bird’s eye view lesson plan 5 th grade social studies and language arts robin butler
TRANSCRIPT
“Bird’s Eye View” Lesson Plan Goals of this lesson plan:
To construct knowledge of expansion and industrialization of a Western town, enriching themes of Westward Expansion and the Industrial Revolution.
To examine primary source material to gain understanding of concepts of urban growth
Address the enduring questions: Is urban growth good or bad? Is my community growing? Is this good or bad?
“Bird’s Eye View” Lesson Plan Learning objectives:
Examine a primary source through its graphic features
Compare and contrast changes in the urban landscape of a city over time
Explain the effects of population, transportation and resources on industrial location in the U.S. in the late 19th century
Design a “Bird’s Eye View” of their own neighborhood, connecting the lesson to their own lives
Georgia Performance Standards SS5H3 The student will describe how life changed in
America at the turn of the century SS5G2 The student will explain the reasons for the
partial patterns of economic activities. A. Explain how factors such as population, transportation
and resources influenced industrial location in the U.S. between the end of the Civil War and 1900
ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literacy and information texts B. Identifies and uses knowledge of common graphic
features (e.g. charts, maps, diagrams, captions and illustrations).
Introduction
Discuss basic ideas of Westward Expansion and Industrial Revolution to activate prior knowledge
Explain that Western towns often marketed themselves
Introduce new vocabulary word: landmarks
Students will consult primary sources
Examine a marketing brochure from 1875
Explain “Bird’s Eye Views” – graphics that were popular in the late 19th century. They were often used as marketing tools to encourage businesses and settlers to come to a particular town.
1876 View – Zoom In
•Shows early courthouse•Single factory in foreground•No railroads
Very detailed and accurate
Fort Worth – 1886 – Only 10 years later
Initiated discussion of tremendous growth of the city – buildings are much larger
Smokestacks –Factories
Railroad
Zoom in of Fort Worth, 1886 View
Students will examine effects of industrialization and expansion
Assessment
Students will complete a Venn diagram comparing and contrasting the views from the three selected years
•Ask students to summarize their observations:• how much did the city grow? What surprised you?• Inquire “which do you think came first – the large numbers
of people or the railroads? Why?• Why do you think the creator of the bird’s eye view chose
to highlight certain buildings or features?•Examine enduring question: Is urban growth good or bad?•Show students a Google Earth image of the same region. Ask students to find key natural and man-made landmarks.
Conclusion
Introduction
•Explain to students that cities still market themselves to visitors, businesses and residents.•Show the website for the student’s city (www.alpharetta.ga.us)
Body/Assessment
Student will create their own bird’s eye view of their neighborhood, including important landmarks. They will also write a marketing caption for their bird’s eye view.
Maya with her finished product!
Maya completed a graphic illustration of her neighborhood. She was reluctant to do the writing, so we brainstormed for a bit.
Conclusion
Ask student the following: What are some of the landmarks in your
drawing? Do you think that highlighting these
landmarks will make people want to settle in your community? Why or why not?
Address the enduring questions: Is urban growth good or bad? Is your community growing? Is this good or bad?
Materials & Resources
Computer (also LCD projector, if this activity is to be done with an entire classroom)
Access to www.birdseyeviews.org Printout of selection from C.L. Riddle’s
Immigrants’ Guide to Texas, Louisville, KY: Courier-Journal, 1875.
Highlighter Venn diagram of Fort Worth bird’s eye views Cream colored construction paper Pencils and colored pencils Rulers and stencils for drawing
Reflection
Strengths: Exploring the views is engaging, and it is a good
visual to examine Westward Expansion Activity relates the lesson to the student’s own
life Matches up well with the GPS
Weaknesses: The time between the two days needed to be
better balanced – may involve eliminating the reading passage
Not all students will be able to grasp the visual concepts as easily as Maya did