Digitalforsyth.org



Lesson Plan Overview

Lesson Title: Historical Impact of Technology, Innovation and Architecture in NC

Lesson Activity Author: Melvin Palmer

School: Carver High School

Intended Grade Level: 9-12 Grade Social Studies

Main Content Area: Social Studies

Type of Activity: Exploration, Analysis, Elaboration, Evaluation.

Instructional Goal: Examine the historical impact of technology, innovation, and architecture in North Carolina. Should tax dollars be used to support Art Galleries and museums in North Carolina?

Alignment to the NCSCS:

9th Grade Social Studies

World HST 8.01 Trace developments in literacy, artistic, and religious traditions over time as legacies of past societies or as cultural innovations.

11th Grade Social Studies

US HST 7.04 Examine the impact of technological exchanges on economic, social, and cultural life in the US during the early 1900’s.

US HST 11.05 Learner will trace the impact of technological innovations that have impacted American life.

Materials/Resources Needed:

Photo analysis worksheet for each student (attached here)

1 poster board (Construction paper)

1 computer per student

Markers/color pencils

Digital Forsyth Website

Activity steps and timeline:

1. (Approx 15 min) Students will explore the Digital Forsyth website under keywords (Theaters, Buildings, Columns). List 5 examples of Roman influence on NC Architecture.

2. (Approx 30 Min) Design an Architectural structure listed in your examples and write a 2-3 paragraph summary elaborating on the Roman influence that still exists today in NC.

3. (Approx 10 min) Ask each student to explore the Digital Forsyth website under keyword technology.

4. (Approx 10 min) Fill out the photo Analysis sheet that allows students to reflect on how technology has changed the lives of Americans in the early 1900’s.

5. (Approx 15 min) Explore . Analyze the different historical sites that NC provides and the tax money allocated for those projects.

6. Write a 1 page essay, elaborate on several specific historical sites in North Carolina that you discovered on the Digital Forsyth website. Explain why you would recommend using tax dollars to support these sites.

7. Identify 2-3 historical sites in North Carolina and elaborate on the importance of each.

Assessments:

Product Evaluation Rubric

|5- Product exceeds assignment |4- Product reflects assignment |3- Product reflects the |2- Product lacks certain |1- Product clearly lacks many |

|requirements |in its most perfect form |assignment in a completed form|components |components and analysis |

|Product is carefully organized and|Product is carefully organized |Product is organized |Product lacks organization |Product shows no organization |

|creatively put together |and creatively put together |Product includes all |Products may be missing certain |Product is missing components |

|Product exceeds minimum quantity |Product includes all required |components required |components necessary to be |No evidence of an attempt to |

|or quality requirements |components |Reflects an understanding of |considered complete |understand and complete the |

|Reflects exceptional understanding|Reflects good understanding of |the assignment |Reflects an attempt to understand|assignment |

|of the topic and requires no |the topic and requires no | |and to complete the assignment | |

|explanation |explanation | | | |

Additional comments and appendices:

Photo Analysis Worksheet

|Your Name: |      |Name of Photo:       |

|Class: |      | |

|Date: | | |

|Level 1 |

|Visuals |Words (not all photos will include words) |

|1) List the objects or people you see in the photo. |1) Identify the photo caption and/or title. |

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|      |2) Locate three words or phrases used by the artist to identify objects or people within the photo. |

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| |3) Record any important dates or numbers that appear in the photo. |

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|Level 2 |

|Visuals |Words |

|2) Which of the objects on your list are symbols? |4) Which word or phrases in the photo appear to be the most significant? Why do you think so? |

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|3) What do you think each symbol means? |      |

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|      |5) List adjectives that describe the emotions portrayed in the photo. |

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|Level 3 | |

|a) Describe the action taking place in the photo. |

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|b) Explain how the words in the photo clarify the symbols. |

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|c) Explain the message of the photo. |

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|d) What special interest groups would agree or disagree with the photo’s message? Why? |

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|e) Check any of the persuasive techniques used in this photo: |

|symbolism caricature captioning and labels analogy irony juxtaposition exaggeration |

|Adapted from: U.S. National Archives & Records Administration |

|8601 Adelphi Road, College Park, MD, 20740-6001, • 1-86-NARA-NARA • 1-866-272-6272 |

|Page URL:  |

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