MODULE: Your Home Your Community Your Impact Pilot Summer 2014
This is a project of the Center for the Living City for Salt Lake City’s YouthCity program. This was created in Spring of 2014 and this version is in a pilot phase.
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YouthCity Speak: Your Home Your Community Your Impact In this module, students will learn to look at their communities in new ways. This module is designed to encourage youth to critically assess the way their communities function, look, and feel. It will help youth make a positive impact in their community, neighborhood, or school and thereby give them a sense of ownership and pride in the future of their community. The module is designed to present issues that will impact the future quality of life in the student’s neighborhood, community, city, and/or state. The issues identified by the students will be focused within their own community, but will enhance their understanding of how local problems have implications for the nation and even the world. The process engages students in thinking critically as they identify issues and develop strategies to address those issues.
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THE 5- ECOLITERATE PRACTICES 4
The 5-Ecoliterate practices are vital for cultivating ecoliteracy and ecological intelligence as defined by the Center for Ecoliteracy’s book , Ecoliterate: How
Educators are Cultivating Emotional, Social, and Ecological Intelligence (Jossey-Bass, 2012). These 5 principles are incorporated into the design and implementation of YouthCity Speak environmental education modules.
1. Developing Empathy for All Forms of Life encourages students to expand their sense of compassion to other forms of life. By shifting from our society’s dominant mindset (which considers humans to be separate from and superior to the rest of life on Earth) to a view that recognizes humans as being members of the web of life, students broaden their care and concern to include a more inclusive network of relationships.
2. Embracing Sustainability as a Community Practice emerges from knowing that organisms do not exist in isolation. The quality of the web of relationships within any living community determines its collective ability to survive and thrive. By learning about the wondrous ways that plants, animals, and other living things are interdependent, students are inspired to consider the role of interconnectedness within their communities and see the value in strengthening those relationships by thinking and acting cooperatively.
3. Making the Invisible Visible assists students in recognizing the myriad effects of human behavior on other people and the environment. The impacts of human behavior have expanded exponentially in time, space, and magnitude, making the results difficult if not impossible to understand fully. Using tools to help make the invisible visible reveals the far-reaching implications of human behavior and enables us to act in more life-affirming ways. 4. Anticipating Unintended Consequences is a twofold challenge of predicting the potential implications of our behaviors as best we can, while at the same time accepting that we cannot foresee all possible cause-and-effect associations. Assuming that the ultimate goal is to improve the quality of life, students can adopt systems thinking and the “precautionary principle� as guidelines for cultivating a way of living that defends rather than destroys the web of life. Second, we build resiliency by supporting the capacity of natural and social communities to rebound from unintended consequences.
5. Understanding How Nature Sustains Life is imperative for students to cultivate a society that takes into account future generations and other forms of life. Nature has successfully supported life on Earth for billions of years. Therefore, by examining the Earth’s processes, we learn strategies that are applicable to designing human endeavors.
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COMMUNITY EXPLORATIONS
M odule : YOUTHCITY Y our H ome Y ou r C ommu nit y Y ou r I mpact
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In this module, students will learn to look at their communities in new ways. This module is designed to encourage youth to critically assess the way their communities function, look, and feel. It will help youth make a positive impact in their community, neighborhood, or school and thereby give them a sense of ownership and pride in the future of their community. Theme: Investigating + Taking Action Eco-literacy Principles/Practices Covered:
Age Levels: 8-14 Accessibility: no limitations Setting: Outdoor/Indoor Time-Frame for Project: Each component is set up to have a 60-100 minute portion with take-home components for the students. Preparation Time: 10-20 minutes
YOUR HOME, YOUR COMMUNITY, YOUR IMPACT
Tools/Materials Needed: [ [ [ [
] Cameras ] Pencils/pens ] Blank sheets of paper for students ] Optional sun-print kit activity
What to Expect: It is designed to present issues that will impact the future quality of life in the student’s neighborhood, community, city, and/or state. The issues identified by the students will be focused within their own community, but will enhance their understanding of how local problems have implications for the nation and even the world. The process engages students in thinking critically as they identify issues and develop strategies to address those issues. Expected Outcome: Youth will have a better understanding of their observations and will know how to take steps to solve problems they identify. Youth will know how to effectively voice their observations and concerns with media, officials, and other community members. Youth will take action on a problem as a result of a concern they identify. Youth will become effective social change agents in their community.
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I nside /O utside A ctivit y : T he W orld T hrou g h Y ou r E yes Investigate: (inside), 1st session: 60 minutes; (inside), 2nd session: 30 minutes for reviewing the take home worksheet and discussion. [ ] Pencil/pen [ ] Sheet of blank paper [ ] Take-home worksheet A Step 1: The world in your bedroom Have students spend some time thinking about their bedrooms, which are one of the few environments most kids have any control over. ie. They can choose where objects are placed and how clean or dirty they want it. Tip: Fold the paper in half. On one side of the folded paper, label it ‘I have Control Over’. On the other half of the folded paper, label it ‘My environment, My senses’. Have students create a list of some of the things they have control over in their room. Step 2: Through your bedroom door Ask the students to imagine walking through their bedroom door into the hallway and notice how it connects to the other rooms Tip: Flip the paper over. On the other side of the paper, have students draw their rooms/ hallways so they visually see the connections on one half. Label it ‘My house connections’. Step 3: Connection with your ever yday world Continue the exercise by having them imagine walking out of the house, noticing how the home sits on the land, and how the land connects to neighboring homes, businesses, or vacant land. Tip: On the next half of the paper, have the students draw or write some of these connections that they remember about their neighborhood.
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YOUR HOME, YOUR COMMUNITY, YOUR IMPACT
Step 4: Your neighborhood and your city Finally, have the students continue their explorations by noting how they feel as they leave their homes and travel to school (or a place they go to regularly), taking their usual route and usual method of transportation. Remind students to use their best instincts and all of their five senses as they explore their everyday world from their bedroom outward. Tip: Have the students write some of these feelings using their senses on the piece of the paper they titled ‘My Environment My Senses’ Step 5: Some questions Have the students look at their paper and see what jumps out to them. These are just a few questions you might ask at the end of the exercise: After looking at your paper, what patterns or concerns jumped out? Were there places that made you feel fearful or comfortable? Were there places that smelled terrible or places you always avoid? Are there places you choose to travel past or think could be improved? The students’ answers will lead to the discovery of real problems in need of solutions that will improve their everyday environment. Follow-up Activity: (Take-Home Worksheet) Students will repeat this exercise at home and will record their observations and findings. They will bring the worksheet back and a short discussion will be led by the instructor. Ask the same questions and have students think critically about their environment and things they noticed.
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O utside A ctivit y : N eighb orhood N at ure S caveng er H unt
Explore: (outdoors), 15-20 minute prep/group organization time; Activity : 60-120 minutes Objective: Introduce students to the ‘living city’. Get students questioning why nature becomes threatened in the city. Brainstorm ways nature can be protected and reintroduced. [ ] Use Scavenger Hunt Worksheet Attached (Worksheet B1 + B2) -ORCreate your own to fit your program/group of students [ ] Digital Cameras : Cameras will be used for students to take 3 pictures each. One of something in the environment they love; One of something in the environment that needs to be fixed; and one of something in the environment that makes you feel unsafe. Divide students up into groups. A 1:6 adult/student ratio is usually best for this activity. However, older students may be in groups on their own. The idea of the neighborhood nature scavenger hunt is for students to explore and make connections of what’s in their environment in the city. The scavenger hunt focuses on observation in the ‘living city’. Cameras will be used for students to document their investigating skills, as noted above.
