• Students will make scaled  aerial maps of The National Mall
  • Students will use maps and other geography tools



3.1.4 Describe how the illusion of 3-D objects are depicted in 2-D works of art.

3.1.6 Identify and describe a contour drawing of an object found in the environment.

3.1.11 Identify and describe representational, abstract and nonrepresentational works of art.

3.3.6 Explore and form an opinion about public art and design in the neighborhood, such as monuments, parks, plazas, murals, buildings, and bridges. Explain how these structures contribute to the cultural life of the neighborhood.

3.5.2 Represent and construct architectural features (e.g., arches, columns, symmetry, domes, post and beam) identifying mathematical concepts.

3.5.5 Identify artists in the community who create different kinds of art (e.g., prints, ceramics, paintings, illustrations, sculpture, and buildings).

4.1.1 Identify various types of lines (e.g., straight/curved, thick/thin, long/short, vertical/horizontal/diagonal, contour, ruled lines, calligraphy, and other freehand studies from observation, imagination, and schematic studies).

4.1.5 Identify pairs of complementary colors (e.g. yellow/violet; red/green; blue/orange) and discuss how artists use them to communicate an idea or mood.

4.2.4 Draw people in proportion to objects found in nature or in their environment.

4.2.9 Use additive and subtractive processes in making sculptural forms.

4.3.3 Describe an historic district observing the architecture and landscape; speculate how it has changed since its original construction.

4.3.8 Identify and describe how a person’s own cultural content influences responses to works of art. Create a composition that illustrates a personal cultural celebration.

4.5.3 Draw diagrams, maps, graphs, timelines, or illustrations to communicate ideas or tell a story about a historical event.

5.1.6 Distinguish and describe the concept of proportion (e.g. in face, figure) and scale used in works of art.

5.2.3 Draw a figure study using the conventions of facial and figure proportions.

5.2.7 Draw a landscape showing foreground, middle ground and background using overlapping to demonstrate perspective in a real or an imaginary scene.

5.2.9 Communicate values, opinions, and/or personal insights in an original work of art.

5.3.8 Research the role of visual art and arts during the Harlem Renaissance, exploring how visual arts reflect society and relate to other art forms (e.g. music, dance & theatre).

5.4.3 Develop and use specific criteria individually and in groups to assess works of art.

5.4.4 Using specific criteria, students assess their own works of art and describe what changes they would make for improvement.

5.5.4 Design a poster that illustrates a theme.


Students are required to search for their own primary resources of aerial maps, photographs of The National Mall.

This will be supplemental to the Library of Congress plans of the McMillian Plan that documents the changes to The National Mall from 1790 to 1990

McMillian Plan Data Drawings

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King Memorial - GoogleMaps

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Warm Up

The National Park Service states that the purposes of the National Mall are to:

  • Provide a monumental, dignified, and symbolic setting for the governmental structures, museums and national memorials as first delineated by the L'Enfant plan and further outlined in the McMillan plan.
  • Maintain and provide for the use of the National Mall with its public promenades as a completed work of civic art, a designed historic landscape providing extraordinary vistas to symbols of the nation.
  • Maintain National Mall commemorative works (memorials, monuments, statues, sites, gardens) that honor presidential legacies, distinguished public figures, ideas, events, and military and civilian sacrifices and contributions.
  • Forever retain the West Potomac Park section of the National Mall as a public park for recreation and enjoyment of the people.
  • Maintain the National Mall in the heart of the nation's capital as a stage for national events and a preeminent national civic space for public gatherings because it is here that the constitutional rights of speech and peaceful assembly find their fullest expression.
  • Maintain the National Mall as an area free of commercial advertising while retaining the ability to recognize sponsors.

How will your monument fit into these parameters set forth by The National Park Service?

National Park Service Plan

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New Material

You have been authorized to construct a Monument for ______________ on The National Mall.

 The National Capital Planning Commission who has authority of The Mall has modified the Memorials & Museum Master Plan to include space for yours.


Students will use the plans and aerial drawing to "find" their plot of land that they will use to construct the mall.

Students will be required to create a map of their own placing existing monuments, memorials, museums and street names. Including their own.

The maps should utilize appropriate scale to show various landmarks.


Does the space that you have chosen fit the design that was chosen?

Should the space have been chosen before the design?

What challenges can occur if one is done before the other?

Closure and Reflection

We are rounding third base, we now have the site of the monument... the last piece is the actual monument. All of the work that had been done in the past know one will ever really see, it is all the behind scene efforts that make the monument grand. The public gets to see the memorial itself and they are not privy to all of the nuts and bolts of what it took to get there.

Next up, construction.