CLASSROOMProJect-Based UNIT L PLANearnin FORG U SITE:nit: WORLD MONUMENTS WATCH world monuments fund 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