TOP Lesson 2007 Daneille Erb Peoria Unified School District 6330 W. Thunderbird Road Glendale, Arizona 85604 danerb77@cox.net

Bridges of Germany and the World: Bringing two sides together (Suggested Grade Level ~ 3rd—4th)

Stage 1: Essential Understandings Unit Focus – Bridges are constructed around the world for the purpose of bringing two sides together or helping people overcome barriers to get somewhere they want to be. This unit will integrate Literacy and Social Studies standards in exploring first, the topic of bridges, how and why they are constructed; next, a few bridges in Germany as well as other bridges in the U.S. or other countries, their architecture and purposes; and finally, how other social/historical concepts behave like “bridges” in bringing two sides together. Big Concepts –

1. Bridges around the world are constructed in many different ways for the purpose of bringing together two sides of a geographical feature.

2. Other social/historical concepts and events (such as immigration, education, museums, cultural heritage, communication, art/music, holidays/traditions, transportation, and government; even the internet) have served as bridges to people, cultures, ideas, and opportunities.

Essential Understanding – Students will understand that studying information about different people, places, environments, and events in history helps us to recognize and interpret the relationships between ourselves and different cultures, and to understand our place in the world community. Essential Questions –

1. Why have bridges been needed around the world? 2. How does the location of and purpose for a bridge determine how it is built and what it

looks like? 3. What events or ideas in history have acted as bridges to bring people together with

each other or with the things they need or want?

Arizona State Content Standards and Performance Objectives – The demands on teachers to cover a wide range of instructional requirements during a school year have necessitated the integration of multiple content area standards within units & lessons. Therefore, the students will be expected to demonstrate all of the following Literacy objectives and several of the Social Studies objectives. The class presentations will serve to expose the students to, and have them think about and discuss, all of the S.S. objectives listed. *Additional standards options Literacy Standards: Reading Strand 3: Comprehending Informational Text – Concept 1: Expository Text PO 4. Use a variety of sources (e.g., trade books, encyclopedias, magazines, atlases, almanacs, electronic source, textbooks) to answer specific questions, and/or gather information. (Connected to Research Strand in Writing) 

Writing Strand 3: Writing Applications ‐ Concept 6: Research   PO 1.  Paraphrase information from at least one source (e.g., Internet, reference materials). PO 3.  Write an informational report that includes main idea(s) and relevant details.  Listening/Speaking  F3: Prepare and deliver information by generating topics; identifying the audience; and 

organizing ideas, facts or opinions for … presenting a report. Viewing/Presenting  F2: Plan and present a report, using two or more visual media. Social Studies Standards: Strand 1: American History ‐ Concept 7:  Emergence of the Modern United States     PO 1.  Discuss reasons (e.g., famine, political discord, religious persecution, economic opportunity) why people left their home country to start a new life in the United States. PO 2.  Describe the experiences (e.g., new language, customs, opportunities, hardships) in immigrants’ lives after settling in the United States during the late 19th and early 20th centuries.  

Strand 3:  Civics/Government ‐ Concept 1:  Foundations of Government  PO 2.   Recognize that people in the United States have varied backgrounds but may share principles, goals, customs and traditions. 

Strand 4: Geography ‐ Concept 1:  The World in Spatial Terms PO 7. Locate physical and human features using maps, illustrations, images, or globes: a.  physical  (i.e., seven continents, four oceans, river, lake, mountain range, coast, sea, desert, gulf, bay, strait, peninsula) b.  human (i.e., equator, Northern and Southern Hemispheres, North and South Poles, city, state, country, roads, railroads) Concept 4:  Human Systems   PO 4. Describe elements of culture of a community or nation (e.g., food, clothing, housing, sports, customs, beliefs) in areas studied. *Technology Standards:  Several technology standards may be addressed, depending upon resources provided for students in the research and presentation components. *Science Standards for optional extension activity: Strand 3: Science in Personal and Social Perspectives ‐ Concept 2:  Science and Technology in Society  PO 1.  Identify ways that people use tools and techniques to solve problems. PO 3.  Design and construct a technological solution to a common problem or need using common materials. 

