Now that classes are over, I’ve been taking more time to ride my bike and wander around Toronto’s vibrant neighbourhoods. Thanks to the creativity and critical thinking of my grade nine students, I’ve been seeing the streets that I’ve roamed for years through a new lens.
The final summative for my Geography class was a neighbourhood field study. Students had to conduct field research as well as traditional research exploring an issue of their choice within a Toronto neighbourhood. They had to write an individual research paper and present a creative group oral presentation.
In groups, the students chose a neighbourhood in Toronto – the only limiting factor was that they could not choose an area that any of their group members live in. Each student chose an issue in their neighbourhood, asked a question and came up with a thesis which they supported with demographic evidence from the City of Toronto’s neighbourhood profiles as well as qualitative evidence from their field study and support from sources including Toronto newspapers, real estate boards, and local blogs like spacing and Torontoist.
Questions ranged from “Does the name ‘Little Italy’ accurately represent the culture of the neighbourhood?” to “Why are homes in Forest Hill so much more expensive than similar homes in the suburbs?” to “What kind of person would want to live on the Island?” One students studied the demographics of the waterfront condo-land, asking, “Why is the population of the Harbourfront community growing so rapidly despite a low birthrate?” I encouraged a student to look at a contemporary issue, and she ended up researching the new Bixi program and hypothesize about its success and its potential impact on tourism, commerce, and transportation in her neighbourhood.
When I was in high school, a flashy presentation involved funny hats & ties and maybe – maybe – a neon bristol board sign. Today, you ask grade nine students to do an oral presentation, and you get a full on travelogue. I was very impressed with some of the presentations! One group studied Queen St. W. and wrote a song, accompanied by a music video showcasing the neighbourhood’s attractions. This group, who studied Cabbagetown/Regent Park conducted interviews with locals, discussing issues like safety, gentrification, and the preservation of heritage homes:
This summative was a great way to get students out of their own bubble and onto the streets of Toronto. It forced them to pay closer attention to the stores, parks, hospitals, homes, and sidewalks of their city. Students gained an appreciation for the planning that goes into a neighbourhood, and for the multitude of factors and stakeholders that work together to make a neighbourhood safe, clean, vibrant and liveable. So now when I wander these streets, I find myself counting doctors’ offices, looking for available parking, and scanning signage for languages other than English. It’s true – teachers really do learn from their students!