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YOUR HOME, YOUR COMMUNITY, YOUR IMPACT
The Lists/Worksheets Can Include Examples Like: Basic Checklist [ ] Ants [ ] A bird [ ] A garden [ ] An animal [ ] An object that’s hurting nature ( Ex. Litter: pick it up and throw away/recycle) [ ] A stream (If you can’t find a stream, why do you think that is? Where might the water be?) [ ] Soil [ ] A tiny tree [ ] A big tree (Count how many trees are bigger than buildings.) [ ] Take a picture of something in the environment you love [ ] Take a picture of something in the environment that needs to be fixed [ ] Take a picture of something in the environment that makes you feel unsafe. Urban gardens—how many homes have gardens? Did any of the homes have chickens? Do you have a garden at home? Or do you have one at school?
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More Advanced Checklist
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[ [ [ [ [ [ [ [ [ [ [
] An example of erosion ] Something alive ] A garden ] A rain-catching barrel ] A leaf that has been chewed by an insect. What kind of insect do you think it was? ] An object that’s hurting nature ( Ex. Litter: pick it up and throw away/recycle) ] A stream (If you can’t find a stream, why do you think that is? Where might the water be?) ] Something that is decomposing back into soil ] A tiny tree ] A big tree (Count how many trees are bigger than buildings.) ] Something living that’s being hurt by our built environment. What is it?
[ [ [ [
] A plant growing on a non-living thing ] Take a picture of something in the environment you love ] Take a picture of something in the environment that needs to be fixed ] Take a picture of something in the environment that makes you feel unsafe.
YOUR HOME, YOUR COMMUNITY, YOUR IMPACT
Additional Activities: Neighborhood Sun-prints Time frame: 120 minutes Allow 20 minutes per couple of students for the sun-print process. (It can go faster with more instructors helping) [ ] Object from nature [ ] Sun print kits: can be ordered herehttps://shop.nga.gov/item/024508/sunprint-kit/1.html?gclid=CM3xncGoqb4CFeY-Mgodi3gAsw [ ] Shallow bucket of water [ ] Piece of cardboard Step 1: Have students collect a natural object from their neighborhood. (I.e. a leaf, flower, stick, feather) Step 2: Instructions for sun-prints can be found here: http://www.sunprints. org/how-it-works/ Step 3: (Optional) Make an art wall inside with the sun-prints representing some of the nature found in the community.
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YOUTH CITY SPEAK EXPLORATIONS 14
Steps To Take Action: Their Voice Timeframe: 60-120 minutes (Depending on what the students focus on, this lesson can become a summer-long project the students can tackle) Step 1: Identify concerns Have students identify areas of concern in their community, neighborhood or school boundary which affects their lives in some way. Make a list of all the ways the problem affects them and other people they know. Have each student present the problem in a class discussion. Step 2: List ideas for problem solving. Choose one. Have the students make a list of ideas, which would positively affect the area of concern they have identified. Have each student present his or her ideas in a class discussion. Step 3: List steps to solving problems In a class discussion, identify ways students could, with some assistance, actually implement some of the ideas for change they have. For instance, the class could clean up a vacant lot, but couldn’t build a mass-transit system, although they could write letters to the Mayor. Step 4: Begin steps to problem solve Turn the problem into a class project making students responsible for carrying through with the steps they identified in step 3. This is their chance to get actively involved and learn how to affect change in their community. Step 5: Identify your audience Have the students identify sources they can contact for further assistance or information, such as community advocacy organizations, newspapers or government agencies. Utilize the available resources in getting attention for the project, find out how to influence a decision or change a bad situation.
COMMUNITY PROBLEM SOLVING RESOURCES
P e rso n al N ot es :
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Y outh C it y C ommu nity R esou r ces : W riting L ett e rs
COMMUNITY EXPLORATIONS
Some Purposes for Writing Letters:
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1. Informational letters- to collect data or instruct 2. Support letters- to thank or express agreement 3. Persuasive Letters- try to influence decisions 4. Letters of Opposition- to express disagreement 5. Letters which Identify a Problem and/or Propose a Solution Writing a Letter to the Editor: 1. Write brief, clear letters. Avoid repetitions. (usually 200 words) 2. Double Space. 3. Include signature and return address. 4. Include reasons for views. 5. The subject matter should be of current interest. 6. Proofread to avoid errors 7. Do not send the same letter, instead rewrite a personal letter to another paper 8. Never write any accusations unless you have proof. 9. Check for individual rules in papers. 10. The Salutation is: Dear Editor: ; and the closing can be Sincerely, 11. Student can use a piece of paper to handwrite the letters or they can type them.
COMMUNITY PROBLEM SOLVING RESOURCES
Writing Letters to Public Officials: 1. Include your address on letters for a response 2. Clearly identify the issue and/or number of bill at the beginning of the letter. Consider only one issue per letter. 3. Keep the letter to a few paragraphs if possible 4. The best time to write to a legislator is early summer or fall. The letter will receive better attention. A follow-up phone call can reinforce the letter. 5. Be courteous even if it is a letter of disagreement. 6. Do not harass or threaten. 7. Be complimentary if possible. 8. Do not apologize for taking the person’s time. 9. Send a copy to your own legislators to inform them. Sending Email Letters: Emails are commonly used in this day and age. However, handwritten letters from youth are still quite impactful and stand out from the general email. 1. Follow general outline for media and public officials as stated above. 2. Make sure to write out the draft letter before putting it in an email. 3. Spell check your letter. 4. In the subject line on the email, write a title that relates to your letter. 5. In the signature line, be sure to include your name, your school, and your contact information. Tips: 1. Put your main point in the opening sentence. 2. Be sure to write briefly and politely.
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L e tt e r F o r m
Name of Person Writing Title Street Address City, State, Zip Code Date
Name of Person Receiving the Letter Title of the Recipient Street Address City, State, Zip Code Dear (Name of Person Receiving):
(Indent the beginning of each paragraph)
Sincerely, Name of Person Writing Title
Y outh C it y C ommunity R esou r ces : C onta cting B y T ele pho ne Some Purposes for Contacting by Telephone: 1. Informational- to collect data or instruct 2. Support - to thank or express agreement 3. Persuasive- try to influence decisions 4. Opposition- to express disagreement 5. Identify a Problem and/or Propose a Solution Contacting by Telephone: 1. Identify yourself using your name. 2. Identify the issue you want to talk about. Tip: It is good to have notes written down to refer to in the conversation. 3. Ask the person’s position on the issue or for their advice/support. 4. Thank the person you called for the conversation. 4. If the person you are contacting is unavailable, leave a detailed message with a staff member or on a voicemail. Tip: In a message, be sure to say your name and phone number you can be reached at.