Stage 2: Individual Summative Assessment Assessment Type – The students will complete a research project on a self-selected aspect of physical of how a social concept/historical event has acted as a “bridge.” This report will be presented to the class Directions/Criteria – Component 1: Report

• You will research and collect information then compile a report about a) a certain type of bridge, such as suspension, arch, beam, or truss. You will describe the purpo

kind of geographical feature/s it usually spans, how it is built, and any other important or interes ~ or ~

b) a particular bridge somewhere in the world. You will describe the place where the bridge was blike, who uses it, and any other interesting information you find out about it. ~ and ~

c) a social concept or historical event that can be described as a “bridge” in human terms.

Component 2: Presentation • You will orally present your report to the class using two or more visual aids, such as pictures, draw

charts, or projection of a computer document or internet site. [Teacher option: Students submit indpresentations for part c).]

Option for abbreviating the unit: You may choose to use the Bridges of Germany presentation solely not as an introduction for the report on bridges in part a) or b). The 2 Big Concepts, the Essential Undersmost of the same standards will still be addressed if your unit consists only of the slideshows, discussionStandards‐Based Rubric – (see attached) 

Resources needed: • PowerPoint presentations on Bridges of Germany and Bridges of Another Kind (included) 

• Trade books from several reading levels about bridges; eg.  o Bridges by Susan Ring, Newbridge Educational Publishing, ISBN: 1‐58273‐017‐2;  o Bridges by Ken Robbins, Scholastic, Inc., ISBN: 0‐590‐48614‐4;  o Bridges of the World: Their Design and Construction by Charles S. Whitney, Dover Publications, ISBNo Bridges: Amazing Structures to Design, Build & Test (Kaleidoscope Kids) by Carol A. Johmann, Elizab

Publishing Company, ISBN‐13: 978‐1885593306; o Bridges Are to Cross by Philemon Sturges, Putnam Juvenile Publishing, ISBN‐13: 978‐0399231742; o Bridges (True Books : Buildings and Structures) by Elaine Landau, Children's Press (CT), ISBN‐13: 978o Bridges: SeeMore Readers Level 2  by Seymour Simon, Chronicle Books, ISBN‐13: 978‐1587172649;o Bridges by Etta Kaner, Kids Can Press, Ltd., ISBN‐13: 978‐1550741469 

• Other magazines, text books, trade books, encyclopedias, CDs, videos, and such which have information abetc. 

• Maps of the U.S., World, and Germany 

• Materials for creating visual aids/representations for report presentations  

• Computers/internet for students to research; links to sites about bridges: o http://en.wikipedia.org/wiki/Bridge#Types_of_bridges o http://www.pbs.org/wgbh/buildingbig/bridge/basics.html o http://www.travelchannel.com/Travel_Ideas/Road_Trip_U.S.A./ci.World%27s_Top_Ten_Bridges.aro http://www.howstuffworks.com/bridge.htm o http://www.matsuo‐bridge.co.jp/english/bridges/index.shtm o http://www.idahoptv.org/buildingbig/bridges.html o http://www.newtonsapple.tv/video.php?id=1286 o http://www.thesolutionsite.com/lpnew/lesson/5506/overview.htm  o Students may also use student‐friendly search engines  

• Links to info on specific bridges: o http://en.wikipedia.org/wiki/Category:Bridges_by_country o http://en.wikipedia.org/wiki/Category:Bridges_in_Germany o http://www.bridgemeister.com/list.php?country=Germany&type=country  o http://www.famousbridge.com/ o http://www.nireland.com/bridgeman/Famous%20Bridges.htm  o http://www.pbs.org/wgbh/buildingbig/bridge/ o http://www.greatbuildings.com/types/types/bridge.html o http://www.geocities.com/big_bridges1/ o http://www.sattlers.org/mickey/travel/1998/italia/02/venezia/famousBridges.html o http://www.rushyoung.com/usa/newyorkstate/newyorkcity/citywide/nybridges/nybridges.html o Students may need to use a search engine to find more information on a particular bridge they are intere

 

• Links to information students may use in Part C of their reports: Immigration 

o http://www.mnsu.edu/emuseum/history/mnstatehistory/german_migration.html o http://www.hazelwood.k12.mo.us/~cdavis01/webquests/jfw/ o http://www.ellisisland.org/Immexp/index.asp  o http://www.dah‐bremerhaven.de/ o http://www.ballinstadt.de/ 

            All about Germany:  culture, government, holidays, etc. o http://www.germany.info/relaunch/culture/life/G_Kids/g_in_brief.htm o http://www.mapsofworld.com/germany/index.html o http://countries.pppst.com/germany.html 

