Course Title: Interior Design
Session Title: Housing Decisions
Lesson Duration: three 45 minute lessons
Performance Objective: The student will identify characteristics common to different parts of the country and how houses are made to fit the climate they are built in. The student will identify the types of housing found in their community.
Specific Objectives:

Student will identify similarities and differences between a house and a home.

Student will differentiate housing characteristics common to various regions of the
United States.

Students will investigate the history of their home town and identify the types of housing that was available then and now.
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the elimination of any or all of the TEKS listed.
TEKS 130.43(c) 1A. Determine housing characteristics common to various cultures and regions.
TEKS 130.43(c) 1B. Describe factors affecting housing choices.
TEKS 130.43 (c) 1C. Describe the relationship of housing and family economics.
TEKS 130.43 (c) 1D. Assess the impact of demographic trends, psychological, physiological and social needs on housing decisions.
TEKS 130.43 (c) 1F. Analyze aspects of community planning that impact housing decisions.
Interdisciplinary Correlations:
Social Studies TEKS 113.31(c) 1A. Determine the meaning of grade-level technical academic
English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes.
Social Studies TEKS 113.31(c) 1E. Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology.
Social Studies TEKS 113.31(c) 8. Reading/Comprehension of Informational Text/Culture and
History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less important details that support the author's purpose
Related Industries that utilize the skill set in this lesson:
Architecture and Design, Interior Design, Facilities Management, Landscape Architecture, Real
Estate, Property Development, Zoning and Regulations, Building Codes and Construction
Management, among others.
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Relevant Core Curriculum Concepts:
1. Determine the meaning of various technical terms in housing.
2. Use a dictionary to confirm the meanings of vocabulary words.
3. Using a variety of texts, analyze cultural and historical events as they relate to housing decisions.
Occupational Correlations: (reference O-Net http://www.onetoneline.org/ )
11-9141.00 Property, Real Estate, and Community Association Managers
TASKS :
Meet with prospective tenants to show properties, explain terms of occupancy, and provide information about local area.
Determine and certify the eligibility of prospective tenants, following government regulations.
Plan, schedule, and coordinate general maintenance, major repairs, and remodeling or construction projects for commercial or residential properties.
KNOWLEDGE:
Sales and Marketing
– knowledge of principles and methods for showing, promoting, and selling products or services. This includes marketing strategy and tactics, product demonstration, sales techniques and sales control systems.
SOFT SKILLS:
Speaking, active listening, negotiation, coordination, critical thinking, persuasion
19-3051.00 Urban and Regional Planners (Green)
TASKS:
Hold public meetings with government officials, social scientists, lawyers, developers, the public, or special interest groups to formulate, develop, or address issues regarding land use or community plans.
Discuss with planning officials the purpose of land use projects, such as transportation, conservation, residential, commercial, industrial or community use.
Conduct field investigations, surveys, impact studies, or other research to compile and analyze data on economic, social, regulatory or physical factors affecting land use.
Keep informed about economic or legal issues involved in zoning codes, building codes or environmental regulations.
KNOWLEDGE:
Geography – knowledge of principles and methods for describing the features of land, sea, and air masses, including the physical characteristics, locations, interrelationships, and distribution of plant, animal, and human life.
Design – knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings and models.
Law and Government – knowledge of laws, legal codes, court precedents, government regulations, executive orders, agency rules, and the democratic political process.
SOFT SKILLS:
Active listening, speaking, critical thinking, judgment and decision making, writing, complex problem solving
13-1041.00 Government Property Inspectors and Investigators (Bright Outlook)
TASKS:
Prepare correspondence, reports of inspection or investigation or recommendation for action.
Investigate applications for special licenses or permits, as well as alleged violations.
Inspect government-owned equipment or materials in the possession of private contractors to ensure compliance with contracts or regulations or to prevent misuse.
KNOWLEDGE :
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Building and Construction – knowledge of materials, methods and tools involved in the construction or repair of houses, buildings or other structures such as highways and roads.
Mathematics – knowledge of arithmetic, algebra, geometry, calculus, statistics and their applications.
SOFT SKILLS:
Active listening, speaking, writing, critical thinking, reading comprehension, complex problem solving, instructing and monitoring.
47-4011.00 Construction and Building Inspectors (Green)
TASKS:
Issue violation notices and stop-work orders, conferring with owners, violators and authorities to explain regulations and recommend rectifications.
Inspect bridges, dams, highways, buildings, wiring, plumbing, electrical circuits, sewers, heating systems, or foundations during and after construction for structural quality, general safety or conformance to specifications and codes.
Approve and sign plans that meet required specifications.
Review and interpret plans, blueprints, site layouts, specifications or construction methods to ensure compliance to legal requirements and safety regulations.
Inspect and monitor construction sites to ensure adherence to safety standards, building codes and plans.
KNOWLEDGE:
Building and Construction – knowledge of materials, methods, and the tools involved in the construction or repair of houses, building or other structures such as highways and roads.
Design – knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings and models.
Law and Government
– knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process.
SOFT SKILLS:
Active listening, reading comprehension, complex problem solving, judgment and decision making, speaking, writing, time management.
Teacher Preparation:
Prior to this Lesson, Teacher should have knowledge and experience with:

Types of housing available in their area.

History of their town and historical landmarks in the town.

Review the videos and teachers ’ guides to ask questions before showing video.