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COMMUNITY PROBLEM SOLVING RESOURCES
P e rson a l N o tes :
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COMMUNITY EXPLORATIONS
Y outh C it y C ommu nity R esou r ces
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LETTERS TO THE EDITOR Salt Lake Tribune Letters are printed in The Public Forum in the Opinion section of the newspaper and online. E-mail to letters@sltrib.com (no attachments), fax to 801-257-8525, or mail to Public Forum, The Salt Lake Tribune 90 S. 400 West, Suite 700 Salt Lake City, Utah 84101 Deseret News For consideration for publication in our Readers’ Forum, please submit your comments via email to letters@desnews.com or enter them in this form. You can also fax your comments to 801-263-9953 or send them to the following address: Deseret News P.O. Box 1257 Salt Lake City, UT 84110 City Weekly Email letters to comments@cityweekly.net
COMMUNITY PROBLEM SOLVING RESOURCES
LETTERS TO PUBLIC OFFICIALS President The President The White House Washington D.C. 20500
Vice President The Vice President The White House Washington, D.C. 20500
Department of Housing and Urban Development Secretary Shaun L.S. Donovan http://www.hud.gov
Department of Transportation Secretary Anthony Foxx http://www.dot.gov More National Officials: http://www.whitehouse.gov/administration/ cabinet
UTAH PUBLIC OFFICIALS http://www.utah.gov/government/contactgov.html Governor’s Office Utah Governor’s Office Utah State Capitol Complex 350 North State Street, Suite 200 PO Box 142220 Salt Lake City, Utah 84114-2220 Phone: 801-538-1000
Salt Lake County Mayor Ben McAdams 385-468-7025 http://slco.org/mayor/ Salt Lake County Council http://slco.org/council/
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D ST
C ST C ST
B ST
A ST
200 E
FL ORAL ED ISON ST
ST AT E ST ST AT E ST
ST AT E ST
MAJO R
JEFF ERSON
ED ISON ST
ED ISON ST
JEFF ERSON
RICHARDS RICHARDS
WEST T EM PLE
JEFF ERSON ST
FO ULG ER
MAIN ST
RICHARDS
JEFF ERSON ST
RICHARDS
MAIN ST
KR
HARRISON AVE
BL AINE
HARVARD OAKS CIR
RATI ON
DR
W
SC
TEM PLE
MO NT
SA
WEST
LAIRD
LAIRD
DR
CLARE-
COLO NIAL CIR
EM IG RATI ON CIR
IE
KENN EDY DR
WA
RICHARDS ST
300 W
200 E
MAJO R
MAIN ST
RICHARDS ST
WEST T EM PLE
200 W
FRO NT
500 W
INT ER STAT E 15
400 W 500 W
138 6 E
CA
F ST
PI
PA
CA
ME MO A ST
SPENC ER CT
NY EA ST CA ON NY S ON I DE
CA
MAIN ST
REGENT ST PL UM ALL EY
MAIN ST
MARG UERIT E
WEST T EM PLE
PL EASANT
300 W
200 W
WASH INGT ON 300 W
KI LBY CT
WASH INGT ON
200 W
WASH INGT ON
300 W
200 W
700 W
450 W
LAIRD
CORNEL L CIR
TV
CR
YAL E
E
700 W
150 0 E
ON
OAK F OREST RD PI T OL CA ST EA
LE IL EV NN
TO RK L
RD
RY GR OV E
CORT EZ
DESO T O
EAST CAPIT AL ST CLI NT O BO N NN EV IL CA LE NY ON
D ON R
CAPIT OL BLVD
CANY
EAST
LN
ROAD
CAPI TO L ST
WALL
BO
EAST CAPI TO L
DA
COLU MBUS COLU MBUS
B ST
CK EN
W
NY
HA M DR HURST DR M OO RT
R
QUINC E
TEM PLE WEST
WEST T EM PLE 300 W
200 W WAYN E DELM AR PO PLAR
400 W 400 W GALE ST 400 W
GALE
RIO G RANDE
800 W
JEREMY
800 W
JEREMY
LOM A
PU GSLEY
300 W
PU GSLEY
AR TIC CT CT
BAL TI C
PU GSLEY
(HWY 8 9)
400 W
THE
GA TE WA Y
500 W BU TT ERWO RTH WOOD BINE CT
RIO G RANDE
500 W EL DER CT
500 W
WOOD BINE
600 W
JEREMY
900 W 100 0 W
MO DESTO CIR
SANT A YNEZ CIR
NATUR A ST
100 0 W
900 W
T
CH
900 W
R
AN EECOM
104 5 W
E
ES
OK
PEARL ST
200 W
TUT T LE ER IE ST BEAUM ON T
BL ISS CT 500 W
600 W 600 W 600 W
700 W
JEREMY
900 W
GOSHEN ST
PO STST
CIR
PO ST ST
100 0 W
PO ST ST
GOSHEN
500 W
GRANT
BR IGHT CT
800 W
GRANT ST 700 W
15 TE INT
PO ST ST
100 0 W
BO TH WELL 110 0 W SENAT E 110 0 W
110 0 W IO R A T
110 0 W
E RIVE RSID
BR AVA ST
CONCO RD
120 0 W CONCO RD
EM ERY ST 120 0 W
GLEND AL E
CONCO RD ST
EM ERY
120 0 W
B
Foothill/ Sunnyside
ER
CONCO RD
O N
PU EBL O ST
140 0 W
130 0 W
NAVAJ O 130 0 W
NAVAJ O ST
130 0 W
R
CR
AVE
CH
CLAYT ON ST
E
EM IG
HOGLE ZOO
CIR MIC HIGAN
DR
126 0 W
YAL E AVE
HUBBARD
R CI
VO N BARO N PL
UTAHN A
ENNE
QUINC E ST
ED MO NDS AR GYLE
INT ER STAT E 15
700 W ST JEREMY
ER STA
110 0 W
120 0 W
GLEND AL E
CONCO RD CONCO RD ST
EM ERY ST
GLEND AL E
120 0 W
EM ERY ST
NAVAJ O
PU EBL O ST
130 0 W
RENDON CT
MARIO N
100 0 W CHICAG O
100 0 W
900 W
PU EBL O
140 0 W
NAVAJ O ST
140 0 W
PU EBL O
130 0 W NAVAJ O ST
PU EBL O
CHEYENNE
MO NTG OM ERY
ST EWART ST EWART
CHEYENNE
PR OSPECT
MO NTG OM ERY MO NTG OM ERY
PR OSPECT
UTAH
UTAH
SAND
TW I OAK T REE CT
DEXT ER ST
TAF FET A
TO PAZ
GRENO BL E AM ERIC AN BEAUT Y DR
MARIO N
CHICAG O
110 0 W
CHICAG O
OAKLEY
120 0 W
LAXTO N CT
134 0 W
130 0 W 128 0 W
133 0 W 132 0 W
146 0 W
CORNEL L FO SS
150 0 W
DEMPSEY
MO NTG OM ERY
CHEYENNE
EI SEN HOWER
MO NTG OM ERY
CHEY
150 0W
CHEYENNE ST
H
