This is a lesson plan for a project based lesson. This lesson has students make a
travel brochure of a civilization/culture and then present it to the class.
Lesson: Activity Based project on a civilization/culture.
Students will learn how to become experts in the study of an ancient civilization and will
develop an understanding of its strengths and lasting contributions.
OBJECTIVE
Students Will:
1. Demonstrate an understanding of the contributions of the Ancient Roman civilization.
2. Study and provide evidence for:
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The significance of the citizens
The spread of the civilization
An understanding of cultures
An appreciation of their art
An appreciation of their architecture
An appreciation of their engineering
An appreciation of their philosophy
3. Demonstrate an ability to interpret, analyze, and synthesize historical information.
4. Demonstrate an ability to connect the past with the present through an oral
presentation.
MATERIALS
Teacher:
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World History textbooks and other primary/secondary sources
Computer and Internet access
Software for word processing, PowerPoint, etc.
Overhead projector, transparency, paper (as needed)
Paper, poster-board, etc. if you usually supply these to your students
Copies of student handouts (enough for all students) Itinerary: a list of
topics/ideas for the travel brochure How to Create a Travel Brochure: a step-bystep guide for students o Samples of "real" travel brochures from various travel
agencies
Students:
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Notebook to record important information found during the research process of
Activity handouts provided by the teacher
Computer access, Internet access, library access
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Various materials, such as poster-board, paper, etc., depending on the travel
brochure option selected
SET UP AND PREPARE
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Make enough copies of all handouts before introducing the lesson.
Be sure to have any additional materials available.
Motivate students the day you introduce the activity.
Create a sample travel brochure to model for the class. (Once this activity is done
once keep some of the ones produced by previous classes as good and bad
examples)
DIRECTIONS
Part 1: Introduction
Step 1: Introduce the activity by entering the classroom as a tour guide. Explain to
students that the class will be embarking on a tour of wherever, so get ready for a "blast
to the past!"
Step 2: Post the Itinerary on the overhead and hand out copies of the "Itinerary" to the
class. Go over the various places and topic ideas.
Part 2: Effective Travel Brochures
Step 1: Provide students with samples of real travel guides. Have them share with the
class. Ask the students to identify what makes each travel brochure effective.
Step 2: List students' responses on the chalkboard/whiteboard and leave up for the
remainder of the unit, so students will realize what type of information is absolutely
necessary to make their brochures effective.
Step 3: Hand out and go over the How to Create a Travel Brochure step-by-step guide.
Allow students to ask questions about the various options on the handout.
Step 4: Decide on a way to distribute topics/ideas from the Itinerary. Suggestions: Allow
students to sign-up for topics, pull names out of a hat, or assign topics to students.
Note: At this time, you may decide that you want students to work in pairs or groups;
depending on the topics/ideas/concepts you decide to emphasize.
Part 3: Research and Complete Brochure
Step 1: Provide time for students to research their topics/ideas. Set time aside to go over
their gathered information.
Step 2: Allow time for students to begin creating their travel brochures and incorporate
their gathered information. Be sure to emphasize creativity!
Step 3: Students submit their travel brochures and post them on a bulletin board in class.
Optional: Take digital pictures of students' brochures and upload them to your Class
Homepage!
Part 4: Give presentation
Step 1: Acting as tour guides, students use their travel brochure to lead a class tour of
their researched topic/idea/concept.
Here are some ways I encourage students to share their travel brochures:
1. Pass the brochure around the classroom.
2. Make transparency copies of each page and present on the overhead projector.
3. Conduct a virtual tour through a PowerPoint presentation or Web site.
4. Create a "giant" brochure on a poster-board.
5. Dress up as a citizen of the era or place.
LESSON EXTENSION
Other Resources:
Web sites about where you want them to visit.
ASSESS STUDENTS
Using a content standards-aligned rubric, assess students based on their ability to
represent and synthesize the researched information into a travel brochure. Also assess
students' effort, creativity and class participation throughout the unit.
By requiring a class presentation, you integrate language arts standards and can assess
students' oral language and speaking skills on a standards aligned rubric.
EVALUATE THE LESSON
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Did students respond to the way I introduced the activity?
Did modeling a sample of my own travel brochure or bringing in sample
brochures, help the students' creative processes and abilities to get started right
away?
Did students develop an overall understanding of the contributions of the
civilization/culture? Was their understanding evident in their travel brochures
and/or presentations?
Did students remain on task during the activity?
Did they handle the independent/group activity well enough to incorporate more
project-based assessments?
Did students enjoy or take advantage of the various options available to them in
the presentation activity?
Should I change anything in the way I model or teach this lesson?