Dwellings Around the Globe
By Cooper-Hewitt National Design Museum, August 30, 2006
- Middle School
- Language Arts
- Social Studies
Common Core State Standards
English Language Arts Standards: Speaking and Listening
Comprehension and Collaboration:
- CCSS.ELA-LITERACY.SL.6-8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade level topics, texts, and issues, building on others' ideas and expressing their own clearly.
- CCSS.ELA-LITERACY.SL.6-8.1.A Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
- CCSS.ELA-LITERACY.SL.6-8.2 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.8.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
Presentation of Knowledge and Ideas:
- CCSS.ELA-LITERACY.SL.6-8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
- CCSS.ELA-LITERACY.SL.6-8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
- CCSS.ELA-LITERACY.SL.6-8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific expectations.)
English Language Arts Standards: Reading Informational Text
Key Ideas and Details:
- CCSS.ELA-LITERACY.RI.6-8.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- CCSS.ELA-LITERACY.RI.6-8.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
- CCSS.ELA-LITERACY.RI.6-8.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
Integration of Knowledge and Ideas:
- CCSS.ELA-LITERACY.RI.6-8.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
- CCSS.ELA-LITERACY.RI.6-8.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
- CCSS.ELA-LITERACY.RI.6-7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
- CCSS.ELA-LITERACY.RI.6-8.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
English Language Arts Standards: Science & Technical Subjects
Craft and Structure:
- CCSS.ELA-LITERACY.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
English Language Arts Standards: History/Social Studies
Integration of Knowledge and Ideas:
- respond to writing prompts
- participate in small-group and large-group discussions
- conduct Internet research
- evaluate, analyze, and interpret information from multiple sources
- synthesize information from multiple sources
- create an oral and written presentation
- Internet websites
- computer with Internet access
Building BackgroundThe purpose of this activity is to provide students with an opportunity to explore the relationship between buildings and culture. 1. Share the following quotation with your students:
"What we're talking about is culture. Buildings and culture developed in tandem. In a traditional society, you wouldn't ask what kind of house to build. That'd be like asking what color is red...You'd build the kind of house that you had seen being built all your life. Housing would be a part of your culture. It would be specific to you.
An igloo, for example, is specific to the environment in which it evolved. Perfect there, it can't survive elsewhere. You can't build an igloo in Miami. Igloos are the result of specific people, in a specific place, sharing experiences. All over the world, traditional building reflects this localized evolutionary process."
-Clarke SnellMore information on Clark Snell http://thenauhaus.com/institute/bios.php Ask your students to respond to Snell's comments. Encourage students to think about their local environment and dwellings. Ask students to discuss the following questions:
- What kind of homes are built in the area where you live?
- How do these dwellings reflect the climate?
- How do these dwellings reflect the culture?
Steps for Learning1. Divide the class into small groups. Tell the students that they are going to conduct research and create a presentation on dwellings. The presentations must include the following elements:
- a description of the dwelling
- a picture of the dwelling
- the location of the dwelling
- the purpose of the design
- how the design reflects the climate conditions
- how the design reflects the culture and society
- Group Two: Yurts
- Group Three: Cliff Dwellings
- a poster exhibit
- a website
- a slide show
- a mural