Analysis and Critique: World Famous Landmarks

Lesson Plan Analysis and Critique: World Famous Landmarks

Alex Lemon
University of British Columbia

Master of Educational Technology

ETEC 512
S. Cho
August 11, 2013

Analysis and Critique: World Famous Landmarks

Lesson Plan Analysis and Critique: World Famous Landmarks

The lesson plan used for the analysis and critique is titled, Landmarks of
Civilization, and was retrieved from Discovery Online (Carangelo, 2001, p. 1). It is a
social studies lesson designed for students in grades six through eight. It is designed to
last for two class periods.
Overall the Discovery lesson plan (DLP) (See Appendix A) is straightforward and
easy to follow at-a-glance. It provides students the opportunities to work with others and
use technology. There are some basic questions that ask students to access background
knowledge prior to the first activity. While the lesson has some connections to learning
theories, it does not provide the depth of elaboration, ongoing connections to previous
knowledge, or opportunities for student-centered methods of demonstrating learning that
show strong connections to important theoretical perspectives regarding education.
The three theoretical perspectives that are used for this analysis, critique as well
as for the updated lesson plan (ULP) (See Appendix B) are constructivism, information
processing and cognitive neuroscience.
Connecting Lesson Plan to Learning Theories
Connecting to Constructivism
All learners are responsible for mentally constructing their own understanding of
the world. That is the most basic interpretation of constructivism. The DLP does have
some basic elements of constructivism. The questions proposed at the beginning of the
lesson involve accessing background knowledge. Vygotsky, among others, have shown
that new information must be constructed from a foundation of previous understanding
(Glassman, 1994). The culminating questions at the end of the activity are open-ended

Analysis and Critique: World Famous Landmarks

and encourage students to explore their own understanding of the topics. These questions
provide the opportunity for reflection, which is a constructive process involved in
meaningful learning. It is most helpful after some thing new has taken place (Von
Glasersfeld, 2008).
Connections to constructivism could be deepened and made more meaningful in
several areas. Constructivist educational theorists stress the importance of linking new
information to previous existing mental structures (Glassman, 1994). It seems logical,
therefore, to provide ongoing opportunities for students to make connections to
background knowledge at several different points throughout the lesson. The ULP
includes such opportunities while processing new information about their landmarks,
while brainstorming for their culminating project and again through the final discussion.
The other area of constructivism that could use improvement involves the
opportunities to interact with other individuals and objects. Glassman (1994) suggests
that learning is the result of interactions with objects and other individuals. While the
DLP involves some limited partner work, the ULP involves increasingly varied and
individualized learning experiences that involve tools such as YouTube, Travel Advisor,
Lonely Planet and strategies such as group conferencing to review, reinforce and clarify
new information. The ULP adds elements of constructivism by providing opportunities
for learners to make ongoing connections to previously held knowledge throughout the
learning process, as well as by providing students additional objects and individuals with
whom new knowledge can be constructed.
Informed Use of Information Processing
Information processing is fundamentally concerned with how we take in

Analysis and Critique: World Famous Landmarks

information and store it in memory for access at a later time. Lutz and Huitt (2003) state
that new information needs to be introduced to memory in a meaningful way or else it
will be forgotten. The DLP guides students to a website to find information about their
respective landmarks. It is possible that some of these websites are memorable. In those
cases, certain students will be able to store information about their landmarks as a result
of that experience. Lutz and Huitt (2003) go on to state the need for learners to elaborate
and as previously mentioned, make connections with previously held knowledge. The
DLP allows students to chance to elaborate by filling out a landmark info card and
presenting the information to the class orally.
There are some key areas of the DLP that could be improved in terms of
information processing. The first involves the framing of the activity itself. Blooms
taxonomy of the cognitive domains includes different levels of elaboration that result in
increasingly higher level thinking skills. The highest levels of elaboration include aspects
of application, analysis, evaluation and synthesis (Lutz & Huitt, 2003). Application
involves being able to use new information in the context of solving a problem (Lutz &
Huitt, 2003). As a result, the ULP has reframed the activity to involve students
pretending that their groups are in charge of tourism for their respective landmarks. The
problem the tourism officials have is to figure out a way to convince people to come to
their landmark.
More elaboration increases the numbers of pathways that a learner can use to
retrieve new information in the future (Orey, 2002). As a result it is important to provide
students with a number of engaging and learner-centered methods of demonstrating
learning in the ULP with the intent of increasing the level of elaboration among learners.

