History of Architecture and Construction
Practicum in Construction Management
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will outline the progression of major historical
developments of architecture and construction.
Specific Objectives
 Students will define various terms associated with historical construction techniques and
historical architecture and architectural features.
 Students will use proper Internet research procedures.
 Students will compile information and create a graphic organizer/timeline of historical events
related to architecture and construction techniques.
 Students will identify how technology has made an impact on construction inventions.
 Students will familiarize themselves with various historical structures, construction techniques,
styles, and architects.
Terms
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Architecture – art and science of designing and construction buildings.
Dolmen – tomb of standing stones usually capped with a large horizontal slab.
Hogan – primitive Indian structure of joined logs.
Truss system – a triangulated load-bearing construction to allow sloped roofs.
Moldings – architectural devices, which with light and shade, produce definition to a building.
Buttress – a support or brace that counteracts the outward thrust of an arch or vault.
Flying buttress – a support structure that reaches the side aisles of the church that created a
thrust-counterthrust system that supports the ceiling.
Time
This lesson will take seven class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the TEKS listed immediately below. Any changes/alterations to
the activities may result in the elimination of any or all of the TEKS listed.
Practicum in Construction Management
 130.62(c) Knowledge and skills.
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o (3) The student describes the intended and unintended effects of construction management
solutions. The student is expected to:
(B) describe how construction management has affected individuals, societies,
cultures, economies, and environments.
Interdisciplinary Correlations
English Language Arts and Reading
 110.31 (c) Knowledge and skills.
o (21) Research/Gathering Sources. Students determine, locate, and explore the full range
of relevant sources addressing a research question and systematically record the
information they gather. Students are expected to:
(B) organize information gathered from multiple sources to create a variety of
graphics and forms.
o (22) Research/Synthesizing Information. Students clarify research questions and evaluate
and synthesize collected information. Students are expected to:
(B) evaluate the relevance of information to the topic and determine the
reliability, validity, and accuracy of sources (including Internet sources) by
examining their authority and objectivity.
o (23) Research/Organizing and Presenting Ideas. Students organize and present their ideas
and information according to the purpose of the research and their audience. Students
are expected to synthesize the research into a written or an oral presentation that:
(C) use graphics and illustrations to help explain concepts where appropriate; and
(D) use a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher
and expert evaluations) to examine the quality of the research.
Reading I, II, III
 110.47(b) Knowledge and skills.
o (2) The student acquires an extensive vocabulary through reading and systematic word study.
The student is expected to:
(A) expand vocabulary by reading, viewing, listening, and discussing; and
(B) determine word meanings through the study of their relationships to other
words and concepts such as content, synonyms, antonyms, and analogies.
o (4) The student comprehends texts using effective strategies. The student is expected to:
(D) summarize main texts by identifying main ideas and relevant details.
o (7) The student reads with fluency and understanding in increasingly demanding and varied
texts. The student is expected to:
(A) read silently or orally such as paired reading or literature circles for sustained
periods of time.
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Public Speaking I, II, III
 110.57 (b) Knowledge and skills.
o (4) Organization. The student organizes speeches. The student is expected to:
(B) organize speeches effectively for specific topics, purposes, audiences, and
occasions.
o (5) Proofs and appeals. The student uses valid proofs and appeals in speeches. The student is
expected to:
(A) analyze the implications of the audience, occasion, topic, and purpose as a
basis for choosing proofs and appeals for speeches.
o (6) Style. The student develops skills in using oral language in public speeches. The student is
expected to:
(D) use informal, standard, and technical language appropriately.
o (7) Delivery. The student uses appropriate strategies for rehearsing and presenting speeches.
The student is expected to:
(E) interact with audiences appropriately.
