Remembering Gage Park

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Add Event Cancel. Thanks for your event submission. It will be reviewed soon. Event Description. Start Date. End Date. Hide Time No Yes. Every Days. All working days. Another piece of the AVID component of the course will be guest speakers. Students will hear from at least two teachers who also attended Gage Park High School, to discuss the past cultural traditions of the school and the community.

The story is about two working class white boys coming of age in the Gage Park Neighborhood during the 's. The text offers a unique perspective for my students regarding race relations in the neighborhood at that time and should give them an opportunity to compare, contrast and connect the past and the present. The story depicts a neighborhood that will be familiar to my students but tainted by the ignorance of racism and how the young people of the community felt and coped by either embracing the horror of racist violence or, in the case of the main characters, grappling with the shame of it.

The goal of using these texts is to encourage students to reflect upon their own identities and aspirations while gaining a deeper knowledge of their personal identities allowing them greater access to defining the intangible space of their community culture. The most exciting aspect of this unit will be the ability of my students to collaborate with students in New Orleans' Desire Development Neighborhood's George Washington Carver High School.

According to teacher David Cash, "I teach in a high poverty school. My school is a non-charter public school, though it will likely be converted to a charter within the next couple of years. All of my students are African-American.

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I know they are interested in how other people live in other places. Many of them lived in other states after Hurricane Katrina. I'm sure they would love to compare notes about education in Chicago. Ideally the students will interact at the beginning of this unit, in order to share their initial thoughts and biases about their communities. The second communication will be mid-unit to check in on study methods.

The third communication will be toward the end of the unit to share final findings with each other for the comparison study. While the students could connect via Skype, e-mail, blog, other media or a combination, we have settled on e-mail as the most efficient means of ongoing communication. Our students will connect via e-mail at the vary start of the unit, and continue communicating that way throughout with a culminating video conference where students share their findings and make inquiries of each other face-to-face.

The study and preservation of intangible space is particularly poignant for the students of Carver High School, where their main building, one of architectural and cultural significance, was recently demolished despite efforts by the International Working Party for the Documentation and Conservation of Buildings, Sites and Neighborhoods of the Modern Movement to save it. As the tangible spaces of this storied community are brushed aside, perhaps the intangible spaces can help to preserve what remains and inspire my own students to respect and define both the tangible and intangible cultural icons in their neighborhood.

Jacob Wagner puts it best in his essay, Understanding New Orleans. To accomplish this task students will become a combination of ethnographers and street-level geographers. Students will be expected to tour their neighborhood on foot and interview the tapestry of characters that make up their community. They will engage community and cultural leaders as well as neighbors and friends to develop a combined perspective from the members of the community regarding its intangible spaces and deep time heritage. These interviews are designed to illicit data as well as stories which are more protective of memory than any snapshot.

It is only after gathering a deep time perspective that my students will be able to truly identify and define the more tangible cultural icons of their neighborhood and their meaning. According to Fisher, "A streetwalking theorist is aware of both the active subjectivity and the relations that produce space, making it possible for her to conceptualize and move with resistance.

A tropical oasis awaits at Hamilton’s new Gage Park greenhouse

Ultimately, students will be expected to produce a research paper that thoughtfully defines the culture of their community using personal ethnographies, neighborhood locations, and cultural events of significance to the overarching culture of the neighborhood. These objectives and their ensuing lessons have been designed to accommodate a confluence of goals, standards and benchmarks surrounding this course provided by the College Board, The Common Core Standards, the College Readiness Standards and the Ninth Grade Benchmarks required by Advancement Via Individual Determination.

According to the College Board Course Description, Advanced Placement Human Geography is the study of the way that humans live in, interact with, and impact the world. This course will be of particular value for those who plan to pursue careers in the social sciences and geography. The course is organized by units with the goal that a clear understanding of the associations and implications of theories and models be obtained.

Understand and interpret the implications of associations among phenomena. Use the spatial perspective in geography. Define regions and evaluate the regionalization process.

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How and why do these regions exist and change? These goals will be met through extensive practical applications, in the form of detailed and comprehensive studies of theories, models and specific information. This course requires a great deal of self-discipline. Students must read, study, and work on projects on their own as well as in groups. Students will need to be organized and communicate with your team members.

Much of the organization required for success will be monitored by the Advancement Via Individual Determination program benchmarks which include twice-weekly tutorial sessions and weekly binder checks for note-taking and organization. The Major Writing benchmark will be met by a Description of a Place essay at the start of the unit and the culminating research paper. The Reading to Learn Benchmark will be fulfilled by vocabulary building activities and text annotation. Producing work for the Community Transformed website will count as service learning and fulfill the Problem Solving benchmark.

The Collaborative Projects benchmark will be met by giving a presentation and participating in Literature Circle activities.


