locate them where you would like them togo if you had the choice (right near your house if you want to !)

page Starting a Business-Portfolio Record

1. What are three or four things that need to be considerea whenyou are picking a location for a new business ?

2. What are three or four things to think about when selectinga name for a business ?

3. What does zoning have to do with startinga business ?

4. What decisions has your taskgroup made so far related to starting the business ?

5. If you were going to startyour own business, what kind would it be ? Why?

14_0 Location Sheet Name : CityWorks class project:

Site Location:

Imagine that thearea shown above is the location foryour class' CityWorks building project.Use the chart on the back ofthis page to rate the site ona scale of 1 to 5 with regard to the featureslisted. A rating of 1 means that the site would bean excellent place to locate the building and a rating of 5means that it would be a terrible place. Thinkabout any other features that would behelpful to rate.

page 12 I __ . ._. z h, e . fs' S... \ . , Location SS h . . C.; h :- Rating Sheet ;...; (,' ::,' z :-.. 1 2 3 4 J Closeness to public trnnsporation.

Closeness to highway or main roads.

Availability of parking.

Reasonable rent or real estate prices. ( Compared to other areas in Camb.) Distance from competing establishments. Convenience of location to customers. Other:

Other:

List the two best things about this location:

List the two worst things about this location:

Would you recommend locatingyour CityWorks building project at this site ? Why or why not ?

page Location Sheet -° Co Name : CityWorks class project: TAN cEN-rosz.

Site Location: MARY crtugc.14

Imagine that thearea shown above is the location foryour class' CityWorks building project. Use the charton the back of this page to rate the site on a scale of 1 to 5 with regardto the features listed. A rating of 1 means that the site would bean excellent place to locate the building and a rating of 5means that it would be a terrible place. Think aboutany other features that would be helpfulto rate.

page 1 r 3 ..tzt

..., Location -74. ,...i ), , Rating Sheet 4.1 CD EZ, 1 2 3 4 5 Closeness to public transporation.

Accessibility to teens from all parts of Cambridge.

Safety of neighborhood or location

Closeness to park or related recreational facilities.

Distance from other teen centers.

Comfort and safety for people of all races. Other:

Other:

List the two best things about this location:

List the two worst things about this location:

Would you recommend locatingyour CityWorks building project at this site ? Why or why not ?

page Location Sheet of co 1,2o76t e L.0 cilciic) NIS Name : CityWorks class project: pE,F4O-E,1.

Site Location: E^ST. C.A.11131Z-tD imagine that thearea shown above is the location foryour class' CityWorks building project. Usethe chart on the back of thispage to rate the site on a scale of 1to 5 with regard to the featureslisted. A rating of 1 means that the site wouldbe an excellent placeto locate the building and a rating of 5means that it would be a terrible place. Thinkabout any other features that wouldbe helpful to rate.

page ,

.4.,- r...... -- ...... - ;4_, ,. L. ;.< ,-; o ,,.., Rating Sheet :4 (.: ..., z t-, / 2 3 4 5 Closeness to public transporation.

Closeness to highzvay or main roads.

Availability of parking.

Reasonable rent or real estate prices. ( Compared to other areas in Camb.) Distance from competing establishments. Convenience of location to customers. Other:

Other:

I ,

List the two best things about this location:

List the two worst things about this location:

Would you recommend locatingyour CityWorks building project at this site ? Why or why not ?

1 6 page Location Sheet 4v1 r- 7 ros E:31.- 1.-0 r'NI Name : CityWorks class project: *kyro Esop lios7

Site Location:

Imagine that thearea shown above is the location foryour class' CityWorks building project. Usethe chart on the back of thispage to rate the site on a scale of 1 to 5 withregard to the features listed. Arating of 1 means that the site would bean excellent place to locate the building and a rating of 5means that it would be a terrible place. Think aboutany other features that would behelpful to rate.

page 1; 7 -3: ... .., ,_.. Location .....- -,... ,°, ,..,, , ... :. .., , Rating Sheet 4.1 (2, c.-; z Ez: 1 2 3 4 Closeness to public transporation.

Closeness to highway or main roads. 1 i Availability of parking.

Reasonable rent or real estate prices. ( Compared to other areas in Camb.) Distance from competing establishments. Convenience of location to customers. Other:

Other:

List the two best things about thislocation :

List the two worst things aboutthis location

Would you recommend locatingyour CityWorks building project at this site ? Why or why not ?

.

page EXISTING AUTO BODY SHOPS in the CITY OF CAMBRIDGE

AUTO BON IMPORTS 14 Decatur Street

AUTOSHINE, INC. 364 Rindge Avenue

B & D AUTO BODY COMPANY 187 Hampshire Street

C & C SPEED & REPAIR 44 Russell Street

CAMBRIDGE AUTO METAL COMPANY, INC. 367 Franklin Street

CAMBRIDGEPORT SERVICE 76 Pearl Street

CHAPPY'S AUTOBODY 47-51 Richdale Avenue

COLLISION AUTO REPAIR, INC. 79 Hurley Street

DELEO'S AUTO BODY & SERVICE, INC. 75 Hamilton Street

EAST CAMBRIDGE AUTO BODY 79 Second Street

HERMES CARRIAGE 125 Brookline Street

HI-TECH AUTO BODY, INC. 162 Alewife Brook Parkway

J & A AUTO BODY & REPAIR 38 Regent Street

J. PAVONE SERVICES 2530 Massachusetts Avenue

SAL'S AUTOMOTIVE SPORTS SERVICE 227 Prospect Street

Captain Ferrazani, Education Officer 349-4900 Ext. 334 Fes,