Landmarks over Time
Grades
This lesson plan was written for grades 6–8.
Objectives
Students will:
- compare bird’s-eye views of Texas cities in the 1800s to those in the 2000s by identifying landmarks;
- summarize how the cities have changed over time.
Materials
Materials needed are:
- bird’s-eye views of Texas cities projected for the class to see or a computer lab with Internet access;
- Landmark Identification Chart for each student.
Procedure
1. Allow students to choose one of the following Texas cities to compare: Austin, Corpus Christi, Dallas, El Paso, Fort Worth, Galveston, Houston, Laredo, or San Antonio.
2. Have students access bird’s-eye views of their chosen cities from the Amon Carter Museum’s Texas Bird’s-Eye Views Web site, http://www.birdseyeviews.org. (Some of the cities will have two or more views to choose from.)
3. Have students define the term landmark. The Miriam-Webster Dictionary defines the noun landmark as follows:
- 1. an object (as a stone or tree) that marks the boundary of land;
- 2. (a) a conspicuous object on land that marks a locality; (b) an anatomical structure used as a point of orientation in locating other structures;
- 3. an event or development that marks a turning point or a stage;
- 4. a structure (as a building) of unusual historical and usually aesthetic interest; especially, one that is officially designated and set aside for preservation.
4. Challenge students to look at the city and try to identify landmarks. Have them record their observations on the Landmark Identification Chart.
5. Have students access satellite images of their cities by following these steps:
- Click on the “Where is (city name)?” link found at the bottom of the links on the right-hand side of each view’s text.
- Click on the “Satellite” link found at the top of the map.
- Zoom in or out of the satellite image by using the + and – buttons.
- Students may view a satellite image of a specific location within a city by changing the start address at the top of the page. For example, to view the satellite image of the Amon Carter Museum, enter 3501 Camp Bowie Boulevard, Fort Worth, Texas.
Challenge students to look at the satellite images and try to find the landmarks they identified in their bird’s-eye view. Have them record their observations on the Landmark Identification Chart.
6. Encourage students to formulate questions about the history of the city based on their comparisons of the bird’s-eye view and satellite images.
7. Have students describe the landmarks found on both images and those that only appeared in one. Have them speculate as to why some landmarks withstood the test of time and why some did not appear on the satellite image. Record the students’ explanations.
Assessment
Instruct each student to write a summary statement about how their chosen city changed over time and record it at the bottom of the Landmark Identification Chart.
TEKS Connections
Social Studies
- 6.5A explain factors such as location, physical features, transportation corridors and barriers, and distribution of natural resources that influence the economic development and foreign policies of societies
- 6.21C analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions
- 6.21F use appropriate mathematical skills to interpret social studies information such as maps and graphs
- 6.22D create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies
- 7.8A create thematic maps, graphs, charts, models, and databases representing various aspects of Texas during the nineteenth and twentieth centuries
- 7.8B pose and answer questions about geographic distributions and patterns in Texas during the nineteenth and twentieth centuries
- 7.9B compare places and regions of Texas in terms of physical and human characteristics
- 7.9C analyze the effects of physical and human factors such as climate, weather, landforms, irrigation, transportation, and communication on major events in Texas
- 7.21B analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions
- 8.10A create thematic maps, graphs, charts, models, and databases representing various aspects of the United States
- 8.10B pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases
- 8.11B compare places and regions of the United States in terms of physical and human characteristics
- 8.11C analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States
- 8.30B analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions
Language Arts
- 6.20D summarize and organize ideas gained from multiple sources in useful ways such as outlines, conceptual maps, learning logs, and timelines
- 6.22B interpret important events and ideas gathered from maps, charts, graphics, video segments, or technology presentations
- 7.20D summarize and organize ideas gained from multiple sources in useful ways such as outlines, conceptual maps, learning logs, and timelines
- 7.22B interpret important events and ideas gathered from maps, charts, graphics, video segments, or technology presentations
- 8.20D summarize and organize ideas gained from multiple sources in useful ways such as outlines, conceptual maps, learning logs, and timelines
- 8.22B interpret important events and ideas gathered from maps, charts, graphics, video segments, or technology presentations
This lesson plan was created by Wendy Coleman, Fort Worth ISD educator, to accompany the Texas Bird’s-Eye Views Web site produced by the Amon Carter Museum, Fort Worth, Texas, and was made possible by a generous grant from Burlington Northern Santa Fe Foundation representing BNSF Railway Company.