CLASSROOMProject-Based UNIT L PLANearnin FORg U SITE:nit: WORLD MONUMENTS WATCH
world savvy
I Project-Based Learning Unit: WORLD MONUMENTS WATCH
(Cover Image) Vietnam, Fishing Villages of Ha Long Bay Cua Van fishing village, 2006 Nguyen Quang Thanh/World Monuments Fund Project-Based Learning Unit: WORLD MONUMENTS WATCH
world monuments fund world monuments fund is the leading independent organization devoted to saving the world’s treasured places. Since 1965, wmf has worked in more than 90 countries, advancing innovation in the field and ensuring that important architectural and cultural sites remain an integral part of society and of a sustainable environment. wmf and its partners around the world seek to inspire an enduring commitment to heritage stewardship by local communities, international travelers, and others benefitting from the legacy of these sites. wmf’s headquarters is in New York City. To learn more, visit www.wmf.org, www.twitter.com/worldmonuments, and www.facebook.com/worldmonuments.
world savvy with the mission to educate and engage youth in community and world affairs, world savvy prepares the next generation of leaders to learn, work and thrive as responsible global citizens in the 21st century. World Savvy was founded in 2002 in response to the critical need for youth to acquire global knowledge and 21st century skills. We create systemic change in K–12 education to provide every student in every classroom with the content knowledge, skills, attitude, and behaviors to be leaders and change-makers in their diverse communities, locally and globally. World Savvy is a leader in global education, providing interdisciplinary academic and arts programs for youth and dynamic professional development for educators to help integrate global issues into the classroom across all disciplines—science, math, history, arts, language, social studies and more. To learn more, visit www.worldsavvy.org.
01 Project-Based Learning Unit: WORLD MONUMENTS WATCH
unit summary enduring ideas
In this unit, students will make connections • Importance of community action to preserve historically and culturally between historic preservation and significant places sustainability. They will begin by exploring • Connection between architectural heritage, conservation and sustainability the importance of preserving significant • Monuments as living history places in their own lives and communities, • International cooperation as central to preserving cultural heritage and then examine how the World • Anyone can take action to help preserve important places Monuments Watch serves as a tool to • Preserving important places connects us with the past and enables us to create a better future define and preserve architectural heritage. They will then develop a game to introduce people to the World Monuments Watch as they learn about the many sites on the essential/driving questions Watch, at present as well as historically. Finally, students will develop a project for • What is heritage? Who decides if something is “heritage”? • What is conservation? How might it make people’s lives and communities better? how they can take action to help preserve • How do heritage sites and world monuments help us to connect to the past and some of the sites on the Watch. better understand history and culture? Teachers are strongly encouraged to submit • How can we balance preserving the past with progressing toward a student projects to World Monuments sustainable future? Fund. wmf can, in some cases, post student work on their website, connect classrooms to those working at the site, and assess the viability of pursuing some project ideas summary of student learning skills through wmf's work in the field. Submissions and related questions should • Media literacy • Geography skills • Reading and comprehension skills • Public speaking and oral presentation be sent to [email protected]. • Web-based research skills • Problem solving and consensus • Developing a visual presentation building • Advocacy and persuasion 02 Project-Based Learning Unit: WORLD MONUMENTS WATCH
Lessons from this unit address the following categories from the Common Core Standards. To see the full listing of subcategories and grade level objectives met by this unit, see Appendix (XIV).
standards/gle’s addressed assessment/evidence of instructional procedures understanding Language Arts performance tasks/projects: sequence of lessons Reading Standards for Informational • Students create a game that introduces Lesson 1: Exploring Culture and Text Grades 6-12 the World Monuments Watch and Heritage: World Monuments Watch • Key Ideas and Details several of the sites on the Watch. (approximately 7 days) • Integration of Knowledge and Ideas The game should be fun and Lesson 2: Geography and the World educational. Writing Standards Grades 6–12 Monuments Watch (interspersed as mini- • Students create a plan for preserving a • Production and Distribution of Writing lessons and quizzes throughout monument on the Watch and advocate • Research to Build and Present the project unit) for their chosen monument in one or Knowledge more of the following ways: Lesson 3: World Monuments Watch: Speaking and Listening Standards •Poster Creating an Advocacy Campaign Grades 6-12 •PowerPoint (approximately 8 days) • Comprehension and Collaboration •Video • Presentation of Knowledge and Ideas Quizzes, tests, academic Literacy in History/Social prompts: Studies • Geography Quizzes Reading Standards Grades 6-12 • Peer Assessment on Final Project • Key Ideas and Details • Integration of Knowledge and Ideas Student Self-Assessment: Writing Standards Grades 6–12 • Self and peer assessment of • Text Types and Purposes World Monuments Watch game • Research to Build and • Self and peer assessment of final Present Knowledge advocacy project
03 Project-Based Learning Unit: WORLD MONUMENTS WATCH
The first two lessons build student background knowledge and critical analysis Graphic Organizers and Study Guides of the unit’s essential questions, preparing them to continue building their skills See appendix for hand- outs and materials to and apply what they have learned for the final project. If instruction time does accompany the lessons. not allow for the full three weeks described in this unit, teachers may choose to utilize the first lessons to introduce students to the heritage site and the work Integration with of World Monuments Fund. See “Sample Project Calendar” (appendix xiii) for other Core Subjects and the Arts project timelines lasting one week and three weeks. See the list of standards above for specific connections of the lessons in this unit 1 7 to the social studies standards. days lesson 1:
Exploring Culture and Heritage: description: objectives: materials: World Monuments Watch Through this series of activities, • Students gain a deeper understand- • Butcher Paper or chart paper students will be introduced to the ing of the concepts of culture & • Markers/Chalk work of World Monuments Fund heritage personally, locally and • Overhead and projector (wmf) and the Watch as they learn globally. • Actual photos or copies of famous about how preserving important • Students enhance their understand- or historic places around the world places connects us with the past and ing of the importance of the built • Paper enables us to create a better future. environment and the importance of • Computers or access to computer lab Students will also learn about some place to cultural heritage. • Copies of handouts for this unit of the many sites, landscapes, and • Students learn about the World (appendices i,ii, and iii) traditions that World Monuments Monuments Watch and why it is Fund has worked to preserve. important to preserve historic sites In the process, students will build and landscapes. critical thinking skills as they analyze • Students find creative ways to share different aspects of culture and their knowledge of wmf and the heritage and make connections to Watch with peers and other students. their own lives. 04 Project-Based Learning Unit: WORLD MONUMENTS WATCH
1
day 1 15 R
minutes remainder of class
introduction do now class activity Adaptations:
Put the following questions on the The class will now go together on a short Art classes could use this activity as a board and ask students to respond neighborhood field trip to look a little catalyst for an art project—perhaps by in writing for five minutes. deeper into the neighborhood— gathering materials from the observing details and looking at how • Thinking about our school’s neighborhood (respecting private all the aspects of the neighborhood neighborhood, how would you property and living materials) to create play off each other. (If time does not describe it to someone who has a found-object collage. English and allow for this, have students complete never been here before? language arts classes can use the the neighborhood walk and • What are the important, defining neighborhood walk as inspiration for observation sheet on their own for features of our school’s essays or poems about their community. homework.) Pass out the neighborhood? “Neighborhood Observation Handout” • What do you love about our school’s (see appendix i) to students, and have neighborhood? them record their observations on the • What do you wish you could change? sheet. The handout has 4 different Break students into pairs and invite categories, which represent the main them to share their writing with a physical elements of the partner. Reconvene the whole class neighborhood: buildings and places, and ask for some groups to share their objects and artifacts, the natural responses with the class, and generate environment, and people. a brief discussion about the school’s neighborhood.
