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,Lesson Plan: Interdisciplinary Interaction with Historic Homes and Sites
Abstract
This interdisciplinary public art lesson plan is meant to be adapted for all content areas and all grade levels. It is currently written for middle to high school students. The lesson plan incorporates team building, student use of technology, communication through writing and public speaking, and critical and abstract thinking. Teachers utilizing this plan are encouraged to add content or course specific aspects as they see fit. All portions of this lesson plan can be modified.
Date: 2010Grade: 6-12
Teacher Name: TBDSubject: Interdisciplinary approach to interacting with Historic Homes and Sites1. Topic
Interaction with the culture and history of local Historic Homes and Sites to construct an interpretive advertisement.2. Content
Art Writing
HistoryCommunication skills Abstract thinking Team building skills
Technology3. Goals: Aims/Outcomes
1. Build appreciation for and understanding of the culture and history that local historic homes and sites provide. 2. Build communication skills. 3. Incorporate technology.4. Objectives
1. Students will be able to interpret history of not only the home/site itself but also the history of those who inhabited the home/site.2. Students will reflect and evaluate the home/site through writing and speech. 3. Students will utilize technology (video camera, Microsoft Publisher, Microsoft Power Point, Podcasts, etc.) by compiling an advertisement (brochure, flier, radio advertisement, television advertisement, etc.) for a specific historic home/site. 5. Materials and Aids
List of local Historic Homes/Sites, computer lab for Internet access and advertisement creation, handout for collecting home/site data, camera equipment (if needed for advertisement), Take it Artside! Mobile Application and Central Kentucky Museum Without Walls Project website6. Procedures/Methods
A. Introduction
1. Historic home/site definition. (Who, what, why, etc.)2. How do historic homes/sites impact todays society? (help?, communicate?, add to?, etc.) 3. How does knowing and understanding the history behind local historic homes/sites add to the appreciation of your community? B. Development
Day 1 1. Discuss the Introduction section with class. 2. Discuss project requirements. 3. Discuss the handout for collecting home/site data. (See attached) 4. Walk through, as a class, the list of possible historic homes/sites for the project. C. Independent Practice
Day 1 (Cont.) 1. Students will choose a partner. 2. Partners will select a historic home/site from the provided list.
3. Partners will utilize the computer lab to gather information on their selected historic home/site using the handout. Students are also encouraged to visit/tour their selected home/site to enhance their experience.Day 2 4. Utilizing the computer lab, students will develop a final product, an advertisement, which encompasses all historic home/site findings, utilizing a chosen advertisement format (brochure, flier, radio advertisement, television advertisement, etc). Each will be presented to the class. Class will then take a vote to determine top projects. Top projects potentially could be selected to appear on the mobile Central Kentucky Museum Without Walls project application, Take it Artside!
D. Accommodations (Differentiated Instruction)
1. Number of requirements for the final product (advertisement) can be reduced/modified to accommodate to a students need.
2. Project can be modified to available technology and materials.E. Checking for understanding
1. Students are to hand in all completed handouts for points. 2. Assessment of final projects will be based upon the rubric requirements. (Rubric on reverse side of guideline handout). 3. Peer reviews will also be conducted during presentations. Students will utilize same rubric as teacher for each presentation.F. Closure
1. Discuss the common threads from each presentation (i.e., similar cultural/background elements, location, architectural elements, agricultural aspects, etc.) 2. Which presentation(s) provided the historic home/site information in the most effective manner? Why?(Closure #2 will be on an exit slip).7. Evaluation
1. Peer review rubrics. 2. Teacher evaluation via rubrics. 3. Exit slips.8. Teacher Reflection
Did students understand the "meaning" behind the assignment? Did they develop inventive projects? Was it creative and well thought out?
9. Curriculum
Connection to Kentucky Department of Educations Core Content for Assessment
Middle School
Structure in the Arts
Visual Arts
6th grade: AH-06-1.4.1 Students will describe works of art using elements and principles of design and AH-06-1.4.2 Students will identify a variety of art media and art processes.
