Create Docents For 25 National Monuments For In Class Field Trip To DC

Students will read three art history scholastic articles on public structures and their role in developing civic pride and preserving national history. In addition, using Cornell note structures, students will post their summaries and reactions to the articles and the class lecture on the topic. Students will develop a class woke page on this topic as well as a series of Podcasts and a YouTube production for the school's news station.

Twenty five selected monuments will be reviewed by seniors in US Government class to reflect the most popular and historically compelling monuments. The teacher will compile the list and students will have an opportunity to select a monument with guidance and awareness of likes, interests, and special needs. The end product of the lesson will include podcasts on each monument and a school YouTube production on the virtual trip to DC for use in a variety of elementary/middle school classes emphasizing US History and geography (grades 4, 6, 7, and 8). Each student will serve as the special docent for each selected location. It is hoped that the class may do an on-site visit to Washington, DC to do the live broadcasting per the annual trip plans and a pending grant.

Each student will research the following: Congressional role in the creation and construction of their monument, timeline from beginning to ending of each ideal structure, annual cost of maintenance, artist and her/his credentials and other public works structures, dedication ceremony details, special facts, details, and inscriptions, and other facts about the structure. Students will do their primary research via the Library of Congress using primary sources available in the Library and through the National Archives. Students will work as research, production, creative, web, and performance teams. The final products will be grouped to show the developmental changes in national monuments. Each Podcast will be a stand-alone 6 minute production highlighting the monument, it's geography, history, and creation from Congressional beginnings to current status.

Students will need instruction in: podcasting, YouTube, digital cameras, editing, wiki development and Prezi. The final exhibition is a public source series of worthy materials for other learners available in the public domain. As a teacher, I am not competent in these areas and have not yet purchased proper digital devices to bring this high interest lesson to life. I have experience in Prezi, wikis and digital cameras; I will expand my knowledge to partner with the students.