The DC That I See. Learning Activity #1: DC s Community Landmarks

Transcription

1 The DC That I See One World Ambassador: Nick Eckenwiler Learning Activity #1: DC s Community Landmarks Focus Area: Social Studies, DC History, and Geography Grades: 7 th -12 th Duration: Three 90-minute blocks or six 45-minute periods (this may be adjusted based on time available, class size, and presentation choices) Objectives: (LW-Learner Will) LW describe and locate historic sites and local landmarks in DC. LW conduct internet research about historic landmarks in DC. LW summarize research into an engaging presentation. LW present information to an audience. LW recall and synthesize information after listening to presentations by others. Preparation: 1. Reserve a computer lab for days 3 and 4 of the project. 2. Copy the necessary ancillary materials: Visualizing the Experience, Map of Washington DC, Research Project Description, Research Project and Presentation Rubric 3. Gather materials: Blank postcards (optional materials include: disposable cameras, tri-fold boards, projector for PowerPoint presentations, brochure making software such as Microsoft Publisher. Reflection Prompt: Nick says, The Washington, DC the world sees includes the National Mall, but this city of my home also includes community landmarks that play an important part in the lives of so many people who also call this city home.

2 Procedure: (Planning Note: If time is short, steps 1-3 and steps 3-5 could be done as separate and independent activities). Step #1: Identifying DC Landmarks (1 st day) Read Nick s Reflection. Discuss the reflection prompt and allow time for students to react to what Nick is saying. Explain that Washington, DC is a very unique city because of its dual identity with its rich local history and its wider significance as our nation s capital. This Learning Activity will explore the other monuments, the ones that don t get visited by most tourists but that tell the story of Nick s city. Using the Visualizing the Experience handout, students will look at photographs of different landmarks in Washington, DC and identify as many as they can independently. Photos range from the highly recognizable (The White House) to the unfamiliar. Discuss what makes a landmark? Ask students why some landmarks are better known than others? Where/how do landmarks get their significance or value? After the discussion return to the 12 photographs. Call on students to share their answers. Use the answer key to correct wrong answers or to name unknown landmarks. As you reveal the answers, give background information and interesting details about each landmark. Ask students to take notes as you talk. Step #2: Mapping DC Landmarks (2 nd day) Provide students with a Map of Washington, DC (see the HTML version for a link). It s important that the map show all four quadrants of the city. Many maps found online do not include east of the Anacostia River. Students should use numbers or dots to mark the map and add a legend to identify each landmark. (Note: If you have the access to computer and projecter), you may choose to use Google Earth to plot the landmarks with the whole group). Have students locate and plot landmarks on a map of Washington, DC. First, highlight the national mall and famous landmarks: The White House The Washington Monument The Capitol The Smithsonian The Supreme Court Union Station The Lincoln Memorial The Jefferson Memorial

3 Then choose several (8-12) other sites form the List of Local Landmarks to plot on the map. Use the links in theadditional resources to help find addresses. Observe any concentrations of landmarks. Discuss as a class - are they in particular parts of the city? What is the significance of the location of a landmark? How does it affect the number of visitors it gets? Where are the local landmarks your students chose in relation to the national mall and federal government where most tourists visit? Step #3: Researching DC Landmarks (3 rd and 4 th days) Students will work in pairs or teams to research a particular local Washington, D.C. landmark from the list provided. Landmarks can be chosen by students or assigned by the teacher, but should reflect a range and diversity of sites (NW, SW, NE, SW). Allow at least one class period for Internet research. Research projects should include: A physical description of the landmark The historical background of the landmark The social or cultural significance of the landmark Research project formats could be: PowerPoint presentations Tri-fold board displays Student-made brochures Student-led field trip (see Step #4) Step #4: Touring DC Landmarks (5 th and 6 th days) Students will give the rest of the class a tour of their landmark. Have students present their research projects using PowerPoint, brochures, or tri-fold boards. Students should assume the role of tour guides and must discuss the elements of their research (physical, historical, and cultural aspects of their landmark). If you are in the DC area, plan a day of mini fieldtrips. Take the Metro, a van, or school bus around the city, stopping at the landmarks your students researched. When the class arrives at each landmark, the assigned students will lead a tour for the whole group. The tour guides must highlight the elements of their research (physical, historical, and cultural aspects of their landmark).

4 Step #5: Postcards from DC (5 th and 6 th days) In addition to being scored on how well they met the criterion of the research project, students are expected to learn about the landmarks their peers researched. After each tour students are expected to write a Postcard Home in which they tell a friend or family member what it was like to visit this landmark in Washington, DC. Students will have to pretend they are visitors to the nation s capital and not native. What would they tell others about the landmarks they visited? What s worth writing home about? (TIP: some coffee shops and bars give away free postcards, posted by the bathrooms usually). Checking For Understanding: There are opportunities for formative and summative assessment throughout this learning activity. Step 1: Identifying DC Landmarks: Students will demonstrate understanding by completing the handout Visualizing the Experience. Use the answer key provided to assess students prior knowledge of the landmarks discussed in this Learning Activity. Use the note taking and review session to check that they have gained new knowledge. Step 2: Mapping DC Landmarks: Students will demonstrate their understanding by accurately plotting landmarks on a map. Step 3 and 4: Researching and Touring DC Landmarks: Students will demonstrate their understanding by meeting the requirements outlined in the Research Project and Presentation Rubric. This rubric will assess both the product and the presentation. Step 5: Postcards Home: Students will demonstrate their understanding by including information in their postcards that was taken from their peers presentations. Students will complete a postcard for each of the presentations. Global Action Activities: 1. Visit DC Preservation League s list of Most Endangered Places. Get involved in raising awareness and taking action to preserve these places. 2. Raise money to donate to the Martin Luther King, Jr. National Memorial. 3. Organize a volunteer day to help with a clean up of a national or local landmark or park. 4. Write a letter to a public official, advocating for a memorial or monument that you think should be built in your community.

5 Extension Activities: 1. Research memorials, monuments and landmarks in other capital cities around the world. 2. After students present their landmarks in class, pass out disposable cameras to teams and challenge them to a scavenger hunt. See who can visit the most sites. Teams should take a picture of themselves at each landmark. 3. Create a bulletin board around a map of Washington, DC. Place markers on the map at the site of each landmark students researched. Include information about each landmark, as well as photos and student work. 4. Have students write about landmarks in their community, using this example: Additional Resources: The Historical Society of Washington, DC: Cultural Tourism DC: DC Preservation League: DC Humanities Council: National Park Service: A photographic tour of the statues, monuments and memorials in Washington, D.C. Landmarks and Attractions in Washington, DC: Related Resources: Nick s Reflection: The DC That I See DC s Community Landmarks: Visualizing the Experience DC s Community Landmarks: Map of Washington DC DC s Community Landmarks: List of Local Memorials, Monuments, Historic Sites, and Points of Interest DC s Community Landmarks: Research Project Description DC s Community Landmarks: Research Project and Presentation Rubric Unit Resource 1: Previewing the Experience Unit Resource 2: Understanding the Experience Unit Resource 3: Reviewing the Experience Unit Resource 4: Reflection Response