Art & Sculpture



Academic Essays



“Service-Learning: Doan Brook, Liberty Row, and the Cultural Gardens”

Robert M. Swaggard

Cleveland Heights High School P.R.I.D.E.

10th Grade U.S. History, 9th Grade World History


Daily Lesson Plan Activities

Day 1-  History and timeline of settlement of Cleveland

A.     Objectives

q       Students will learn about the settlement of Cleveland including the story of Moses Cleveland, The Connecticut Land Company, Nathaniel Doan, the Connecticut Western Reserve, and the surveyors who came to divide this area for sale.

q       Students will read this brief history from the Gooch book, p 4-7

B.     Activities

q       Students may read on their own, or the teacher may give notes on the History of the settlement of Cleveland

q       Students will write a journal entry from the perspective of one of the characters they learned about today in class.  Students will describe in detail what their first impression of Cleveland was.  This will be based on students reading primary source entries from the journals of the surveyors, Cleveland or Doan.

C.     Materials

q       History of the settlement of Cleveland

q       Primary source material from surveyors from the Connecticut Land Company

D.     Assessments

q       Students will turn in their journal entries, or they will read them out loud to the class. 

Day 2- Introduction to Doan Brook, Geography exercise

A.     Objectives

q       Students will look at the geography of early Cleveland settlement maps, maps that show topography, and specifically fig 2-9 “Rockefeller Park Cultural Gardens” and fig. 3-1  “Doan Brook Watershed map” from the Gooch book. 

q       Students will identify major geographic locations on their map.  This may include the garden of their heritage, Cleveland Heights High School, the student’s house etc.  This will be done to orient students on how to read a map.

B.     Activities

q       In class, students will work on their map skills.  Students will be asked to locate many points on the map.  This may be done in several ways, including using latitude and longitude lines, parallels, and landmarks they may be familiar with. 

q       To further student understanding, the students will be asked to choose a cultural garden that is representative of their heritage, find it on a map, and then create an artistic expression of how they celebrate that cultural heritage. 

q       While students are talking about the gardens, conduct a class discussion about the years in which each garden is dedicated.  What does that tell us about that ethnic group?  Who is not represented in the cultural garden?  Why is this significance? 

C.     Materials

q       Overhead transparencies of the above-mentioned maps

D.     Assessment

q       Students will complete the research on the cultural garden of their heritage.  The artistic expression can be a pictorial essay, a family crest, a poem, or a music piece. 

Day 3- Communities Around Doan Brook

A.     Objectives

q       Students will understand the differences and similarities between the upper and lower watershed communities.

q       Students will begin to explore the emergence of the cultural gardens around Doan Brook.

B.     Activities

q       Students will be broken up into small groups, with each group representing either the Lower Watershed communities (Nathaniel Doan’s settlement, Doan’s Corners) or the Upper Watershed communities.(Shakers, Warrensville Township, Jacob Russell’s family).  After students read what life was like based on where they were, they will create a Venn Diagram that compares and contrasts their unique experiences.  What was similar?  What was different?

q       Students will then read section 2.6 for homework.  There will be a brief reading quiz tomorrow to check for understanding of the preservation of the land, and the story of the parks.

C.     Materials

q       Sections 2.4, 2.5, 2.5.1, 2.5.2, 2.6 of the Gooch book

D.     Assessment

q       Reading quiz over 2.6 reading

Day 4- Discovering the Cultural Gardens

A.     Objectives

q       Research a garden, noting cultural figures, art, and architecture. 

B.     Activities

q       Using the TAH website on the cultural gardens, and a partner, students will virtually explore a garden. 

q       Students will pay close attention to architecture and design of the garden, inscriptions, art and sculptures, and floral concepts.

C.     Materials

q       Computers with internet access

q       Graph paper to sketch garden layout

D.     Assessment

q       Groups will give a presentation on their cultural garden, explaining concepts of art and architecture.  Students will also present what is located in the garden.  Who are the people represented in the garden?  What were their accomplishments?  Was there opposition to this person being admitted into the Cleveland Cultural gardens?

Day 5- Creation of a Monument

A.     Objectives

q       Students will discuss what goes into a monument, what influences people to build a memorial, and being to talk about the importance these symbols of culture and society carry. 

q       Students will then create characteristics that differentiate between monuments, and memorials.  

B.     Activities

q        Discussion of monument vs. memorial.  Create a list of characteristics for each.

q       Using molding clay students will create their own monument or memorial based on the criteria that comes out of our discussion.  Students will be asked to compose a poem that will accompany their sculpture and bring life to their masterpieces.  The poem will attempt to show the significance and the importance of the artwork on society.

C.      Materials

q       Molding clay

q       Special paper for final draft of poem

D.     Assessments

q       Students will be asked to present their sculptures and read their poem.  Students will earn points for correctly identifying their art as either a monument or a memorial.  Points will also be given for articulation of subject matter, and explanation of significance.

q       All monuments will be put on display and poems may be published in a compilation book.

Day 6- Liberty Row

A.      Objectives

q       Students will apply their knowledge of monuments and memorials to Liberty Row. 

q       A general history of Liberty Row will be given to students to read

q       Students will assess the current condition of Liberty Row and brainstorm service-learning projects that the class would be willing and interested in undertaking to repair and renew this part of Cleveland’s history. 

B.     Activities

q       Students will view part of Liberty Row in person to assess the current condition of the memorial

q       Students will brainstorm ways that they would like to get involved to help make Liberty Row reclaim its glory of the 1920’s

q       Students will inventory missing plaques, trees etc. to see what is missing, and what needs to be replaced

q       Students will also discuss the transformation from Liberty Row to MLK blvd.  What was the significance of this

q       Students will reflect on this in their journal.  What does this tell them about the changing times in these Cleveland communities?

C.     Materials

q        Liberty Row power point presentation

q       Bus to get students to Liberty Row

q       Inventory of Liberty Row trees and plaques

q       Service-Learning planning guide

D.     Assessments

q        The assessment will be how well did the students prepare for their service-learning project.  Did they gather the information they needed in order to make an impact on their community?  Did they organize themselves in a way that allowed them to be successful at the service-learning project?  Did they call the right people?  Are they taking the right steps to leave a lasting impact?  Did they make community connections that allowed community groups to offer assistance and support?

Day 7- ?  Service-Learning Project

A.      Objectives

q         Students will plan, execute, and then reflect on their service-learning project. 

q       Students will develop strong communication skills, students will have to develop interpersonal relationship skills, and must work well with their classmates in order to achieve the goal.

q       Students must organize resources, make contacts, write letters, etc. in order to get their project accomplished.  This may include fundraising or getting financial support for repairing missing or damaged parts of Liberty Row.

q       Students also must put in the time and labor to make this project successful.  The students will be the ones to replant trees, repair the plaques, or install new plaques.  It would be best if the students form a partnership with other concerned individuals and organizations to achieve this worthwhile goal

B.     Activities

q       This will be determined by students action plan

C.     Materials

q        This will be assessed by students once they commit to a specific service-learning project

D.     Assessments

q        Throughout the project, students will be asked to reflect on their experience.  What are the positive and negative aspects of this kind of project?  How do you deal with stress and difficult people?  How do you work around road blocks?

q       Students will also be asked to create a final portfolio that will document their project from start to finish.  The culmination of the project will hopefully be some sort of ceremony congratulating the students for leaving their legacy on Liberty Row, Doan Brook and the Cleveland Cultural Gardens