            Government o http://bensguide.gpo.gov/3‐5/index.html 

             Transportation o http://www.eia.doe.gov/kids/history/timelines/transportation.html  o http://americanhistory.si.edu/onthemove/exhibition/             

             General o http://www.greatachievements.org/ o http://www.britishmuseum.org/explore/families_and_children.aspx o http://www.museum4kids.net/Links.htm 

o Students may need to use a search engine to find more information on a particular concept or historical  For teachers:  Bridges of Friendship Lesson/Activities ‐  Click here  or go to Scholastic.com, teacher resource

Designing for Understanding  

Bridges of Germany and the World:  Bringing two sides together Anticipatory Set:  Show slideshow of bridges in Germany.  Have students brainstorm the reasons for the existence of bridges in our nation and throughout the world.  Discuss which ones the students think look nicest and whether there are any bridges in their area.   

1. Provide students with access to the information in books about bridges through teacher read‐alouds, small group reading, and independent student reading.   

2. Model how to take notes from reading informative text and media.  The class should make a chart or outline listing key concepts learned and have it posted in the room for a comparison/reference as students collect information of their own.  Also model how to paraphrase and organize information into written paragraphs.   

3. In the computer lab or on classroom computer/s, have students look up and research bridges and bridge construction.  A few links are listed under Resources Needed.  Students may work together in gathering information.  Have them use research materials in the school media center to complete their research.  

4. After students have had a few days to study bridges and gather information for their reports, show the second ppt. presentation called, “Bridges of Another Kind.”  The notes under the slides may be used by the teacher to direct students’ thinking toward the higher level concepts and essential understandings.  There should be adequate time for modeled thinking and class discussion. 

5. Explain the performance assignment to the students.  Give them more time/resources for research and planning.  

6. Students should be allowed to choose their own subjects for each component of the research presentation.  The teacher may decide to make group projects out of either of the components.  The objectives of this lesson are more effectively met when students are collaborating, talking, and problem‐solving together.  They are, in effect, modeling one of the “bridges” they may discover. 

7. Provide materials for students to use in preparing visual aids for their presentations.  The teacher may choose to assess students individually on the report component pertaining to part a) or b), and as a group for the presentation component pertaining to part c).   

Bridges Report and Presentation Rubric

  Above 

Expectations 4 

Meets Expectations 

3 

Approaching Expectations 

2 

Below Expectations 

1 Content/Report Standards 

‐ Gathered information from 3 or more sources 

Gathered information from 2  sources 

Gathered information from only 1 source 

Did not attempt research for gathering 

    information   ‐ Explained 4 or 

more of the listed criteria in a) or b) and added 2 or more of own  

‐ Explained 2‐3 of the listed criteria in a) or b) and added 1 or 2 of own  

‐ Explained 1‐2 of the listed criteria in a) or b) and at least 1 of their own  

‐ Explained 1 or fewer of the listed criteria in a) or b)  

  ‐ Described a concept/event using 4 or more facts and compared to a bridge with 4 or more supporting details 

‐ Described a concept/event using 2 or 3 facts and compared to a bridge with 2 or 3 supporting details 

‐ Described a concept/event and compared to a bridge with only one supporting detail 

‐ Failed to accurately describe a concept/event or to compare it to a bridge 

Presentation Standards 

Oral report is comprehensive, detailed, well organized, and well prepared 

Oral report includes most important information, is adequately organized and prepared 

Oral report is sketchy, somewhat organized, not adequately prepared for presenting 

Oral report includes few important details, is poorly organized, and fails to relay main idea to listeners 

  Uses 3 or more visual media 

Uses 2 visual media 

Uses 1 visual medium 

Fails to use any visual media 

Optional Extension Science Activity:  The students could work in groups to build model 

bridges.  Many of the books listed have instructions for students to do this.  Below are website that also provide instructions:  http://www.exploratorium.edu/science_explorer/card_bridge.html http://www.aiaphila.org/aie/new‐stuff/class_projects/farrell1.html  Game:  http://www.pbs.org/wgbh/nova/bridge/build.html  

Bridges of Germany

Bringing two sides together.

What do you know, or want to know, about bridges?

