Charlotte History

Rationalization for this Lesson: Upon doing research in the Carolina Room in Charlotte’s Main Library, I found out that no one has ever written a book or information pamphlet about the many historical markers located around Center City. I asked the librarian why this was, and she said that markers can be added by anyone and they are always changing, so that is why there are no publications on the location and significance of these markers.

Teacher Notes: Prior to the tour, I would have taught my students about the history of Center City (Trade and Tryon Streets). We would have seen pictures of the way Center City has changed over the years and created timelines depicting important events that occurred in and around Center City.

Before touring Center City – divide the class into 8 groups led by an adult (teacher or chaperone). Supply each group with a camera and map of Center City and have each group responsible for a different part of Center City. The job of each group is to locate as many historical markers for their assigned part and record where they are located and what they say. Groups should also take pictures of the historical building for which the historical plaque/marker was created. Groups are to mark where each historical marker is located on their Center City map.

Objectives:
4.01 – Distinguish between various types of maps and globes.
4.02 – Use appropriate source maps to locate communities.
7.01 – Identify the deeds of local and global leaders.
Math Obj. 3.02 – Identify coordinate points on a rectangular grid.

Materials (For tour and then to be used for this activity):
-digital camera
-Pencils/Paper
-Clip Boards
- Map of Center City

Focus/Review: Review the information they learned while on the tour of Center City. Allow each group to share what facts they found out about while searching for and reading the different historical landmarks. Who were some important people that have visited Center City?

Teacher Input: Show students different types of maps and discuss how they are different from one another. Teacher will model how to create a KEY and use symbols on a street map of Center City, Charlotte to depict where historical markers are located. Why are KEYS important on maps?

Guided Practice: The teacher and students will record 2 or 3 historical markers on their Center City map together and then begin creating an informational attachment that explains the significance of each marker recorded. Together they should decide how to distinguish one marker from another (using letters, numbers or using coordinate points – which ties in math objective 3.02).

Independent Practice: In cooperative groups, the students will plot where the historical markers they found are located on the Center City Street map and add the location and significance to their group’s informational attachment.

Closure: Each group will share their portion of the project. Once all groups have completed sharing, the teacher will collect all informational attachments and bind the pages together creating an informational resource about where historical plaques are located in Center City and what the significance of each historical marker is (since no informational resource of this kind is available now).

Assessment: Discussion, observation, student work, published book