Take pictures of different houses in your town and print out or put into a PowerPoint.
 Maslow’s Hierarchy of Needs
Student Preparation:
Prior to this Lesson, students should have knowledge and experience with:
 Maslow’s Hierarchy of Needs
References:
What is a House? The Dream We Live in ISBN 0-917159-920-X (Learning Seed).
Inventing the Home: 150 Years of Household Change ISBN 0-9171559-95-0 (Learning Seed).
Residential Housing and Interiors by Clois E Kicklighter and Joan C Kicklighter (Student Edition)
ISBN 1-59070-304-9 Goodheart Wilcox Publishing.
Housing Decisions by Evelyn L Lewis and Carolyn S Turner (Student Edition) ISBN 1-59070-
140-2 Goodheart Wilcox Publishing.
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Homes Today and Tomorrow by Ruth F Sherwood (Student Edition) ISBN 0-07-825144-3
Glencoe McGraw Hill Publishing.
Instructional Aids:
1. House vs Home Worksheet
2. Video “What Is A House?” by Learning Seed (22 minutes)
3. What is a House video notes and Teaching Guide
4. Vi deo “Inventing the Home: 150 Years of Change” by Learning Seed (23 minutes)
5. Inventing the Home video notes and Teaching Guide
6. PowerPoint: Housing Decisions Through the Life Cycle
7. Housing Decisions Through the Life Cycle Notes
8. Ch 1 Residential Housing and Interiors Book by Goodheart Wilcox
9. Ch 6 Housing Decisions Book by Goodheart Wilcox
10. Ch 5 & 6 Homes Today and Tomorrow Book by Glencoe McGraw Hill
Materials Needed:
1. Pencils with erasers
2. Pictures of different types of housing available in your town.
Equipment Needed:
1. Teacher computer workstation
2. Printer, capable of black and white printing on 8 ½ ” x 11” papers
3. Overhead projection screen that can exhibit teacher’s monitor
4. DVD Player and TV or overhead screen capable of projecting DVD Player
Learner Preparation:

Each student is placed into a team of 3-4 students; preferably these groups are balanced with students of varied skill levels and learning styles.

Definition of various vocabulary words should be prominently placed in a visible location in the room:
Introduction
Introduction (LSI Quadrant I):
Students enter and gather at their assigned seat/table. Each seat has a handout
SAY: Today we are going to define and determine the difference between a house and a home.
ASK: First, take a moment and think what is a house? Now, how you would define a house?
(Prompt and wait for students’ response. Then discuss various answers) What is the definition of a home? (Prompt and wait for students’ response. Then discuss students different answers)
SHOW: (Hold up a copy of the House vs Home Worksheet) Using the worksheet on your desk write in your own words, the definition of house and the definition of home in the designated space.
SAY : Now that you have defined a house and a home, think about the differences between the two.
ASK: What makes a building a house? ( Prompt and wait for student’s response. Then discuss various answers) What makes a building a home? (Prompt and wait for students’ response.
Then discuss various answers)
SAY: Using your House vs Home Worksheet write down the differences that you believe are
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between a house and a home in your own words.
SAY : Why do houses have peaked roofs and most commercial buildings nearly a flat roof?
Why do windows have divided lights? (Explain divided lights means glass divided into small panes) Why do houses have shutters that don’t shut? Why is one bedroom called the “master bedroom”? These are just some of the questions that will be answered as we watch the “What is a House?” video.
** Pass out video notes for students to complete as they watch the video.
SHOW: The Video “What is a House?” from Learning Seed. Have students complete the video notes worksheet as they watch.
SAY: Lets go over the questions and answers from the Video notes worksheet. (Use worksheet to complete this) (Additional questions you can ask students are listed below.)
1. Why do suburban houses have lawns?
(This is not as simple a question as it first appears. Discussion should show an awareness of the manicured lawn as a status symbol. Suburban students might assume that a well-tended lawn is the norm rather than the exception worldwide.)
Immigrants from cultures that do not value a manicured lawn might find themselves accused of not “keeping up their homes.” Neighbors assume they are sloppy rather than from a background that does not teach a tended lawn as “required” for community acceptance.
2. How have the interiors of houses changed to reflect the desires of privacy?
The video points out that centuries ago people lived in large rooms and privacy did not exist.
Our houses have become larger to accommodate the desire for privacy. In 1975, the average size of a new single-family home was about 1,645 square feet. Currently, the average size of a newly built home is about 2.100 square feet.
Bedrooms have become “privacy zones” both in terms of the “master suite” and each child having his/her own room.
Kids’ sharing a bedroom is much less common today than twenty or fifty years ago.
**Pass out Inventing the Home Notes to be filled in as students watch the video
SAY and SHOW: Now travel back with me to the days when houses had no bathrooms, when clothes closets were unknown, and when running water meant a fast wife with two buckets. We are now going to view the video: “Inventing the Home:150 years of change”
SAY: Let’s go over the questions and answers from the video notes worksheet. (Answer key is attached)
SAY: Use the Day One wrap up and summary questions to have a brief discussion over what they have learned today. As we have found out today, there are many different definitions of a house and a home. Different cultures see characteristics of a house and home differently. What you may think is very important for a house or even a home to have the person sitting on your right or left may think differently.
