Bird’s Eye View lesson plan

1. Bird’s Eye View lesson plan 5th grade Social Studies and Language Arts Robin Butler

2. “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?

3. “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

4. 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).

5. Day One

6. 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

7. 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.

8. 1876 http://www.birdseyeviews.org/

9. 1876 View – Zoom In • Shows early courthouse • Single factory in foreground • No railroads Very detailed and accurate

10. Fort Worth – 1886 – Only 10 years later Initiated discussion of tremendous growth of the city – buildings are much larger

11. Zoom in of Fort Worth, 1886 View Students will examine effects of industrialization and expansion Smokestacks – Factories Railroad

12. View from 1891- 5 years later

13. 1891 View – Zoom In of Downtown Students will examine the tremendous growth of the downtown area.

14. Assessment • Students will complete a Venn diagram comparing and contrasting the views from the three selected years

15. Conclusion 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.

16. Day Two

17. 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)

18. 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.

19. 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.

20. 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?

21. 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

22. Maya’s Bird’s Eye View of her neighborhood

23. 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