05 Project-Based Learning Unit: WORLD MONUMENTS WATCH
1
day 2 5 40
minutes minutes
introduction do now class activity
Have students review their observa- Start the discussion by having students Landmarks and buildings are one tion sheets from the previous day’s share some of the observations they important piece of the culture and neighborhood field trip, and then noticed the previous day on their walk, history of a community. This write for about five minutes about then ask them to share what they have neighborhood walk engaged students what these observations tell about written about the characteristics and in investigating just one piece of the characteristics and personality personality of the school’s neighborhood their community’s environment, of the neighborhood. based on all these observations. which was most likely full of landmarks Then ask students to hone in on the and buildings that gave the “built environment”. Ask them first to neighborhood character and purpose. come up with a basic definition of that What if students were to think more term, based on their observations and broadly about their entire community what they have been discussing so far and the places and landmarks that (a possible definition could be “the make up the built environment in man-made items in an environment your entire community? for living, working and socializing”). Have them think about the buildings of the neighborhood and how they impact the activities, personality and culture of that neighborhood. What might your school community be like if it was downtown, amidst huge skyscrapers? Or if it was in the middle of a rural, farming community? continued 06 Project-Based Learning Unit: WORLD MONUMENTS WATCH
1
day 2 5
minutes
continued class activity Closing Adaptation: Introduce the work of World Monuments Ask students to think about what landmarks Create a scavenger hunt of your entire Fund. One of the important aspects of their and places in their community/city are community, beyond the boundaries of your work is to recognize the impact of landmarks important historically or represent the school neighborhood. This either could be and buildings as cultural heritage and to culture and heritage of the community. Are a physical scavenger hunt where students are work to maintain and preserve these places any of these in danger of neglect, demolition, walking around and interacting with the for future generations. (As you introduce or disaster? Why? What could be done at city or a virtual one where they are using the wmf to students, show them the wmf the local level to preserve these landmarks internet or other media to interact with local website or post pictures from the website and their cultural importance? landmarks and places.When setting up the of various wmf projects.) While wmf is scavenger hunt, identify local landmarks and involved in many projects, one of their places that tell a story about the history of primary programs is the biennial World the community. Give them clues they have Monuments Watch. The Watch focuses to solve in order to identify the landmark, global attention on cultural heritage sites and then have them connect each of the around the world that are at risk from the landmarks discovered in the hunt to tell the forces of nature and the impact of social, story of your community. political, and economic change. To learn more, have students watch the video overview of wmf: http://www.wmf.org/video/ world-monuments-fund-overview and have students fill out the handout titled “World Monuments Fund - Overview” (appendix ii).
07 Project-Based Learning Unit: WORLD MONUMENTS WATCH
1 5 15 – 20
minutes minutes day 3 introduction do now Closing Activity Post photos of Ellis Island for students to see Segue into the role of preserving a place Split students into groups of 3 or 4. In the (http://www.wmf.org/project/ellis-island). Ask them to such as Ellis Island that has a unique history last 15–20 minutes of class, have each group take two minutes to free write or list what and memory for so many people. For the design a quick, 30 second skit that will serve they know about Ellis Island, as well as what last two days the class has been discussing as a public service announcement special meaning it has in American history. local landmarks and sites, but now the class advocating the preservation of Ellis Island will begin to focus on sites that have meaning and why it’s an important part of American for large groups of people, perhaps even cultural heritage. Encourage students to be national or international importance—as is as creative as possible. Give them 10 minutes 20 – 30 the case with Ellis Island. Should such a to prepare a short skit, and the last 5 minutes
minutes place be preserved? Why? What can future for groups to perform. generations learn from engaging with and Group Discussion: learning about Ellis Island? How do we Have students share out their responses, and balance the costs of preserving such sites discuss. Be sure to include in the discussion with the other needs of the community? the symbolism of Ellis Island to American How can we make such projects sustainable immigration history, and its nostalgic place for the future, in terms of community in memory for many immigrants, as well as support and engagement, and environmental discussion of Ellis Island’s purpose and and economic considerations? darker, less nostalgic moments. And lastly, Ellis Island has been featured on the wmf how is Ellis Island part of America’s cultural Watch two different times. Print out the heritage? For more details on Ellis Island’s descriptions for both Watch postings from history, visit http://www.ellisisland.org/ or their website and have students read why http://www.saveellisisland.org/. If class time allows, wmf is advocating for Ellis Island’s have students investigate these websites and preservation. record notes on the history and cultural importance of Ellis Island.
08 Project-Based Learning Unit: WORLD MONUMENTS WATCH
1 20 20 – 30 5 – 10
minutes minutes minutes day 4 introduction do now Group Activity Closing
Choose one of the geography mini-lessons Take classes to the computer lab. Have As a close to this activity, reconvene the described in Lesson Two as an introduction students work individually or in pairs. class as a whole and discuss the issues and to the vast connections to geography Pass out the student handout “2012 Watch possible solutions that students discovered associated with the heritage sites of World —Preservation Themes” (appendix iii), in their research. Monuments Fund. A variety of geography which describes some of the thematic issues If classes will be completing a regional study mini-lessons are presented in Lesson that some sites on the 2012 Watch share. of wmf Watch sites, including weekly Two that will engage different content These themes can represent both challenges quizzes (as outlined in Lesson Two), have knowledge and student skills. to successful conservation and reasons why students study for a geography quiz on the conserving cultural heritage is important. Americas, to be given the next day. Many of these themes share a connection to sustainability—in the competition for limited natural resources here on earth and a rapidly growing population, how do we balance the need to preserve historic spaces with the needs of societies today and tomorrow? And how can we learn from the traditions and practices of the past to find lessons for creating a more sustainable society today? Have students read through the three selected themes shared by many sites in the 2012 Watch, along with the listing of sites connected to that theme. The task for students is to complete the handout by researching at least two of these sites for each theme, investigating issues and possible solutions.
09 Project-Based Learning Unit: WORLD MONUMENTS WATCH
1 10 R
minutes remainder of class day 5 introduction do now Group Activity:
Distribute the geography quizzes on the Split students into small groups. Have them • The game must include some educational Americas to students (see Lesson Two later discuss their favorite board games, and elements (either questions, problems to in the unit for more details). what makes them successful and fun to play. solve, memorization, geography, etc.), Have them create a list of the five most but assume that the elementary students important characteristics of a successful have no background knowledge about the board game. Share out and create a general sites on the Watch; list on the board of student responses. • The game should include factual Then, introduce the project that students information about the Watch sites, but will work on for the next two days and also information about either the culture present on day seven of the unit. and history of particular sites or how the advocacy of wmf has helped preserve The students have been asked by World sites and landscapes for future generations. Monuments Fund to teach students at nearby elementary schools about the Allow the remainder of class time important work of wmf and especially, to for students to form their groups and teach them about the sites featured on the brainstorm ideas for their game. most recent Watch. Students will work in groups of 4–5 to design a game for upper elementary students, in the 4th or 5th grade. The games should meet the following criteria: • They feature at least 10 of the sites from the most recent Watch; • They can be played by at least 3 or more players; • They are age appropriate for 4th or 5th grade elementary school students (9–10 years old);
10 Project-Based Learning Unit: WORLD MONUMENTS WATCH
1 10 R
minutes remainder day of class 6 introduction do now Group Activity
Choose one of the geography mini-lessons Allow students the rest of class described in Lesson Two later in this unit time to develop their games for as an introduction to the geography region the elementary students. (Europe and Africa) they will be studying and quizzed on this week.
day 7 40 – 50 5
minutes minutes
Group Activity Closing Performance Assessment: • Peer assessments of student work Have each student group set up their game Prepare a ballot featuring each group (see handout, appendix xii) at different stations around the classroom. and their game, and have students rank • Educator assessment of student Then divide the students up into new each game on a scale of 1 to 5 in the work using the following criteria: groups and move around the room playing following categories: – Understanding of the concepts each other’s games. Allow students about • Age appropriate for upper elementary of culture and heritage 5–7 minutes to play each game (they probably school – Effective teamwork and won’t finish the game, but that’s ok—the • Educational goal is to sample each group’s game). • Easy to understand and play cooperation skills – Creativity • Visually appealing • And most importantly, fun!
