| Adam Thoroughgood House, DeWint House, Parlange Plantation House, 'African House' at Melrose (Yucca) Plantation, Rafael Gonzales House, and Wo Hing Society Temple |
- Explain that when people came to the United States, they adapted buildings from their former home to the materials and climate of their new home. On a globe or map, have students find the country of origin of the immigrants who built these six landmarks. How do houses built today reflect our origins? Have students identify and draw buildings in your community which have the same style or materials as these earlier examples. [1-6+: art, geography, history, science, social studies]
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| Taos Pueblo, Elfreth's Alley, and Harrisville Historic District |
- Look at the drawings of the three landmarks listed above. Note the dates when these buildings were constructed. What design elements, construction methods and materials are still seen in homes today? [2-8+: art, history, science, social studies]
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| Hancock Shaker Village and Eastern State Penitentiary
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- Play the shape game. Identify the shapes associated with famous structures: Flatiron building and the National Gallery of Art (triangle), Transamerica Tower and the top of the Washington Monument (pyramid), Hancock Shaker Village Barn (circle), top of the U.S. Capital (dome), Pentagon (pentagon), World Trade Center (rectangle), and Eastern State Penitentiary (star). Are there any uniquely shaped buildings where you live? Have students explore how factors such as space, function, technology, spiritual beliefs, and a desire for uniqueness influenced the building's design. [K-6+: art, math, science, social studies]
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| Boston Public Garden
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- Visit a local botanic garden or park. Ask a representative of the garden to explain the design and arrangement of the plants. What plants are native to the United States? Which ones were originally brought from other countries? Compare buildings to parks and gardens--both are created by people considering aesthetics and function. Parks and gardens change with the season and the life cycle of plants, but buildings are relatively unchanging. Parks sometimes look natural even though they are designed by people. [K-8+: art, geography, science]
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| Empire State Building
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- Take a walk to a tall building. Observe how the building's shape, color and texture seems to change as you move closer. What effect do sunlight and clouds have on what you see? How does the building appear to change at different times of the day? Have students draw the building from different perspectives and at different times of the day. [2-12: art, science]
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| Brooklyn Bridge and Empire State Building
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- Explain that unlike painters and poets who usually create alone, architects and engineers are creators who rely on teams of people to carry out their ideas and design for a structure. Read a story about the construction of the Brooklyn Bridge or the Empire State Building. Have students list on the chalkboard the different kinds of jobs people did to build these colossal structures (e.g., getting equipment and materials together, digging a hole, making a foundation) [K-6+: art, reading, science, social studies]
- Make several visits to a site in your community where a building or other structure is being constructed. Have students observe and ask questions about the process. Invite various workers involved in the project to talk about their work. Ask students to keep a journal on what they have observed or create a series of drawings to show the various phases of construction. Older students could take photographs and create a display of the various steps. [K-6+: art, science, social studies, writing]
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| Hancock Shaker Village, Bell Telephone Laboratories, and Highland Ford Plant
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- Consider what might happen to a historic site or structure that is no longer needed for its original purpose or function--demolition, abandonment, or adaptation to a new use. Hancock Shaker Village is now a museum. The Bell Telephone Laboratories building has been converted to apartments. Highland Ford Plant is empty. What places in your community fit into one of these categories? Explore whether students agree with the decision made. [4-1
2: social studies]
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| Empire State Building, Gateway Monument Arch, Baltimore (Phoenix) Shot Tower, and U.S. Capital
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- Have students research and graph the height of these and other familiar national structures such as the Washington Monument and the World Trade Tower. Compare the height of these structures with familiar local structures. Have older students create scale models of structures. [4-8+: art, math, reading, science]
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| Fallingwater
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- Look for pictures of different looking houses in books and magazines (e.g., domes, underground homes, housing complexes covered with green plants). Explore how and why Fallingwater and the houses in the pictures are different from the homes that students live in. [K-12: art, history, reading, social studies]
- Have students draw the inside and outside of their ideal house for the future. How do factors such as space, energy, family size, and technological advancements in such areas as transportation and communication influence these homes? [4-12: art, communication, economics, science, social studies]
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