We have also learned how houses have changed over the last 150 years to become the homes we recognize today. (END OF DAY ONE)
Introduction (LSI Quadrant I):
Students enter and gather at their assigned seat/table and complete warm up/bell ringer.
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SAY: Yesterday, we learned about the definition of house and home, as well as the characteristics that people associate with each one. We also looked at how houses have changed and evolved over the last 150 years. Today we are going to look at the lifecycle as it pertains to housing and types of housing available.
**Pass out Housing Through the Life Cycle Worksheet for students to complete as we go through the PowerPoint.
SAY and SHOW: Show the Housing Through the Lifecycle PowerPoint. (More information to tell students other than listed on the PowerPoint is in LSI Quadrant II)
Slide 2 – Housing has several functions that it meets for people. How many of you are familiar with Maslow’s hierarchy of needs? The first function of housing is to meet physical needs. Just as in the bottom rung of Maslow’s pyramid, a physical need met by housing is shelter.
Slide 3
– Physical needs also include safety, and space for possession. Everyone wants to feel safe, and having an alarm system or even a locking door helps everyone feel safer. Everybody has some possession that they prize and want to have a special space for. Housing allows people to store many items.
Slide 4
– The next function of housing is to meet Emotional Needs. These needs include a sense of belonging and privacy. A home gives a place to call home, as well as people that you are related to be able to visit. At the same time, we all want a place where we can go and tune out the rest of the world to read, or even cry.
Slide 5
– More emotional needs include individuality as well as values and goals. In a home that you own, you are able to express your unique style and taste by decorating. At the same time, how you decorate can show what you value and even what your goals in life may be.
Slide 6 – The next function is to provide for the social needs of people. The major social need is a space for activities. Most families get together at holidays. Some families eat dinner together every night. A home gives you the space and the ability to have family time, friends over and get togethers celebrating various holidays, birthdays and other important events.
Slide 7 – As children grow up and move out on their own, they begin the housing lifecycle. This lifecycle starts with single adults. This is called the Single Adult Stage. This can be young adults moving out for college or their first apartment while they get a full time job.
Slide 8 – The next stage in the life cycle can be occupied by two different people. The first group of people are in the Beginning Stage of their married life. They just got married and are having the honeymoon stage where they are getting used to living together and have not yet begun to think about a family. The second set of people includes married couples without children. It could be they are unable to have children or in many cases today, couples are deciding NOT to have children.
Slide 9 – The next Stage in the lifecycle is called the Expanding Stage. These are people who are expanding their family. They may be pregnant or are going through the process of adoption.
This stage encompasses couples with children from birth to age 6.
Slide 10 – The next stage is the Developing Stage. This includes couples with children from age 6 to 20 years old. Housing needs change many times during this stage.
Slide 11 – The next to last Stage is the Launching Stage. This is when children begin leaving home to start the cycle on their own. The need for space may decrease during this time.
Slide 12 & 13 – The last stage is the Aging Stage. This Stage begins at retirement and goes until the death of both spouses. Again, housing choices may fluctuate depending on the health and wellbeing of the individual.
SAY and ASK: After finding out about the Lifecycle Stages found in housing. Think about where your own family is in this cycle and write it down on section 3 of the notes. Now tell me why you believe your family is in this stage using complete sentences. (Allow about 3-5 minutes
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to complete this).
SAY and ASK: Now think ahead to when you will graduate from high school. Where do you plan to live? Write down where you plan to live on Section 4 of the notes. (Allow 3-5 minutes to complete this)
Say and ASK: How many of you have lived in the same house your entire life? How many of you have lived in more than one house? (allow students to raise their hands) Answer Section 5 on the notes about how many times you have moved so far in your life, and the place that you liked living the best was and why. Was it because it was close to a relative or did you really like the layout of the house.
SAY: Now that we have talked about the lifecycle of housing, let’s look at some of the factors that affect housing choices during the cycles.
SAY and SHOW: Have students get into groups of 3 or 4 and work together to fill out Activity 1-
1 from Chapter 1 Housing Decisions from Goodheart Wilcox Publishing. (If you do not have access to this resource, use the attached Housing Choices worksheet instead.) When looking at where to live, there are several deciding factors as you make your decision. In your groups talk amongst yourselves and come up with the reason why each of the following factors may play a role in choosing housing. Then write your answer and reasoning why on the spaces provided.
Factors include: location, climate, availability, cost, taste, lifestyle, individual space, group space, and support space.
SAY : Now let’s look at some new vocabulary words and investigate them together.
Tract houses – are built by a developer who subdivides a large piece of land into lots. The developer then builds several houses using just a few basic plans.
Custom houses – are designed and built to meet the needs of a specific household.
Manufactured homes – produced in a factory, shipped to the site, and put into place with a crane.
Prefab house – housing units delivered as preassembled panels ready for erecting on the site.
Kit house – factory models of houses available in kits.
Precuts – packaged materials used to build a house that are already cut to size for a customer’s plan.
Cooperative – dwelling that is managed and run as a corporation.
Condominium – dwelling where the owner buys an apartment and a share of the common ground.
