Category 6: Historical Landmarks
Design a website and/or create a video story that documents and showcases historical landmarks
(e.g. Missions, battle fields, architecture, cemeteries, street names).
The theme for
CyberFair 2018 is "Preserve & Unite!"
"Preserving our heritage is a vital link to our cultural, educational,
aesthetic, inspirational, and economic legacies.." -
In partnership with the
World Future Society, youth are asked to share their dreams for the future - by
thinking about the possible future, the probable future, the preferable future
and the preventable future.
B: Learning Objectives:
Students' views of the world
community will be broadened through familiarity with the local community by an
understanding of the concepts of continuity and change.
Students will be able to relate the
special historical landmarks that distinguish their community from other communities.
C: Discussion Questions:
Is there a mission or other historical
site in your community?
Are there any well-known architects or
famous buildings around?
How were the streets in your community
Are there any places especially
interesting to students?
D. Suggested Starter
View past projects
produced by students in this category.
Investigate the special geographical
features that are land marks in your community. Describe how these features have impacted
Compare the historical landmarks in
your community to those in a neighboring community.
Students, individually or in small
groups, choose a landmark to represent in an artistic manner: collage, drawing, mural etc.
an d present their creation to an appropriate representative of that museum, mission, or
If there is an historical society in
your community, invite a member to visit the classroom. Prepare interview questions.
Determine which historical landmarks
students are familiar with in their community, which ones they have personally visited,
which ones they would like to visit and why.
Distribute promotional brochures which
students have obtained from various historical landmarks. Have students select the most
effective ones and explain why those were chosen.
Create their own archives of the
community which can be updated by ensuing classes.
Large maps of the area around the
school and scale models of the community can provide spatial perspective of historical
landmarks. Topographical maps can also be built in.
Working in small groups students can
tape oral history interviews, write up the information, collect artifacts and present
their projects to the school library, local library or museum.
E: Examples of Projects
Dakota Conflict of 1862
Dakota Meadows Middle School
(Minnesota, USA, 1999)
- The Supreme Court of Singapore
The Chinese High School
The Colonial History of Northern
George Marshall High School
(Virginia, USA, 1999)
Ex Navicula Navis
XIII Liceum Ogolnoksztalcace
(Lodz, Poland, 1999)
Citta' dei Ragazzi
(Rome, Italy, 1998)
Our Community Weaves a Tapestry of Gold
Deer Creek School
(California, USA, 1998)
A Cyber Tour of Historic Flemington, New
Copper Hill School
(New Jersey, USA, 1998)
Life at Sterkfontein
Adelaar High School
(Gauteng, South Africa,
Historical Landmarks of Escondido
L. R. Green School
(California, USA, 1997)
Wiscasset's Historical Landmarks
Wiscasset Primary School
(Maine, USA, 1997)
Venture into our Blackland Prairie
Alpha Omega Christian School of Leonard
(Texas, USA, 1997)
Roma - History and Civilization of the Eternal City
Città dei Ragazzi di Roma (Boys' Town of Rome)