HERBERT
SU NNYSIDE AVE WOOD RUF F MO NUM EN T PARK CIR WAY 90 0 S NINT H SOU TH
Sunnyside East
DR
PR OSPECT
HUBBARD
IAN
REDWOO D RD
NERUAL CIR
MIC HIGAN
S HILL
EM PIRE
900 S
HUBBARD
IND
EM PIRE
N
LL HI
EM PIRE
AK
DEXT ER
VI CTO RIA
VI CTO RIA WAY PO INSET TI A 900 W
PEARL HARBOR
DR
900 W
OAKLEY
DR
120 0 W
SO NAT A
OAKLEY
OAKLEY ST
LOS AN GELES
OAKLEY
VAL ENT INE
140 0 W
130 0 W
140 0 W
COLO RADO
CATHERI NE CIR
CATHERI NE
COLO RADO ST CIR 140 0 W
KR ESS
130 0 W
WALNUT DR
AM ERIC AN
NOCT URNE DR
CAPI STRAN O DR
BU CCANEER
CATHERI NE
130 0 W
150 0 W
150 0 W 150 0 W
RIVERSIDE DR
SU MM ER
WINT ER
FAL L
165 0 W
900 W
120 0 W
BEAUT Y DR
OAKLEY
120 0 W
COLO RADO
SO NAT A
CAROUSEL
150 0 W
CATHERI NE
GARNET TE
RIVERSIDE DR
CORNEL L
TURI N DR
IRVING
MO NTG OM ERY ST
WALNUT CR 146 5 W
R D N
SI R ANT HONY CIR
NEW ST AR DR
DR
ST AR CREST WAY
PAM ELA WAY ST AR
SI LVER
NEW ST AR DR GEMI NI DR
REDWOO D
SU N ARBOR TERR ACE ORANG E ST ORANG E ST
REDWOO D RD BEND ING RIVER RD
E C A
LL A
900 W
PARK ST MIAM I
VI LL VI EW AG E NO B IL HYDE PARK IT Y FO RBES PARK LE S
REDWOO D RD
AN CIRTI L
DR
SAT OR I CIR AN TIL LES
180 0 W
CIR
177 5 W WOOD EN LN
WEST POI NT E
ST AR C REST D R
AN DREA CIR
EM IL Y SI R ANT HONY DR CIR
MO RTO N
210 0 W
HAROL D
DR
CATHERI NE ST
EARN SHAW LN BARO NESS
MANDAL AY
C M IR O R
R
SI R JO SEPH WAY
LIBBY WAY
MO RTO N
DORO THEA WAY
SI R PHIL LIP DR
MO RTO N DR
SI R PAT RICK
SI R M ICHAEL DR
SI R PHIL LIP DR
SI R MIC HAEL DR
SI R PAT RIC K DR
MO RTO N DR
DORO THEA
SI LENT GL EN L N
DORAL MA ST TA UR U S IR PO LARI S 195 0 W
C
237 0 W 240 0 W
BL OO MF IEL D
I-2 15 NB
I-2 15 SB
GENERAL DR
MO RTO N DR
CIR
CAPT AIN
SI R PHIL LIP DR
COLO NEL RD
IER
CIR I LL E VE
E
BR IGAD
FL YER WAY CRATER ST 230 0 W
236 0 W
220 0 W 230 0 W
236 0 W
370 0 W
TO
220 0 W
400 0 W
380 0 W
240 0 W
W
EE
OT
INDUST RIAL
Y BB NE
LA
FO
WALLACE
LL
AY
BENN ETT
TA
W
INDUST RIAL
HA
R
SW AN ER RD
MA S
LL
O CONN
ER
AP
DR
SW AN
R
DELON G ST
D
AY
AR
LL HI
FREM ONT D R
A
R
W
265 0 W
KA
A
OT
CHESTNU T
W
FO
247 5 W
R
A
MARCH ST
O
K OC
ET
LL
IP
PO
DR
FUL TO N ST
D
R
ON
CCHI
HA
DOWNI NGT ON
AT KIN AVE
NY
CH
CA PE
PI ONEER R D
CA
T TE
W RO
MA RIO
297 5 W
R
CO NN
ST
PI ONEER R D
EA
S
E
276 0 W
D
BU
LA
PI ONEER
ST
SO LDI ER CIR
320 0 W
L
D
RD
320 0 W
R
303 0 W
A
E
CHAS
309 0 W
IC
RE
UG DO
315 0 W
D
RT
320 0 W
E
FO
MIL ESTO NE DR
M
30 20
S ER FIC OF CIR
GLADI OLA ST
T
O
GLADI OLA ST
S
NN CO
GLADI OLA ST
RD
GLADI OLA ST
R
323 0 W
E
O
348 0 W
30 20
NN CO
376 0 W
E
360 0 W
00 19
360 0 W
R
AW L CI R
D
373 0 W
L
360 0 W
A
IRON ROSE PL
IC DR
D
YAL ECREST
ON ST
BR
MIL LER AVE
HUDSON
AL
R
380 0 W
D
TE
385 0 W
E
E
405 0 W
M
E
00 17
20 18
E
415 0 W
T
78 17
DISTR IBUT ION DR
S MP
E
419 0 W
EA
50 18
413 0 W
OF E R CL E D CIR OP H DR
300 0 S
IC
KO
ST
ZENIT H AVE
WOOD LAND AVE
330 0 S
HI
CRANDALL
DR
H DIT
HUDSON CIR
CC
HUDSON
JU EL GIN
L AND
ZENIT H
AU ST IN
PE
CLAYBOUR NE AVE
AT KIN AVE
HUDSON
ER
HE
ST RAT F ORD AVE
MALVERN
GRAYSTO NE WY
LINCO LN CIR
AU ST IN EL GIN
PO
TT
T
RD
HILL CREST AVE
270 0 S
CHARLT ON
AN RI
PARKW AY AVE
CRYSTAL
CRANDALL
ZENIT H CIR
ARB OR
Sugar House
AT KIN
CRANDALL
DR
AT KIN
R
YAL E AVE
E
REDONDO
PARKW AY
CATO N
CA
CHARLT ON CIR
FO REST NIBLEY FARM CIR CIR ZENIT H
EL GIN
H
FO REST VI EW
IO
CLAYBOUR NE
HUDSON
TC
MALVERN JASPER CR MARK
KE
RS
WILSO N
ST RAT F ORD
FO REST PARK CT
SI ERRA PARK CIR
R MA
ST RAT F ORD
CRYSTAL
GLEN
BL AIN
EA
ED
N
Y
SUGARHOUSE PARK
ST RIN GHAM
WHIT LO CK
HLE
LOG AN AVE
N
M
SO
UM
IO N
BR OWNIN G AVE
RAMO NA
ASHT O N
ST RAT F ORD
S TE
NN
Wasatch Hollow
HOLL YWOO D
WILM ING TO N
WARNOCK
AR
MIC HIGAN
SH ER MAN
WEST M INST ER AVE
HIGH
REGISTERED BUSINESS DISTRICTS - 9th & 9th Business District - 21st & 21st Business District
D
LOVEL AND
270 0 S
WILSO
DOWNI NGT ON
DRIGG S
WARNOCK
NIBLEY PARK GOLF COUR SE
N
WARNOCK DIVISIO N
BR OWNIN G
AL LEN PAR K DR
FOR EST DALE GOLF COURSE
FA IRM CIR O NT
AR
ROOSEVEL T
BL AINE
DOWNI NGT ON
SI MPSO N
FAIRMON T PARK
PARKW AY
WARNOCK
A
ASHT O N
INT ER STAT E 80
ROBERT
EL M
SU GARM ONT SI MPSO N
SE
CH
PR INCET ON
170 0 S
D
ST RIN GHAM AVE
DRIGG S
SI MPSO N AVE
KI
EZ
ST
SH ER MAN
L
EL M
WILM ING TO N
DR
S
BR YAN
AN
Council District 5
COM MO NWEALT H
WILM ING TO N
PU
HARVARD
LOG AN
GARF IELD
HL HIG
EL M
WILM ING TO N
RE
YAL E
WOOD
RAMO NA
LD
EM IG RATI
WEST M INST ER
REDONDO
M
KENSI NGT ON
BL AINE
HOLL YWOO D
REDONDO
L IT MI
EM ERSON
WILSO N
HOLL YWOO D
AVE AVE 210 0 S
EN
RAMO NA
BI SHOP F EDERAL
C
RAMO NA
REDONDO
CA
BE BA
MAYF AIR WASAT CH CIR CIR
E
WEST M INST ER
HARRISON
LOG AN
BL AINE AVE
H
LAIRD
R O
WILSO N
GARF IELD
US
L EC
M
RAMO NA
AVE
MP
YA
ST
WEST M INST ER
ROSEWOO D HOLL YWOO D REDONDO AV
WILSO N
WILSO N