7th grade: AH-07-1.4.1 Students will analyze works of art using elements and principles of design and AH-07-1.4.2 Students will describe a variety of art media and art processes.
8th grade: AH-08-1.4.1 Students will compare or evaluate works of art using elements and principles of design and AH-08-1.4.2 Students will compare or evaluate a variety of art media and art processes.
Purpose for Creating the Arts
Visual Arts
6th grade: AH-06-3.4.1 Students will identify or explain how art fulfills a variety of purposes.
7th grade: AH-07-3.4.1 Students will identify or explain how art fulfills a variety of purposes.
8th grade: AH-08-3.4.1 Students will compare or explain how art fulfills a variety of purposes.
Processes in the Arts
Visual Arts
6th grade: AH-06-4.4.2 Students will use a variety of art media, processes and subject matter to communicate ideas, feelings and experiences.
7th grade: AH-07-4.4.2 Students will use a variety of art media, processes and subject matter to communicate ideas, feelings and experiences.
8th grade: AH-08-4.4.2 Students will use a variety of art media, processes and subject matter to communicate ideas, feelings and experiences.
Mathematics
Measuring Physical Attributes
6th grade: MA-06-2.1.1 Students will measure lengths and will determine and use in real-world and mathematical problems: area and perimeter of triangles; area and perimeter of quadrilaterals area and perimeter of compound figures composed of triangles and quadrilaterals.
7th grade: MA-07-2.1.1 Students will measure lengths and will determine and use in real-world and mathematical problems: area and perimeter of triangles; area and perimeter of quadrilaterals area and circumference of circles and area and perimeter of compound figures composed of triangles, quadrilaterals and circles.
8th grade: MA-08-2.1.1 Students will measure lengths and will determine and use in real-world or mathematical problems: area and perimeter of triangles and quadrilaterals; area and circumference of circles; area and perimeter of compound figures composed of triangles, quadrilaterals and circles; area from circumference or perimeter circumference or perimeter from area.
Geometry
Shapes and Relationships
6th grade: MA-06-3.1.1 Students will describe and provide examples of the basic geometric elements, MA-06-3.1.2 Students will describe, and provide examples of the elements of two- dimensional figures, and will apply these elements and figures to solve real-world and mathematical problems and MA-06-3.1.3 Students will describe, provide examples of, and identify elements of common three-dimensional figures
7th grade: MA-07-3.1.1
Students will describe, provide examples of and identify the basic geometric elements in real-world and mathematical problems, MA-07-3.1.2 Students will describe and provide examples of the elements of two- dimensional figures and will apply these elements and figures to solve real-world and mathematical problems and MA-07-3.1.3 Students will describe, provide examples of, and identify elements of common three-dimensional figures.
8th grade: MA-08-3.1.1 Students will describe and provide examples of basic geometric elements that include points, segments, rays, lines, angles, and planes and will use these elements in real-world and mathematical problems, MA-08-3.1.2 Students will identify and compare properties of two-dimensional figures and will apply these properties and figures to solve real-world and mathematical problems and MA-08-3.1.3 Students will compare properties of three-dimensional figures and will apply these properties and figures to solve real-world and mathematical problems.
Geography
Human-Environment Interaction
6th grade: SS-06-4.4.1 Students will explain how technology in the present day assists human modification of the physical environment in regions and SS-06-4.4.4 Students will explain how individual and group perspectives impact the use of natural resources in the present day.
8th grade: SS-08-4.4.1 Students will explain how technology in the United States prior to Reconstruction assisted human modification of the physical environment.
Culture and Societies
6th grade: SS-06-2.1.1 Students will explain how elements of culture define specific groups in the global world of the present day and may result in unique perspectives,
7th grade: SS-07-5.1.2 Students will explain how history is a series of connected events shaped by multiple cause-and-effect relationships and give examples of those relationships.