SAY and SHOW : Describe types of houses available – (if possible use pictures of local homes to show what each type of housing looks like) tract house advantages : buyer can see what he or she is buying, a firm price can generally be negotiated even before construction begins, subdivision has been planned as a whole, costs are low, increases in value as subdivision grows, tract house disadvantages : may be monotonous and have little individuality, look bare and unfinished for a few years until trees and shrubs grow, lots are of minimum size, buyer takes a risk of not knowing how successful development will be, may be poorly designed custom house advantages : great experience gained from endeavor, savings in labor charges, satisfaction of everything built to personal specifications custom house disadvantages : costs more per square foot, designing and building a home requires patience and hard work, difficult to get a loan, codes may require a licensed contractor
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to perform certain tasks manufactured home advantages : lower costs and reduced time in building, quality is frequently better, various components can be selected manufactured home disadvantages : selection is limited, special equipment in necessary in some cases to install large modules, shipping large modules can be expensive mobile home advantages : purchase price is low, very little upkeep, monthly license fees are cheaper than property taxes, facilities offered at mobile home parks, movable, mobile home disadvantages : depreciate rapidly, lose half of resale value within 5 years, considered second-class housing, some cities limit their location to certain areas, cost of moving, need for professional movers, highway restrictions when moving cooperative advantages : combines advantages of home ownership with convenience of apa rtment living, since own apartment don’t pay rent, voice in how co-op is run, cooperative disadvantages : each member must abide by the wishes of the total group. If the group makes a bad decision, they all suffer. condominium advantages : each unit is owned individually with a joint interest in the common property, can sell to whoever you want condominium disadvantages : pay taxes rentals advantages : offer a variety of lifestyles, are readily available, choices are unlimited, little time or effort for upkeep, some are conveniently located near public transportation rentals disadvantages : loss of control over living space, money spent on rent is not applied toward ownership, may not know neighbors due to high turn over
SAY and SHOW: Use the information you have just received and took notes on to complete Ch
1 Activity 1-4 Types of Housing Worksheet
SAY: Use the Day Two wrap-up and summary questions to have a brief discussion over what they have learned today. As we have found out today, there are many different types of homes available and depending on family size as well as location, climate and personal choice may limit the type of home we can move into.
(END OF DAY TWO)
Day Three – Test over material
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation Housing Through the Lifecycle to help with note taking pace and sequencing.
Instructors will ensure that all students get a copy of the Lifecycle PowerPoint notes.
Instructor will review the Notes to Instructor below that correlates with the sequencing and pacing, handouts, and note pages.
MI
I.
Outline
House vs Home
A. Definition of house
B. Definition of home
C. Characteristics of a house
D. Characteristics of a home
Notes to Instructor
Students will put definitions on House vs Home worksheet.
Students will put characteristics on
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.
House vs Home worksheet.
II. Videos
A. What is a House Video
B. What is a House Notes
C. Inventing the Home Video
D. Inventing the Home Notes
III. Housing Lifecycle PowerPoint
A. PowerPoint Notes
B. Additional Script info
C. Where is family currently in life cycle?
D. Where do you see yourself living after high school? What type of housing?
IV. Factors Affecting Housing
A. Groups of 3 or 4
B. Activity 1-1 or Alternate
Will need to get a copy of the videos.
Can be bought through Learning
Seed. ISBN noted above
Use the teacher guide with the videos to bring out additional questions to discuss with students.
Additional information to talk about with each slide included above.
Students will complete section 1 & 2 with
PowerPoint
Students will complete section 3 & 4 individually.
Activity 1-1 from
Housing Decisions or
Activity 1-1 Alternate
Attached
V. New Vocabulary
A. tract housing
B. custom homes
C. manufactured homes
D. prefab houses
E. kit houses
F. precuts
G. cooperative
H. condominium
VI. Types of Housing Available
A. Advantages of each type of housing
B. Disadvantages of each type of housing
C. Types of Housing Worksheet
Have students write the definitions of the words as the class discusses the meanings.
Activity 1-4 Housing
Decisions Book
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Verbal
Linguistic
Logical
Mathematica l
Visual
Spatial
Musical
Rhythmi c
Bodily
Kinestheti c
Intra- personal
Inter- persona l
Naturalis t
Existentialis t
Application
Guided Practice (LSI Quadrant III): Student groups as described above in the Introduction,
Outline, Student Handouts, PowerPoint Presentation and Notes and Activities.
Independent Practice (LSI Quadrant III): After each student has identified the types of housing available in town. Pass out copies of the Architectural Scavenger Hunt. Students can take pictures of OR draw and label the address of different architectural styles found in town.
Summary
Review (LSI Quadrants I and IV): Questions can also be found in the PowerPoint Housing
Decision Lesson Plan Day 1 Wrap-Up and Summary and Day 2 Wrap-Up and Summary
Questions for Day One:
1. How is the definition of a home different than the definition of a house?
2. Why do houses have a peaked roof?
3. What characteristics found in a home are there for decoration rather than function?
4. How have the interiors of homes changed to reflect the desire of privacy?
5. How much coal was used by one household in the 1900s?
6. What inventions over the last 150 years have made household more economical?
Answers:
1. This will be the definition agreed upon by the group.
2. To keep snow from building up and crushing the roof.
3. Fireplaces, shutters, etc.
4. Our houses have become larger to accommodate the desire for privacy. In 1975, the average size of a new single-family home was about 1,645 square feet. Currently, the average size of a newly built home is about 2.100 square feet. Bedrooms have become
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“privacy zones” both in terms of the “master suite” and each child having his/her own room. Kids’ sharing a bedroom is much less common today than twenty or fifty years ago.