Analysis and Critique: World Famous Landmarks

Instead of the class completing landmark info cards as way of fostering elaboration,
students will be provided with a range of open-ended options for demonstrating learning
such as: videos, comics, blogs, wikis, iMovies, glogsters, prezis, powerpoints, poems,
collage, skits, journals, writing-in-character, oral reports, voicethreads, podcasts or virtual
tours. These opportunities provide students with more interesting, learner-centered
opportunities to engage with the new information in the context of solving an authentic
problem.
Collaborating with Cognitive Neuroscience
Cognitive neuroscience also reinforces the importance of connecting new
understanding to background knowledge, while also promoting the benefits of learning
with others and finding ways to motivate students to engage in the learning process for
themselves.
The DLP does address these aspects of cognitive neuroscience in limited ways.
Students work in partners to find the required information on the websites provided to
them. They are also responsible for sharing the information with the class through an
oral presentation. Whole class discussions take place at the beginning and at the end of
the lesson and involve some basic open-ended questions to help students process the new
information they have encountered.
The ULP goes further by incorporating students background knowledge,
strengths and areas of interest into different parts of the lesson. Most powerfully,
students will be allowed to choose their own method for demonstrating their learning
using one of the options suggested above, or by another method that the student has in
mind. This change is supported by Willis (2006) who suggests that student centered

Analysis and Critique: World Famous Landmarks

activities are much more effective at connecting new information to student interests and
background knowledge.
A subtle change to the DLP related to cognitive neuroscience will be the explicit
addition of thinking time embedded into the ULP discussions. Students should not
respond to questions immediately. Allowing some processing time or time to reflect on
the questions with a partner provides the opportunity for elaboration. Students are then
invested in the conversation as they are interested in confirming their ideas (Willis,
2006). The re-framing of the activity into a problem-based project is another subtle
change that could improve student outcomes. It is believed that problem-based inquiry is
a much more effective way of framing learning experiences when compared to simply
introducing a specific procedure or concept (Willis, 2006).
Conclusions
ThechangesmadetotheDLPhavebeendonesoinanattempttodeepenthe
connectionstorelevantlearningtheories.Thethreelearningtheories,constructivism,
informationprocessingandcognitiveneuroscienceareinterrelatedandprovideafirm
basisforameaningfulandengaginglessonplan.
Thefirstchangeinvolvesaddingdepthandfrequencytotheconnectionsmadeto
backgroundknowledge.Itisclearfromresearchersinvolvedinallthreetheoriesthat
consciouslyconnectingnewinformationtopreviouslyheldknowledgeandexperienceis
absolutelyfundamentalforlearningtotakeplace(Glassman, 1994; Von Glasersfeld,
2008; Lutz & Huitt, 2003; Orey, 2002; Ferlazzo, 2012; Willis, 2006).Asaresult,this
mustbeparamountintheULP.Opportunitiestomakedirectconnectionstoindividuals
backgroundknowledgetakeplacebefore,duringandafterthelessonhasbeencompleted.

Analysis and Critique: World Famous Landmarks

Thesecondchangeisthereframingoftheactivityitself.TheDLPframesthe
activityasanopportunitytofindoutinformationaboutfamouslandmarks.TheULP
framestheactivityasaproblemtobesolvedbystudents.Theyhavetothinkinroleand
mustworkwiththenewinformationinnewandcreativewaystocomeupwithpossible
solutionstotheproblem.Studentsbenefitfromtakingpartinmoreopen-ended questions
that allow for personal interpretation and creativity (Willis, 2006).
The final change is the range of options that students are allowed to engage in to
demonstrate their learning about famous landmarks. The ULP moves away from
landmark info cards and obligatory oral reports to a wide range of student-centered
options for demonstrating their learning. Students move from the lower thinking skills
that make up the lower levels of Blooms taxonomy of the cognitive domain, to activities
that involve higher-level thinking, elaboration and creativity. The end result is a learning
experience that is much more likely to result in students that will become active
participants, successfully encoding new information to memory, supported by many
different connections through which the information can be accessed in the future.