11 Project-Based Learning Unit: WORLD MONUMENTS WATCH
2 2 – 3
weeks lesson 2:
Geography and the World description: objectives: materials: Monuments Watch World Monuments Fund works to • Students enhance their understanding • Blank outline maps: preserve cultural heritage sites all of physical geography. http://www.eduplace.com/ss/maps/ over the world. The following activi- • Students enhance their understanding • Online map of the wmf Watch sites: ties provide educators with fun and of cultural geography. http://www.wmf.org/our-projects/project-map educational ways to use the World • Descriptions of the wmf Watch sites: Monuments Watch to build students’ http://www.wmf.org/watch geography knowledge and skills. • Copies of geography handouts (see appendices iv, v and vi) • Atlases
12 Project-Based Learning Unit: WORLD MONUMENTS WATCH
2
Procedure: Mini-lesson 1: Mini-lesson 2: Mini-lesson 3:
Throughout this two to three week Provide students with a complete or Provide students with a complete or Use the many sites of the wmf Watch unit, insert mini-lessons and quizzes abridged list of wmf sites in a given abridged list of wmf sites in a given as a way to teach or reinforce the six on geography. The three week project region, e.g. Europe. Give them a blank region, e.g. Asia. Give them a blank essential elements of geography. (For calendar (appendix xiii) illustrates outline map and have them label outline map and have them label more info on the six elements that are a schedule with 1–2 mini-lessons each site on their map, using atlases each site on their map, color coding the core of the geography standards, per week, and a geography quiz or the Internet for support. Also them according to the thematic issues go to: http://www.ncge.org/) each Friday, focusing on a different have students go beyond the physical involved in preserving these sites (e.g. The enclosed student worksheet world region each week. These are geography and do some research to urban growth and pressures, living includes 2012 Watch sites from around suggestions which will provide a briefly describe or label the language, traditions and adapting to change, the world, asking students to analyze broad overview of world regions culture, cities and landscapes, and disaster recovery and mitigation; see characteristics of four different sites and introductions to physical people of either the historical time the handout in appendix iii for more and categorize them. (“Six Essential and cultural geography—teachers when sites were created or the details on themes). For homework, Elements of Geography” handouts should choose mini-lessons or adapt contemporary region where those have them choose one site from the are available in appendices iv, v, and these suggestions to correlate to sites exist today. list to learn a bit more about it, and vi—teachers could also create their their particular course curriculum research and write a brief response own worksheets focusing on specific as needed. What follows is a paper on how it represents that theme. regions and featuring sites from any menu of mini-lesson ideas for use of the previous editions of the Watch.) in introducing and reinforcing geographic themes.
continued 13 Project-Based Learning Unit: WORLD MONUMENTS WATCH
2
continued
Mini-lesson 4: Mini-lesson 5: Mini-lesson 6 Quizzes:
Connect the importance of place and Many of the sites featured in the Watch Have students explore the connections For each quiz, print out a map for the location to historical regions and reflect the vast cultural heritage of the between the built environment of the selected region(s)—see website listed cultures in history classes. Choose people and regions in which they were sites on the Watch and the natural in the materials section for this lesson sites from the Watch that relate to built. Choose one site from the most environment in which they are for downloadable maps. Then choose your course curriculum (ancient recent Watch and do some research located. How is the style, construction, 10 Watch sites from that region(s) and civilizations, European history, etc.). and reading about the background not location, or other factors of the have students locate them on the map. Have students research the site and only of the site/monument, but also sites representative of the natural You can also ask students to provide the historical group/culture to learn the region and the people. Then have environment? How does the site other details about the culture/country about and present to the class: 1) how students write a short essay or prepare interact with the natural environment? of those sites. the location and geography of the a short PowerPoint answering one or Are resources from the natural region were significant to the history both of the following questions: environment utilized in the building of the historical group in that time • How does the site illustrate the and design of the site? What has made period, and 2) any significance or interaction of people and cultures in these sites endure thus far, and how symbolism of the wmf site to that that region or place? can their sustainability for future historical group. • How does the site illustrate the generations be ensured? Again, have movement of people across time students choose one or two sites from and place? the most recent Watch (or previous cycles of the Watch) and reflect in For example, the Gingerbread Houses writing on these questions. of Haiti reflect the influence of Haiti’s colonial past, but also elements of design and architecture that are unique to Haiti and the post-colonial period.
14 Project-Based Learning Unit: WORLD MONUMENTS WATCH
2
Haiti, Gingerbread Neighborhood Gingerbread house on Rue Lavaud 3ème, after the earthquake, 2010 Martin Hammer/World Monuments Fund 15 Project-Based Learning Unit: WORLD MONUMENTS WATCH
3 8
days lesson 3:
World Monuments Watch: description: objectives: materials: Creating an Advocacy Campaign Through this series of activities, • Students gain a deeper • Computer access, for student students will work in groups to select understanding of wmf Watch. research and for students a site from the most recent Watch, • Students expand their knowledge using PowerPoint or video and design a campaign or project to of world geography and important • A/V equipment to screen advocate for the preservation of this world monuments. student created PowerPoints site and its cultural heritage. The • Students build effective collaboration and/or videos unit starts with a simulation that and critical thinking skills. • Lesson handouts from the brings students into the process of • Students develop web research and Appendix (simulation, nominating sites to the Watch and media literacy skills. effective web research, choosing sites in which a feasible plan • Students strengthen communication, effective speaking of action can be achieved. Students advocacy and presentation skills. techniques, self-assessment will then split into their groups to and peer review rubrics: research and design their advocacy vii through xii) initiatives, and develop a visual presentation to spread the word about their initiatives.
16 Project-Based Learning Unit: WORLD MONUMENTS WATCH
3
day 1 5 – 10 30 – 40
minutes minutes
introduction do now Group work :
Instruct students to write in response Segue into a discussion of the sites in a project in which they choose a site to the following prompt: “Think about which wmf focuses their advocacy from the most recent Watch, design an important building or space efforts through the biennial Watch, a campaign or project to advocate for in your local community that is in choosing to highlight sites around preservation of the site, and create a danger of being destroyed, neglected, the world that are in danger of being presentation to spread the word about or forgotten—it could be a park, a destroyed through decay, neglect, their action project. community center, school, playground, or demolition. wmf goes through historic site, anything. Describe the a careful process for selecting sites site you chose. Why is it important that are in the greatest need and and why should it be saved? What do in which their work can have the you think can be done to save it?” greatest impact, as well as projects Give students 3–5 minutes to write, in which they feel their advocacy and then ask several of them to share and conservation efforts will have the site they chose and why. What did the greatest influence in preserving they think could be done to save it? the site. Some of the questions that students just engaged in for the opener are the same questions that wmf deliberates in choosing their biennial Watch. For the next few days, students will learn more about the Watch, and then will work in groups to undertake
continued 17 Project-Based Learning Unit: WORLD MONUMENTS WATCH
3
day 1 10
minutes
continued Group work : Share-out and Closing
Start by learning more about how wmf Pass out the handout titled Have groups share their examples chooses sites for the Watch. Introduce “Nomination Form: Lamu, Kenya” reflecting on the four criteria used to the criteria wmf uses to select sites: and the student worksheet that goes determine sites highlighted in the http://www.wmf.org/content/nomination-guidelines. with it (appendices vii and vii). Watch. Would they include Lamu, In brief, evaluation of nominations to Divide the students into groups of 4 Kenya on the Watch? Why would it be the Watch is based on the following and ask them to act as committee important to preserve the history and guidelines: members to review a potential site heritage of Lamu, and how can that be • Significance: Is the site important for to include in the new Watch. They balanced with the needs of progressing its cultural values (historical, artistic, will read through a description of toward the future in this region? social, spiritual/religious, etc.)? this site, and pull out examples of the • Urgency: Does the site face imminent four selection criteria that this site challenges and/or opportunities that exhibits, recording their examples and warrant timely intervention? comments on the student worksheet. • Viability: Can the challenges and/or opportunities be met through a feasible plan of action? • Relevance: Are the issues at the site informative to the heritage field at large?