GARF IELD
A SA
IEW
E
HARTW EL L AV
BL AINE
COAT SVI LL E
HARRISON
MIL TO N
170 0 S
DOWNI NGT ON GARF IELD
W
EV
DR
T ON LAIRD UINT AH CIR CIR LAIRD
ROOSEVEL T
RW
NN
YAL E AVE
INCE
BR OWNIN G
WOOD
S
RE
HARVARD
SH ER MAN
EM ERSON
UT
PR INCET ON
SH ER MAN
KENSI NGT ON
SO
RK
Liberty-Wells
WILSO N
LOG AN
DR
TR
PA
BO
BR YAN
MIL TO N
DR
GROVE AV
WOOD
MIL TO N
LOG AN
DOWNI NGT ON GARF IELD
LAYTO N AV
BR YAN
S
BR YAN WOOD
N
PU
VAN BUREN
C
Yalecrest
E DI AN RM ARD NO IR HA RV C
PR
East Liberty Park
ROOSEVEL T
TO
M
KENSI NGT ON
US
CA
EM ERSON
E OS
GIL MER THO RNT ON
130 0 S
SH ER MAN
HARRISON
CLEVELAND
ROOSEVEL T
DR NR
BR OWNIN G
CLEVELAND
S
PE
HARRISON
G LIN AR IR C
Ma cART HUR AVE
SH ER MAN
COM MO NWEALT H
COMMUNITY PROBLEM SOLVING RESOURCES
MIC HIGAN
LAIRD
TR
OB
SU NNYSIDE AVE
HUBBARD MIC HIGAN
YAL E
RICHES
24
900 S
R
HARVARD PR INCET ON
MP
VA
W
SH ER MAN
HT IG
HERBERT
CA
N EE D GROO E -W AC RR TE EW VI IR
130 0 S
E
LL
East Central/ East Liberty Park
YAL E
LAIRD
30 15
VO
DE
0 23
OF U TAH
FA
WILL IAMS
YAL E HARVARD PR INCET ON
F L LI
RD
University of Utah
CA
ED ITH AVE
L ME GI
S
UNIVER SIT Y
AL
AVE
AL PINE PL
MIC HIGAN
LA
RD
IN
WA
SU NNYSIDE AVE
AVE
ST
BA
MOUNT OLIVET CEMET ERY COLO NIAL FENWAY
UG DO
CIR
AU
R NT
YAL E
LIBERT Y PARK
L RA FE DE Y WA
CE
HARRISON
HARRIS AVE
WEST WO OD AVE
Updated: 5-20-2014
LOWEL L
CHASE
BEL MO NT
WILL IAMS AVE
ED ITH
700 S
RT
DR
NOBLE
CENTR AL CAMPUS
130 0 S
SEG O PL
900 S
HERBERT AV
ED ITH
FUL LER AV
800 S
Central City/ Liberty-Wells
ED ITH
EAST PL
600 S WILSHI RE PL
900 S
ON
HUBBARD
ER
Y
VAN NESS
TL
A
LOWEL L
800 S DEBS HOOVER
VO YLES
LINDEN
FO
DR
CAMPUS
W
EL WOO D
BU
HEIGHT S CI R
E
R
L
EL Y PL SEG O
700 S
MIL IT ARY
E
HANOVE R
FEDERAL
IV
D
300 S
BARBARA PL
SQ UARE
640 S
E
OS E
E
WAY
B
PR ESI DENT S CIR
500 S MCDO NALD HAWTH ORNE
DR NR
CL
Y
A
FUL LER AV
TROLLE Y
HAWTH ORNE
COT TAG E
WILL IAMS
BU EN O AVE
East Central
400 S
500 S
ST ANT ON
WILL IAMS AV
MARKEA
LINDEN AV
AL AMEDA AVE
PE
CIR
WA
WAY
FEDE RAL
N
TO
E OS
PERR Y
S G
R
MARKEA
300 S
NR
2ND AVE
AVE
NORRI S THI ST L E MARKEA
PENN SYL -VANIA
G LIN
PE
LD HIL
MENL O
400 S
KENSI NGT ON
LAYTO N
HARTW EL L AVE
100 S
BU EN O
AR
3RD
AVE
1ST
200 S
CHATM AN SL ADE PL
BEL DON
HUBBARD AVE
HARVARD
AN DREW
HIDDEN VI LLA
HWY 20 1
HANOVER
200 S
HAMPT ON AVE HAMPT ON AV HARVARD HAMPT ON KEL SEY KEL SEY AV
VENT URE AV
183 0 S
AR NOL D
BEL MO NT AV
QUAYLE COAT SVI LL E BO ULEVARD GARDENS
PI CKETT CIR
LAYTO N AVE
HEIGHT S
E
170 0 S
2ND
NE W BE DF OR CO NN D EC FEDERAL PT T IC UT TO N PARK
CIR FAIRF AX CIR
FEDERAL
AVE AVE
AX
TEM PLE
SO UT H
TEM PLE
KR ISTI ANNA CIR
PO PPER
FA IRF
5T H
4T H
DR
W DR
W RD
ST
VI RGIN IA
CRESTL INE CIR
CEMET ERY
3RD
AWK
YS HOL LO HOL LO
CHANDLER DR
11T H AVE
CITY
AVE
TO MAH
PERR
PERR YS
CIR
D
HARRIS
160 0 S HANSEN AVE
DG E CIR
FE
VAN BUREN AVE
LOWEL L
WILL IAMS AVE
HARVARD
KEL SEY AV
MERRI MAC
HIGH AVE
RI
CHANDLER
AVE
600 S
YAL E AVE
140 0 S
WHIT NEY AVE
PARAM OU NT
MB
DR
R
140 0 S
CA
DLER
Greater Avenues
VI ANNA
ISOM PL
COLF AX
HERBERT AVE
PAXT ON
150 0 S
AN
HE
AVE
RD
AX
AVE
4T H
W
IRF
5T H
HO L LO
FA
440 0 W
AVE
AVE
AVE
AVE
YS
ME
MERID IAN PARK
9T H
6T H
GIL
444 0 W
CH
7T H
RR
DR
VI CTO RIA
Central City
HERBERT AV
FREM ONT
Ball Park
HOPE AVE
QUAYLE AVE
UPTO N 900 S
GOL TZ AV
FREM ONT
ILE
E
PL
GRAM ERCY RD
C
EV
D
425 0 W
R
A
NN
AN
449 0 W
TE
R
PE
BO
IF FE
GR
437 0 W
AVE
DR
PL
AVE
H
T HCL
NORT HCL IF FE 13T H AVE CIR
LE
11T H
10T H
NOR
NORT HCL IF FE DR
E I LL
AVE
NORT HCREST
A
HILL
12T H
PENN Y PARAD E
OH
SADD
AVE
ALE
Y
NO RT
EV
CARING CV
AVE
WA
16T H
E
P
R
449 0 W
IS
NN BO
TO
D
CT
ST
437 0 W
NR
W
L IL
E DG
DR
RI
T
AL
14T H
HV
RT NO
17T H
SU
NE
LL S
L
18T H
16T H
13T H
SAL LIE AVE
SQ UARE
800 S
LUCY AV
AN DREW AVE
210 0 S
4
ED GEHIL
18T H
17T H
H
IN
DAN E GR IDG R CT
ND
HPOI NT
PO
A GR
ER
NORT
NIP
BR OT HERS DR
JU
TO MM Y T HOM PSON
GN
470 0 W
E
JO
465 0 W
T OK
NEIL AR MST RONG RD
NS
WRIGH T
EE
ND
NE
MO
VI
AL
480 0 W
GR
A ST
BR ICK CV
H HI
AL AMEDA CLAWSON
SQ UARE
GREGO RY EARD LEY
AL BERMAR LE
RILEY C IR
JEWELL AVE
ONT
16T H
NORT HPOI NT DR CHARIT Y CV RED
WAS HI NGT ON LIB RA RY
FAYET TE AV
130 0 S
PL
A DR WENCO D R
EXCH ANGE PL
700 S
JEFF ERSON CIR
HWY 20 1
SI
ND
130 0 S
MARG ARET ST
210 0 S
VI
AL MO 400 S
PAXT ON AV
LUCY AV
170 0 S
ASSO CIAT ED AVE
EN
ST
JUSTI N KAY
CANNON OAKS
COLM AR AVE
D
T HM
NO RT
100 S
300 S
MARKET ST
BR OOKL YN AVMEAD AV
PAXT ON AV
139 0 S
WENCO C IR
ST
VA
CIR
HARRIS AVE
CANNON
IN
IR
NA
THACKI E
ASPEN
CIR
AM IG
N
3RD AVE
ORPHEUM
GALL IVAN AV
PO RT OLA
MO NTR OSE AV BAI LEY
BR OOKL YN
PAXT ON
CT
140 0 S
UTAHN A
ER NT
E
C
ST ET SON W AY
130 0 S
V
SO CIAL HALL
600 S
AM ERIC AN AV
FREM ONT
LUCY
CY
K
NOR
