Grade Three Lesson - Town History and Preservation
Overview:
This lesson will help students recognize the importance of historic preservation while finding places of historical significance in their town. Students will create a walking tour map of their town to showcase relevant places that have shaped the cultural heritage of their community. They will present their findings to other students and the community.
Standard :
RI3.7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.7Conduct short research projects that build knowledge about a topic.
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
SL 3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
SL 3.4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
Time: 3-4 class periods
Materials Required:
Computer with Internet access
Historical maps of town
Pictures of historical places in town
Connect with local Historical Site and Town Library
Objectives:
Students will investigate primary sources of historical sites to make inferences to help define cultural elements of their town Students will view pictures of restored historical buildings in their community. They will research historic places in their town, such as buildings, cemeteries, statues, or memorials; answer questions and make inferences about these places to create a walking tour of their town to share with students and community..
P r o c e d u r e
1) Ask students if they know of any historical sites in their town or community. For example, a park, a statue, or a memorial all qualify as places that represent the town's history. Have students view pictures of historical sites (past and present) Marlborough Then and Now slide show. Have students make inferences about the importance of these sites and discuss why they are important to the history of their town.
2) Have students go to the National Trust page http://www.preservationnation.org and scroll down to look at the photographs. Have them read about preservation and how to get involved with helping preserve historical sites. Have students answer the following questions:
Why do many people and communities feel that it is important to preserve old buildings and historical sites?
What might be some good things about preserving these old buildings or sites rather than tearing them down?
What might be some reasons to just remove some of the old buildings or sites?
How might one decide whether to restore an old building or site rather than tear it down?
3) Make sure students understand that every town has a history and by preserving areas of the town they are preserving their cultural heritage.
4) Help students explore National Geographic's Saving America's Treasures Web site. Show students the pictures to give them an idea of the diversity of historic buildings across the country, and talk a little about the history of each.
5) Have student’s research places of historic interest in their community. Have the local historical society provide information and possibly a tour of the important sites in their town. Have students look for materials in their town library or even artifacts from their parents' or grandparents' collections. As they conduct their research, they should answer these questions about each historic place they learn about:
What is the name of this place?
Where in the town is it located?
When was this place built or created?
Did anything interesting happen here? Are there any interesting stories or events that took place here?
What is special or important about this place? If someone were to visit your town, what would you tell them about this place?
6) Have students make street maps of their town and label the maps with the places they have learned about. They can create these maps at MapQuest or use ArcGPS
7) Discuss students' findings as a class. What places have they learned about? What are their favorite places? What interesting stories or events occurred in these places? Where would they take visitors to their town?
Suggested Student Assessment:
Have students create annotated maps of historical sites to share with students and members of their community. Their maps should showcase the historic sites they have learned about in the lesson. They should include drawings or photographs and written information about each site on the map.
Have the class write a letter to the town's government or historical society to inform them of their research and the maps they have created. Ask if there might be a way for a town organization to copy and distribute the maps to community residents and visitors.
As an alternative, have students create a Web page with their maps. Ask the school district, town government, or historical society if it will link to these pages from its own Web site.
This lesson will help students recognize the importance of historic preservation while finding places of historical significance in their town. Students will create a walking tour map of their town to showcase relevant places that have shaped the cultural heritage of their community. They will present their findings to other students and the community.
Standard :
RI3.7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.7Conduct short research projects that build knowledge about a topic.
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
SL 3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
SL 3.4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
Time: 3-4 class periods
Materials Required:
Computer with Internet access
Historical maps of town
Pictures of historical places in town
Connect with local Historical Site and Town Library
Objectives:
Students will investigate primary sources of historical sites to make inferences to help define cultural elements of their town Students will view pictures of restored historical buildings in their community. They will research historic places in their town, such as buildings, cemeteries, statues, or memorials; answer questions and make inferences about these places to create a walking tour of their town to share with students and community..
P r o c e d u r e
1) Ask students if they know of any historical sites in their town or community. For example, a park, a statue, or a memorial all qualify as places that represent the town's history. Have students view pictures of historical sites (past and present) Marlborough Then and Now slide show. Have students make inferences about the importance of these sites and discuss why they are important to the history of their town.
2) Have students go to the National Trust page http://www.preservationnation.org and scroll down to look at the photographs. Have them read about preservation and how to get involved with helping preserve historical sites. Have students answer the following questions:
Why do many people and communities feel that it is important to preserve old buildings and historical sites?
What might be some good things about preserving these old buildings or sites rather than tearing them down?
What might be some reasons to just remove some of the old buildings or sites?
How might one decide whether to restore an old building or site rather than tear it down?
3) Make sure students understand that every town has a history and by preserving areas of the town they are preserving their cultural heritage.
4) Help students explore National Geographic's Saving America's Treasures Web site. Show students the pictures to give them an idea of the diversity of historic buildings across the country, and talk a little about the history of each.
5) Have student’s research places of historic interest in their community. Have the local historical society provide information and possibly a tour of the important sites in their town. Have students look for materials in their town library or even artifacts from their parents' or grandparents' collections. As they conduct their research, they should answer these questions about each historic place they learn about:
What is the name of this place?
Where in the town is it located?
When was this place built or created?
Did anything interesting happen here? Are there any interesting stories or events that took place here?
What is special or important about this place? If someone were to visit your town, what would you tell them about this place?
6) Have students make street maps of their town and label the maps with the places they have learned about. They can create these maps at MapQuest or use ArcGPS
7) Discuss students' findings as a class. What places have they learned about? What are their favorite places? What interesting stories or events occurred in these places? Where would they take visitors to their town?
Suggested Student Assessment:
Have students create annotated maps of historical sites to share with students and members of their community. Their maps should showcase the historic sites they have learned about in the lesson. They should include drawings or photographs and written information about each site on the map.
Have the class write a letter to the town's government or historical society to inform them of their research and the maps they have created. Ask if there might be a way for a town organization to copy and distribute the maps to community residents and visitors.
As an alternative, have students create a Web page with their maps. Ask the school district, town government, or historical society if it will link to these pages from its own Web site.