18 Project-Based Learning Unit: WORLD MONUMENTS WATCH
3
day 2 15 30
minutes minutes
introduction do now Group Activity:
Once a site is chosen for the World Discuss the film with students and have • A public rally and “hands around Monuments Watch, the next step is to them report out their notes to the who, Wheatley” event focus attention on that site and advocate what, why questions. Then discuss the (http://www.wmf.org/journal/hands-around-wheatley) for its preservation. What are some of methods used in this film to advocate • Blogs and media outreach the best ways to create a successful against the demolition of Phillis Wheatley (http://tunedin.blogs.time.com/2010/03/02/ advocacy campaign? Elementary School. Were there emotional, tuned-in-architecture-new-orleans/) • Show students the video that was part of the factual, or logical appeals, or some Petitions and Facebook campaigns http://www.change.org/petitions/ advocacy campaign for the 2010 wmf Watch combination of those? What were the ( save-phillis-wheatley-elementary-school-in-new-orleans- to save the Phillis Wheatley Elementary benefits of video as a tool in this campaign? say-no-to-demolitionaugust-2011-pml) School in New Orleans: http://vimeo.com/23565526. What are the drawbacks? As they watch the film, have students take Share with students some of the other An effective campaign will utilize multiple notes in the following three categories: strategies used in the effort to save Phillis strategies to ensure it is successful and reaches a wide audience. It’s also important • Who? Wheatley Elementary School (which to think how to make a campaign (who is involved in this advocacy ultimately was unsuccessful—the school sustainable, even when the spotlight fades, campaign?) was demolished in summer 2011): so that a project has support for years to • What? come. Have students brainstorm some ways (what is this campaign advocating for?) to achieve this. • Why? (why does it matter?)
continued 19 Project-Based Learning Unit: WORLD MONUMENTS WATCH
3
Phillis Wheatley Elementary School "Hands Around Wheatley" gathering, 2011 John Stubbs/World Monuments Fund
20 Project-Based Learning Unit: WORLD MONUMENTS WATCH
3
day 2
Phillis Wheatley Elementary School Exterior view, 2009 Francine J. Stock/World Monuments Fund
continued Student Project: Extension:
For the next five days, students will be Encourage students to choose activities If logistically feasible and if time allows, tasked with choosing a site from the that are realistic, culturally relevant, and consider having students actually implement most recent Watch and developing a inclusive. Student presentations will take at least one of their advocacy strategies. project to raise attention and advocate place on days seven and eight of this unit, Teachers are strongly encouraged to submit for preservation of the site and its and should take at least one of these forms: student projects to World Monuments Fund. cultural heritage. As part of this process, • Poster wmf can, in some cases, post student work students will research the importance • PowerPoint on their website, connect classrooms to those and history of that monument, design • Video. working at the site, and assess the viability of an advocacy initiative and then prepare Allow the remainder of class time today pursuing some project ideas through wmf’s a short presentation to advocate for the work in the field. preservation of that site. In their campaigns, for students to review the sites listed students should include 3 strategies to raise on the most recent wmf Watch (either Submissions and related questions should be [email protected] awareness and/or take action (refer back on computers in the computer lab or sent to . to the earlier discussion about the various through printed Watch reports) and strategies used to advocate for Phillis think about which site to select for their Wheatley Elementary School). advocacy campaign. Students should have a monument for the project chosen by tomorrow’s class. 21 Project-Based Learning Unit: WORLD MONUMENTS WATCH
3 10 R
minutes remainder of class day 3 introduction do now Class Activity:
Distribute the geography quizzes on Europe Allow the remainder of the class period and Africa to students (see Lesson Two for students to research their chosen above for more details). monument from the Watch. Student research should be completed by day 4 of this lesson, so that students can design their advocacy campaign and begin to work on their presentations. day 4 5 R
minutes remainder of class
introduction do now Skills Activity:
Ask students how they use the internet to What about when you are researching the Pass out the handout “Effective Web find answers to questions. Have students history and culture of a place? How can Research” (appendix ix) to students and share out some examples. Does it depend you be sure your information is accurate? discuss some best practices for web on what you are researching? How do you Discuss with students the importance of research in more detail. As students know the information you are finding is who is providing the information and what conduct research on the Internet over the accurate? Which websites are your favorites audiences they are writing for, as well as next few days, hold them accountable to do research or find factual information? the importance of getting information for the websites they use. You might even from a variety of sources—not just a web consider having them analyze and submit encyclopedia or the first two websites that their notes on the quality of some of their pop up on Google. sited webpages. Allow the remainder of class time for students to begin to design their advocacy campaign.
22 Project-Based Learning Unit: WORLD MONUMENTS WATCH
3 10 R
minutes remainder of class day 5 introduction do now Class Activity:
Choose one of the geography mini-lessons Allow the remainder of the class period described in Lesson Two of this unit as for students to begin to design their an introduction to the geography region presentations. By the end of class today, (Asia and Oceania) they will be studying they should determine what format their and quizzed on this week. Introduce presentation will take (video, poster, the concepts, then assign students the PowerPoint). geography task for homework.
day Skills Activity: 6 Designing a Presentation
Pass out the handout “Designing an Effective Visual Presentation” (appendix x) and discuss the guidelines from the handout. If possible, show students brief samples of visual presentations and have them evaluate some of the strengths and weaknesses.
Allow class time for students to prepare their presentations. United States, Walpi Village View of the entrance to Walpi from the Northeast, 2011 Wes Bernardini/World Monuments Fund 23 Project-Based Learning Unit: WORLD MONUMENTS WATCH
3 10 R
minutes remainder of class day 7 introduction do now Class Activity:
Distribute the geography quizzes on Asia The rest of class time should be devoted and Oceania to students (see Lesson Two to student presentations and self/peer in this unit for more details). assessment of the presentations. Half the class will present on this day, and half the class will present on the following day.
day 8 Performance Assessment: Class Activity: (handouts in Appendices XI and XII)
The conclusion of student presentations Assessment Criteria: and self/peer assessment. • Teamwork Skills • Encourage students to carry out their Quality of research, content knowledge • advocacy campaigns; consider hosting Presentation Skills some sort of school wide event where Forms of Assessment students can encourage their classmates • Student self-assessment to learn more and get involved. • Student peer assessment
24 Project-Based Learning Unit: WORLD MONUMENTS WATCH
materials and resources Differentiated Instruction/ Accommodations and Modifications technology/multimedia Publications English-Language Learners: (includes books, textbooks): (tape recorder, vcr, Explore the personal importance of place with English overhead, etc): These publications provide additional resources for exploring culture, language learners by connecting to their home countries • Computers with access to PowerPoint, internet, cultural heritage, and cross-cultural communication. and journeys to their new home. What places have video software for students • Looking at Ourselves and Others, Peace Corps World Wise Schools. personal significance and important memories to them? • A/V equipment to screen student videos and/or PowerPoint • Experiential Activities for Intercultural Learning, What places, rituals, items or symbols here in their internet sites H. Ned Seelye, editor, Intercultural Press, Inc., 1996. new home serve to remind them of their home country • World Monuments Fund main site: • Barnga: A Simulation Game on Cultural Clashes, and their past? http://www.wmf.org Sivasailam Thiagasrajan, Intercultural Press, Inc., 2006. • http://www.pbs.org/wgbh/nova/worldbalance/material.html Lesson handouts available in the appendix. • http://www.eduplace.com/ss/maps/
25 Project-Based Learning Unit: WORLD MONUMENTS WATCH
appendix unit handouts I . neighborhood observation handout
II . world monuments fund overview
III . 2012 watch preservation themes
IV . the six essential elements of geography student handout
V . the six essential elements of geography and wmf watch teacher key
VI . nomination form lamu, kenya
VII . student handout lamu, kenya nomination form
VIII . final project guidelines advocacy campaign for wmf watch
IX . student handout effective web research
X . designing an effective visual presentation
XI . student self-assessment wmf presentations
XII . peer assessment wmf presentations
XIII . sample project calendars
XIV . full listing of common core standards 26 Project-Based Learning Unit: WORLD MONUMENTS WATCH
i NEIGHBORHOOD OBSERVATION HANDOUT environment? How can you by determine the culture of a neighborhood examining the built or personality (write your on the back of this handout, reflection use additional sheets as necessary): For respond to homework, in writing the following today on what question, reflecting you observed walk relating to the four main physical elements of a neighborhood: Use this handout to record Record on your walk. items neighborhood you observations see in your student Physical Element objects people the buildings
name natural
and :
and
artifacts environment
places
Observations
27 Project-Based Learning Unit: WORLD MONUMENTS WATCH
ii WORLD MONUMENTS FUND OVERVIEW 4. List and describe one of the sites4. List and describe shown in the video that caught your eye. Why? 3. WMF engages in a holistic approach cultural heritage. to preserving What do you think this means? 2. What is the Watch? as shown in the video. Give an example of each activity 1. What are that the five key activities WMF does in order sites to heritage around preserve the world? http://www.wmf.org/video/world-monuments-fund-overviewtheir work. Fill in this handout as you watch of the video overview World Fund Monuments to more learn about World Monuments Fund – Overview student Activity
name :
Example
28 Project-Based Learning Unit: WORLD MONUMENTS WATCH
iii
2 012 WATCH
PRESERVATION THEMES
urban growth and pressures examples: The following themes represent just some of the In 2011, the world’s population reached 7 billion • Japan, Machiya Townhouses (Kyoto) many issues and connections that are shared by the people; it was just over 200 years ago when the and Denchu House (Tokyo) sites on the 2012 World Monuments Watch. These world had one billion people. This rapid explosion • Tunisia, Old Town of Testour themes can often present challenges in the process of of population has created drastic impacts on the • India, Historic Havelis of Bikaner preserving cultural heritage spaces, and in many environment and the way people live, especially in • Belize, Historic Architecture of Belize City cases they also highlight the urgent need for urban areas, putting pressure on natural resources • Argentina, City of La Plata conservation and preservation. Sustainability is also and the existing infrastructure in cities. This in turn • Spain, Barrio del Cabanyal-Canyamelar an undercurrent to many of these themes—with can create tension between preserving historic • China, Palace of Nanyue Kingdom increased competition for resources on our planet, buildings and heritage sites and building and • Mexico, Ruta de la Amistad how can we balance the need to preserve heritage constructing new spaces and structures for changing • Haiti, Palace of Sans Souci spaces while also providing for the economic, social communities. Sometimes developers want to tear and environmental needs of societies today and in down landmarks to put up more profitable buildings, the future? or owners want to change their residences to For more details and information on the 2012 Watch, accommodate a growing family or financial needs, visit: http://www.wmf.org/watch. or there is a conflict between traditional uses of urban space and contemporary development. Balancing these tensions helps to preserve places that are important to a community’s memory and cultural fabric, while also meeting its needs for the future.
