LEARN NC

2.1 A monumental virtual tour

By Kate Allman

Provided by UNC Libraries / Documenting the American South.

In this lesson, students will begin by watching a virtual tour and identifying how the author uses informational and persuasive techniques to describe a monument. In the following days, students will conduct research using the Commemorative Landscapes catabase to identify and later describe a North Carolina monument. In the last two days of the lesson, students will compile images and recorded audio to create a virtual tour of their monument.

Learning outcomes

Students will:

  • learn about monuments and other commemorative sites located in North Carolina.
  • identify and describe a North Carolina monument of interest.
  • use technology to create a virtual tour of a North Carolina monument.

Teacher planning

Time required for lesson

Six 45-minute classes

Materials/Resources

  • Pencils/pens
  • Paper

Technology Resources

Activities

Day one

  1. Show the video tour of the Empire State Building.
  2. Ask your students to share what they learned about the Empire State Building while watching this video tour. For example, ask where it is located, when it was built, and the role that it plays in current society. Record their answers on the board.
  3. Also ask them to list what they want to know about the Empire State Building the wasn’t included in the video. Write these responses on the board, as well.
  4. Now, watch the first half of the video again and ask students to think about what they like about the presentation of the information:
    1. Is the photography clear?
    2. Are the words easy to see?
    3. How long is it?
  5. Ask the students to share what they liked about the video with a partner and what they wished the film-maker had done differently.
  6. Explain to your students that in groups of two, they will use images and information located in the Commemorative Landscapes collection to create a short, informational virtual tour of a North Carolina monument.
  7. Ask your students to help you select information from your existing list of information (e.g., where it is located, why it was built, etc.) that should be included in their comprehensive guide to the monument. Use this list to help you develop a rubric for the assignment.
  8. Similarly, ask your students to select elements listed about the presentation in the Empire State Building clip that would need to be included in their own video. Make sure that you consider the technology constraints of your school. Again, use this as you develop the rubric for this assignment.
  9. Explain that over the next four days, your class will be researching and creating a virtual tour for a North Carolina monument in the Commemorative Landscapes collection. In this tour, they need to include the informational and technological elements selected by the class.

Day two

  1. Have the students browse the Commemorative Landscapes collection. Encourage them to read about monuments that look of interest to them. Tell them to write down the names and descriptions of five monuments that are of interest to them on a piece of paper. Ask them to rank these monuments one to five (one being the most desired and five being their fifth choice) and provide a paragraph explaining why they selected their first five choices.
  2. Before class the next day, provide students with the name of the monument that they will be researching and for which they are creating a tour. Ideally, each pair will receive one of their first three choices.

Day three

Ask students to conduct research using the resources located in the Commemorative Landscapes collection and other available online sources to answer the questions that they created as a class.

Day four

  1. Using the information collected from their research, allow your students the time to write a script to use as the audio of their virtual tour. Allow the students to listen to the Empire State Building virtual tour. Encourage them to write down words or phrases that they like or would like to use in order to make their tour sound authentic and professional.
  2. Provide your students with the time to write their script.

Days five and six

  1. Provide your students with two days to record their audio and compile images for their video.
  2. Spend a day of class celebrating the products your students created. Allow them to share their video and explain the choices that they made.

Assessment

  • Student work will be evaluated using class-informed rubric.
  • Evaluate student writing against the information provided through class activities.
  • Gauge student participation in class.

North Carolina curriculum alignment

English Language Arts (2004)

Grade 6

  • Goal 2: The learner will explore and analyze information from a variety of sources.
    • Objective 2.02: Use multiple sources of print and non-print information in developing informational materials such as brochures, newsletters, and infomercials by:
      • exploring a variety of sources from which information may be attained (e.g., books, Internet, electronic databases, CD-ROM).
      • distinguishing between primary and secondary sources.
      • analyzing the effects of the presentation and/or accuracy of information.

Grade 7

  • Goal 2: The learner will synthesize and use information from a variety of sources.
    • Objective 2.01: Respond to informational materials that are read, heard, and/or viewed by:
      • monitoring comprehension for understanding of what is read, heard and/or viewed.
      • analyzing the characteristics of informational works.
      • summarizing information.
      • determining the importance of information.
      • making connections to related topics/information.
      • drawing inferences and/or conclusions.
      • generating questions.

Grade 8

  • Goal 2: The learner will use and evaluate information from a variety of sources.
    • Objective 2.01: Analyze and evaluate informational materials that are read, heard, and/or viewed by:
      • monitoring comprehension for understanding of what is read, heard and/or viewed.
      • recognizing the characteristics of informational materials.
      • summarizing information.
      • determining the importance of information.
      • making connections to related topics/information.
      • drawing inferences.
      • generating questions.
      • extending ideas.

  • North Carolina Essential Standards

    • Information and Technology Skills (2010)

      • Grade 6

        • 6.TT.1 Use technology and other resources for the purpose of accessing, organizing, and sharing information. 6.TT.1.1 Select appropriate technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.)....

      • Grade 7

        • 7.TT.1 Use technology and other resources for assigned tasks. 7.TT.1.1 Use appropriate technology tools and other resources to access information. 7.TT.1.2 Use appropriate technology tools and other resources to organize information (e.g. graphic organizers,...

      • Grade 8

        • 8.TT.1 Use technology and other resources for assigned tasks. 8.TT.1.1 Use appropriate technology tools and other resources to access information (search engines, electronic databases, digital magazine articles). 8.TT.1.2 Use appropriate technology tools and...