Technology Applications
 126.49 (c) Knowledge and skills.
o (1) Creativity and innovation. The student demonstrates creative thinking, constructs
knowledge, and develops innovative products and processes using technology. The student is
expected to:
(H) identify and solve problems, individually and with input from peers and
professionals, using research methods and advanced creativity and innovation
skills used in a selected profession or discipline;
(I) develop products that meet standards identified by the selected profession or
discipline; and
(J) produce original work to solve an identified problem and publish a product in
electronic media and print.
o (2) Communication and collaboration. The student uses digital media and environments to
communicate and work collaboratively, including at a distance, to support individual learning
and contribute to the learning experience of others. The student is expected to:
(C) determine and implement the best method of presenting or publishing
findings;
(D) synthesize and publish information in a variety of print or digital formats; and
(E) use evolving network and Internet resources and appropriate technology skills
to create, exchange, and publish information.
o (3) Research and information fluency. The student applies digital tools to gather, evaluate,
and use information. The student is expected to:
(A) use evolving network and Internet resources for research and resource
sharing of technology applications;
(B) apply appropriate search strategies in the acquisition of information from the
Internet, including keyword and Boolean search strategies;
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(D) acquire information using appropriate research strategies with source
citations through electronic formats, including interactive components, text,
audio, video, graphics, and simulations; and
(E) identify, create, and use available file formats, including text, image, video,
and audio files.
o (4) Critical thinking, problem solving, and decision making. The student uses critical-thinking
skills to plan and conduct research, manage projects, solve problems, and make informed
decisions using appropriate digital tools and resources. The student is expected to:
(A) evaluate the design, functionality, and accuracy of the accessed information;
(B) conduct systematic research;
(C) demonstrate creative-thinking and problem-solving skills;
(D) integrate appropriate productivity tools, including network, mobile access,
and multimedia tools, in the creation of solutions to problems;
(E) use enriched curricular content in the creation of products; and
(F) synthesize and generate new information from data gathered from electronic
resources.
Occupational Correlation (O*Net – www.onetonline.org/)
Job Title: Construction Managers
O*Net Number: 11-9021.00
Reported Job Titles: Concrete Foreman, Construction Area Manager, Construction Foreman,
Construction Manager, Construction Superintendent, General Contractor, Job Superintendent, Project
Executive, Project Manager, Project Superintendent
Tasks
 Confer with supervisory personnel, owners, contractors, or design professionals to discuss and
resolve matters, such as work procedures, complaints, or construction problems. See more
occupations related to this task.
 Plan, schedule, or coordinate construction project activities to meet deadlines. See more
occupations related to this task.
 Prepare and submit budget estimates, progress reports, or cost tracking reports. See more
occupations related to this task.
 Inspect or review projects to monitor compliance with building and safety codes, or other
regulations. See more occupations related to this task.
 Inspect or review projects to monitor compliance with environmental regulations.
Soft Skills
 Active Listening
 Critical Thinking
 Speaking
 Complex Problem Solving
 Coordination
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Student Tasks
 Students will complete all note sheets per the multimedia presentations.
 Students will complete assigned activities.
 Students will participate in group discussions and class activities.
 Students will present their projects to the class.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Secure the computer lab if you do not have immediate access to one in your classroom.
 Copy the handout sheets and rubric for the students.
 Have materials ready to go prior to the start of the lesson.
Instructional Aids
 Student handouts
 Grading rubric
 Internet
Materials Needed
 Graph Paper
 Butcher Paper/Poster Board for “History of Architecture Timeline” activity
 Poster Board for “Back in Time House/Building Design” activity
 Markers, Construction Paper, Rulers, Glue, and Scissors
 Magazines
Equipment Needed
 Computers (for students to complete project)
 Projector (for digital presentation)
Introduction
Learner Preparation
 Ask students to describe how homes and buildings looked in the past. How were they built?
 Ask students if they have lived in different types of homes and ask them to describe how they
looked. What are the similarities and differences?
 Ask students to fill out the handout, “How Much Do You Know: What Style is that?”
 Tell students that architecture and construction is all around us.
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

Ask students to select a house/building that interests them and describe what they like and
dislike about the design. Have them include the style, how it was built or constructed, and the
time period for that house/building if they can.
Ask why it is important for an architect/builder to have knowledge about the history of
architecture.
Lesson Introduction
 Use multimedia presentation and explain the concepts from early days to modern day.
