Name: ____________________________
Date: _______________
Sec.: _______
INB
p. 29
Boston Neighborhoods Project Instructions
Objectives of Our Boston Neighborhoods Project:
 Geography: Gain proficiency in Boston’s local features
 Cartography: Practice creating and analyzing thematic maps
 Community: Celebrate the many neighborhoods BLA students come from by learning about each
STEP 1: Group Bonding
a) Write down your group’s assigned neighborhood: _____________________________________
b) Write down the names of all your group members:
STEP 2: Assigning Thematic Maps
Each person in your group will be responsible for making one thematic maps of your assigned neighborhood. Decide
as a group and write a person’s initials next to the map they will do. Don’t worry – Mr. Valenzuela has sources for you
to find information to make these maps.
___________ Public Transportation (MBTA train and bus stops and routes)
___________ Entertainment (shopping centers, ponds or beaches, parks, hills, baseball fields, exercise centers, movie
theaters, concert halls, skating rinks, etc.)
___________ Sightseeing/Tourist Attractions (historic buildings, monuments, museums, etc.)
___________ Education (schools, universities, libraries, youth centers, etc.)
___________ Food (restaurants, markets, etc.)
Note: If you decide to change which two maps you’ve signed up for, you must tell the group and get their
approval before switching. If you have an idea for another map, ask Mr. V.
STEP 3: Work time!
Read the summary of your neighborhood on http://www.cityofboston.gov/neighborhoods/. Then you will
have three classwork and homework days to carefully hand draw (you can use print-outs) or use a
computer (Google Slides) to:
a) Make your thematic maps (ex: If your neighborhood is Dorchester and your map is Public
Transportation, create a map showing the bus and train routes / stops in Dorchester.) Important:
Make sure the borders of your neighborhood are clearly marked.
-
Each map needs a title (ex: Public Transportation in Dorchester), your full name, a
compass rose (pointing in the correct direction – North may not be up!), and an accurate
map scale.
-
Each map should have at least 5 things labeled (ex: On the Food map, label at least 5
places to eat, but preferably more).
b) Under or attached to EACH map, get and write a quotation from someone who lives in that
neighborhood on the topic of your map (ex: “I love that in Jamaica Plain you can walk almost
anywhere and there are so many parks and playgrounds.” – Mr. Valenzuela) OR a quotation about
the neighborhood from online, citing where it is from and who it is by. Please make sure that you
only use respectful, appropriate, POSITIVE quotes.
c) Under or attached to EACH map, write a Map Analysis Paragraph of at least 5 sentences that
explains what the map and quotation reveal about the neighborhood. Describe your reactions to
and inferences about the map, what questions it answers, and what questions or comments you still
have. Please make sure your paragraph is positive, respectful, and appropriate. Do not stereotype
or over-generalize.
d) Color! In addition to making your maps colorful, you may use hand-drawn pictures, photographs,
and more to add beauty and color to your maps!
STEP 4: Presenting!
On the presentation day, your entire group will stand in front of the class and use the Gooble Slides or the
document camera to share and explain all your maps.
You will be graded using the whole-school VERBAL COMMUNICATION RUBRIC:
Exceeds
Expectation
(A+)
Organization
Delivery
Relevance
Presentation has a clear
beginning, middle and end
and includes smooth
transitions. The presenter
clearly meets the objective
of the assignment and
expertly and
consistently communicates
the focused purpose.
The presenter consistently
engages the audience with
an audible, clear voice
using appropriate
intonation, eye contact
and appropriate body
language. The presenter
expertly adapts pace for
effect and utilizes the
allotted time effectively.
The presentation is
complete, clear and
accurate. The information
is relevant and specific to
the purpose and the
evidence is utilized to
support the argument.
(e.g. step-by-step
procedures, diagrams,
graphs, etc.)