REASONS TO VISIT
Persuading travelers to visit the historical location gives students an opportunity to apply what they have learned. In other words, this portion of the brochure will require students to make use of the information in a context different from the one in which it was learned. Students will need to:
- State three reasons to visit the location and draw (or insert) a picture for each reason.
Requiring students to provide historically accurate facts about the location will show that they clearly understand and are able to translate credible historical information. To do this, students will need to:
- Include four historically accurate facts about the location.
MAP & GEOGRAPHY
This portion of the brochure project reinforces map skills and supports spatial thinking by requiring students to visualize where cities, landmarks, and geographical features are located in relation to one another. Students will need to:
- Draw (or insert) a map of the historical location with a corresponding list and description of three cities, regions, or landmarks.
Students will clearly show the connection between the location and three important historical figures. Exploring the relationships between important people and the historical location requires students to think deeper about what they have learned. To complete this panel of the brochure, students will need to:
- State one historically accurate fact that connects three influential figures to the historical location.
Additional Lesson Components
- Research Guide: Providing students with a research guide will assist them in finding and recording relevant information for their travel brochures. It will keep students focused and on-track throughout the research portion of the lesson.
- Bibliography: Encourage students to record their sources of information by providing them with a bibliography template. Easybib.com is a free online resource students can use when composing their bibliographies. It will generate citations for all the major writing formats.
- Brochure Directions and Rubric: Ensure student understanding by providing clear directions and expectations for the historical brochure project. Ideas for rubric criteria include historical accuracy, completion, neatness, and effort.
- Examples: Showing students examples of past brochures is helpful, but not necessary. You can use examples to inspire students and give them a concrete idea of what the finished project might look like.
“I loved this resource! I really missed doing travel brochures in person with my students and this was definitely what I was looking for to use in distance learning. Will definitely use again!” -Jackqueline A.