• What kinds of bridges are you interested in?• How are bridges built?• Why are there different styles of bridges?• Are there any bridges where you live?• What parts of your country have a need for many bridges?

Search and discover BRIDGES for yourself!

 

Notes for Slide Presentations 

 

Bridges of Germany 

Title slide:  This presentation shows bridges from all over the country of Germany.  Some are old, some are newer, some very big, some smaller, but they all serve the purpose of helping people cross a barrier to get themselves or their things from one side to another ~ or ~ bringing two sides together. 

Slide #9:  This bridge helps people cross a busy street and get from one building to the other. 

#15:  This is one of the over 1700 bridges in the city of Berlin, alone. 

#18:  This is an old railroad bridge that runs over the street in Berlin.  Notice the many bullet holes from the war. 

Text from final slide:  What do you know, or want to know, about bridges?   

• What kinds of bridges are you interested in? 

• How are bridges built? 

• Why are there different styles of bridges? 

• Are there any bridges where you live? 

• What parts of your country have a need for many bridges? 

Search and discover BRIDGES for yourself! 

 

 

 

 

 

Bridges of Another Kind 

Title slide: This slideshow will present a few ideas for things that might be considered to have the same “bringing together” qualities as bridges do.  Have your class discuss these concepts as you look at the pictures from Germany and brainstorm ideas about how they are bridges. 

Slide #11:  How can studying other countries be an activity that brings people together?  

#12:  Every group of people or family has a culture and heritage that is passed down through generations.  Some countries have many different groups or cultures within their borders.  

#13:  These people in Germany do not live close to a beach so they make their own “beach” on the bank of a river. 

#14:  Some cultures seem very different from ours, but many have parts that seem very much the same. 

#15:  The Sony Corporation built this futuristic mall (they prefer the term “urban entertainment destination”) that is a city within a city.  You can live with your family, work, shop, and be entertained all in the same gigantic building in Potsdamer Platz, the heart of old Berlin.  

#16:  Does this look familiar?   

#18:  How does making and building friendships serve as a bridge in our lives? 

#22:  How can a good education help connect us to the things we need, the places we want to go, or what we want to be? 

#25: On the memorial wall outside an old Jewish cemetery is a small plaque in remembrance of Anne Frank.  She was a girl who has inspired millions of people around the world for the last 60 years or so because she kept a diary recording the events that happened to her family.  Her father had the diary published as a book after her death.  (Teacher: Use your discretion when addressing this subject.) 

#27:  Hundreds of years ago, a priest named August Hermann Francke felt compassion for the homeless and cast‐out children of his city so he built a wonderful school for 

them to live and learn in.  Germans still believe they have a responsibility to help others who can’t help themselves. 

#28:  The government leaders meet in rooms, like this one in Hamburg, to make decisions about how to make life better for all their citizens.  They also work to preserve the memories of not so nice things that happened in the past so they can teach their children not to make the same mistakes.  

#29:  Photo on top:  An outdoor lending library makes it easy for community members to have access to books.  They take them, read them, and bring them back for others to enjoy. 

Bottom photo:  These are solar energy panels.  Germany is the world’s biggest market for solar energy. Getting power from the sun helps our world be a cleaner place.  

#30:   Some people and businesses have donated money, materials, and time to renovate two old buildings into a theater, informal art gallery, and a youth hotel.  This helps provide jobs for students, train them in careers, and helps turn a city back into the beautiful place it once was.   How does it benefit everyone when people give what they can to help others?   

#32:  The top picture is the inside of a bank building that was created and built to be a huge work of art. 

#36:  Think about ways that Art and Music can foster unity.   

#37:  Ancient ruins uncovered in the city. 

#38:  Underneath a very old house were these foundations of an even older house. This was where the composer, Handel, was born and raised. 

#40:  Heidelberg Castle 

#44:  (Teacher: Use your discretion when addressing this subject.) 

#49:  Site of the Potsdam Conference (Truman, Stalin, Churchill) 

What connections can be made by learning about and studying our history? 

#53:  Tell‐tale blue fixtures of a typical East German highway. 

#55:  It can be parked perpendicularly in a short parallel spot. 

#57:  Many more people use bicycles on a daily basis in Germany than they do in America.  They also walk a lot more. 

#58:  The Reichstag in Berlin – the German capitol building. 

#60:  The dome on top of the Reichstag. 