5. 2 tons per month. 20 tons per winter
6. Washing machines, dryers, stoves, microwaves, the hanger
Questions for Day Two:
1. Where does housing fall into Maslow’s Hierarchy of Needs?
2. What are the three functions of housing?
3. Give an example of a type of housing that a person in the Expanding Stage would live in.
4. Give an example of a type of housing that a person in the Aging Stage.
5. When you graduate from high school what type of housing will you live in?
6. Why would you choose a tract home over a custom built home?
7. Why do some cities have specific rules about mobile homes?
8. Does our city have any codes or regulations pertaining to mobile homes?
Answer:
1. Safety, belonging, self-esteem,
2. Physical Needs, Emotional Needs, Social Needs
3. Tract house, mobile home
4. Small house, retirement home,
5. Answers will vary based on student response
6. Less money, easier resale,
7. Some have it for aesthetics; others have rules about where they can be placed due to the long term plan for the cities growth.
8. Answer will vary according to your town.
Evaluation
Informal Assessment (LSI Quadrant III):
During times that students are working in groups, teacher practices active classroom monitoring and regular checking for understanding by individuals by moving around from group to group.
During PowerPoint summary questions, teacher practices checking for understanding by calling on different students to answer the questions.
Formal Assessment (LSI Quadrant III, IV):
Students should be able to exhibit knowledge independently the completeness of their understanding on types of houses, the family life cycle in relation to housing,
Formal assessments should take place regularly so as not to overload students.
Extension
Extension/Enrichment (LSI Quadrant IV):
Advanced students can take the lesson further by creating a collage or PowerPoint of the different types of homes in the community they live in.
The lesson can be taken further by having students research original buildings built in the town when it was settled and creating a display that can be put up in the school or town library showing the houses and business that were in the original town and how they have changed.
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1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
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Find examples in your town of each of the following. Take a photograph or sketch the house as “proof.”
Pictures from magazines might be acceptable. Label each using Architectural Writing procedures – all capital letters, all same size.
1. A garage that contains a reminder that its “ancestors” were once barns or “living quarters for horses”
2. Garages built facing an alley
3. A house in which the garage is the main visual feature as viewed from the street
4. A house that is truly “modern” or “contemporary” in style. This means it contains no visual references to historic or traditional styles
5. A house featuring a tower AND a house featuring a turret. A tower starts at the base of the house, a turret juts out from a wall or roof
6. A house with shutters large enough to cover the window openings
7. A window with muntins that actually serve to hold panes of glass in place
8. A wooden door assembled from stiles and rails. The door should have no plywood, particle board, or chip board
9. A Palladian window. A Palladian window has three parts: a high central arched window flanked by narrow but shorter sidelights
10. Quoins
11. A house with a Greek temple front design
12. A house with pillars that support nothing
13. A house with boards showing outside the walls that suggest old “half timber” construction. Note: This style is often called “Tudor.”
14. A house built in the last ten years in the log cabin style
15. A house built in the last five years that imitates the “Victorian” style
16. A house whose front is perfectly symmetrical
17. – 20. Find examples of any four of the following terms. Note: You will have to research the meaning of some of these terms before finding examples.
Pediment
Transom Porte-Cochere
Portico
Pilaster
Dentil Motif
Fanlight
Bargeboard
Oriel Window
Broken Pediment
Six-panel door
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Name _____________________________________ Date ________________ Class _____________
Item Description
1. A garage that contains a reminder that its “ancestors” were once barns
Points
______/5
2. Garages built facing an alley ______/5
3. A house where the garage is the main visual feature viewed from the street ______/5
4. A house that is truly “modern” or “contemporary” in style
This means it contains no visual references to historic or traditional styles ______/5
5. A house featuring a tower
A tower starts at the base of the house
6. A house featuring a turret
A turret juts out from a wall or roof
7. A house with shutters large enough to cover the window openings
8. A window with muntins that actually serve to hold panes of glass in place
9. A wooden door assembled from stiles and rails
The door should have no plywood, particle board, or chip board
10. A Palladian window. A Palladian window has three parts:
A high central arched window flanked by narrow but shorter sidelights.
11. Quoins
12. A house with a Greek temple front design
13. A house with pillars that support nothing
14. A Tudor house
A hom e that suggest old “half timber” construction
______/5
______/5
______/5
______/5
______/5
______/5
______/5
______/5
______/5
______/5
15. A house built in the last ten years in the log cabin style
16. A house built in the last five years that imitates the “Victorian” style
17. A house whose front is perfectly symmetrical
18. Architectural Writing used correctly to label
17. – 20. Four of the following:
Pediment
Transom
Portico
_____
_____
_____
Pilaster
Dentil Motif
Fanlight
_____
_____
_____
Bargeboard
Oriel Window
Porte-Cochere
______/5
______/5
______/5
______/5
______/10
_____
_____
_____
Broken Pediment
Six-panel door
_____
_____
Total Score: ____________/100
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Name________________________Date____________________________
a. b. c.
1. Why do you think that the dream of a “house of my own” is strongest in the United States?
2. How has the automobile shaped our houses and neighborhoods?
3. Explain some ways in which this statement is true: Older homes promoted a sense of community while new construction emphasizes the need for privacy.
4. How have the interiors of houses changed to reflect the desire for privacy?
5. Give three examples of how we make our homes a “dream of the past.”
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6. Why do some houses have steeply pitched roofs?