Analysis and Critique: World Famous Landmarks

References
Carangelo, A. (2001). Assignment Discovery Online Curriculum. Retrieved from
http://school.discoveryeducation.com/lessonplans/pdf/landmarks/landmarks.pdf
Ferlazzo, L. (2012). Working smarter, not harder, with neuroscience in the classroom.
Retrieved from: http://www.specialneedsdigest.com/2012/10/working-smarter-notharder-with.html
Glassman, M. (1994). All things being equal: the two roads of Piaget and Vygotsky.
Developmental Review, 14, 186-214.
Lutz, S., & Huitt, W. (2003). Information processing and memory: Theory and
applications. Educational Psychology Interactive. Valdosta, GA: Valdosta State
University. Retrieved from: http://www.edpsycinteractive.org/papers/infoproc.pdf
Orey, M. (2002). Information Processing. In M. Orey (Ed.), Emerging perspectives on
learning, teaching, and technology. Retrieved from:
http://projects.coe.uga.edu/epltt/index.php?title=Information_processing
Von Glasersfeld, E. (2008). Learning as a Constructive Activity. AntiMatters, 2(3), 33-49.
Willis, J. (2006). Research-Based Strategies to Ignite Student Learning : Insights from a
Neurologist and Classroom Teacher. Alexandria, VA: Association for Supervision
& Curriculum Development (ASCD).

Analysis and Critique: World Famous Landmarks

Appendix A: DLP (Discovery Lesson Plan)

Assignment Discovery Online Curriculum Lesson
Title: Landmarks of Civilization Grade 6-8, with adaptation for older students
Subject: Area Geography, World History, U.S. History
Duration: Two class periods
Objectives: Students will understand 1. how and why people build structures; and 2. how
structures can reflect a culture's beliefs and values.
Materials: Pens, pencils, markers World map Large index cards Reference
materials about world landmarks Internet access Classroom Activity Sheet: A Survey
of World Landmarks
Procedures:
1. Discuss with students why people build structures. Ask them to name important
structures in their hometown or state. Help students understand that structures usually
serve a function, but they can also serve as symbols that identify a place or represent a
cultural belief or value of a place. Such structures are called landmarks. Two famous
landmarks are the Eiffel Tower and the Statue of Liberty. Ask students what places and
beliefs these two landmarks represent. You may want to share the following summaries
with your students:
The Eiffel Tower is located in Paris, France. It was built in 1889, and at 300 meters was
the tallest building in the world. The tower was met with mixed emotions when it was
first built. Many Parisians believed its iron framework was an eyesore, despite the kudos
it received as an architectural feat. Over time, the Eiffel Tower has become a well-known
symbol of Paris.

Analysis and Critique: World Famous Landmarks

10

The Statue of Liberty is in New York Harbor, in New York City. France presented the
statue in 1884 to honor the United States' hundred-year anniversary of independence
from Britain. The statue has since stood as a universal symbol of freedom and democracy
and has greeted tourists and immigrants entering the United States from all over the
world.
2. Tell students that they will research some of the world's most famous landmarks. Have
students choose partners to work with. Allow each pair the opportunity to choose from
the list of landmarks below, but make sure that all the landmarks listed have been chosen.

Suggested Web sites accompany each landmark:

The Leaning Tower of Pisa http://ce.eng.usf.edu/pharos/wonders/Forgotten/pisa.html
Versailles http://www.chateauversailles.fr/en/
The Golden Gate Bridge http://www.goldengatedesign.com/goldengate.html
The Empire State Building http://www.esbnyc.com/
Mount Rushmore http://www.americanparknetwork.com/parkinfo/ru/history/carve.html
The Great Pyramid of Giza http://ce.eng.usf.edu/pharos/wonders/pyramid.html/
Taj Mahal http://ce.eng.usf.edu/pharos/wonders/Forgotten/tajmahal.html
Stonehenge http://www.britannia.com/history/h7.html
The Great Wall of China http://ce.eng.usf.edu/pharos/wonders/Forgotten/greatwall.html/
http://www.discovery.com/stories/history/greatwall/greatwall.html
The Colosseum http://ce.eng.usf.edu/pharos/wonders/Forgotten/colosseum/html/
Angkor Wat http://ce.eng.usf.edu/pharos/wonders/Forgotten/angkor.html/
http://www.tourismcambodia.com/Attractions/angkor/angkor_wat.htm