8th grade: SS-08-2.1.1 Students will explain how elements of culture defined specific groups in the United States prior to Reconstruction and resulted in unique perspectives, SS-08-5.1.2 Students will explain how history is a series of connected events shaped by multiple cause-and-effect relationships and give examples of those relationships.Kentucky State Curriculum Core Content
High School
Structures in the Arts
Visual Arts
AH-HS-1.4.1 Students will analyze or evaluate the use of the elements of art and principles of design in a variety of artworks. (Incorporates knowledge about elements of art and principles of design from primary through 8th grade)
Purpose for Creating the Arts
Visual Arts
AH-HS-3.4.1 Students will explain how art fulfills a variety of purposes.
Processes in the Arts
Visual Arts
AH-HS-4.4.1 Students will incorporate the elements of art and principles of design to generate several solutions to a variety of visual art situations.
AH-HS-4.4.2 Students will use media and processes, subject matter, symbols, ideas and themes to communicate cultural and aesthetic values.
Mathematics
Measuring Physical Attributes
MA-HS-2.1.1 Students will determine the surface area and volume of right rectangular prisms, pyramids, cylinders, cones, and spheres in real-world and mathematical problems.
Culture and Societies
Elements of Culture
SS-HS-2.1.1 Students will explain how belief systems, knowledge, technology and behavior patterns define cultures and help to explain historical perspectives and events in the modern world and United States.
Historical Perspective
Factual and Interpretive Nature of History
SS-HS-5.1.1 Students will use a variety of tools to analyze perceptions and perspectives of people and historical events in the modern world and United States History.
Interdependence
Unifying Concepts
SC-HS-4.7.2 Students will: evaluate proposed solutions from multiple perspectives to environmental problems caused by human interaction; justify positions using evidence/data. Human beings live within the world's ecosystems. Human activities can deliberately or inadvertently alter the dynamics in ecosystems. These activities can threaten current and future global stability and, if not addressed, ecosystems can be irreversibly affected.
SC-HS-4.7.3 Students will: predict the consequences of changes to any component of the Earth System; propose justifiable solutions to global problems. Interactions among the solid Earth, the oceans, the atmosphere and living things have resulted in the ongoing development of a changing Earth system.
Human-Environment Interaction
SS-HS-4.4.2 Students will explain how human modifications to the physical environment, perspectives on the use of natural resources, and natural disasters may have possible global effects in the modern world and United States.
Kentucky Department of Educations Core Content for Assessment Description of Core Content Codes
Core Content Codes: Social Studies
What do the codes for the Core Content for Social Studies Assessment mean?
Each content standard is preceded by a code. The code begins with SS for Social Studies and is then followed by a grade level designation and then a 3-digit number that indicates subdomain, organizer, and sequential standard, respectively. The grade level codes used are listed below.
Grade Level Codes EP = end of primary 04 = fourth grade 05 = fifth grade
06 = sixth grade 07 = seventh grade 08 = eighth grade HS = high school
Subdomains 1 = Government & Civics
2 = Cultures & Societies 3 = Economics
4 = Geography
5 = Historical Perspective
Organizers 1 = Formation of Governments 2 = Constitutional Principles 3 = Rights and Responsibilities 1 = Elements of Culture 2 = Social Institutions 3 = Interactions Among Individuals and Groups 1 = Scarcity 2 = Economic Systems and Institutions 3 = Markets 4 = Production, Distributions and Consumption 1 = The Use of Geographic Tools 2 = Regions 3 = Patterns 4 = Human-Environment Interaction 1 = The Factual and Interpretive Nature of History 2 = The History of the United States 3 = The History of the World The numbers in the code indicate the subdomain of social studies and its relationship to the organizers within a subdomain. For example, the first content standard of the first subdomain under the first organizer is numbered SS-08- 1.3.2.
SS-08-1.3.2 SS = Social Studies (domain)
08 = Eighth Grade 1 = Government and Civics (first subdomain)
3 = Rights and Responsibilities (third organizer) 2 = (second standard)
Core Content Codes: Science
What do the codes for the Core Content for Science Assessment mean?
