Bird’s Eye View lesson plan

BIRD’S EYE VIEW LESSON PLAN5th grade Social Studies and Language

Arts Robin Butler

“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).

Day One

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.

http://www.birdseyeviews.org/1876

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 ViewStudents will examine effects of industrialization and expansion

View from 1891- 5 years later

Students will examine the tremendous growth of the downtown area.

1891 View – Zoom In of Downtown

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

Day Two

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

Maya’s Bird’s Eye View of her neighborhood

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