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AUTHOR ES-1930-81 MF01/PC03 Plus Postage: 7 ABSTRACT .IOCUMENT RESUME -1 ED 239 954. SO 015 229 AUTHOR Dilworth, R. Anne TITLE The Capitol Experience in Washington, D.C. INSTITUTION Arlington' County Public Schools, Va. SPONS AGENCY National Endowment for the Humanities (NFAH), -Washington,' D.C.' 1 PUB:DATE' 'Sep 83 GRANT ES-1930-81 NOTE, 68p.; For related documents, see SO 015:,227-231. Some pages contain small print,. drawings., and old newspaper articles .that may not reproduce well. -AVAILABLEFROM ,'History by the 'Block Project, Arlington Public Schools,'142:6,N. Quincy Street, Arlington, VA 22207 ($2.50). -PUB YPE Guides- Ci4ssrdom Use - Guides (gpr Teachers), (052) EDRS PRICE' MF01/PC03 Plus Postage: DESCRIPTORS *Architectural CharaRt_er; *Architecture; Field Trips; Grade 11; High Schools;- Learning Activities; *Local History; Social History; Structural Elements (Construction); *United States History; Units of Study I DENT,I FIERS *District of Columbia; PF Project 7 ABSTRACT Designed for 11th grade U.S. history students,, the teaching unit combines the history of the U.S. Capitbi building and its Greek and Roman revival architecture to tell the story of. the nation's government buildings. While the unit uses the U.S. Capitol, any other publiCrbuilding could le'uSed,:such as a state capitol, court- house, or public library. Six lessonS'help students: (1) begin intensive study of the'U.S. Capitol, (2) learn about the history o the capitol, (3) learn about stylesof architecture, particularly Greek and Roman styles, and elements of those styles, (4) get acquainted ,with the federil part of Waihingtpn, D.C/ (5) increase awareness through an on-site field trip, and (6) summarize- architectural-and historical knowledge of the U.S. Capitol. The unit includes lesson deScriptions, suggestedmaterialsi gukzzes, homework ,-assignments, a sample time line, architectural handouts, bulletin boardzdisplayS, sketches,- floor plans, maps, and a field trip scheciuli. ,Appendices give suggestions onwhere to use the'unit and a glossary of architectdral tat-Ms.(LB) *** ******* ** **** Reproductions suppli=ed by EDRS are the best tha/t canA3e made from the original document.- **** ************************ U. .DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER (ERICI This document has been reproduced ,-es received from the person or, Offianizaf ion ,:fijAinat if. changesihave been made to imp rinorow, reproduction quality. PfyrifS of vievr,orOpirlif)r15 stated in this docu- ment do not .necessarily representofficial NIE position Or policy: -PERMISSION' TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." THE CAPITOL EXPERIENCE IN WASH4NOTON, By R. Anne Dilworth Arlington Public schools ARLINGTON SCHOOL BOARD Mr. S.J. Face; Chairman Mr. Claude Hilton, Vice-Chairman Mrs. Evelyn Reid Syphax Mrs. Margare't Bocek Mrs. G-ail Nuckols Dr. Charles E. Nuhley, Superintendent u,ppor-te bit X grant o_ the National endowment fdr the Humani es,-gs-1930-81 .2 Ae NOWLBDC1 ENTS Special appreeiatio s are extended to Dr. Boyd4 Webb, Asspciate Superintendent for Instruction for his constat encouragement, and understanding and for his aerftinUing support to the HISTORY BY 1HE BLOCK Project. Special thanks are offered to Florian Thayne, Office of the Architect of the United States,CapitoUWithout wh6Se help this unit, The Ca'itol Ex erlence in Washingt would not haVe been possihle:% Appreciati-on andtacknowledgment are offered 'to Derek Jeffrey, Architect, and t© ffane.Jeffrey, art student at East Carolina University, for the drawings and lettering of the architectural gloseary. , Thanksarid appreciations to Renee 4.'Dunbar,. .Secretary to the pfoject, and to-Eloise Austin who prepared the pre- liminary and final manuoripts of the units. Our special thanks to the stafat the National EndoWment' for the Humaniti s for their support to' the project.' Arlington public Schools 142. Quincy reet Arlington, Virginia 22207 Project Description HISTORY BY THE liLOCK is an educational design seeking to strengthen. the 'teaching ca- history in the Arlington Public Schools by focusing aet ntion on the role of /architecture and the design ftprocess 1.1-*AineA1 can social history. The program will also focus attention on the redevelopment that is taking place in Arlington at the °presn t- time, and will help 'Students understand that what is being bui:t in Arlington at the present time will, be.leTt to future- generaino: as a record of our society. In looking at the past in our Rou try, students will be able-to discover:that,buildings are as much a record of,the pastas any othr historical evidence and reveal the tastes and values of a particular time. Plan of Action Teacher workshops were held during the summers' of 1982 and 1983 to familiarize teachdrs with architectural concepts and the design process as it fitted into social, history- The workshops -w,ere followed by writing sessions which translated concepts learned into 'units of study at several elementary an4 secondary levels'di-in histOr,y and social studies courses. The units written duri,ng the,summerof 1982 were pilotted by seve9rel teachers'during the 1982-83 school year. They were then evaluated and revised during the summer o.f 1983. Durin the_ same time period exPeriencqs in archilecture hiostory were provided as an inservice program or a much wider' group Of teachers: The unfts will be publ;shed4and distributed widely during the fel f 1483 to all Interested teachers. Curriculum Units The following units produde& by the project: OP Grade Level Title 4-5 What Did ItLoo1(11-keThen? Eighteenth Century Architectural Xlementa. 