Analysis and Critique: World Famous Landmarks

11

Additional Research Links:

Forgotten, Modern, and Natural Wonders http://ce.eng.usf.edu/pharos/wonders/other.html
The Great Buildings Collection
http://www.greatbuildings.com
3. Distribute the Classroom Activity Sheet: A Survey of World Landmarks.
Partners can begin working on their activity sheets cooperatively in class, and they can
complete any remaining questions for homework.
4. Partners will then work together to use information from their activity sheet to create a
landmark information card. On an index card, students should draw or find a small
picture of the landmark and include important facts from their activity sheets. Encourage
students to be creative.
5. When students have finished making their landmark cards, they should present their
cards to the class as oral reports. Afterwards, students can place their landmark cards in
the correct locations on a world map.
6. Have a follow-up discussion so students can compare and contrast what they learned
about the landmarks. How have landmarks changed throughout history? What are some
common reasons people build landmarks? What are some common beliefs and ideals
reflected by landmarks throughout history?
Adaptation for older students:
Have students choose five landmarks, each from a different historical period. Students
should work independently to complete the activity sheet and create five landmark
information cards. When students have finished, they should arrange their cards along a
time line. Group students according to historical periods such as ancient history, the

Analysis and Critique: World Famous Landmarks

12

Renaissance, or modern age (post-World War II). Have each group prepare an oral report
about the type of structures built during a specific period. Students will use the
information on their landmark cards and their research about the period.
Questions
1. For what different reasons do people build awe-inspiring structures?
2. Which landmark do you believe is the most spectacular? Why?
3. How have characteristics, or features, of landmarks remained the same throughout
history? How have they changed?
4. Discuss landmarks in different parts of the world. How are they alike? How are they
different?
5. The Egyptian pyramids and other structures have withstood the test of time. What
modern-day structures do you think will be around in the year 3000?
6. What do you think is the most important characteristic that a landmark must have?
Explain.
Evaluation:
You can evaluate partners on their projects using the following three-point rubric:
Three points: conducted research on their landmark and completed the Classroom
Activity Sheet; worked cooperatively to choose a picture and combine their research
findings; presented information in a class presentation that is concise and engaging;
placed their landmark card in the correct location on the world map.
Two points: conducted research on their landmark and completed most of the Classroom
Activity Sheet; worked cooperatively to choose a picture and combine research findings;

Analysis and Critique: World Famous Landmarks

13

presented information in a competent report; placed their landmark card in the correct
location on the world map.
One point: conducted research on their landmark and completed some of the Classroom
Activity Sheet; worked together to choose a picture and combine their research findings;
presented their information with difficulty; could not place their landmark card in the
correct location on the world map.
Extensions:
You Are There Challenge students to create a magazine or news report about what it was
like on the opening day of a famous world landmark. If actual reports aren't available,
encourage students to research how important ceremonies were held at that time.
Encourage students to use their imaginations to describe the events as if they were at the
scene, seeing the landmark for the very first time.
Suggested Reading:
The Great Wall (A Wonders of the World Book) Elizabeth Mann. Mikaya Press, 1997.
The Great Wall of China is one of the worlds most amazing constructions. Follow the
history of the making of this wall and the events in Chinas history that led to an
engineering effort that took more than two hundred years and hundreds of thousands of
workers to make. Lots of drawings bring these events to life.

The Medieval Castle (Building History Series) Don Nardo. Lucent Books, 1998. The
development of medieval castles has its roots in early fortified towns and military
fortresses. This book, as part of a series looking at world history through architecture,

Analysis and Critique: World Famous Landmarks

14

xplains the factors that led to the construction of the medieval castle and its classic
elements such as moats, towers, baileys, and the keep. Using illustrations and occasional
informational inserts, a picture is painted not only of castle structure, but what life was
like for those living in the castle.
Vocabulary:
ceremony Definition: A formal act or series of acts typically conducted elaborately,
solemnly, and directed by a religious, state, courtly, social, or tribal procedure. Context:
Most cultures have a ceremony for weddings and other important events.
civilization Definition: The stage of cultural development marked by urbanization,
advanced techniques of agriculture and technology, expanded population, and complex
social organization. Context: The Egyptians had an advanced civilizationthey had
mastered complex skills related to architecture, agriculture, astronomy, mathematics, and
writing.
culture Definition: The intellectual and artistic content of a civilization. Context:
Museums are great places to learn about the culture of an ancient civilization.
landmark Definition: A structure that characterizes a locality. Context: Two famous
landmarks in New York City are the World Trade Towers and the Empire State Building.
Academic standards:
Grade level:
6-8
Subject area:
Geography Standard:

