|Introduction||The Connecticut State Capitol building is among the most beautiful in the country. Made of local stone and capped with a majestic gold dome, the building exudes stability, power, and pride. Within the building are sculptures celebrating many of Connecticut’s stories and heroes. In this lesson students will learn about the design of Connecticut’s capitol building, why it is designed the way it is, and apply the principles to their own classroom entrance.|
||After studying the architecture of the Connecticut state capitol building students will apply architectural techniques to the design of an entrance to their classroom.|
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|Lesson Plan PDF
|Introductory Discussion Questions
||Begin with an in-class conversation about government and laws in general. This lesson works well have students have read Where I Live: Connecticut, pages 26 – 29. Discuss where the activities of government take place. Here are some questions to help guide the discussion.
Q. Who makes the laws?
A: The federal government, state government, and your town government
Q. Where is the national capitol where the President and the Congress work?
A. Washington, D.C.
Q. Where is the capital for the State of Connecticut?
Q. What type of building do you need for the state capitol? What does it have to have?
A. offices, large meeting rooms, hallways, and conference rooms
Q. What is the difference between a public building and a private building?
A. A public building does not belong to one person. Public buildings are open to people (the public) and funded by public money (taxes). All types of governmental offices are considered public buildings. Examples include town halls, post offices, courthouses, and jails. Private buildings are owned by individuals and businesses. Examples include the house you live in, stores, and churches.
|Lesson Activity & Procedure||
1. After completing the discussion questions, students first need to understand the concept of federalism. To do this, ask the students:
Have your students look closely at the first image and answer the questions provided in a classroom discussion. Some prompts are provided below.
List 4 types of people or things that are celebrated in the capitol building.
Use this Planning Sheet
8. Now we are going to design a class entrance to our classroom. We want our entrance to show our values and points of pride. Before we design the entrance we have to identify the aspects we want to communicate and then brainstorm ways we can show them. Use the bottom of the Planning Sheet and
Make an Entrance Activity
9. Exit slip: The architecture or design of a building can show important things by _____________________, ______________________, and ________________________.
|Lesson Resources||The Genius of CT- State Capital Angel
Connecticut’s Capitol Building — Inside & Out
|Word Wall||public, symbol, capital, capitol, memorial, monument|
|State Standards Alignment||HISTORY
Change, Continuity, and Context
· What symbols represent our town and state?
· Why were specific individuals in your community honored through monuments or memorials, and how did they affect the history of your town, state, and country?
· How has our town changed and/or stayed the same over time?