continued 29 Project-Based Learning Unit: WORLD MONUMENTS WATCH
iii
Japan, Machiya Townhouses Children during the annual Jizo Bon festival, in front of a machiya in Kamigyō ward, 2008 Katsuhiko Mizuno/World Monuments Fund 30 Project-Based Learning Unit: WORLD MONUMENTS WATCH
iii 2 012 WATCH PRESERVATION THEMES
living traditions and adapting to change disaster recovery and mitigation examples: As time passes and societies evolve, traditional Disasters can be natural, manmade, or a combination • New Zealand, practices, rites, and customs are important ways in of both. Severe storms, for example, may be Canterbury Provincial Government Buildings which communities celebrate their history and considered natural disasters; however if there has • Japan, East Japan Earthquake Heritage Sites preserve cultural continuity. However, many traditions been significant deforestation the effects of those • Haiti, Gingerbread Neighborhood and can be lost or forgotten as societies progress and storms may be far worse. Likewise, war and conflict Jacmel Historic District adopt more modern lifestyles. In many cases, can create disastrous conditions that impact • Indonesia, Desa Lingga, North Sumatra Province balancing tradition with contemporary needs requires communities and their heritage. Disasters don’t • Guatemala, El Zotz creative solutions that allow communities to adapt make exceptions for cultural heritage sites: they • Guatemala, Archaeological Park and to change by looking at their heritage and traditions wield the same destructive force on landmarks as on Ruins of Quiriguá in new and innovative ways. Whether by adaptively the rest of the built (and physical) environment. • Peru, Lines and Geoglyphs of Nasca reusing an historic structure, developing tourism Restoring monuments and cultural heritage that • Colombia, as a means of preserving sites and increasing have been damaged by disaster is an important part Historic Center of Santa Cruz de Mompox revenue, or creating new avenues for community of a community’s process of recovery, both • Mexico, Colonial Bridge of Tequixtepec engagement in shared heritage, the past can be an physically and psychologically. In addition, it is • Tell Umm el-‘Amr (Saint Hilarion Monestary), important part of a better future. important for preservationists to be pre-emptive in Palestinian Territory examples: the process of conserving landmarks, and making • Vietnam, Floating Villages of Ha Long Bay adaptations to sites that will lower the potential • Burkina Faso, Cour Royale de Tiébélé impact of natural disasters. Sometimes too, traditional • Yemen, Mosque and Hammam al-Mudhaffar processes and materials of construction are proven • India, Balaji Ghat to help withstand the forces brought by disaster, and • United States, Walpi Village imparting these best practices to the wider • United Kingdom, Quarr Abbey community is an important tool for sustainability. • Dominican Republic, Parish Church of San Dionisio • Indonesia, Desa Lingga, North Sumatra Province
31 Project-Based Learning Unit: WORLD MONUMENTS WATCH
iii
Turkey, Haydarpaşa Railway Station Haydarpasa Railway Station, seen from the water, 2011 Seda Öztas Kiyan/World Monuments Fund
32 Project-Based Learning Unit: WORLD MONUMENTS WATCH
iii 2 012 WATCH PRESERVATION THEMES Living Traditions and A U rban Growth and P it sustainable for the future. sites you researched relate to the theme, and possible solutions to the site preserve while making listed as examples under each theme.about how on this page, the Complete thinking the chart the thematicon previousRead descriptions pages, and research at least two of the sites directions student
name watch watch :
site site
ressures dapting to C hange connections connections
to to
theme theme sustainable sustainable
solutions solutions ? ?
33 Project-Based Learning Unit: WORLD MONUMENTS WATCH
iii 2 012 WATCH PRESERVATION THEMES D isaster Recovery and M watch
site itigation connections
to
theme sustainable
solutions ?
34 Project-Based Learning Unit: WORLD MONUMENTS WATCH
iv SIX ESSENTIAL ELEMENTS OF GEOGRAPHY GRAPHIC ORGANIZER Learn more about the standards for geography education at: http://ncge.org/Resources The Six E places physical the environment the Element human
uses world
and systems
of systems ssential E
in
regions geography
spatial and
society
lements of Geography – Graphic O terms
Description
------
how how the how how how the the the the the the how creating the how how using and the and environments and and
changes processes patterns characteristics characteristics characteristics physical physical
division
importance regions environments report to to physical human the culture to to
physical
apply apply analyze use
forces regions
mental info
actions
and
that processes and
and and
geography geography , systems
on patterns maps
of
the
of from
control
human
to experience networks occur earth
cooperation
in maps resources
, ,
spatial and break modify and distribution distribution
a
affect a
that spatial
,
spatial
in
spatial characteristics
to other and to to
of
down the
organization rganizer organize
the of
interpret interpret
shape influence
earth
human functions
meaning
context economic
geographic
perspective physical and distribution E , ,
arth the ’ and and s
conflict systems surface
info
the the
patterns
people complexity migration ’ ,
s of use
environment of interdependence
complexity
of present past about
human
tools , places
people
distribution of ’ among s
perceptions of ecosystems
people
of
to
and settlement of earth ,
places human acquire people
world
plan , places ’ s ,
in surface
and
for on populations of influence
, cultures the process
places , earth
the
world
future ’
, s
surface
35 Project-Based Learning Unit: WORLD MONUMENTS WATCH
v SIX ESSENTIAL ELEMENTS OF GEOGRAPHY STUDENT HANDOUT To see maps and read of these sites, descriptions visit: http://www.wmf.org/watch • • • • the following describe These facts four WMF Watch sites: to help you. and label it according to the element(s) of geography it describes. Use atlases, maps and your notes Break into about several pairs. Examine each fact of the sites on the 2012 World Monuments Watch, The Six E student Geography Element Geography
name ssential E Walpi Village, First Arizona, Mesa, United States Haydarpaşa Railway Station, Istanbul, Turkey Gingerbread Neighborhood, Haiti Fishing Villages of Ha Long Bay, Vietnam :
lements of Geography and the World M 11. and this 10. moved 9. and obsolete 8. turkish 7. image 6. of gingerbread 5. of roofs 4. 70 3. also community 2. with households 1. Fact about WMF site
haydarpaşa
ha
the ha founded new an for the kilometers resources a
walpi this
hopi a reuse
uniquely
fishing
chart
long
long , influx
on capping
traditional gingerbread
over constitute to
transportation
republic hopi
,
village village
istanbul
its and the
; bay
bay a a , in
support
of and
houses village who current
sustainable
century
haitian from building the witnessed
there layer
is is tourists ,
lies consist aquaculture made and a
’
s live
thirteenth an
construction
dramatic
houses skyline hanoi
of survived are was from in
important , location
remains architectural on
the
up as the avenues willow
has
plans of
the
built
future
boats
of
public on the
historic of southwestern
and vigas
disrupted country
setting
3 century
the vietnam
.