7. How do the front and the back of a typical house differ?
8. What is the purpose of a “living room”?
9. The average family today has fewer members than in past decades. So why do smaller families require much larger houses?
10. Why do suburban houses have lawns?
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Name_____________________Date________________ Period _____
1. Why do you think that the dream of a “house of my own” is strongest in the United States?
Students should mention that the U.S. has a lot of land with relatively few people compared to many European and Asian countries. Americans value privacy.
2. How has the automobile shaped our houses and neighborhoods?
Answers should show an understanding of the strong link between automobiles and the rise of the suburbs. It should also be mentioned that streets were once the front yards and playgrounds for urban neighborhoods until they were taken over by auto traffic.
3. Explain some ways in which this statement is true: Older homes promoted a sense of community while new construction emphasizes the need for privacy.
Answers should deal with attached garages, closeness of the house to the street, the decline of front porches and rise of the backyard.
4. How have the interiors of houses changed to reflect the desire for privacy?
Our houses have become larger to accommodate the desire for privacy. In
1975, the average size of a new single-family home was 1, 645 square feet.
Currently, the average size of a newly built home in the U.S. is about 2,100 square feet.
Bedrooms have become “privacy zones” both in terms of the “master suite” and each child having his/her own room. Kids sharing a bedroom is much less common today than twenty or fifty years ago.
5. Give three examples of how we make our homes a “dream of the past.” a.
Peaked roofs, mutins on windows, non-functional shutters
b. Fireplaces, traditional trim and woodwork, quoins, towers and turrents
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c. Roman Arches, classic pillars, temple front design, reproduction of styles from past from Tudor to Victorian
6. Why do some houses have steeply pitched roofs?
Practical advantages of steeply sloped roofs include easy water drainage, or to drain snow. The steep roof is part of our idea of being safe. We associate a peak roof with safety and protection. This feeling is not unique to the
United States, but it is not universal either.
7. How do the front and the back of a typical house differ?
Show an awareness of the idea that the front of the house is somewhat of a stage set for passers by. Fronts of houses are much more carefully designed and structured to please and impress the eye. The backs of houses are more random in design, and often resemble backstage.
8. What is the purpose of a “living room”?
Designed more for show than living. The Victorian parlor was a formal room that people used to receive visitors and demonstrate their cultured good taste. The modern kitchen is replacing some of the role of the traditional parlor.
9. The average family today has fewer members than in past decades. So why do smaller families require much larger houses?
We use houses to warehouse our many possessions. We also prize privacy instead of shared space.
10. Why do suburban houses have lawns?
Answers should show an awareness of the manicured lawn as a status symbol. Suburban students might assume that a well-tended lawn is the norm rather than the exception worldwide. Immigrants from cultures that do not value a manicured lawn might find themselves accused of not keeping up their homes. Neighbors assume they are sloppy rather than from a background that does not teach a tended lawn as required for community acceptance.
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Name__________________________________Date_________________Class Period______
Kitchen
1. In New England, it was sometimes called the “keeping room” because___________________
2. The first central heating systems used _________ to keep the house warm.
3. Some people did not trust gas stoves for cooking food as they thought it tasted different and might not be ________________________ Electric ranges were not used in homes until about _________.
4. ________________ wrote a book about managing a household using the viewpoint of women who worked in the home. Prior to this all books about how a house should be built were designed for men, with the concept the home was a place where they could
_______________________________.
5. In the 1920s and 1930s the kitchen was viewed as ______________________________. Today the kitchen is considered the __________________________ in many homes.
6. In the 19 th
century kitchens, they had little space, as the families grew and prepared most of the food that they ate. Shopping was done for the basic ingredients only. The first supermarket opened in
__________________ about ___________ years ago.
7. Automatic dishwashers were not sold to the public until around 1930. In 1960, only _____ percent of the homes had an automatic dishwasher.
8. Microwaves were introduced into the home in the ___________, and called “___________ Ranges.”
Some people would not use them, as they feared a radiation hazard.
Refrigeration
9. Before refrigeration, the family had an ice box to keep their perishable food in, that had a wooden lined box in which they put a ____________ of __________, that would melt in a few days. New York used approximately ___________tons of ice a year around 1880.
10. In the 1920s an iceman would deliver the ice to the home. They continued to be popular. In the
1945, fewer than half of the households had mechanical __________________.
11. The first refrigerator, manufactured by General Electric was so noisy, that people kept it
_________________________________.
12. Frozen foods did not appear until __________, when Clarence __________ invented a way to freeze food, so that when prepared it would still taste good.
13. The first air conditioning was installed in a movie theater in _______ as an experiment. It wasn’t until
___________ that 3 out of very _____Americans had air conditioning in at least one room in their home.
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Servants
14. Why were the kitchens in the 19 th
century plain and even sometimes considered dumpy?
15. In 1870, one out of every ___ American families had a domestic servant. By 1900, it was one in ____ families and by 1920 it was ___ in every 30. After World War II, the household servants no longer lived with ________________.
Closets
16. Prior to the 19 th
century, most Americans did not own very many clothes and hung them on a
__________ or __________ on the wall.
17. The first modern closets were only _____ inches wide, and would not accommodate hangers.
Clothes hangers as we know them were not invented until ________.
Dining Rooms and Lighting
18. This is the __________changed room in the home over the past 150 years.
19. ________________ changed the home more than anything else.
