America’s Favorite Landmarks
By Miranda Thompson, June 13, 2007
Grade Level
- High School
Category
- Architecture
Subject Area
- Language Arts
- Social Studies
- Technology
Lesson Time
Six ninety-minute class periods
Introduction
In this activity, students will use Google Earth and a variety of Web sites to explore America’s most prominent and famous buildings. They will compare and contrast the architectural styles that are found in the United States. They will write a position paper defending or arguing against their chosen building’s rank on http://www.favoritearchitecture.org/, or arguing to add a building that is not on the list. Finally, they will use Google SketchUp to design a 3-D model of one of their favorite Philadelphia or United States landmarks.
National Standards
Technology
ISTE_NETS*S_3.8.1: Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research.
ISTE_NETS*S_5.8.3: Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems.
ISTE_NETS*S_5.8.3: Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems.
Literacy/ Writing
1.4.9.C: The student will be able to write persuasive pieces. (View Core Curriculum / Standards Alignment)
1.4.9.C.1: Include clearly stated position or opinion.
1.4.9.C.2: Include convincing, elaborated and properly cited evidence.
1.4.9.C.3: Develop reader interest.
1.4.9.C.4: Anticipate and counter reader concerns and arguments.
1.4.9.C.5: Learn methods to advance the argument or position.
1.4.9.C.1: Include clearly stated position or opinion.
1.4.9.C.2: Include convincing, elaborated and properly cited evidence.
1.4.9.C.3: Develop reader interest.
1.4.9.C.4: Anticipate and counter reader concerns and arguments.
1.4.9.C.5: Learn methods to advance the argument or position.
Social Studies
7.1.9.B: Explain and locate places and regions
7.1.9.A.1: Development and use of geographic tools
8.3.12.B: Identify and evaluate primary documents, material artifacts and historic sites important in United States
8.3.12.B.3: Historic Places
8.1.9.A: Analyze chronological thinking
8.1.9.A.1: Difference between past, present and future
7.1.9.A.1: Development and use of geographic tools
8.3.12.B: Identify and evaluate primary documents, material artifacts and historic sites important in United States
8.3.12.B.3: Historic Places
8.1.9.A: Analyze chronological thinking
8.1.9.A.1: Difference between past, present and future
Objectives
Students will do the following:
- respond to writing prompts and create an argument for or against a building
- conduct Internet research on architectural styles
- practice and refine oral presentation skills
- use Google Earth to analyze locations
- create 3-D representations of famous US landmarks
- evaluate, analyze, and interpret information from multiple sources
- use digital photography to record the features of a local landmark
- use SketchUp to create a 3-D model of a local landmark
Resources
Websites:
- http://www.favoritearchitecture.org/
- http://www.teachersdomain.org/sci/engin/design/all_resources.html
- http://www.greatbuildings.com/
- http://classicist.blogs.com/weblog/2007/03/americas_favori.html
- http://www.planetizen.com/node/23434
- http://SketchUp.google.com/vtutorials.html
- Google Earth with AIA layer turned on (http://earth.google.com/ to download)
- Google SketchUp (http://www.SketchUp.com/ to download)
Word Processing Software (TextEdit or Microsoft Word)
Materials
- computers with Internet Access and word processing software
- clipboards
- pencils
- paper
- digital cameras for the fieldtrip
Vocabulary
Unfamiliar art and architecture terms can be found at the online architecture illustrated dictionary:
http://freenet.buffalo.edu/bah/a/DCTNRY/vocab.html
http://freenet.buffalo.edu/bah/a/DCTNRY/vocab.html
Procedures
- 15 minutes: Have students pull up the “America’s Favorite Architecture” website on their computer. They should browse all of the buildings listed on the website and choose one that they either love or hate. http://www.favoritearchitecture.org/.
- 45 minutes: After choosing one building that they love or hate from the list, students will research the historical significance and style of their building:
o http://jan.ucc.nau.edu/~twp/architecture/
o http://www.greatbuildings.com/ - 30 minutes: Students should compile their notes and research on the building. They should choose their stance as to whether the building should be included, excluded, moved up, or moved down on the list of “America’s Favorite Architecture.”
Class 2
- 20 minutes: Have the students read two articles about “America’s Favorite Architecture” as examples of persuasive essay writing. They can also use facts that they find in the articles in their own argument.
http://classicist.blogs.com/weblog/2007/03/americas_favori.html
http://www.planetizen.com/node/23434 - 10 minutes: As a class, review the writing rubric. (See Assessments)
- 10 minutes: The students should review their notes and continue any additional research they need for their paper. If the students want to create an outline for their paper, they should use this time to do so.
- 50 minutes: Students should write their arguments for or against the landmark's inclusion, exclusion, and rank on the list of “America’s Favorite Architecture.”
Class 3
- 15 minutes: Students can complete any last minute preparations and additions to their arguments.
- 30 minutes: Each student should switch papers with a peer, and complete a peer review of the arguments following the guidelines on the rubric.
- 45 minutes: Each student will present the main points of their arguments to the class (2-3 minutes). As a class, create a list on the board compiling the students'choice of best and worst architecture landmarks.
Class 4
- Walking Tour: The class will take a fieldtrip to 3 important landmarks within walking distance of the school. (In Philadelphia, go to Independence Hall, Philadelphia Colonial Row home, Old Pine Community Center/Graveyard. This project can be done in any town, not just in Philadelphia).
- Students will spend 15 minutes in each location photographing and sketching the landmark from all sides. If there is not enough time in class, the students can visit a town landmark for homework as part of the research process.
Class 5
- 30 minutes: Each student should complete a SketchUp online tutorial in order to learn how to use the software.
http://SketchUp.google.com/vtutorials.html - 60 minutes: The students should practice using Google SketchUp to create a 3-D replica of their chosen building.
Class 6
- 45 minutes: Students should continue working on the 3-D model of their building on SketchUp.
- 45 minute: Each student should present their project and complete a self and peer assessment. (Rubrics are attached.)
Assessment
See attached rubrics for writing and design assessment.
Enrichment Extension Activities
Students may create a Web site or post their papers and designs on the Web as part of a school-wide technology initiative. (http://conhightech.pbwiki.com/ is an example of a site used by Constitution High School.)
Teacher Reflection
The students had varying degrees of success in both the writing and design aspects of the lesson. The SketchUp project was more time intensive and difficult to use than I had first anticipated. In the future, I would modify the assignment by giving students more time to learn SketchUp before requiring such a labor-intensive project.