Council District 4
WASAT CH PL
FAYET TE AV
135 5 S
AN DREW AVE
HARRIS
MO NTAG UE
REMIN GT ON W Y
MO DESTO
LEXING TO N
MA
GOL D PL
D AL
N SO
R
ET
CI
SECR ET G ARDEN PL BR IAR SN OW Q UEEN ROSE PL
900 S
DALT ON AV
FREM ONT AVE
L AL
DALT ON
EE
8T H
ORCHARD PL
600 S
MO NTAG UE
ILL INOI S
GLEN
N
HARRIS AVE
ST
Salt Lake City Council Districts & Community Councils
140 0 S
AN DREW VAN BUREN AVE
RE
Council District 2
W
AN THO NY
BU
T ON
0 130
JO
HIGH
N
EM
VA
RD
ST EWART
DOKOS
300 S
PA RK
GENESEE
FREM ONT
CR
Y
N
SO UT H
500 S
FAYET TE
Glendale
CIR
FR
NA
MARSHAL L
VA
0S
N
210
IO
NE
170 0 S
INDUST RIAL
BR IDGER
DR
Council District 3
SI
PI ERPONT
PI ONE E R
700 S
MEAD
RU
TEM PLE
200 S
Downtown
AR APAHO E
MO NTAG UE
DR
TEM PLE
SO UT H
500 S
700 S
PEACE GARDENS L N
MEAD CIR BR OOKL YN
K
CALIF ORN IA AVE
LN
ER HWY
CUSTER
OS E
AN
SS MI
RTU
S KO DO
A I OL
170 0 S
198 7 S
210 0 S
BU
RB
130 0 S
AVE
DR
210 0 S
NR
AV
T
AD GL ADE
E
LL
AR
ER
150 0 S AN DREW
PR OF ESSI ONAL CIR
DEC
182 0 S
198 0 S
AN
NINIG RET DR
ERT
173 0 S
RD
A I OL
NINIG RET DR
BANG
RD
150 0 S
AD GL
CY
RD
ER
IN
AM
NE
SW
ST
GR
RTU
FO
GU
AD VAN TAG E CIR
152 5 S
EARL
CALIF ORN IA AVE
GLE AL
BE
EW
125 0 S
PAXT ON
FO
D
LE
ST
LN
138 5 S
DA
D
MO NS
GLEND AL E CIR GL EN
OO
E
DALT ON AVE
SEQ UOI A VISTA CIR
DW
COM
104 0 S
DIRECT ORS R OW
RE
AV
CT
N IA
R
OR
VE RI
LIF
G
CA 130 0 S
IN
DIRECT ORS R OW
PI ERPONT
PACI FI C AVE
600 S
MEAD
300 N GRAY
HILL SIDE AV
100 S
AM ERIC AN
MEAD
CE
ND
IAL WAY
HAYES
LN
WAY
CIT ND
1ST AVE
800 S
AM ERIC AN
AM ERIC AN
UTAH ST AT E
CAPIT OL
NORT H
(HWY 1 86 )
PACI FI C AV
900 S
HAYES
APRI COT AV
300 N
200 S EC CLES
AVE
GENESEE
HAYES
ST RD
O AKS
E
BL
AVE
200 N
INDIANA AVE
HAYES
W
BE
COM MERC
800 S
900 S
ZANE
100 S
PACI FI C
GIRARD AVE
AVE
GIRARD PL
400 N
AR DMO RE PL
SEWAR D
L
INDIANA CIR
OURAY BI SHOP PL
SH ORT LIN E
400 S
PI ONEER
700 S WASAT CH
500 N
I TO
INDIANA AVE
900 S
RN
900 S
GA
800 S
LN
AY
CENTR AL AVE
CIR
600 S
CAMARI LLA CIR AR APAHO E
BU NBURY
W
BU NBURY CV
KE
BR AM PT ON WAY
LOXWO OD
AT E GARN ST CIR EM ERY
AL IDA PL GIRARD
500 N
400 N
GUNNEL
400 S
JA
700 S
500 S GIL LESPIE
600 N
600 N
L AL
500 S
HODG ES
CLINT O N
AP
PACI FI C AVE
GIRARD AVE
300 S
AVE
IOL A
D
DANSIE DR
PI ERPONT
400 S
WRIGH T CIR
R
50 N
200 S
300 S
NG S
TEM PLE
INT ER STAT E 80
COLU MBUS CT
700 N
700 N
W
345 S
700 N
RI
EM ERIL AVE
EU CLID
S
SP
JACKSON AV
FO LSOM
0 40
ER
EL L DRIV
NORT HSA
ER H EST DORC SO UT HRUN SAND RO UN D BR OF AE T VD W ED ICKBL GE CO M BE
ST
C
500 S
JACKSON AV
SO UT H
EI SEN HOWER
AL L
T ES
200 N
AVE
EST
W
HOYT PL
MO TO R AVE
180 N
200 S
ST
200 N
CK
300 N
240 N 200 N
BE
400 N
ST AT E FAIRGR OUND S
N
M
600 N JACKSON PARK PL
SI MO NDI AVE
HARVEST
28 0
H DORC
FERN AV
AR
600 N
OURAY AVE
SI MO NDI AVE
W
VI STA
N G RCH SI I LL DR EN AY W
OO R L N DARTM PL
REED
700 N
700 N DIAMO ND ROSE CIR
BR IARCLI FF AV
LEARNED
IRON ROSE PL
600 S
D
CLARK
M RT
R
SBR IDG E LN
W
DR
OURAY AVE
Fairpark
OO
KN IGHT
800 N
AU TUM N AV
NORT H T EM PL E
200 S
480 0 W
R
OURAY AV
TW
Y
CIR
AR
R
RIVERSIDE
DA
FIG T REE PL
500 N
R
GERT IE
JETWAY AV
110 0 S
TO
GIRARD AVE
LEARNED
Poplar Grove
C
D
VI
R
CLIF F
CH
CHU
900 N
RD
SPRI NG
E
RAMBL ER SI GNO RA
BR IAR
DRIVE
M M
E
F ORE
CANYON O AKS
GS CRA CT
GS
SU
PR OSPERIT Y AV
R IN
N
T
SP
IA
800 W
T
EL M TREE PL
PI NNOC CHIO
MAC FARL AND DR
E PL C T MA EE TR
D
E
M
IN
AY
W AR
DUDER
T
CIR
CIR
S
Z
S
A
G
H
T
IN
AL T AI R
AR IES
R
C C
F
DEBO NAIR
600 N
WALNUT DR
ST AR
P
400 N
NORT H
S
100 N
KI MBERL Y CIR SH AN NON CIR
JENNIF ERWAY
PI CTU RE
LA
PAT RIC IA WAY
T O
DOUG LAS CO RRIG AN WY
210 N 160 N
JENSEN M EAD OW IRIE
H
DR
500 N
CIR
LEADVILL E
NORT HWO OD
T
AL
CIR
JAMES SI R
TAL ISMAN CENTENN IAL
RIV ER SI DE PA RK
IVY CIR
SAN FERNAND O
900 N
800 N
110 0 N
EC LIPSE ST ERL ING
TAL IS M AN
ROSE PARK CIR
SI R JAMES DR
JEFF REY CIR 600 N
900 N
800 N
700 N
SI R
100 0 N
S
IN
K
RM
C
TE
E
BE
IV
MIL AN DR
TAL ISMAN CIR
110 0 N
Rose Park
DR
R
900 N
SI ENA CIR
Capitol Hill
NE
D
TURI N DR
UR
IT
FL OISAND CIR 400 N
CIR HASL AM CIR
100 0 N
OAK
TO L CAPI
120 0 N
CT NO
X
470 N
GARNET TE
FEAT HERST ON E CIR
150 0 N
EVERET T
TAL LY HO
CIR
800 N
ZACHARY
340 N
E 15
WILEY PO ST R D
LIVING STO N OM NI AVE
AL PS WAY
WILDF L OWER
Jordan Meadows
E
STAT
E
IV
COVENT RY VIEW ES DR
ROSEWOOD PARK
GOO DWIN AV
GOO DWIN 110 0 N
130 0 N
160 0 N
E
L
RED CLOVER
SU NSET D R
AV
A
CIR
510 N
CIR
N
IN
VI LL HI AG LL E
LS HIL
M
SI R CHARL
SI R AN DREW
170 0 N
DULUT H AVE
DUPONT AVE
TRAF ALG A
SI R T IM OT HY AVE
DAUNT LESS
CT
130 0 N
TO
R
SERG EANT
ROSE PARK GOLF COURSE
JOUST
VI LL AG E PARK
R
TE
SPRI NGF IEL D RD
112 0 N
Council District 1
EARH ART DR
NEW YORK
O M
403 0 W
395 0 W
AIRPORT