Analysis and Critique: World Famous Landmarks

15

Understands that culture and experience influence people's perceptions of places and
regions.
Benchmark: Knows how places and regions serve as cultural symbols (e.g., Golden Gate
Bridge in San Francisco; Opera House in Sydney, Australia; Gateway Arch in St. Louis;
Tower Bridge in London).
Grade level:
6-8
Subject area:
Geography Standard: Understands that culture and experience influence people's
perceptions of places and regions.
Benchmark:
Knows the ways in which culture influences the perception of places and regions (e.g.,
religion and other belief systems, language, and tradition; perceptions of beautiful or
valuable).
Credit Audrey Carangelo, freelance curriculum developer.
DiscoverySchool.com http://www.discoveryschool.com Copyright 2001 Discovery.com.
Teachers may reproduce copies of these materials for classroom use only.

Classroom Activity Sheet: Landmarks of Civilization

A Survey of World Landmarks
Answer the questions below as you research your landmark. Be sure to add any other
interesting information you discover.
Name of landmark: __________________________

Analysis and Critique: World Famous Landmarks

16

- Where is the structure located? Explain how the location is important to the structure. - - When was the structure built? How long did it take to build?
- Why was the structure built? Does it still serve the same purpose?
- Who were the powerful people behind the building of the structure? Who physically
built the structure? For whom was the structure built?
- What does the structure look like? What characteristics or features make this structure
stand out as a landmark?
- How does the structure reflect the culture? How was the structure built? What materials
were used? Was special technology used?

Analysis and Critique: World Famous Landmarks

17

Appendix B: ULP (Updated Lesson Plan)

Updated Discovery Online Lesson
Title: Landmarks of Civilization Grade 6-8, with adaptation for older students
Subject: Area Geography, World History, U.S. History
Duration: Two class periods
Objectives: Students will understand 1. how and why people build structures; and 2. how
structures can reflect a culture's beliefs and values.
Materials: Pens, pencils, markers World map Large index cards Reference
materials about world landmarks Internet access Classroom Activity Sheet: A Survey
of World Landmarks
Procedures:
1. Access students background knowledge: What do we already know about structures?
What do we know about important structures? A/B Partner Talk: Organize students into
partnerships or groups of three as needed. Students will either be A or B. Each partner
takes turns sharing background knowledge about structures. Groups can volunteer to
share their information once both have had a chance to share.
Discuss with students why people build structures. Ask them to name important
structures in their hometown or state. Help students understand that structures usually
serve a function, but they can also serve as symbols that identify a place or represent a
cultural belief or value of a place. Such structures are called landmarks. Two famous
landmarks are the Eiffel Tower and the Statue of Liberty. Access students background
knowledge: What do we already know about the Eiffel Tower? The Statue of Liberty? Ask

Analysis and Critique: World Famous Landmarks

18

students what places and beliefs these two landmarks represent. You may want to share
the following summaries with your students:
The Eiffel Tower is located in Paris, France. It was built in 1889, and at 300 meters was
the tallest building in the world. The tower was met with mixed emotions when it was
first built. Many Parisians believed its iron framework was an eyesore, despite the kudos
it received as an architectural feat. Over time, the Eiffel Tower has become a well-known
symbol of Paris.
The Statue of Liberty is in New York Harbor, in New York City. France presented the
statue in 1884 to honor the United States' hundred-year anniversary of independence
from Britain. The statue has since stood as a universal symbol of freedom and democracy
and has greeted tourists and immigrants entering the United States from all over the
world.
2. Tell students that they are going to be put into teams to help solve a problem. Each
team will imagine that they are in charge of tourism for a world famous landmark. Each
team will have to use the online tools below to find out as much information as they can
that will be help convince others to come to their landmark. Have students choose
partners to work with. Allow each pair the opportunity to choose from the list of
landmarks below, but make sure that all the landmarks listed have been chosen if
possible.

