The Selling of the Taj Mahal or Osaka Castle
Don Diego is a multibillionaire businessman who has a large collection of historical artwork. His lawyers recently sent notices to the major real estate companies worldwide outlining Mr. Diego's desire to purchase a large historical landmark to house his large art collection and a vacation getaway for Mr. Diego and his family. As one of the many real estate companies who have received this information, it is your group's job to read the enclosed notice, discuss it within your group, meet the given timeline, and make a creative sales presentation to Mr. Diego.
As your group selects your historical site which you'll try to sell to Mr. Diego, your group should keep in mind the following questions:
Examples of Historic Sites:
After you have selected the historical site, read the timeline that your real estate company must meet.
To accomplish the project, your group needs to answer the following questions.
As you work on these questions or other related task, your company needs to remember to follow the timeline and begin to prepare your sales presentation for Mr. Diego. Be creative and do not forget to include in your presentation colorful charts, pictures, graphs, and a miniature model of your site if you wish your site to be selected over your competitors.
There are numerous resources on the Internet related to different historical places past and present. The Internet also has important resources on different countries world wide.
Examples of Internet Resources:
The SCORE site offers a wide variety of resources (http://www.rims.k12.ca.us/SCORE/)
The Castles on the Web site is an index for castles (http://fox.nstn.ca/~tmonk/castle/castle.html)
The Great Wall of China site has great photos of the wall. (http://www.chinavista.com/travel/greatwall/greatwall.html)
The Excite Travel site is a great place to start your site investigation. (http://www.vtourist.com/vt/)
Examples of Other Resources:
To complete your task you will be working on this project as a member of a team, so you will need to share the tasks and responsibilities by working together, helping each other whenever you can, and using each others talents. All members should be involved in the presentation process.
Evaluation of this project is based on the quality of your research, graphs/charts, miniature model, and the creativity of your group's presentation. Your group should have addressed as many of the given questions as possible.
Looking over the whole process your group used to select your historical site and create your groups presentation, are there any changes you would make if you had to do it all over ?
After listening to all the presentation made by the different real estate companies, which sites had the most interesting characteristics and which seemed to be the most persuasive ? Did you agree with the choice Mr. Diego made ? Why or why not ?
Grade level/Unit: Grade 7 Medieval Japan and Europe.
This project also could be used to bring closure to the school year or to see what students already know about history at the start of the year.
Goals/Purpose: The main goal of this project is for students to work collaboratively together in groups, come to consensus when needed, and create and present a creative presentation. Furthermore, this project has students as young historians investigating the historical past and connecting the past with the present.
Length: 8 to 12 hours
Materials: Poster paper, markers, colored pencils, rulers, scissors, and glue.
Interdisciplinary Connection: This project could tie into the four major disciplines very easily. The history teacher could introduce the project, provide research time either at the library or in the classroom, and help students create the group presentations. The English teacher could teach students how to write a business letter and help students with the writing process for their group's letters and presentation. The math teacher could teach students how to create different types of graphs/charts and then help students create graphs/charts for their presentation. The science teacher could help the students research the geography, climate, and weather related questions of the project.
Adaptations for Special Needs: The groups should be created with the different learning abilities and learning styles of the students in mind.
Name: Bill Dyer
District: Rialto Unified School District