Theme: Historical Landmarks on St

Theme: St. Augustine’s Historical Landmarks

Purpose: Students will identify and explain the historical importance of St. Augustine’s four historical buildings.

Objectives:  Visual Arts; Grades 6 – 8; Competency Goal 1 o The learner will develop critical and creative thinking skills and perceptual awareness necessary for understanding and producing art.  Language Arts: Grades 6 – 8; Competency Goal 2 o The learner will explore and analyze information from a variety of sources.  Social Studies; Grade 8; Competency Goal 9 o Impact of the Progressive Period: The learner will judge the effects of progressivism, war, and religious controversy on North Carolina.  Information Skills Curriculum; Grades 6 – 8; Competency Goal 3 o The learner will RELATE ideas and information to life experiences.  Information Skills Curriculum; Grades 6 – 8; Competency Goal 4 o The learner will EXPLORE and USE research processes to meet information needs.  Computer/Technology Skills; Grades 6 – 8; Competency Goal 3 o The learner will use a variety of technologies to assess, analyze, interpret, synthesize, apply, and communicate information.

Materials: Large sheet of construction paper Markers Virtual Tour of St. Augustine’s College Suggested reading literature:  Strengthening the Ties that Bind. Dr. Thelma Roundtree. Spirit Press, 2002.  A History of St. Augustine’s College. James Boykin. Printing Office of Raleigh, NC, 1958.  A History of St. Augustine’s. Cecil D. Halliburton. Edwards and Broughton Co., 1937.

Lesson Plan: 1. Students will brainstorm a list of historical landmarks in the United States. After each student has developed a list, students will select two landmarks and write a paragraph explaining the historical significance of each landmark to the United States. 2. The teacher will give a five to ten minute lecture introducing the three St. Augustine’s historical landmarks (St. Augustine’s Church Chapel, Taylor Hall, and St. Agnes Hall). 3. Place the students into three cooperative groups giving each team selected readings on their historical landmark. Students should be provided with construction and markers. They need to decide as a group how to present their ideas utilizing their piece of construction paper and markers. Encourage the students to be creative and let them know that they can use words, pictures, and diagrams. 4. Students need to be sure to represent the main ideas that they have found on their historical landmark. They will present the finished product to their classmates and be sure to explain each map in detail.

Evaluation and Assessment: 1. Here is a suggested rubric to help guide formal and informal assessment of student knowledge and abilities.