Suggested Web sites accompany each landmark:

The Leaning Tower of Pisa http://ce.eng.usf.edu/pharos/wonders/Forgotten/pisa.html
Versailles http://www.chateauversailles.fr/en/

Analysis and Critique: World Famous Landmarks

19

The Golden Gate Bridge http://www.goldengatedesign.com/goldengate.html

The Empire State Building http://www.esbnyc.com/
Mount Rushmore http://www.americanparknetwork.com/parkinfo/ru/history/carve.html
The Great Pyramid of Giza http://ce.eng.usf.edu/pharos/wonders/pyramid.html/
Taj Mahal http://ce.eng.usf.edu/pharos/wonders/Forgotten/tajmahal.html
Stonehenge http://www.britannia.com/history/h7.html
The Great Wall of China http://ce.eng.usf.edu/pharos/wonders/Forgotten/greatwall.html/
http://www.discovery.com/stories/history/greatwall/greatwall.html
The Colosseum http://ce.eng.usf.edu/pharos/wonders/Forgotten/colosseum/html/
Angkor Wat http://ce.eng.usf.edu/pharos/wonders/Forgotten/angkor.html/
http://www.tourismcambodia.com/Attractions/angkor/angkor_wat.htm
Additional Research Links:
Forgotten, Modern, and Natural Wonders http://ce.eng.usf.edu/pharos/wonders/other.html
The Great Buildings Collection
http://www.greatbuildings.com

When finished working with the landmark specific sites, students can use sites such as the
following to find more in-depth, personal information about each landmark as well as the
surrounding areas:
YouTube: http://www.youtube.com
Trip advisor: http://www.tripadvisor.ca
or
Lonely Planet: http://www.lonelyplanet.com

Analysis and Critique: World Famous Landmarks

20

3. Distribute the Classroom Activity Sheet: A Survey of World Landmarks.

Partners can begin working on their activity sheets cooperatively in class, and they can
complete any remaining questions for homework. Students can also come up with their
own questions that they believe visitors might be interested in asking.
4. Partners will then work together to use information from their activity sheet to create a
project to demonstrate their learning and convince others to visit their landmark.
Students can choose from a variety of options to demonstrate their learning such as
through: videos, comics, blogs, wikis, iMovies, glogsters, prezis, powerpoints, poems,
collage, skits, journals, writing-in-character, oral reports, voicethread, podcast or virtual
tour. Access students background knowledge: What did you find interesting about your
landmark? What did you find out that you did not know before? Encourage students to be
creative.
5. When students have finished making their landmark cards, they should get together
with another group to share their information. Once they have shared their information
each group should ask any questions they have of the other group. These questions may
lead to suggestions that could improve the presentation to the class. Once students have
shared with other groups, then they should present to the class as well. Afterwards,
students can place their landmark cards in the correct locations on a world map.
6. Have a follow-up discussion so students can compare and contrast what they learned
about the landmarks. Provide appropriate thinking time for students. Access students
background knowledge: What did you know about landmarks before you started today?
How have landmarks changed throughout history? What are some common reasons

Analysis and Critique: World Famous Landmarks

21

people build landmarks? What are some common beliefs and ideals reflected by
landmarks throughout history? Ask students to get up and sit next to someone they do not
usually work with. Ask each partnership to talk about the above reflection questions
together before sharing with the class.
Adaptation for older students:
Have students choose five landmarks, each from a different historical period. Students
should work independently to complete the activity sheet and create five landmark
projects. When students have finished, they should arrange their landmark projects along
a time line. Group students according to historical periods such as ancient history, the
Renaissance, or modern age (post-World War II). Have each group prepare a presentation
about the type of structures built during a specific period. Students will use the
information in their projects and their research about the period.
Questions (Provide appropriate thinking time for students)
1. For what different reasons do people build awe-inspiring structures?
2. Which landmark do you believe is the most spectacular? Why?
3. How have characteristics, or features, of landmarks remained the same throughout
history? How have they changed?
4. Discuss landmarks in different parts of the world. How are they alike? How are they
different?
5. The Egyptian pyramids and other structures have withstood the test of time. What
modern-day structures do you think will be around in the year 3000?
6. What do you think is the most important characteristic that a landmark must have?
Explain.