#61:  The big white building to the right (Chancellery) contains the residence and offices of the German Chancellor.  It’s like their White House only 8 times as big. 

#63:  This is where the Bundestag (federal branch of the Parliament) meets inside the Reichstag.  Every Land or state gets fair representation in the decisions that are made.   

#64:  The wall was destroyed in 1989, as President Reagan had encouraged, but the Germans kept some of it up as a memorial and tourist attraction. 

#65:  It was the tearing down of the Berlin Wall all that was actually like the building of a bridge between East Germany, West Germany, and the rest of the world.  Why do you think that would be the case?    

#66:  Ronald Reagan spoke from here in 1987 when he also said, “Mr. Gorbechev, open this gate!”   

#67:  The newly built U.S. Embassy, next to the Brandenburg Gate in Berlin, was complete and occupied on May 26, 2008.  It is to be officially opened on July 4th.  Think about how important countries’ governments are in helping people live together and get along, not just in one country but between countries, too. 

#69:  Der Spiegel is Germany’s’ biggest newsmagazine and a huge, international multimedia publisher.  The woman in the top picture is giving a presentation to a group of educators. 

#78:  Discuss the unifying qualities of communication, museums, immigration, other ideas in this presentation, and any other concept that you or your students think of and want to address.  

 

Bridges of Another Kind

Who or what do they bring together and how?

Studying Other Countries…

… like Germany2

3 4

5 6

7 8

9 10

11

Culture &Heritage

12

13 14

The mall with restaurants,built-in business offices,

a movie theater,AND apartments!

15

A German “Dollar Store”

16

Friendships

17 18

Education

A Middle/High School19

This class was learning to speak English!

20

A Community Center/Classroom

21

University of Heidelberg

22

Books and Literature

23

A 400 Year-Old Library

24

Honoring a brave German child.

25Social Responsibility

26

A 17th Century Home & School for Cast-Away Children

27 28

29 30

Art

31 32

33

Music

34

35

Organ Pipes in a Big Cathedral

36

History

37 38

39 40

41 42

Destruction from WWII

43

A concentration camp for Jewish and political prisoners

44

45 46

47

President Truman’s house while in Potsdam, Germany after WWII

48

The chateau where Allied leaders made end of war agreements.

49

Transportation

50

51 52

53 54

The Smart Car

55 56

57

Government

58

59 60

View from the top.

61

“To the German People”

62

63

“Mr. Gorbechev, Tear Down This Wall!”

64

A reminder of where the wall was.

65

Brandenburg Gate

66

U.S. Embassy, Berlin

67

Communication

A television broadcasting tower.

68

69

The Internet

70

Museums

71 72

73 74

Immigration

75

From Hamburg

76

To America

77

Our World

It’s not so big after all!78

World's Top Ten Bridges (From www.travelchannel.com)

Travel to the World's Top Ten Bridges

 

Chesapeake Bay Bridge‐Tunnel, Virginia Beach, Va. 

By Amy Marathe

We've traveled from Europe to the Far East and from North America to Australia to bring you some of the most amazing bridges ever built. Take a tour through our countdown of ancient spans, iconic structures and bridges with unique and interesting features.

No. 10 - London Bridge Where: Lake Havasu, Ariz. This is the bridge that made the song "London Bridge is Falling Down" popular. Built in the 1820s over the River Thames, London Bridge grew too small over hundreds of years to accommodate the traffic of a metropolitan city. It was originally built for walking and traveling by horse and buggy. So, in the 1960s, London put the bridge up for auction. It was bought for $2.5 million in 1968 by Robert McCulloch, the founder of Lake Havasu City. The bridge took three years to make its way, piece by piece, to Arizona, but today, it's paid off. London Bridge brings in over 100,000 tourists to Lake Havasu every year. As a result, a quaint village has emerged near the bridge offering tourists a small glimpse into English life.

No. 9 - Leonard P. Zakim Bunker Hill Bridge Where: Boston, Mass. Head into Beantown and you won't likely miss this $100 million project called the Zakim Bridge. This behemoth stretches over Boston's Charles River and spans over 1400 feet across. In fact, it's the widest cable-stayed bridge in the world and boasts a whopping 10 lanes for traffic.

