Lesson Plan - What is the Value of This Place?
Visit Heritage Sites to Understand Their Significance and Value to the Community

An Educational Lesson Plan for U.S. History Students
Lesson contributions by Mr. James Percoco of West Springfield High School. Sample student products contributed by students in Mr. Percoco’s Applied History class at West Springfield High School

Review a student presentation based upon this lesson plan [A PDF document].

ON THIS PAGE
»	Overview
»	Materials
»	Activities
»	Standards of Learning

Overview:
It is difficult to understand the value of historic sites by reading about them from a desk in a classroom. But imagine hearing John Brown’s story as you walk the cobblestone streets of Harpers Ferry, the site of his fateful raid. Or thinking about Madison’s ideas and the contributions he made to the Constitution as you move through the hallways of his home and garden paths at Montpelier. 

This lesson asks students to experience Where America Happened by visiting one historic site of their choice along the Journey Through Hallowed Ground. During the visit, they are challenged to meet with park rangers and historical experts to capture the story behind significant events that define the site, examine threats to the heritage area and answer the question, “What is the value of this place?”

Student Objectives:

1. Visit one historic site located along the JTHG
2. Coordinate site visit by using an internet source to gather information on the availability of on-site contacts, hours of operation and location.
   
3. Correspond with on-site contact using e-mail and telephone communication.
4. Identify primary sources to explore the contributions they make to understanding the significance of the heritage site
5. Evaluate the educational value of heritage sites along the JTHG
6. Demonstrate mastery of PowerPoint software by including poetry, music and prose in the presentation that is related to the stories studied while visiting the heritage sites. 
   

Materials:

1. Journey Through Hallowed Ground Introductory PowerPoint
2. Historic Site Contact Form
3. On-Site Goals Form
4. PowertPoint Rubric for historic site visit   

Activities

1. Meet in a computer lab and begin by sharing the Journey Through Hallowed Ground Introductory PowerPoint.  After students review, provide time for students to explore sites located along the JTHG.  The website address is www.hallowedground.org and students may search by region or topic of interest. Their goal for this time is to identify one site that they’d like to visit along the JTHG.
2. Once the site is selected, students use information provided on the JTHG website to contact the site and arrange the visit.  The Historic Site Contact Form is provided to help students think through this process as they answer questions related to the following
   1. Confirm a date for the visit
   2. Confirm that the historic site has public tours on the day selected
   3. Make a reservation for the public tour if necessary
   4. Contact the Educational Director or Park Ranger to request a fifteen to twenty minute meeting at the end of the visit
   5. Create an itinerary for the visit that includes a guided tour and visit with historic expert (i.e. Park Ranger, Educational Director or historian)
3. Student site visit. While on-site, students are encouraged to answer the questions provided on the On-site Goals Form.
4. After the visit to the heritage site, students are asked to compile the information gathered into a PowerPoint presentation to be shared with the class. The PowerPoint design can occur during whole class computer lab days or as an independent project completed outside of class. A PowerPoint Rubric for Historic Site Visit is included as part of the materials to provide guidance to students as they create this final product.
5. Share PowerPoints with the class. 

Virginia Standards of Learning Connections (SOL's)

VUS.1 The student will demonstrate skills for historical and geographical analysis, including the ability to

• identify, analyze, and interpret primary and secondary source documents, records, and data, including artifacts, diaries, letters, photographs, journals, newspapers, historical accounts, and art to increase understanding of events and life in the United States;
• formulate historical questions and defend findings based on inquiry and interpretation;
• communicate findings orally and in analytical essays and/or comprehensive papers.

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