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Outline
MI
Outline
Assignment Outline:
I.
Introduction to History
Architecture:
A. Class Discussion
B. Pre test – How Much Do You
Know, What Style is That?
C. Journal about a selected
building/home style
II.
Notes History of
Architecture:
A. A little bit of history
B. Early Civilization
1. Stone Age
2. Egyptian
C. Classical Civilization
1. Greek
2. Roman
D. Early Christian
1. Byzantine
E. Middle Ages
1. Gothic
F. Renaissance
1. Renaissance
2. Baroque
3. Rococo
G. Early American
1. Colonial
2. Garrison
3. Saltbox
4. Cape Cod
5. Half-Timber
6. Log Cabin
7. Spanish Mission
8. Georgian
H. Industrial Revolution
1. Neoclassical
a. Federal
b. Greek Revival
I. Victorian Era
Notes to Teacher
Copy the handouts and
grading rubric.
Ask students to describe how
homes/buildings looked in the
past. Explain that they are
very different than homes
today.
Ask students how buildings of
the past were constructed?
Explain how technology and
society has impacted
architecture styles and
construction techniques.
Ask the class if they have ever
lived in different types of
homes. Have students
describe similarities and
differences.
Ask the class why is it
important for an
architect/builder to have
knowledge about the history
of architecture and
construction?
Hand out “Student Notes
Outline.” Have students fill
out the chart during the
presentation.
Discuss style inspirations that
the students see in residential
and commercial
homes/buildings.
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1. Victorian
a. Queen Anne
b. Mansard
c. Italianate
J. Aesthetic Movement
1. Arts and Crafts
a. Prairie
b. Bungalows
c. Ranch/Rambler
2. Art Neavaue
K. Eclecticism
1. Eclectic
L. Modern Movement
1. Modern
a. International
b. Contemporary
c. Split-Level
3. Transitional
M. Style Inspirations
1. African
2. American
3. Asian
4. Chinese
5. English
6. French
7. Hispanic
8. Tropical
III.
History of Architecture Timeline
A. Directions
1. Create a timeline including all
time periods/styles
B. Grading
1. Completion of timeline
2. Creativity
3. Neat and easy to read
4. Pictures
5. Chronological order
6. Properly labeled
7. Centered title
IV.
Back in Time House Design
a. Directions
Go over all the criteria in the
assignment “History of
Architecture Timeline” and
check for understanding.
Explain the guidelines. Have
students research the
timeline assignment
information and create the
timeline.
Go over all the criteria in the
assignment “Back in Time
House/Building Design” and
check for understanding.
Have students complete
“Back in Time House/Building
Design” assignment.
Students will present this
project to the class.
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1. Presentation board
b. Grading
1. Floor plan
2. Creativity
3. Drawing of house
4. Neat and easy to read
5. Use of design styles
6. Properly labeled
V.
Presentation must have:
A. Time period/style
B. Type of house/building
C. Floor plan
D. Drawing of house/building
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/
Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
Using the digital presentation, the teacher will go over the requirements of this project. The student will
follow along and make notes on their hard copy.


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Ask students to think about how they will create the timeline. Students will need to draw a
sketch of how their timeline will look before they start.
Give some ideas to students during the brainstorming session before they start the project.
Students will complete two guided practice assignments: History of Architecture Timeline and
Back in Time House Design. Give some ideas to students during the brainstorming session before
they start the project.
Independent Practice
 Students will work at their own paces to complete this activity.
 All work is to be done in class so the teacher can check for understanding.
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

Students are strongly encouraged to take ownership of this activity and to establish a workable
pace in order to complete it on time.
Students will be prepared to present their projects to the class.
Summary
Review
 Why do architects need to understand historic time periods and styles?
 Why is it important to learn about historic construction techniques?
 Why do architects/builders use style influences in houses/buildings today?
Evaluation
Informal Assessment
 Teacher will observe students during Independent Practice.
 Teacher will assist students as needed.
Formal Assessment
 Use the History of Architecture/Construction Timeline rubric to evaluate.
