that follows them. In this lesson, we wonder how our hometown will
evolve in the next 100 years.
We look at Rochester, Minnesota as far back as 1907. Images of the
past spark spirited class discussions about dirt roads, horse and carriages, old cars, architecture, land marks, Mayo Clinic, hotels, and
store fronts that are still familiar to them. Some parts of the city have
changed and are unrecognizable in the photographs. Other parts have
been preserved and are exciting for students to discuss. Our very
school was once a furniture store and a DMV before it was renovated.
Transportation is a hot topic. We observe parking spaces for horse
and carriages and students notice how dirt roads change to pavement.
They love looking at cars from the 1940s. Current photos of Rochester show how the streets have broadened to double lanes and there is
virtually no parking on Broadway. Seeing this change and knowing that
the population is growing, students discuss how Broadway and downtown traffic could change in the future.
What will happen as Rochester keeps growing? How will the city
change? After visiting with the Science teachers at our school, I have
found that students study natural resources and renewable energy in
middle school. I use this as a starting point for this part of the conversation and let them tell me what they know about wind turbines, solar panels, and other forms of energy.
I show several examples of repurposed structures in other cities, such
as the High Line in New York City. The High Line is an old abandoned
railway has been transformed into a park where public art is displayed.
We also view images of an abandoned Wal-Mart in Texas that was
transformed into a beautiful public library. Students discuss places in
[I went to the History Center of Olmsted County for
some of my research and obtained permission from
lakesnwoods.com to use this material for my class and
this article.]
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