deeply haiti
watch using
to traditional
twigs as
as and and
period
( for access
methods
devastating preserve
a structural ,
the haydarpaşa
with defensive
floating hand infrastructure
heritage of
the nostalgic will ’ and ’
s s
in
symbolic
the
of transformation northeast rocky and
a community their
-
help
earth
united
post cleft
trimmed proved the traditional fishing onuments Watch
open
.
wooden
measure
earthquake
beams
formations intricate overall -
chart
for
railway colonial . gateway of
states
space
seismically
villages
coast
the sandstone many
. ), will
a
latillas
houses
after structure mesa .
society way .
station ornament from .
to design render turkish
of and ,
to
with
the
formation the
( 2010 sound the
making
and preserve branches crystal
and
has
city
and
the pueblo
over
citizens of ottoman
and and
earth
economy . stood
,
railway are the
as
their 400
blue
, importance steeply
traditions
revolt
most
walpi used emblematic station , .
and
as
living
empire waters
station
of
an
of as
village
the pitched of
,
this iconic sheathing the
but
1680. to
roofs but ,
adapt
the was
in
),
36 Project-Based Learning Unit: WORLD MONUMENTS WATCH
vi SIX ESSENTIAL ELEMENTS OF GEOGRAPHY TEACHER KEY To see maps and read of these sites, descriptions visit: http://www.wmf.org/watch • • • • the following describe These facts four WMF Watch sites: to help you. and label it according to the element(s) of geography it describes. Use atlases, maps and your notes Break into about several pairs. Examine each fact of the sites on the 2012 World Monuments Watch, The Six E student Places and Regions Human Systems Systems Terms, Human World in Spatial Geography Society, Uses of Environment & Human Systems of Geography Human Systems, Uses Env & Society Physical Systems, Human Systems Spatial Terms Thein World Society Environment and Places and Regions Element Geography
name ssential E Walpi Village, First Arizona, Mesa, United States Haydarpaşa Railway Station, Istanbul, Turkey Gingerbread Neighborhood, Haiti Fishing Villages of Ha Long Bay, Vietnam :
lements of Geography and the World M 11. and this 10. moved 9. and obsolete 8. turkish 7. image 6. of gingerbread 5. of roofs 4. 70 3. also community 2. with households 1. Fact about WMF site
haydarpaşa
ha
the ha founded new an for the kilometers resources a
walpi this
hopi a reuse
uniquely
fishing
chart
long
long , influx
on capping
traditional gingerbread
over constitute to
transportation
republic hopi
,
village village
istanbul
its and the
; bay
bay a a , in
support
of and
houses village who current
sustainable
century
haitian from building the witnessed
there layer
is is tourists ,
lies consist aquaculture made and a
’
s live
thirteenth an
construction
dramatic
houses skyline hanoi
of survived are was from in
important , location
remains architectural on
the
up as the avenues willow
has
plans of
the
built
future
boats
of
public on the
historic of southwestern
and vigas
disrupted country
setting
3 century
the vietnam
.
deeply haiti
watch using
to traditional
twigs as
as and and
period
( for access
methods
devastating preserve
a structural ,
the haydarpaşa
with defensive
floating hand infrastructure
heritage of
the nostalgic will ’ and ’
s s
in
symbolic
the
of transformation northeast rocky and
a community their
-
help
earth
united
post cleft
trimmed proved the traditional fishing onuments Watch
open
.
wooden
measure
earthquake
beams
formations intricate overall -
chart
for
railway colonial . gateway of
states
space
seismically
villages
coast
the sandstone many
. ), will
a
latillas
houses
after structure mesa .
society way .
station ornament from .
to design render turkish
of and ,
to
with
the
formation the
( 2010 sound the
making
and preserve branches crystal
and
has
city
and
the pueblo
over
citizens of ottoman
and and
earth
economy . stood
,
railway are the
as
their 400
blue
, importance steeply
traditions
revolt
most
walpi used emblematic station , .
and
as
living
empire waters
station
of
an
of as
village
the pitched of
,
this iconic sheathing the
but
1680. to
roofs but ,
adapt
the was
in
),
37 Project-Based Learning Unit: WORLD MONUMENTS WATCH
vii NOMINATION FORM LAMU, KENYA
background information site potential basic information about the site and descriptive information about the site’s significance, those nominating it to the watch. stakeholder interests, challenges and opportunities Once the trade capital of East Africa, Lamu is one This site is being nominated for the Watch by the Lamu at the site, and the potential for action. of the oldest and best-preserved Swahili settlements Environment Protection and Conservation Group, a Lamu is one of the oldest and the best preserved in East Africa. Lamu has hosted major Muslim community-based organization in Lamu that began in living settlements among the Swahili towns on the religious festivals since the 19th century, and has 2009. The groups’ objective is to create awareness on the East African coast. Built in coral stone and importance of conserving and protecting Lamu’s marine become a significant centre for the study of Islamic mangrove timber, the town is characterized by the and land ecosystem from environmental degradation and and Swahili cultures. Already pressured by neglect simplicity of structural forms enriched by such unsustainable development. and insufficient management of fresh water resources, features as inner courtyards, verandas, and Lamu may fall to a large port development, the elaborately carved wooden doors. The architecture Lamu Port-Southern Sudan-Ethiopia Transport and urban structure of Lamu graphically demonstrate (lapsset) Corridor, that is currently under the cultural influences that have come together consideration along the coast and will include a there over several hundred years from Europe, Arabia, modern port at Lamu, an oil refinery, a railway line and India, utilizing traditional Swahili techniques to Juba in southern Sudan with a branch line to to produce a distinct culture. Its buildings and the Ethiopia, an oil pipeline linking Lamu with the oil applied architecture are well preserved, and their fields of southern Sudan, a super highway connecting history charts the development of Swahili building to Ethiopia and Sudan, an international airport technology. The old town is thus a unique example and several resort cities and towns within Kenya. of living heritage with more than 700 years of When complete the Lamu port will be the largest port continuous settlement. on the African continent.
