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Bungalows–the Homes of Teacher Page A WebQuest for Middle School Grade Social Studies Designed by Joan Kane
Introduction | Learners | Standards | Process | Resources | Evaluation | Conclusion | Credits | Student Page
This
lesson was designed for the students at Northwest Middle School in Chicago,
Illinois. For many of the Northwest Middle School students, the community in which
they now live in is a relatively unfamiliar place. The neighborhood around
the school has undergone a radical transformation, changing from a mostly
Polish enclave to largely Hispanic neighborhood within the past five years.[1]
Northwest students have generally lived in the area for less than 6 years and
many have moved to the area in the last two years. For this reason, projects
that encourage familiarity with and respect for the community are needed in
the curriculum. In
Chicago, the most common type of single-family housing is the Chicago
bungalow. In recent years, there has been a concerted effort to celebrate and
preserve the Chicago bungalow. The Historic Chicago Bungalow Initiative
(http://www.chicagobungalow.org/) is evidence of this renewed interest. The
neighborhood surrounding Northwest Middle School is part of the Bungalow Belt
in Chicago and this housing style would form a good basis for students to
explore and learn more about their community. Most students do not understand
the contribution that the bungalow has made to Chicago history and do not
have the tools to appreciate this housing style. This
lesson was designed to meet the Illinois Learning Standards (ILS) for social
studies and the National Educational Technology Standards for Students
(NETS-S). Originally designed for 6th grade students, this lesson
can also be used in a 7th and 8th grade social studies
curriculum. For
successful completion of this lesson, the students should be able to: §
Cooperate with other students and work well
within a team. §
Responsibly search the Internet and use search
engines. §
Use general productivity software, such as
Microsoft PowerPoint, Microsoft Publisher, Macromedia Dreamweaver, to present
information to others. As
a result of this lesson, students will be able to identify the main
characteristics of the Chicago bungalow architecture, apply that knowledge to
houses in their neighborhood and present this information to others in a
convincing way. Social Studies Standards Addressed STATE GOAL 5: Use
the language arts to acquire, assess and communicate information. 5.B. Analyze and
evaluate information acquired from various sources. 5.B.3a. Choose and analyze information sources
for individual, academic and functional purposes. 5. C. Apply acquired information,
concepts and ideas to communicate in a variety of formats. 5.C.3a. Plan, compose, edit and revise documents
that synthesize new meaning gleaned from multiple sources. STATE
GOAL 18: Understand social systems,
with an emphasis on the United States. 18.A. Compare characteristics of culture
as reflected in language, literature, the arts, traditions and institutions. 18.A.3 Explain how language, literature, the
arts, architecture and traditions contribute to the development and
transmission of culture. Technology Standards Addressed NETS-S
4. Technology
communications tools Students use a
variety of media and formats to communicate information and ideas effectively
to multiple audiences. NETS-S
6. Technology
problem-solving and decision-making tools Students use
technology resources for solving problems and making informed decisions. This
lesson requires that students use several levels of learning outcomes: §
Knowledge - defining the characteristics of a
Chicago bungalow. §
Application – writing a checklist of bungalow
features. §
Analysis – comparing the checklist to houses in
the neighborhood. §
Synthesis – designing a presentation, newsletter
or Web page to catalog the checklist and checklist results. Student Information Below
is the information for the process from the Student WebQuest: To
be a successful intern for the mayor, you will need to follow these steps.
Read them over and make sure to ask your teacher if your group has any
questions. Enjoy your research! 1.)
First you will be assigned to a team of 3
students. 2.)
Select five houses in your neighborhood that you
think are bungalows and take their pictures. 3.)
Assign one of the following roles to each group
member:
4.)
Once each of you has selected a role to play,
review the information in the Resources section. Use these questions as a
guide:
5.)
Create a checklist that has five style elements
of a Chicago bungalow. 6.)
Use your checklist on the five houses you
selected earlier and see if these houses are true Chicago bungalows. Write
down your findings. 7.)
Create a presentation, newsletter or Web page
that summaries what you learned and shows how you used your checklist to
determine if a house was a bungalow. 8.)
Present your information to the class. Lesson Organization This
multidisciplinary lesson can be taught in three 40-minute classes. Times must
be allowed between classes for student to is choose their sample houses and
analyze them. It is best taught to one class that has experience working
collaboratively in groups. This
lesson can be successfully implement by one teacher, either a social studies
teacher with technology experience or a technology teacher with social
studies knowledge. In many cases, two teachers may be needed, one to provide
the technical knowledge and one to provide the social studies expertise. The
students should be divided into groups that balance students’ skill levels
within each group. The teacher (s) for this lesson should be comfortable
acting as a facilitator for each group. Physical
resources need for this lesson include:
In
addition, a field trip within the neighborhood or in conjunction with the
Chicago Architecture Foundation can be planned to coincide with the lesson. Before
the lesson, the teacher(s) should review the material on the Web sites listed
as student resources. These Web sites are: General
Information on Bungalows The
Historic Chicago Bungalow Initiative (http://www.chicagobungalow.org/) American
Bungalow Magazine (http://www.ambungalow.com/AmBungalow/home.htm)
Twin
Cities Bungalow Club (http://www.bungalowclub.org/)
Pasadena
Bungalow Heaven (http://home.earthlink.net/%7Ebhna/)
Defining
a Chicago Bungalow The
Historic Chicago Bungalow Initiative (http://www.chicagobungalow.org/) Definition
of a bungalow (http://www.encyclopedia.com/html/b1/bungalow.asp)
The
Chicago Green Bungalow Project (http://www.houseinprogress.net/)
Field guide to Chicago
bungalows (http://tigger.uic.edu/depts/ahaa/imagebase/buildings/Files/Bungalow.html)
American Bungalow Magazine
Bungalow Styles (http://www.americanbungalowmagazine.com/AmBungalow/whatStyle.htm)
About resources on Chicago
bungalows (http://architecture.about.com/b/a/009095.htm)
Family
Stories about Bungalows Stories
about Chicago bungalow families (http://www.chicagobungalow.org/month.html) Bungalow
stories (http://www.wttw.com/chicagostories/bungalow.html)
A
Chicago bungalow renovation in progress (http://www.houseinprogress.net/) More
bungalow stories (http://www.nationaltrust.org/magazine/archives/arch_story/010303.htm How
will you know that this lesson was successful? Describe what student products
or performances you'll be looking at and how they'll be evaluated. This, of
course, should be tightly related to the standards and objectives you cited
above. You
may want to just copy and paste the evaluation section of the student page
into this space and add any clarifications needed for another teacher to make
use of this lesson. In
this lesson, students will learn how to identify community resources such as
residential architecture, how these resources relate to the city in which
they live and how to frame this information in the context of architecture
nationally. Photo
of Chicago Bungalow from The Chicago Green Bungalow Project, a pilot program
sponsored by the City of Chicago. Permission for use requested. Retrieved on
Nov. 4, 2004 from http://www.chicagobungalow.org/greenbungalow/cb/index.shtml
on November 4, 2004. Last updated on August 19, 2005. Based on a template from The WebQuest Page |
