Some ideas featured in this lesson plan were adapted from the My Neighborhood Inventory Workbook, developed by the
National Center for the Study of History and published by The Serenus Press.
Introduction| Objectives| Time Required| Grade Level| Curriculum Fit| Resources| Materials| Preparation| Procedure| Evaluation| Conclusion| Extension

Introduction

This lesson focuses on particular buildings within your community. Students will study some primary aspects of architecture and how they relate to historical events.  They will also learn to use Power Point software to produce dynamic, multimedia presentations.

Objectives

In this lesson, students must research the history of one notable building and prepare a Power Point presentation to be placed in the on-line Heights History Scrapbook. They should cover the following information:

Time Required

Several weeks

Grade Level

6th-8th grade

Curriculum Fit

The objectives of this lesson comply with the Texas Education Agency's Student Expectations for Sixth Grade Social Studies listed below:

T.E.A. Code

Resources

Online Off-line

Materials

Preparation

Procedure

Step A: Getting Started

  1. Divide class into groups of three students.

  2. Ask each group to read the descriptions of the following group roles and divide them among their group's members`:

  3. Assign a building to each group from the Heights' Historic Buildings list.

Step B: Inventory Your Building

(Done either during a field trip or an in-class "virtual visit")[link]

  1. Have students record the following basic information about their building:
    • Date and time of visit 
    • Name of the building
    • Address of the building
    • Date of the original construction (may be researched later)
    • Architectural style
    • Photograph your building

  2. Ask the class to note their first impressions of the buildings and to consider the following:
    • Who lives or works there?
    • Are there any visible clues about the buildings original use?
    • How is it used today?
    • What did you first notice? Its usefulness? Its beauty? Its size?

  3. Now students should look for the details of their building's construction using the My Neighborhood Inventory workbook.

  4. Lead the class in examining the building's surroundings and noting the property's boundaries. Ask them to record neighboring and nearby buildings, landmarks, and roads.

  5. Next each group should create a map of the property featuring their building and the things around it. Instruct them to label surrounding roads, railroads, and bodies of water and to include any other feature that is unique or interesting.

Step C: Discover Your Building's History

  1. Students should now be ready to conduct an Internet search for newspapers, magazine articles, or other web resources that mention their building or any of its owners.

  2. Make sure the students check the Focus on Your Community website for old photographs of their building or people associated with it. Guide them in noting the date and content of each picture they think may be helpful.

  3. Ask the groups to brainstorm questions for an interview.

  4. The Chief Historian should contact and interview a reliable source associated with the building (i.e. an owner or tenant of the building).

Step D: Put It All Together

  1. Ask the groups to organize and assemble their research by completing the My Neighborhood Inventory workbook

  2. They are now ready to create a timeline of their building's history featuring the following (check out this example first):
    • Changes in ownership of the building
    • Original and new construction
    • Changes in use and purpose of the building
    • Important local and national events that correspond with events in the building's history

  3. Guide the groups in using Power Point to prepare a presentation of their building's history. They should include the basic information found in the outlines as well as the timelines they created. Ask them to incorporate any photographs or other materials of interest.

Evaluation

Below is a sample grading rubric for this lesson.
Score 4 Score 3 Score 2 Score 1
Workbook exhibits a thorough understanding of new information Workbook exhibits a substantial understanding of new information Workbook exhibits a partial understanding of new information Workbook exhibits a misunderstanding of new information
Highly effective Power Point presentation Effective Power Point presentation Moderately effective Power Point presentation Ineffective Power Point presentation
Consistent participation in group work Frequent participation in group work Occasional participation in group work Rare participation in group work

Conclusion

Students should be able to answer the following questions upon completion of this lesson:

Extension

  1. Art