No. 8 - Sydney Harbor Bridge Where: Sydney, Australia Nicknamed the "coat hanger," this large gray structure took over five years to complete during the Great Depression. Constructed of more than 53,000 tons of steel, it sits 194 feet above the harbor of Australia's capital. Locals call it the "coat hanger" for good reason. It takes about 72,000 gallons of gray paint every year to keep the bridge looking sharp.

No. 7 - Chesapeake Bay Bridge-Tunnel Where: Virginia Beach, Va. This unique bridge-tunnel hybrid is so extensive, so massive, that it's one of the planet's few structures that can be seen from space. Opened in April 1964, this bridge is supported by more than 5,000 concrete pilings and stretches 17.6 miles across. The bridge took over 30 years to create at a cost of over $450 million. Its purpose was two-fold. It was built as a

short-cut for residents traveling to and from Virginia, Maryland and Delaware, but more importantly, it provided the U.S. Navy with protection. Military leaders worried that during wartime, the bridges could be destroyed by the enemy and block the naval base in Norfolk. Thus, the tunnels were built to help get the Navy to where it needed to be without the support of the bridge.

No. 6 - Brooklyn Bridge Where: New York, N.Y. For more than a century, the Brooklyn Bridge has been connecting the people of Manhattan with millions of bustling Brooklynites. When the bridge opened in 1883, it was considered a marvel of modern engineering - and still is to this today. Upon completion, it was the longest suspension bridge in the world. Additionally, the towers were possibly the tallest structures in the city of New York when they were built. But don't let all the engineering talk confuse you with the bridge's real purpose. One walk across the Brooklyn Bridge, and you instantly get in the New York state of mind. This architectural wonder shows off the beauty of the city like no other.

No. 5 - Firth of Forth Bridge Where: Queensferry, Scotland Built in the 1890s, this bridge was the first to be constructed primarily of steel - about 54,000 tons - and is held together with over 7 million rivets. Notably one of the strongest bridges in the world, the Firth of Forth had to be strong since its primary function was for railroad loading. Today, this Highlands workhorse still supports between 150 and 180 trains each day taking people from Glasgow to Edinburgh and all stops in-between.

No. 4 - Tower Bridge Where: London, England Considered the crown jewel of London tourist attractions, this amazing structure is a must-see if you're in the English capital. Tower Bridge was completed in 1894, at a cost of about 1 million pounds. It is made primarily of Cornish granite and Portland stone. Back in the day, the main London Bridge became too congested for all the trade going on off the shores of London. People tried to cross the River Thames, but traffic was often just too heavy. The decision was to build another bridge to ease the traffic - hence the Tower Bridge was conceived.

No. 3 - Sunshine Skyway Bridge Where: St. Petersburg, Fla. Completed in 1897, the Sunshine Skyway Bridge is as long as Mount Everest is high,

stretching for four miles. It's the fifth-largest cable-stayed bridge in the world and features sunny yellow steel cables. Incorporated into the structure are 36 "dolphins," which were put in place to protect the support columns of the bridge from impacts from boats. In fact, the bridge can withstand a big impact by a boat weighing in at 87,000 tons. That's twice the size of the Titanic!

No. 2 - Akashi Kaikyo Bridge Where: Kobe, Japan Stretching across the Akashi Strait in the Land of the Rising Sun, the Akashi Kaiyko is a bridge of mind-blowing proportions. Its span stretches an astounding 12,828 feet or nearly 2 1/2 miles. Its towers alone soar 92 stories skyward, almost the height of the Eiffel Tower. And its six lanes of freeway make way for 9 million cars each year. It was also built under some of the most severe conditions in the world - including typhoons, tsunamis and over 60 inches of rain a year.

No. 1 - Golden Gate Bridge Where: San Francisco, Calif. First opened in 1937, the unmistakable and majestic bridge is so large that you could park 40 jumbo jets end to end along its length. Spanning the bay separating San Francisco from Marin County, it is the seventh-largest suspension bridge in the world and was built at a then-gold-guzzling cost of $26 million. This art deco structure's roadway rises 220 feet above the harbor below. Its towers, set 4,200 feet apart, are over 2 1/2 times as tall as the U.S. Capitol building, and actually lean outward by 6 inches a piece to create tension on the bridge's 80,000 miles of wire packed into the cables. Keeping the steel safe from the corrosive sea air is enough custom-made International Orange paint to cover the White House 17 1/2 times over. The result is one of America's and the world's most stunning, captivating and instantly recognizable icons.