All We Wanted Was Our Park

Oral History Clip:

Liz Camp remember how she and a few neighbors became activists in their quest to keep a plot of natural land natural by making it a park.

Related Activities:

Language Arts IconLanguage Arts:

Related Topics: Literary format, Persuasion, Natural Imagery

Discussion Questions:

  • How does the process of establishing Murphy Trainor park compare to people’s artistic portrayals of  parks?
  • What do you think causes the difference?

Related Resources: The Ecchoing Green (poem),  Park Bench (poem), A View From The Park Bench (poem)

Social Studies IconSocial Studies:

Related Topics: City Government, Activism, Civic Engagement, Parks, Urban Planning

Discussion Questions: 

  • What would neighborhood activism look like in your neighborhood?
  • How do you get in touch with your city council people? With other people in power?
  • Why do you think Liz Camp and the others wanted to fight for the park? Are parks important?

Related Resources: Why Protect Urban Green Space Reading


Related Topics: Photosynthesis, Run Off, Biospheres, Habitats, Precipitation

Related Resources: Why Protect Urban Green Space Reading, YouTube Video Explaining Run Off, Urban Water Cycle  video made by 6th Graders, Stormwater Run Off Overview


Parks and Recreation


Language Arts IconSocial Studies IconScienceSpeaking and Listening

Language Arts

  • CCSS.ELA-LITERACY.WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research.
  • CCSS.ELA-LITERACY.WHST.9-10.9: Draw evidence from informational texts to support analysis, reflection, and research.

Social Studies

  • CCSS.ELA-LITERACY.RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources..
  • CCSS.ELA-LITERACY.RH.9-10.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.


Common Core Standards

  • CCSS.ELA-LITERACY.RST.6-8.8: Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
  • CCSS.ELA-LITERACY.RH.9-10.6: Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

Next Generation Science STANDARDS

  • All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment.
  • The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions..

Speaking and Listening

  • CCSS.ELA-LITERACY.SL.7.2: Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
  • CCSS.ELA-LITERACY.SL.8.2: Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
  • CCSS.ELA-LITERACY.SL.9-10.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.