7-8 Villa ;e: Arlin_ =ton V in a 1863-1900 Alock Stud - arnin= About Your Local - Community= 7-8 A If These Walls- Could Talk! The Story of Arlington House - before the Civil War 11 The Ca.itol fence in Wash'n on Supportedbya drpnt -from the National Endowment for the Humanities, ES-1930-81 Each unit includes .lesson. descriptions and teacher-and student materials needed for teaching/learning. In,addition,.all the yisuals and sources are included. While the units use lo-al Arlington sitea and may be construed as local history, theconcep s- of the units may ; be adapted to any location. In addition, the, uni_ s on Arlin ton House (CustisLee Mansion in Arlington National Cemetery)and Freedman's in the same loCatien and-.on-the have national significance. The two'units on AELLtILLEJITIls'and Freedman's Village together provide-a uniqueway to look at thn.Civil War. period. The gsATIIALIL/411A unit 'opens up a'long.neglected aspect. of loCal and national Black hi'story. Skills To Be Learned Students learning f-7-1 these unit/ can expectedto acquire the following skills: 1. Be able to identify the Major ardhitectural styles used in American tvowna and cities and understand the historical reasons for the popularity of these styles- Understand the _terreTlationahtp between architecture and design and the.social history in the growth of American communities:*... Be able to ,use the study of ar,hitecture..t" as a tool unlock historictl informati,n using visual literacy and critical thinking skids. Understand the ways in which heuse of apace affects the way people live and work. 5 Understand the forces (political, social,econo- within a community which determine how space wit -that community is used, and how historically, these forces have been influedced. The Results / This unit, The a itol'Ex erience in WILIAni11221)!,,C. combines the history of the U.S. Capitol and its Greek and Roman revival arch- itecture as a symbol of our government. Written by R. Anne Dilworth, social Studies teacher at Wakefield High School, whowrote the unit to meet requirements at 11th grade American history. The unit has equal appeal as .a study of history and monumental architecture in the U.S. at almost any level of study. Combined witha visit to the site, the architectural features of the Capitol revealas mach to tudents as -does'the history of the U.S. Capitol. Martha Swaim, Project Coordinator Seymour Bi Stirs, Project Director September, 1983 ' TABLE .OF CQNTENTS Ti Page 1 -, =uQtion . 2-4 Juiz . = 5 ;erg to Pre-Test _ 6 -4 h, .ework As4ignment- ... ... .mple Timeline N 2 Introductien . _ _ _ _ 9 Questions on History of the U.S. Capitol . 10-12 Homework Assignment . ...... 13 Architecture Handout 14-15 Architects' Handout 16-20 Bulletin Board Display 21-35 LESSON 3 Introduction - 36- Glossary Drawings _ 38-40 Floor.Drawingskof Capitol 41-42 Transparency Drawing - Sketch, U.-S. Capitol 43 LESSON :4 Intrdduction 44-45' Student Handout #1 --Information Sheet. .. 46 Student Handout #2 - Map , 47 Student Handout .#3 - Field Trip Schedule . 48 Tom Lowderbaugh Articj,e 4 -50 LESSON'S Introduction - n-site Field'Trip . 51 -92 LESSON 6 Introduction - Review of Fie d,T,rip 53-54 APPENDIX Suggestiops on where to use unit ... 55 BIBLIOGRAPHY . 5 -57 . GLOSSARY OF, ARCHITECTURAL TERMS . 58-49 0 . The Capitol Experience in7ashington,, _L The purposes) of this unit are as follows: 1 Thrpugh reading and answering gpestions, trace the history of the U.S. Capitol from 1800 to present. Through readipg printed materials, photographs and slides, identif=y and be able to'recall the basic elements of Classical architectural style represented on the U.S. Capitol. 3. Supply information learned from above to,'the ideas presented in Tom Lowderbaugh's article, "How Public*Buildings Stand on Ceremony,"*and to be able to describe, in writing, what the U.S. Capitol 1s "saying." 'The U.S. Capitol was chosen as the building to study because it makes a very strong statement to all who see it. The building'is recognized" around the world, not only as a fine 'example of Federal and Classicalarchitecture, but also the V.S. Capitol is a symbol of the Governmentof h democratic society in the free world. Leaders meeting within its walls make decisions which affect all parts of the world.
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