Lastly the Fifth Day benchmark will be fulfilled by guest speakers. Although there will be at least three weeks worth of activities for students to complete in this unit, there are three essential activities for students to become the street-level geographers and definers of the community culture I'm seeking. These are the walking tour of the community, the hunt for cultural objects and the Google Map pop-up marker submission assignments.

The first of these, ideally following the introduction of the ethnographic form and readings on street-level geography but still in the first week is the Neighborhood Walking Tour lesson. This will, by necessity be a rather long and involved activity. Students will need to be signed out of classes on a field trip. We will gather together first thing in the morning, review the night's homework, and then walk the neighborhood. Ideally, there will be cultural leaders from the community assisting in the chaperoning of the walk, a stop at a well-known historical landmark which I can help students see as new again along with a new understanding of the location's deep time importance to the neighborhood, a popular eatery for lunch, and several other major nodes of activity to deepen their street-level understanding.

For my purposes, I will be joining forces with one of my school's partner organizations, the Southwest Organizing Project help plan the trip and attract local community and cultural leaders such as my friend, local school council member and former aldermanic candidate, Eric Hermosillo. Here we will pause to examine the history and architecture of the building as well as the mural by Thomas Lea. The ethnography form will be introduced earlier in the week and students will initially have to complete one for themselves and for one other person in the class, giving them enough familiarity with the process for when they meet local community cultural leaders.

From there we will explore the 55 th Street commercial area, much of which was "prairie" during the setting of Remembering Gage Park.

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Along the way we will stop at St. I will likely have students provide their own lunch money; but prepare myself for the possibility of purchasing a couple of meals. If possible, I will try to orchestrate some fundraising prior to this trip and provide lunch. It will also be smart to arrange a group discount in advance. There will be a follow-up tour during the intercession, considering that this tour will barely cover the east and north ends of the neighborhood.

This is the traditional locale for the Community Transformed kiosk honoring Dr. Here we will meet with more cultural leaders and students will take turns completing more ethnographies and an exercise examining the content of the kiosk. Also, during the intersession, students will be required to complete three more personal ethnographies; but only one of those stories can come from within their own home.

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I need my students to stretch beyond their comfort zone a bit if we are to define the flavor our neighborhood culture. I want to focus here, although slightly outside the neighborhood boundaries, to connect students to the Community Transformed Project and so that they can see what our students have been able to accomplish. Daley's term as mayor. We will then explore the 59 th Street commercial zone and California Avenue. I would like my students to be able to juxtapose more established nodes of activity like the Carniceria and Taqueria La Hacienda with newer ones like a new coffee shop, The Twist, on the corner of 59 th Street and St.

Louis Avenue. Along the way, we will be taking photography of as many of the neighborhoods cultural icons as we can identify for use in the next major activity. The second activity will take two class periods. The first period will be a standard Power Point presentation explaining deeper background on the community icons identified along our two neighborhood walks. This activity will be somewhat labor intensive for me, to ensure that my background information is accurate and that I include enough cultural icons for students to utilize later in the course.

During the Power Point presentation, students will practice taking Cornell Notes on the various icons presented, which should include events as well as physical places and artifacts. The following day, we will move this community-walking concept from street-level to hallway-level and students will be sent out in teams with a camera to identify cultural icons throughout the school and explain their importance to us. My intent is to leave this phase of the activity relatively unscripted in order to allow my students to judge for themselves what is important to the culture of our school and why it is so.

The third activity I want to share here is having students submit pop-up marker suggestions to Google Maps. This activity will also require two class periods.

The first class period will be spent conducting additional background research on the various cultural places, artifacts, activities and events described in the previous lesson. The goal is to provide as much detailed information as possible and distill it down to pop-up box for Google Maps.

The second day, of this activity will focus on the technical aspect of encoding the pop up and submitting to Google Maps for approval. If approved, we will have successfully used technology to integrate our map of desire with the flat map of the familiar. To close, I look forward to helping my students develop a deeper understanding of intangible culture and its impact on New Orleans' neighborhood communities as well as their own, while expanding their spatial thinking to include those ever-present intangible spaces that bring our tangible spaces to life.

  2. Perceptions.
  3. Remembering Gage Park;
  4. The Things We Did for Love;
  5. To reaffirm our motivations as we move forward, I turn again to quote master Studs Terkel, this time pulling from the opening of Division Street: America. King and the Marches of , , Web. Accessed 30 June Gilbert, M. Bellwether Publishing, Ltd. Hernandez, J. Urban Geography Lane, J.

    International Federation for Theatre Research. Rubenstein, J. Steinberg, P. What Is a City? Stockwell, C. Tatum, A. Wacquant, L. Cambridge, UK: Polity Press, Cutler, I.