SL International Airport
MO JAVE DR
LIEUT ENANT
SALT LAKE CITY IN TERNATIONAL
RECLAM ATI ON RD
NEW HAM PSH IRE AV
MIAM I C IR
120 0 N
180 0 N
DALE RI DGE AV
CORNWALL CRYSTAL ROC K AV PL BR IDGEST ONE LN BL VD INDEPENDENCE
GEM CIR
Westpointe
NILES AV
ER
CIR
BR IDGE ST ON E CIR
INT
MO RTO N DR HAVEN ST ON E NEWTO N
170 0 N
REST BR IDGE C
158 0 N
K
YON
DR
Y ou th C i ty C ommu nit y R esou rces C ontinued Salt Lake City Mayor http://mayor.slcgov.com Mayor Ralph Becker 801- 535-7704 mayor@slcgov.com P.O.Box 145474 Salt Lake City, UT 84114–5474 Salt Lake City Council 2014: James Rogers District 1 801-535-7723 james.rogers@slcgov.com Kyle LaMalfa - Chairman District 2 801-535-7781 kyle.lamalfa@slcgov.com Stan Penfold District 3 801-535-7726 stan.penfold@slcgov.com Luke Garrott District 4 801-535-7782 luke.garrott@slcgov.com
http://council.slcgov.com
Erin Mendenhall District 5 801-535-7786 erin.mendenhall@slcgov.com Charlie Luke District 6 801-535-7784 charlie.luke@slcgov.com Lisa Ramsey Adams District 7 801-535-7715 lisa.adams@slcgov.com
25
Salt Lake City Community Councils (selected) Full list at http://www.slcdocs.com/comcoun/pdfs/Community_Orgs_List.pdf Liberty Wells Community Council Jeff Bair PO Box 520442 Salt Lake City, UT 84152-0442 (801)910-7377 jeff.blair@outlook.com Capitol Hill Community Council Eric Jergensen 53 East 200 North Salt Lake City, Utah 84103 (801)913-2141 mobile (801)298-5650 ext. 103 office eric@contourcomp.com Central City Neighborhood Council Michael Iverson 210 South 300 East Salt Lake City, UT 84111 (801)708-2644 chair@ccncutah.org Downtown Community Council D. Christian Harrison 336 W Broadway, #308 Salt Lake City, UT 84101 (801)937-4473 council phone christian.harrison@gmail.com
26
COMMUNITY PROBLEM SOLVING RESOURCES
East Bench Community Council Kim Peterson 3069 Carrigan Canyon Dr. Salt Lake City, UT 84109 801-467-8010 home 801-560-1262 cell ebcc.chair@gmail.com East Central Community Council Esther Hunter 606 Trolley Square Salt Lake City, UT 84102 801-583-9804 ecchair@live.com Fairpark Community Council Steve Johnson 861 West 300 North Salt Lake City, UT 84116 801-521-3168 philogooch@yahoo.com Glendale Community Council Randy Sorenson 1184 S Redwood Drive Salt Lake City, UT 84104-3325 801-973-6652 randysorensen60@yahoo.com
27
Greater Avenues Community Council Mary Ann Wright Salt Lake City, UT 84103 801-363-1412 home / office 801-502-9611 cell MAW@pbageo.com Jordan Meadows Community Council Jo Ann Anderson 1590 Spring St. Salt Lake City, UT 84116 (801)355-5583 jzcar1977@netzero.net Liberty Wells Community Council Jeff Bair PO Box 520442 Salt Lake City, UT 84152-0442 801-910-7377 jeff.blair@outlook.com Poplar Grove Community Council Andrew Johnston 716 Glendale St. Salt Lake City, Utah 84104 801-793-8798 poplargrovecouncil@gmail.com
28
COMMUNITY PROBLEM SOLVING RESOURCES
Rose Park Community Council Blake Perez 768 N Oakley St. Salt Lake City, UT 84116 801-702-2522 blakeperez@hotmail.com Sugar House Community Council Maggie Shaw 1150 Wilson Ave. Salt Lake City, Utah 84105 (801)699-7121 preferred maggie.shaw@hsc.utah.edu Westpointe Community Council Erin Youngberg 1910 Bridge Crest Circle Salt Lake City, Utah 84116 (801)815-0130 cell erin@westpointecc.org
29
Non Profits/Other City Departments Wasatch Front Regional Council 295 North Jimmy Doolittle Road, Salt Lake City, UT 84116 801-363-4250 Envision Utah 254 S 600 E, Suite 201, Salt Lake City, Utah 84102 801-303-1450 Mountain Accord (844) 5-ACCORD info@mountainaccords.com Redevelopment Agency of Salt Lake City PO Box 145518 Salt Lake City UT 84114-5518 801.535.7240 The Utah Chapter of the Nature Conservancy 559 East South Temple Salt Lake City, UT 84102 (801) 531-0999 Downtown Alliance 175 East 400 South, Suite 600, Salt Lake City, UT 84111 (801) 359-5118
30
COMMUNITY PROBLEM SOLVING RESOURCES
Tree Utah 824 South 400 West, Suite B121 Salt Lake City, UT 84101 (801) 364-2122 Utah Rivers Council 1055 East 2100 South, Suite 204 SLC, UT 84106 (801)486.4776 Jordan River Commission P.O. Box 91095 Salt Lake City, Utah 84109-1095 (801) 536-4158 Utah Recycling Alliance Phone: 385-468-6379 Address: PO Box 26973, Salt Lake City, UT 84126 Utah Energy Conservation Coalition 112 S MountainWay Drive Orem, UT 84058 (801)765.0034
31
P e rso n al N ot es :
32
COMMUNITY PROBLEM SOLVING RESOURCES
P e rso n al N ot es :
33
YOUTH CITY SPEAK EXPLORATIONS 34
