H-1C-M18 - identifying and discussing significant political, economic, social, cultural, and technological trends that have had an impact on the modern world

C-1D-M2 - identifying the rights and responsibilities of citizens and explaining their importance to the individual and to society

C-1D-M3 - discussing issues involving the rights and responsibilities of individuals in American society

C-1D-M4 - describing the many ways by which citizens can organize, monitor, and help to shape politics and government at local, state, and national levels

C-1D-M5 - communicating the importance of knowledge to competent and responsible political participation and leadership

This will be a learning center activity. Set up six learning stations throughout the classroom (or computer lab). Although three of the activities suggest using a computer, it would be most important for learning center #6 to have a computer with an Internet connection. The other two centers (#1and #4) can be easily adapted to work without a computer.

It is a good idea for each student to have a folder to hold all the activities from each station. Inside the folder or on the front of the folder, staple the classroom management card for the student to check off each center as it is completed. In the folder, place the checklist for this activity and scratch paper for writing notes.

Due to the nature of rotating centers, students will need an activity to complete if they finish a center early. Give a verbal challenge for each group to design, develop, and produce a commercial for Caring for Our Heritage. They should write a script, decide who will act out each part, determine props needed, and practice their commercial.

Set up the stations with the following instructions and materials (remind students that all the EZ Content Blueprint copies and center instructions should remain at each learning center).

Materials: Center instructions (one copy), copies of the EZ Content Blueprint entitled Threats to Our Heritage (one for each person at the center), and a concept map template (Microsoft Word version, Inspiration version.)

Students are going to read the Blueprint and create a concept map to convey their interpretation of the information.

There are two ways to do this:

1. Have a copy of the blank concept map for each student and have them add their information by hand
2. Have this center located at a computer that has Inspiration software. Have the students open the concept map and fill out the information and print copies of the map for their folders.
   
   

Students should add as much information as they can (they can add more shapes to each category if necessary). They can help each other with the information, but each student should have a copy of their completed concept map in their folder for future reference.

Materials: Center instructions (one copy), copies of the EZ Content Blueprint entitled Why We Preserve, and Research Question Guide (one for each person at the center).

Students will read and comprehend the information on the EZ Content Blueprint. Then they will answer the questions on the research question guide sheet. This information will be placed in their folder for future reference.

Materials: Center instructions (one copy), copies of the EZ Content Blueprint entitled Who Preserves? Preservation Organizations (one for each person at the center), and a container with math counters or bingo chips.

Students will divide the organizations among each member of the group. Then students will take turns describing the organizations and their purpose in their own words. The other students in the group will take turns paraphrasing what was said. When the National, State, and Local organizations have been described and paraphrased, students will discuss the following question:

Which of these organizations do you feel has the greatest impact on historic preservation? Why?

Materials: Center instructions (one copy), TrackStar guide sheet entitled How We Preserve: Preservation Strategies (one for each student), copies of the EZ Content Blueprint entitled How We Preserve: Preservation Strategies (one for each person at the center), and a computer with an Internet connection if possible.

This activity should be completed with the students at the computer(s) if possible. If you don’t have access to a computer, you can use the same questions with the EZ Content Blueprint. Students will go to http://trackstar.hprtec.org, enter Track # 213815, and click View in Frames. They will use the guide sheet to record their responses. The guide sheet will be stored in the student folder for future reference.

Note: If you do not have access to a computer with an Internet connection in your classroom, print out the information at the sites and have each printout available at the center. Students can answer the questions from the printouts. They can also answer all of the questions from the EZ Content Blueprint.

Materials: Center instructions (one copy), blank sheets of paper (heavy paper like cards stock or construction paper works best), four-square foldable instructions, scissors, pen or pencil, and EZ Content Blueprint entitled How We Preserve: The Role of the State Historic Preservation Office (one copy for each person at the center).

Using the information from the EZ Content Blueprint, students will create a four-square foldable to help them learn the role of the State Historic Preservation Office. Follow the instructions to create the foldable and add information from the Blueprint. Students will keep the foldable in their folders for future reference.

Materials: Center instructions (one copy), EZ Content Blueprint entitled What Makes a Place Historic? The National Register of Historic Places in Louisiana (one copy for each person at the center), Louisiana state map (the state highway map is best – if you don’t have a map, you can download one at http://www.dotd.louisiana.gov/maps/district.pdf), note card template, glue, scissors, map with the regions and a computer with an Internet connection.

Students will read the first paragraph on the EZ Content Blueprint to familiarize themselves with the purpose of the National Register (they will learn more about this program at other centers). There is a list of themes and a brief description of each. Students will

• Search the National Register Database for buildings in Louisiana with each of these themes.
• Using the map and the database, students will identify historic places that are located in an assigned region of Louisiana (it is recommended that you use the official regions as designated on the map located at http://www.crt.state.la.us/crt/tourism/maps/getmap.htm and print out one copy of each of the region maps).
• Each student will select a historic place in his/her assigned region.
• Each student will add the following information on his/her historic place note card about their historic place and share this information with the rest of the class:
  

  • The location of the historic place
  • At least 4 interesting facts about your historic place
  • A graphic (print, cut, paste to the note card)
  • Why you feel this place is historic

After all the centers are complete, each group will share information about their historic place in their assigned region of Louisiana.