continued 38 Project-Based Learning Unit: WORLD MONUMENTS WATCH
vii NOMINATION FORM LAMU, KENYA
continued
In addition to its architectural importance, Lamu’s The port development being considered for this area Development need not destroy this area, however paramount trading role and its attraction for could have devastating effects on both the land and if the people of Lamu continue to be left out of the scholars and teachers gave it an important religious the people. Because it is a small island that is negotiations and planning, than that is most function in the region. Beginning in the 19th century, reachable only via a bumpy road and ferry or a certainly what will happen. they began the tradition of ‘Maulidi’, an annual small airstrip, it has so far avoided the massive “Our heritage will be forever lost if this project is festival that celebrates the birth of the Prophet. These development of other coastal cities, such as Mombasa implemented without the due diligence required festivals were exclusively held in Lamu and the and Zanzibar, so it has maintained not just its original to protect cultural identities, environmental tradition continues to this day, attracting other Muslim architecture but its traditional way of life as well. biodiversity, archaeological history and the basic followers from all over East and Central Africa as There are only a handful of cars on the island—most rights of the local people.” well as the Gulf. people walk or travel via donkey, and many people –Mohammed Ali Baddi of LEPAC Lamu is also an Islamic and Swahili education centre earn their living through fishing. Without proper in East Africa. Many researchers and scholars of mitigation, the creation of a modern port will damage Being recognized by World Monuments Fund will Islamic religion and Swahili language come to Lamu the environment and destroy the fishing industry. help provide some much needed attention to this to study the cultural heritage, which is relatively In addition, the highways and international airports project and its impact on the people of Lamu, which unchanged due to conservatism of the place. Much will allow a flow of people that will most certainly in turn could provide the local population with an of Lamu’s culture is still conservative and is overwhelm not just the local population, but the important voice in determining how this fundamentally based on Islam despite the rest of delicate ecosystem as well. development should unfold. the country’s rapid cultural change. The island town has adopted very little modern technology due to its isolation, a factor that has contributed to its preservation as a unique heritage with universal value to humanity. continued 39 Project-Based Learning Unit: WORLD MONUMENTS WATCH
vii NOMINATION FORM LAMU, KENYA Images of Lamu, Kenya
continued
Anne Phillipson Photography, Lamu, Kenya
continued 40 Project-Based Learning Unit: WORLD MONUMENTS WATCH
vii NOMINATION FORM LAMU, KENYA Images of Lamu, Kenya
continued
Anne Phillipson Photography, Lamu, Kenya
41 Project-Based Learning Unit: WORLD MONUMENTS WATCH
viii STUDENT HANDOUT LAMU, KENYA NOMINATION FORM http://www.wmf.org/content/nomination-guidelines necessary,If refer to of these WMF descriptions Watch guidelines here: discussion. evidence of these four to elements. record Use the chart these examples and comments from your inclusion on the Watch, and pull out examples from of Lamu, the description Kenya that provide World Monuments Watch. With your small group, discuss each of the four main requirements for throughRead of Lamu, the sample nomination Kenya’s form submitted in support inclusion in the 2012 student relevance viability urgency significance Watch Guideline
name :
Examples from Lamu, Kenya
42 Project-Based Learning Unit: WORLD MONUMENTS WATCH
ix FINAL PROJECT GUIDELINES ADVOCACY CAMPAIGN FOR WMF WATCH
directions With your group, choose a site from the most recent Your group will be responsible for preparing a visual Watch and develop a project to raise attention for presentation and a brief oral presentation to the site and advocate for preservation of the site and highlight your advocacy campaign. The oral its cultural heritage. As part of this process, your presentation should be between 3 and 5 minutes group will research the importance and history of long, and your visual presentation should take at that monument, design an advocacy initiative and least one of these forms: then prepare a presentation to advocate for the • Poster; preservation of that site. In your campaign, include • PowerPoint; at least 3 strategies to raise awareness and/or take • Video. action (think about the various strategies used to advocate for Phillis Wheatley Elementary School as Your final presentation, no matter which visual examples). Choose advocacy strategies that will be format you choose, should include the following realistic, culturally relevant and appeal to a wide components: audience. Also think about the community and • Brief description of monument/site and the stakeholders in and around your chosen monument/ risks it faces; site—try to choose at least one or two strategies that • Brief overview of history and importance will involve them and spur action locally as well. of that monument/site; • Description of 3 advocacy strategies, along with brief explanation as to why each strategy was chosen.
43 Project-Based Learning Unit: WORLD MONUMENTS WATCH
x STUDENT HANDOUT EFFECTIVE WEB RESEARCH You may have a Web page that could of value be to your research! then . also up-to-date, C then . are also up-to-date, O (.edu, .gov, .org, or .net), and . A him/her and . contacting A Students should consider the following questions when deciding what source to use: • • • Students need to remember: resources and use those to accurate learn information about a given subject. research Below using the Internet. are some basic guidelines to help your reliable students select when doing Evaluating of a resource the credibility and validity difficult, particularly can be very • • • 4. • • • • 3. • • • 2. • • • 1. urrency. your If page is current and updated regularly (as stated on the page) and links (if any) are uthority ccuracy. your If page lists the author and institution that published the page and provides a way of Google is a searchGoogle engine, NOT A SOURCE When presenting to evidence, use reliable sources it is important ANYONE can post something on the internet bjectivity How up-to-date are the links (if any)? are the links How up-to-date was it updated' When was it produced?When Try to the content if determine propaganda or opinion, of the source is fact, What opinions (if any) by the author? are expressed information? the is detailed How What goals/objectives this meet? does page the publisher list his qualifications? her or Does whatCheck the domain institution of the document, publishes this document? and is the the"Webmaster?" document it separate published from Who qualified writeto Is thisdocument? person and why of the document What is was the purpose it produced? him wroteyouher? or and can contact Who the page accuracy objectivity currency authority If your . If page lists the author credentials and its domain is preferred
of of
If your . If page is current and updated regularly (as stated on the page) and links (if any) of
of
web web
web
web
wocuments documents
documents
documents continued
44 Project-Based Learning Unit: WORLD MONUMENTS WATCH
x STUDENT HANDOUT EFFECTIVE WEB RESEARCH .gov .edu .org While interesting, are these usually not fact-based continued If you are looking for information about gun Sites ending in…. Example: probably be listed aslisted .org sitesbe (handguncontrol.org probably political agendaspolitical and biases. generally a good sourcegenerally a good of information. control, you then might check .gov sites for conducting research. or nrahg.org). statistics related to gun ownership, laws, etc. Sites set up as a public service. Be on lookout the up Be set as a public for service. sources for statistical information. affiliated specific biases with on gun ownershipwill and should as a general for not rule used be Blogs: Blogs: helpful are typically non-profit organizations often are government websites and usually good are usually educational institutions and
hints
Virtually network and every cable station news has These These articles often contain a detailed bibliography When video, viewing keep in mind that if it is not what, where, when, why and how, source the then with origin, date, and key information like who, Television/Internet video news broadcasts: O O rather than fact-based. to do provide realize that they while are they news, may not credible. be keep in mind Please that from a source that accurately can be documented may present some information that is opinion anyone on can a video post Youtube. and statistics. and site specific resourcesevidence as for claims also involvedalso entertainment in the and industry an online site affiliates. as do local It is important nline news sources: nline or journals: magazines
45 Project-Based Learning Unit: WORLD MONUMENTS WATCH
x STUDENT HANDOUT EFFECTIVE WEB RESEARCH additional page date publisher author source Source Guide whether to include this source in your and bibliography. project you organize your research and info each source, about it easier to decide thus making U Notes: se this sheet to record notes your about web source and its quality. This sheet will help
( published s ) /
: title web /
Assessment of Source:
name info
: address /
accessed :
of
website
:
: :
46 Project-Based Learning Unit: WORLD MONUMENTS WATCH
xi STUDENT CHECKLIST DESIGNING A VISUAL PRESENTATION
There are many tips that will help you design a more Purpose: Visual Style: effective visual presentation, no matter what format Is it to inform? Do use bold, striking, interesting visuals to spice your presentation takes—PowerPoint, video or Make sure your facts are clear and concise. up your presentation—photos, colors, drawings, slideshow, poster, etc. The following tips and Is it to persuade? maps, etc. guidelines will help you in this process. If so, make your argument clear and use details Don’t overdo the visuals—too many visuals make Audience: to support your reasoning. your presentation look cluttered and distracting. View the presentation from a distance – where your Is it to inform? Is it to engage the audience in taking action? viewers would be—and make sure it is visually Make sure your facts are clear and concise. If so, make a strong argument why the audience appealing and not too cluttered. Is it to persuade? should take action and then provide clear and Be careful when choosing colors and creative fonts If so, make your argument clear and use details detailed information about how the audience and animations in powerpoint—make sure it looks to support your reasoning. should get involved. professional and is not too distracting or hard for Is it to engage the audience in taking action? Content: viewers to see. If so, make a strong argument why the audience Your presentation should be concise and Narrative: should take action and then provide clear and clear—make it easy for viewers to see your detailed information about how the audience main point quickly. Think about your presentation as if you were should get involved. Focus on main arguments and only the most telling a story, progress smoothly from one idea essential details—don’t clutter your visual to another, adding details that will help develop presentation with too much text. your story. Do not simply restate your entire oral Plan out your oral presentation first, then develop presentation—visual presentations should visuals to accompany that oral presentation, highlight key words and key points. to enhance the story you are trying to tell.