The Parlor
20. Parlors were very __________ rooms in the home that showcased the family ____________.
They were places where ______________ and ____________ were held.
21. It also served as a place for the rituals of _____________, Dating was “ _______” in the parlor.
22. In the 1800s the ______________ in the parlor was as common as the television is today in our homes.
23. Furniture was not considered for ______________, but each piece either had a specific function or was to show ____________.
24. Some rooms in the home had gender attached to them. Children were not allowed in the
____________ and women were not allowed in the ______________ or _________room.
25. The rocking chair was viewed as appropriate only for the ____________ or the ill. Not until the presidency of ______________________ was it seen as something comfortable.
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Bathroom
26. Many thought bathing was hazardous to good health and by 1880, five out of _______ Americans had no means of bathing besides pails of __________ and ___________.
27. The bathroom is a _____________ addition to the American home. Bathroom and toilets did not have the meaning they do today until around _______________.
28. Before bathrooms, the toilet was located _____________ and was referred to as “privy” or
“____________________”.
29. Not until the __________century, did the bathroom become a single room for bathing-washing and
_____________.
30.By 1950, only ________ of American homes had full bathrooms and multiple bathrooms were limited to __________________.
Bedrooms
31. One hundred and fifty years ago, the bedrooms were put on the second story because ______
_____________________.
32. Newly married couples did have apartments or starter homes as today, stayed in __________ houses that were referred to as “for the __________ wed or the __________dead”
33. Bedrooms used iron bed frames and little decoration as it was thought that people got sick from “
______________” in the sleeping room.
Laundry Room
34. Today we have a modern laundry room with automatic washer and dryer. In the 19 th
century washing clothes was done in the _____________ or outside. Their laundry took the better part of
__________days.
35. After the laundry was washed, it was hung _____________ to dry, unless the weather was freezing.
The first electric clothes dryer was not invented until ___________.
House in the Suburbs
36. A house in the suburbs was part of the ____________________dream. In the early 20 th
Century people moved to the suburbs because cities were _____________, dirty and generally
________________.
37. These changes in our houses also changed our idea of a ___________.
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Inventing the Home Answer Key
Kitchen
1. In New England, it was sometimes called the “keeping room” because the fire had to be kept going.
2. The first central heating systems used coal to keep the house warm.
3. Some people did not trust gas stoves for cooking food as they thought it tasted different and might not be as safe or as healthy.
Electric ranges were not used in homes until about 1940 .
4. Catherine E. Beecher wrote a book about managing a household using the viewpoint of women who worked in the home. Prior to this all books about how a house should be built were designed for men, with the concept the home was a place where they could retreat from the world .
5. In the 1920s and 1930s the kitchen was viewed as an efficient workplace, carefully designed to save steps and time . Today the kitchen is considered the family center in many homes.
6. In the 19th century kitchens, they had little space, as the families grew and prepared most of the food that they ate. Shopping was done for the basic ingredients only. The first supermarket opened in
New York about 75 years ago.
7. Automatic dishwashers were not sold to the public until around 1930. In 1960, only 6 percent of the homes had an automatic dishwasher.
8. Microwaves were introduced into the home in the 1970s , and called “ Radar Ranges.
” Some people would not use them, as they feared a radiation hazard.
Refrigeration
9. Before refrigeration, the family had an ice box to keep their perishable food in, that had a wooden lined box in which they put a block of ice that would melt in a few days. New York used approximately a million tons of ice a year around 1880.
10. In the 1920s an iceman would deliver the ice to the home. They continued to be popular. In the
1945, fewer than half of the households had mechanical refrigerators .
11. The first refrigerator, manufactured by General Electric was so noisy, that people kept it on the porch .
12. Frozen foods did not appear until 1930 , when Clarence Birdseye invented a way to freeze food, so that when prepared it would still taste good.
13. The first air conditioning was installed in a movie theater in 1922 as an experiment. It wasn’t until
1990 that 3 out of every 4 Americans had air conditioning in at least one room in their home.
Copyright 2011 © Texas Education Agency. All rights reserved .

Servants
14. Why were the kitchens in the 19 th
century plain and even sometimes considered dumpy?
Because the home owners never planned to spend much time there.
15. In 1870, one out of every 8 American families had a domestic servant. By 1900, it was one in 15 families and by 1920 it was 1 in every 30. After World War II, the household servants no longer lived with families .
Closets
16. Prior to the 19 th
century, most Americans did not own very many clothes and hung them on a wooden peg or nail on the wall.
17. The first modern closets were only a couple of inches wide, and would not accommodate hangers.
Clothes hangers as we know them were not invented until 1903 .
Dining Rooms and Lighting
18. This is the least changed room in the home over the past 150 years.
19. Electricity changed the home more than anything else.
The Parlor
20. Parlors were very formal rooms in the home that showcased the family treasures .
They were places where weddings and funerals were held.
21. It also served as a place for the rituals of courtship . Dating was “ safe ” in the parlor.
22. In the 1800s the piano in the parlor was as common as the television is today in our homes.
23. Furniture was not considered for comfort , but each piece either had a specific function or was to show status .
24. Some rooms in the home had gender attached to them. Children were not allowed in the parlor and women were not allowed in the ma n’s study or billiard room.
25. The rocking chair was viewed as appropriate only for the elderly or the ill. Not until the presidency of
John Kennedy was it seen as something comfortable.