Each content standard is preceded by a code. The code begins with SC for science and is then followed by a grade level designation and then a 3-digit number that indicates subdomain, organizer, and sequential standard, respectively. The codes used are listed below.
Grade Level Codes
EP = end of primary 04 = fourth grade 05 = fifth grade 06 = sixth grade
07 = seventh grade 08 = eighth grade
Subdomain
1 = Physical Science 2 = Earth/Space Science 3 = Biological Science 4 = Unifying Concepts
Organizer
1 = Structure and Transformation of Matter 2 = Motion and Forces 3 = The Earth and The Universe 4 = Unity and Diversity
5 = Biological Change 6 = Energy Transformations
HS = High school 7 = Interdependence
A typical code may look like SC-06-1.2.1. This means 6th grade science content in the subdomain of physical science, under the organizer of Motion and Forces, and it is the first standard listed for that organizer at that grade level.
SC-06-1.2.1 SC Science (domain)
06 Sixth Grade 1 Physical Science (subdomain)
2 Motion and Forces (organizer) 1 (first standard)
Core Content Codes: Mathematics
What do the codes for the Core Content for Mathematics Assessment mean?
Each content standard is preceded by a code. The code begins with MA for mathematics and is then followed by a grade level designation and then a 3-digit number that indicates subdomain, organizer and sequential standard, respectively. The codes used are listed below.
Grade Level Codes
EP end of primary 04 fourth grade 05 fifth grade 06 sixth grade
07 seventh grade 08 eighth grade HS eleventh grade
Subdomain
1 = Number Properties and Operations
2 = Measurement
Organizer
1 = Number Sense 2 = Estimation 3 = Number Operations 4 = Ratios and Proportional Reading 5 = Properties of Numbers and Operations
1 = Measuring Physical Attributes 2 = Systems of Measurement
3 = Geometry 4 = Data Analysis and Probability
5 = Algebraic Thinking
1 = Shapes and Relationships 2 = Transformations of Shapes 3 = Coordinate Geometry
1 = Data Representations 2 = Characteristics of Data Sets 3 = Experiments and Samples 4 = Probability
1 = Patterns, Relations and Functions 2 = Variables, Expressions and Operations 3 = Equations and Inequalities
The alpha-numeric codes represent the domain, grade level, subdomain, organizer and number of each standard. For example, MA-04-3.2.1 identifies the first standard in the second organizer (Transformations of Shapes) of the third subdomain (Geometry) for fourth grade.
MA-04-3.2.1 MA Mathematics (domain)
04 Fourth Grade 3 Geometry (subdomain)
2 Transformations of Shapes (organizer) 1 (first standard)
Core Content Codes: Arts and Humanities
What do the codes for the Core Content for Arts and Humanities Assessment mean?
Each content standard is preceded by a code. The code begins with AH for arts and humanities and is then followed by a grade level designation and then a 3-digit number that indicates subdomain, organizer and sequential standard, respectively. The codes used are listed below.
Grade Level Codes EP = end of primary 04 = fourth grade 05 = fifth grade
06 = sixth grade 07 = seventh grade 08 = eighth grade HS = high school
Subdomain 1 = Structures in the Arts 2 = Humanity in the Arts 3 = Purposes for Creating the Arts 4 = Processes in the Arts 5 = Interrelationships Among the Arts
Organizer 1 = Music 2 = Dance 3 = Drama/Theatre 4 = Visual Arts
A typical code may look like AH-05-1.1.1. This means fifth grade arts and humanities in the subdomain of (1) Structures in the Arts, in the organizer (1) music and (1) is the first standard listed for that organizer at that grade level.
AH-05-1.1.1 AH Arts and Humanities (domain)
05 fifth Grade 1 Structures in the Arts (subdomain)
1 Music (organizer) 1 (first standard)
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