47 Project-Based Learning Unit: WORLD MONUMENTS WATCH
xii STUDENT SELF-ASSESSMENT WMF WATCH PRESENTATION back on all the steps on both strengths you and weaknesses, took thinking Reflect in creating this project. Use this form toyou on the project reflect have created in the process. you and the work put forth and effort project your
name
name 5. 5. 4. 3. 2. 1. : What is the most important thing you in this project? learned What is the most important What do you wish you could change or improve about this project? What of your is the strongest project? aspect moreproject successful? areUpon reflection, there any steps that could have been added or done differently to make this What steps did you list them below. take in completing Briefly this project? and examplesList each criteria from your that project meet those criteria? guidelines? in the project Did my set forth meet all the criteria project :
48 Project-Based Learning Unit: WORLD MONUMENTS WATCH
xiii PEER ASSESSMENT WMF WATCH PRESENTATIONS student student their presentations. Use this form to offer feedback for and constructive criticism your peers as they practice your examples) What did student do well? (give 2–3 specific examples) What did student do well? (give 2–3 specific
name
name name :
: :
specific examples) specific What can student improve on? (give 2–3 examples) specific What can student improve on? (give 2–3
49 Project-Based Learning Unit: WORLD MONUMENTS WATCH
xiv
World Monuments Watch One Week Timeline SAMPLE PROJECT CALENDAR
Topic: World Monuments Watch
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Project Week 1 Lesson 1, Day 1 1.2 1.3 1.4 Lesson 3, Day 2 Exploring Culture and Students review what they observed Discussion of the importance of Group work: students learn about World Monuments Watch: Cre- Heritage on their walk, using their observa- preserving cultural heritage by using thematic groups of Watch cases and ating an Advocacy Campaign tions to segue into a discussion and Ellis Island and its cultural impor- connections to sustainability. Introduction to the concept of developing an understanding of the tance as a case study. Students deepen their understanding the built environment by taking a concept of the built environment. OR of advocacy campaigns by analyzing neighborhood walk around their the campaign to save Phillis Wheatley school and observing all the physical Introduction to the work of World Choose one of the mini-lessons from Elementary School. elements of the neighborhood. Monuments Fund and the Watch. Lesson 2 (Geography and the World Monuments Watch)
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World Monuments Watch Three Week Timeline SAMPLE PROJECT CALENDAR
Project: Creating an Advocacy Campaign
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Project Week 1 Lesson 1, Day 1 1.2 1.3 1.4 1.5 Exploring Culture and Heri- Students review what they observed Discussion of the importance of Skills Activity: Geography Geography Quiz: North & South America tage on their walk, using their observa- preserving cultural heritage by using (see Lesson 2) (see Lesson 2) Introduction to the concept of the built tions to segue into a discussion and Ellis Island and its cultural impor- Group work: students learn about Understanding the role of the Watch: environment by taking a neighborhood developing an understanding of the tance as a case study. thematic groups of watch cases and students will develop a game in order walk around their school and observ- concept of the built environment. connections to sustainability. to teach elementary school students ing all the physical elements of the Introduction to the work of World about some of the sites from the Watch neighborhood. Monuments Fund and the Watch. and the importance of WMF’s work.
Project Week 2 1.6 1.7 Lesson 3, day 1 3.2 3.3 Skills Activity: Geography Presentation of Games: Students play World Monuments Watch: Students deepen their understanding Geography Quiz: Europe & Africa (see Lesson 2) each other’s games. Students assess Creating an Advocacy of advocacy campaigns by analyzing Class time for student research and Class Activity - Continued develop- their work on this project and vote for Campaign the campaign to save Phillis Wheatley developing an advocacy campaign. ment of student games. the game that they believe will be the Introduction to the selection criteria Elementary School. best game for elementary students. of the Watch. Final Project: Students begin their Student Simulation: students final project in which they select a 2012 engage in a simulation of choosing Watch site and develop an advocacy sites for the Watch. campaign.
Project Week 3 3.4 3.5 3.6 3.7 3.8 Skills Activity: Web-based research Skills Activity: Geography Students share presentation drafts Geography Quiz: Asia and Oceania Continue student presentations & and media literacy (see Lesson 2) in small groups, completing peer Student presentations & self-assess- self-assessment Class time for student research and Skills Activity: Designing an Effective assessments. ment developing an advocacy campaign. Visual Presentation Final revisions to presentations. Students begin developing presentations to showcase their advocacy campaign.
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full listing of common core standards language arts
reading standards for informational text grades 6–12 (ri 6-12) The following list outlines the complete standard Key Ideas and Details descriptions for each standard that is addressed 1. (grades 9 –10) Cite strong and thorough textual 8. (grades 9 –10) Gather relevant information from as part of this unit. evidence to support analysis of what the text says multiple authoritative print and digital sources, explicitly as well as inferences drawn from the text. using advanced searches effectively; assess the usefulness of each source in answering the Integration of Knowledge and Ideas To read more about the Common Core Standards research question; integrate information into the 7. (grades 11–12) Integrate and evaluate multiple or download the complete list of standards, text selectively to maintain the flow of ideas, sources of information presented in different visit www.corestandards.org. avoiding plagiarism and following a standard media or formats (e.g. visually, quantitatively) as format for citation. well as in words in order to address a question 8. (grades 11–12) Gather relevant information from or solve a problem. multiple authoritative print and digital sources, writing standards grades 6–12 (w 6–12) using advanced searches effectively; assess the strengths and limitations of each source in terms Production and Distribution of Writing of the task, purpose, and audience; integrate 4. (grades 9 –12) Produce clear and coherent writing information into the text selectively to maintain in which the development, organization, and style the flow of ideas, avoiding plagiarism and are appropriate to task, purpose, and audience. overreliance on any one source and following a Research to Build and Present Knowledge standard format for citation. 7. (grades 9 –12) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
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full listing of common core standards speaking and listening standards grades 6–12 (sl 6–12) comprehension and Collaboration 1. (grade 9 –10) Initiate and participate effectively in • d. Respond thoughtfully to diverse perspectives, a range of collaborative discussions (one-on-one, synthesize comments, claims, and evidence in groups, and teacher-led) with diverse partners made on all sides of an issue; resolve on grades 9 –10 topics, texts, and issues, building contradictions when possible; and determine on others’ ideas and expressing their own clearly what additional information or research is and persuasively. required to deepen the investigation or • b. Work with peers to set rules for collegial complete the task. discussion and decision-making (e.g. informal presentation of Knowledge and Ideas consensus, taking votes on key issues, 4. (grades 9–10) Present information, findings, and presentation of alternate views), clear goals supporting evidence clearly, concisely, and and deadlines, and individual roles as needed. logically such that listeners can follow the line of • d. Respond thoughtfully to diverse perspectives, reasoning and the organization, development, summarize points of agreement and disagree- substance, and style are appropriate to purpose, ment, and, when warranted, qualify or justify audience, and task. their own views and understanding and make 5. (grades 9 –12) Make strategic use of digital media new connections in light of the evidence and (e.g. textual graphical, audio, visual, and reasoning presented. interactive elements) in presentations to enhance 1. (grade 11–12) Initiate and participate effectively understanding of findings, reasoning, and in a range of collaborative discussions (one-on- evidence and to add interest. one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. • b. Work with peers to promote civil, democratic discussion and decision-making, set clear goals and deadlines, and establish individual roles as needed.
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full listing of common core standards literacy in history/social studies
reading standards grades 6–12 (rh 6–12) writing standards grades 6–12 (whst 6–12) Key Ideas and Details Production and Distribution of Writing 2. (grades 9 –10) Determine the central ideas or 4. (grades 9 –12) Produce clear and coherent writing information of a primary or secondary source; in which the development, organization, and style provide an accurate summary of how key events are appropriate to task, purpose, and audience. or ideas develop over the course of the text. Research to Build and Present Knowledge 2. (grades 11–12) Determine the central ideas or 7. (grades 9 –12) Conduct short as well as more information of a primary or secondary source; sustained research projects to answer a question provide an accurate summary that makes clear the (including a self-generated question) or solve a relationships among the key details and ideas. problem; narrow or broaden the inquiry when Integration of Knowledge and Ideas appropriate; synthesize multiple sources on the 7. (grades 9 –10) Integrate quantitative or technical subject, demonstrating understanding of the analysis (e.g. charts, research data) with qualitative subject under investigation. analysis in print or digital text. 8. (grades 9 –10) Gather relevant information from 7. (grades 11–12) Integrate and evaluate multiple multiple authoritative print and digital sources, using sources of information presented in diverse advanced searches effectively; assess the usefulness formats and media (e.g. visually, quantitatively, as of each source in answering the research question; well as in words) in order to address a question or integrate information into the text selectively to solve a problem. maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. 8. (grades 11–12) Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 9. (grades 9 –12) Draw evidence from informational texts to support analysis reflection, and research. 54