Copyright 2011 © Texas Education Agency. All rights reserved .

Bathroom
26. Many thought bathing was hazardous to good health and by 1880, five out of six Americans had no means of bathing besides pails of water and sponges .
27. The bathroom is a modern addition to the American home. Bathroom and toilets did not have the meaning they do today until around 1920 .
28. Before bathrooms, the toilet was located outside and was referred to as “privy” or
“ outhouse ”.
29. Not until the 20 th century did the bathroom become a single room for bathing-washing and toilet .
30. By 1950, only 2/3 of American homes had full bathrooms and multiple bathrooms were limited to mansions .
Bedrooms
31. One hundred and fifty years ago, the bedrooms were put on the second story because they did not need heat all day .
32. Newly married couples did not have apartments or starter homes as today; instead they stayed in boarding houses that were referred to as “for the newly wed or the nearly dead.
”
33. Bedrooms used iron bed frames and little decoration as it was thou ght that people got sick from “ bad air ” in the sleeping room.
Laundry Room
34. Today we have a modern laundry room with automatic washer and dryer. In the 19 th
century washing clothes was done in the kitchen or outside. Their laundry took the better part of two days.
35. After the laundry was washed, it was hung outside to dry, unless the weather was freezing. The first electric clothes dryer was not invented until 1930 .
House in the Suburbs
36. A house in the suburbs was part of the American dream. In the early 20 th
Century people moved to the suburbs because cities were overcrowded , dirty and generally unsafe .
37. These changes in our houses also changed our idea of a “home” .
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Name____________________________________________________________Date_______________
I. Functions of Housing
A. Physical Needs
1. Shelter _______________________________________________________________________
2. Safety ________________________________________________________________________
3. Space for Possessions __________________________________________________________
B. Emotional Needs
1. Sense of Belonging ______________________________________________________________
2. Privacy _______________________________________________________________________
3. Individuality ____________________________________________________________________
4. Values and Goals _______________________________________________________________
C. Social Needs
1. Space for Activities of ____________________________________________________________
II. Housing through the Lifecycle
A. Single Adult Stage _________________________________________________________
_________________________________________________________________________
B. Beginning Stage (Couple with No Children) _____________________________________
_________________________________________________________________________
C. Expanding Stage (Couples with babies to age 6) _________________________________
_________________________________________________________________________
D. Developing Stage (Couples with children from age 6 to 20) _________________________
_________________________________________________________________________
E. Launching Stage (Couples with children leaving home) ____________________________
__________________________________________________________________________
F. Aging Stage (Retirement until Death of both Spouses) _____________________________
__________________________________________________________________________
III.
I think my family is in the ______________Stage because ___________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
__________________________________________________________________________________.
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IV.
When I graduate from high school I will probably live _______________________________ because
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
V.
I have moved _______ times so far. The place that I liked living the best is ______________ because
___________________________________________________________________________________
____________________________________________________________________________________
___________________________________________________________________________________
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Name ______________________________________ Date____________________ Period _________
In your own words, explain how each of the following factors affects housing choices.
1.
Location:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2.
Climate:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3.
Availability:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4.
Cost:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5.
Taste:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6.
Lifestyle:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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7.
Individual Space:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
8.
Group Space:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
9.
Support Space:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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In your own words, explain how each of the following factors affects housing choices.
1.
Location: the materials used to build the structure, furnishings to decorate are all affected by location and what is available in your area. Location can also range from urban to suburban to rural, as well as the seashore, mountain terrain, and desert.
Based on the location depends what building materials are cheaper to use than in other areas.
2.
Climate: Vary from warm to cool and dry to humid. Affects the choice of housing design. Glass loses heat so homes where it gets cold will have fewer windows than warmer climates. The slope of the roof may be steeper in cold climates in order to help homeowners get rid of snow. Homes will be orientated on a site to enable the use of natural sunlight in the winter time to help heat and light a home.
3.
Availability: Because of a growing, shifting population housing can be in short supply.
Apartments, condominiums and houses can all be bought or rented in various areas.
Some locations may have a shortage of homes available to rent if there is a large transient population. A transient population can be found in college towns, and areas that use seasonal workers.
4.
Cost: As construction costs rise, so do the prices of houses. Repairs, taxes and insurance costs must also be considered when buying or renting a home. The amount of money you have to spend on housing may reduce the options available to you.
Based on the location of the home in the town, different areas of town may cost higher or lower.
5.
Taste: If the home is to be functional, comfortable and pleasing for its occupants, all occupants must have a chance to express their personal taste. It must be fitting, harmonious or beautiful and work well with everyone’s tastes accounted for. Some people may like soothing blues reminding them of the ocean or beach front while others may like bright, bold colors reminding them of exciting places they have traveled.
6.
Lifestyle: This is related to the values, social status and activities of the household members. There needs to be space put aside for family time, game time, play time with children or pets, office work or school work, entertainment and storage of various items to have on hand for various functions.
7.
Individual Space: Needed for sleeping, dressing, studying, relaxing and conducting business in privacy. Amount needed varies depending on the number in the household and their privacy needs.
8.
Group Space: Needed for family recreating, conversation, dining and entertaining.
Amount needed varies with households lifestyle and social values.
9.
Support Space: Needed for preparing food, laundry and storage. Amount needed varies from household to household.
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