G lossary : Action: To start doing something. Community : A group of people (living things) who live in the same area (such as a city, town, or neighborhood). People with common interests living in a particular area. A group of people with a common characteristic or interest living together within a larger society. Community Council: An independent voluntary local body set up to attend to local interests and organize community activities Public Official: Public official means an individual having public official functions or acting in a public official capacity, and includes any of the following: (a) the Governor (whether or not acting with the advice of the Executive Council), (b) a person appointed to an office by the Governor, (c) a member of the Legislative Council or of the Legislative Assembly, (d) a person employed by the President of the Legislative Council or the Speaker of the Legislative Assembly or both, (e) a judge, a magistrate or the holder of any other judicial office (whether exercising judicial, ministerial or other functions), (f) an officer or temporary employee of the Public Service or the Teaching Service,
YOUR HOME, YOUR COMMUNITY, YOUR IMPACT
(g) an individual who constitutes or is a member of a public authority, (h) a person in the service of a public authority, (i) a member of the Police Force, Neighborhood: The people living near one another. A section lived in by neighbors and usually having distinguishing characteristics. Stewardship: The conducting, supervising, or managing of something; especially the careful and responsible management of something entrusted to someone’s care.
35
TAKE HOME WORKSHEET A: The World Through Your Eyes Name: Date: Step 1: The world in your bedroom Spend some time thinking about your bedroom, which are one of the few environments you have any control over. For example, you can choose where objects are placed and how clean or dirty you want it. ‘I have Control Over’: Create a list of some of the things you have control over in your room.
Step 2: Through your bedroom door Walk through your bedroom door into the hallway and notice how it connects to the other rooms. ‘My House Connections’: Draw the rooms and hallways of your house.
What connections do you notice?
Step 3: Connection with your everyday world Continue the exercise by walking out of the house, noticing how the home sits on the land, and how the land connects to neighboring homes, businesses, or vacant land. ‘Connections to the Neighborhood: Draw or write some of the connections you notice about your house and neighborhood.
Step 4: Your neighborhood, community and city Continue your exploration: How do you feel as you leave your home and travel to school (or a place you go to regularly), taking your usual route and usual method of transportation? Use your best instincts and all five senses as you explore your everyday world from your bedroom outward. ‘My Environment My Senses’: Write down what you noticed.
Step 5: Some questions After looking at your paper, what patterns or concerns jumped out?
Were there places that made you feel fearful or comfortable?
Were there places that smelled terrible or places you always avoid?
Are there places you choose to travel past or think could be improved?
WORKSHEET B1: Nature Scavenger Hunt Name: Group #: 1.
Find a flower growing from a sidewalk crack and take a picture of it.
2. Collect something small from nature. (a flower, leaf, piece of bark, small stick, snail shell, feather, blade of grass, etc)
3.
Take a picture of 2 different animals on the urban nature walk.
4.
What kind of wildlife did you see? If you didn’t see any, why do you think that was?
Take a picture of an urban garden.
What kind of food do you think will grow in it?
Would you want a garden? If so, why would you want it?
5.
How many trees can you count that are taller than the buildings in your walk?
6.
Take a picture of where you want to see more trees and plants. Explain why that place needs more nature.
7.
What do you smell and what do you hear?
8.
Make a crayon rubbing of a rock or tree bark on the extra sheet of paper.
WORKSHEET B2: Nature Scavenger Hunt Name: Group #: 1. Take a photo of an animal or bug on the walk. What was it?
2. Take a picture of something yellow that is natural. What was it?
3. Make a crayon rubbing of a rock or tree bark on the extra sheet of paper.
4. Take 20 steps. Were they all on concrete?
5. Take a picture of a rain catcher barrel. Is there a garden near it? If there is a garden, what kind of food do you think will grow in it?
- Would you want a garden at? Why or why not?
6. Find a yard with more than 5 trees in it and take a picture. Did you find any yards that didn’t have any trees or plants?
7. Find and collect three different leafs. Do you know what kind of tree each leaf came from?