Analysis and Critique: World Famous Landmarks

22

Evaluation:
You can evaluate partners on their projects using the following three-point rubric:
Three points: conducted research on their landmark and completed the Classroom
Activity Sheet; worked cooperatively to choose a picture and combine their research
findings; presented information in a class presentation that is concise and engaging.
Two points: conducted research on their landmark and completed most of the Classroom
Activity Sheet; worked cooperatively to choose a picture and combine research findings;
presented information in a competent manner.
One point: conducted research on their landmark and completed some of the Classroom
Activity Sheet; worked together to choose a picture and combine their research findings;
presented their information with difficulty.
Extensions:
You Are There Challenge students to create a magazine or news report about what it was
like on the opening day of a famous world landmark. If actual reports aren't available,
encourage students to research how important ceremonies were held at that time.
Encourage students to use their imaginations to describe the events as if they were at the
scene, seeing the landmark for the very first time.
Suggested Reading:
The Great Wall (A Wonders of the World Book) Elizabeth Mann. Mikaya Press, 1997.
The Great Wall of China is one of the worlds most amazing constructions. Follow the
history of the making of this wall and the events in Chinas history that led to an
engineering effort that took more than two hundred years and hundreds of thousands of
workers to make. Lots of drawings bring these events to life.

Analysis and Critique: World Famous Landmarks

23

The Medieval Castle (Building History Series) Don Nardo. Lucent Books, 1998. The
development of medieval castles has its roots in early fortified towns and military
fortresses. This book, as part of a series looking at world history through architecture,
xplains the factors that led to the construction of the medieval castle and its classic
elements such as moats, towers, baileys, and the keep. Using illustrations and occasional
informational inserts, a picture is painted not only of castle structure, but what life was
like for those living in the castle.
Vocabulary:
ceremony Definition: A formal act or series of acts typically conducted elaborately,
solemnly, and directed by a religious, state, courtly, social, or tribal procedure. Context:
Most cultures have a ceremony for weddings and other important events.
civilization Definition: The stage of cultural development marked by urbanization,
advanced techniques of agriculture and technology, expanded population, and complex
social organization. Context: The Egyptians had an advanced civilizationthey had
mastered complex skills related to architecture, agriculture, astronomy, mathematics, and
writing.
culture Definition: The intellectual and artistic content of a civilization. Context:
Museums are great places to learn about the culture of an ancient civilization.
landmark Definition: A structure that characterizes a locality. Context: Two famous
landmarks in New York City are the World Trade Towers and the Empire State Building.
Academic standards:
Grade level:

Analysis and Critique: World Famous Landmarks

24

6-8
Subject area:
Geography Standard:
Understands that culture and experience influence people's perceptions of places and
regions.
Benchmark: Knows how places and regions serve as cultural symbols (e.g., Golden Gate
Bridge in San Francisco; Opera House in Sydney, Australia; Gateway Arch in St. Louis;
Tower Bridge in London).
Grade level:
6-8
Subject area:
Geography Standard: Understands that culture and experience influence people's
perceptions of places and regions.
Benchmark:
Knows the ways in which culture influences the perception of places and regions (e.g.,
religion and other belief systems, language, and tradition; perceptions of beautiful or
valuable).
Credit Audrey Carangelo, freelance curriculum developer.
DiscoverySchool.com http://www.discoveryschool.com Copyright 2001 Discovery.com.
Teachers may reproduce copies of these materials for classroom use only.

Classroom Activity Sheet: Landmarks of Civilization

A Survey of World Landmarks

Analysis and Critique: World Famous Landmarks

25

Answer the questions below as you research your landmark. Be sure to add any other
interesting information you discover.
Name of landmark: __________________________
- Where is the structure located? Explain how the location is important to the structure. - - When was the structure built? How long did it take to build?
- Why was the structure built? Does it still serve the same purpose?
- Who were the powerful people behind the building of the structure? Who physically
built the structure? For whom was the structure built?
- What does the structure look like? What characteristics or features make this structure
stand out as a landmark?
- How does the structure reflect the culture? How was the structure built? What materials
were used? Was special technology used?

Analysis and Critique: World Famous Landmarks

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