Theme: St. Augustine’s Historical Landmarks
Purpose: Students will identify and explain the historical importance of St.
Augustine’s four historical buildings.
Visual Arts; Grades 6 – 8; Competency Goal 1
o The learner will develop critical and creative thinking skills and
perceptual awareness necessary for understanding and producing
Language Arts: Grades 6 – 8; Competency Goal 2
o The learner will explore and analyze information from a variety of
Social Studies; Grade 8; Competency Goal 9
o Impact of the Progressive Period: The learner will judge the effects
of progressivism, war, and religious controversy on North Carolina.
Information Skills Curriculum; Grades 6 – 8; Competency Goal 3
o The learner will RELATE ideas and information to life experiences.
Information Skills Curriculum; Grades 6 – 8; Competency Goal 4
o The learner will EXPLORE and USE research processes to meet
Computer/Technology Skills; Grades 6 – 8; Competency Goal 3
o The learner will use a variety of technologies to assess, analyze,
interpret, synthesize, apply, and communicate information.
Materials: Large sheet of construction paper
Virtual Tour of St. Augustine’s College
Suggested reading literature:
Strengthening the Ties that Bind. Dr. Thelma Roundtree.
Spirit Press, 2002.
A History of St. Augustine’s College. James Boykin.
Printing Office of Raleigh, NC, 1958.
A History of St. Augustine’s. Cecil D. Halliburton. Edwards
and Broughton Co., 1937.
1. Students will brainstorm a list of historical landmarks in the United States.
After each student has developed a list, students will select two landmarks
and write a paragraph explaining the historical significance of each
landmark to the United States.
2. The teacher will give a five to ten minute lecture introducing the three St.
Augustine’s historical landmarks (St. Augustine’s Church Chapel, Taylor
Hall, and St. Agnes Hall).
3. Place the students into three cooperative groups giving each team
selected readings on their historical landmark. Students should be
provided with construction and markers. They need to decide as a group
how to present their ideas utilizing their piece of construction paper and
markers. Encourage the students to be creative and let them know that
they can use words, pictures, and diagrams.
4. Students need to be sure to represent the main ideas that they have found
on their historical landmark. They will present the finished product to their
classmates and be sure to explain each map in detail.
Evaluation and Assessment:
1. Here is a suggested rubric to help guide formal and informal assessment
of student knowledge and abilities.