 Use the Individual Presentation rubric to evaluate.
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History of Architecture Notes
_________________________________- art and science of designing and constructing buildings.
A Little Bit of History
•
The world of architecture is ___________________________________
•
It is one of the major _____________________________________of mankind
•
Most home styles were created out of a need to _____________________ to the environment
•
Later, architects built structures that were ___________________________________________
•
Home styles are also dictated by __________________________________ and methods
•
However, ALL architectural design is dependent upon the __________________ of the residents
•
The history of architecture and construction traces the changes in architecture through various
___________________________________, regions, stylistic ______________________, and
dates
Early Civilizations
TIME PERIOD
YEARS
INFORMATION
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Classical Civilizations
TIME PERIOD
YEARS
INFORMATION
Early Christian
TIME PERIOD
YEARS
INFORMATION
Middle Ages
TIME PERIOD
YEARS
INFORMATION
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Renaissance
TIME PERIOD
YEARS
INFORMATION
Early American
TIME PERIOD
YEARS
INFORMATION
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Industrial Revolution
TIME PERIOD
YEARS
INFORMATION
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Victorian Era
TIME PERIOD
YEARS
INFORMATION
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Aesthetic Movement
TIME PERIOD
YEARS
INFORMATION
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Eclecticism
TIME PERIOD
YEARS
INFORMATION
Modernism
TIME PERIOD
YEARS
INFORMATION
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Style Inspirations
•
There are many style ______________________________________ that have been used in
architecture and construction throughout history
•
These inspirations include:
o __________________________
o American
o _____________________
o Chinese
o _____________________
o French
o _______________________
o Tropical
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History of Architecture/Construction Timeline
Directions
You are to create a poster that displays a timeline of architecture/construction. You must include all
time periods from class notes.
On the poster, you must display a picture representing each time period/style. The format of the
timeline must begin with the Stone Age and end with a structure built in 2015. The information and
images should be in chronological order. The different eras along the timeline must be labeled correctly
as 1950-1979.
The finished poster must be creative and easy to read. The poster must include, centered at the top of
the poster, the words “History of “Architecture/Construction Timeline.” The name, class, and period
must be located in the bottom-right corner of the poster.
Materials
Poster Board, Butcher Paper, pen, pencil, markers, and glue
You will be graded on
 Completion of the timeline
 Creativity
 Neat and easy to read
 Use of pictures, including name of architect, location of building/structure, name of
building/structure, style of building/structure
 Chronological order
 Properly labeled, including era labels and time periods
 Centered title: “History of Architecture/Construction Timeline”
This project is due on: ___________________________
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Back in Time House/Building Design
Directions
You are a designer that has been hired to design a house/building for a client based on a specific time
period/style.
Create a floor plan for the house indicating rooms, sizes, built-ins, and architectural features measured
to scale of one ¼” = 1 foot.
Make a creative presentation board of your floor plan, drawing of house, materials that would be used
and style/time period. The presentation board must be creative and easy to read. The board must
include the time period/style chosen.
You will present your finished presentation board as “designer to client” to the class.
Materials
Poster Board, colored paper, pen, pencil, markers, glue, scissors, design supplies, graph paper,
magazines, and samples of housing materials
You will be graded on
 Floor plan measured to scale
 Creativity
 Neat and easy to read
 Drawing of room
 Use of housing materials
 Properly labeled including time period/style
Presentation must have
 Time period/style
 Drawing of house/building
 Floor plan
 Samples of housing materials used
If you were presenting this design to a client, explain
 Three items that you chose for this design concept and how they relate to the specific time
period/style
This project is due on: ___________________________
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History of Architecture/Construction Timeline Grading Rubric
Presentation Title: _______________________________________________________________________________________
Name: ____________________________________________ Teacher: ____________________________________________
ID#: _______________________________________________ Date of Presentation: _________________________________
Title
Documentation
of Events
Content/Facts
Accuracy
Sentence Fluency
Graphics
Legibility
Style &
Organization
Mechanics
Excellent
7
The timeline has a
creative title that
accurately describes
the material and is easy
to locate.
The timeline contains
all significant events.
This includes dates and
descriptions.
Facts were accurate for
all events reported on
the timeline.
Good
5
The timeline has an
effective title that
accurately describes
the material and is easy
to locate.
The timeline contains
many significant
events. This includes
dates and descriptions.
Facts were accurate for
almost all events
reported on the
timeline.
Satisfactory
3
The timeline has a title
that is easy to locate.
Needs Improvement
1
The title is missing or
difficult to locate.
The timeline contains
several significant
events. This includes
dates and descriptions.
Facts were accurate for
most (~75%) of the
events reported on the
timeline.
All dates indicated on
timeline are correct
and are sequenced in
the proper order.
Events are clearly
described using
accurate and vivid
language.
All graphics are
effective and balanced
with text use.
At least 3/4 of the
dates are accurate or
sequences are in the
proper order.
Events are described
well, but language is
sometimes vague or
inaccurate.
All graphics are
effective, but there
appear to be too few or
too many.
Marginally legible
handwriting, typing, or
printing.
The timeline was set up
to cover the relevant
time period. It contains
yearly gradations, but
not at set intervals.
At least 1/2 of the
dates are accurate or
sequences are in the
proper order.
Events are not
described well and
language is often vague
or inaccurate.
Some graphics are
effective and their use
is balanced with text
use.
Writing is not legible in
places.
The timeline contains a
few significant events.
This includes dates and
descriptions.
Facts were often
inaccurate for the
events that were
reported on the
timeline.
Less than 1/4 of the
dates are accurate or
sequences are in the
proper order.
Events are described
using vague language
or inaccurate
information.
Several graphics are
ineffective.
The timeline was set up
to cover most of the
relevant time period. It
contains appropriate
yearly gradations.
The time period
covered was
inappropriate. Yearly
divisions were not
uniform.
Punctuation, spelling,
and capitalization were
checked and are mostly
correct.
Punctuation, spelling,
and capitalization are
somewhat correct and
may or may not have
been checked.
There are many
punctuation, spelling,
and capitalization
errors.
Legible handwriting,
typing, or printing.
The timeline was set up
to cover the relevant
time period. It contains
appropriate yearly
gradations of set
intervals.
Punctuation, spelling,
and capitalization were
checked and are
correct throughout.
Writing is not legible.
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Individual Presentation Rubric
Presentation Title: _______________________________________________________________________________________
Name: _________________________________________ Teacher: _______________________________________________
ID#: _____________________________________________ Date of Presentation: ___________________________________
Criteria
0-5
Organization
Visuals
Mechanics
Content
Knowledge
Delivery
Audience cannot
understand
presentation
because there is no
sequence of
information.
Student used no
visuals.
Student’s
presentation had
four or more
spelling errors
and/or grammatical
errors.
Student does not
have grasp of
information; student
cannot answer
questions about
subject.
Student mumbles,
incorrectly
pronounces terms,
and speaks too
quietly for students
in the back of the
class to hear.
6-10
Points
11-15
16-20
Audience has
difficulty following
presentation
because student
jumps around.
Student presents
information in
logical sequence
that audience can
follow.
Student presents
information in
logical, interesting
sequence that
audience can follow.
Student occasionally
used visuals that
rarely support text
and presentation.
Presentation had
three misspellings
and/or grammatical
errors.
Visuals related to
text and
presentation.
Student used visuals
to reinforce screen
text and
presentation.
Presentation had no
misspellings or
grammatical errors.
Student is
uncomfortable with
information and is
able only to answer
rudimentary
questions.
Student incorrectly
pronounces terms.
Audience members
have difficulty
hearing
presentation.
Student is at ease
with content, but
fails to elaborate.
Presentation had no
more than two
misspellings and/or
grammatical errors.
Student’s voice is
clear. Student
pronounces most
words correctly.
Student
demonstrates full
knowledge (more
than required) with
explanations and
elaboration.
Student used clear
voice and correct,
precise
pronunciation of
terms.
Total
Teacher Comments:
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