Unit 4: A Sea Tac Storypath: The Story of a Rural Community and an International Airport

Grades 1-3

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Lessons: Creations of the Place - Making the Frieze - Building the Social Context - Museum Lesson - Critical Events - History of Transportation - Airport Expansion - Mountain View - Conclusion

Addendum

Resources

Introduction: The Story of a Rural Community and An International Airport is a historical study of the impact of the building of the airport in the Highline community. Much to the dismay of our elders in the community, many younger citizens take for granted that there is an international airport, just minutes away from home. Some think it has been here all along. It is in fact a part of our community as it has transformed our community’s identity. The airport employs many of Highline’s citizens as well as supports many of the surrounding Highline businesses. What is today known as Highline used to be considered a quiet, rural, farming community. That all changed in 1942, when Bow Lake was put on the map as a site to build the most modern airport known in the country. This unit will take primary-aged students back to the early 40s, before there was an airport and lead them up through the controversial airport expansion in the early 60s; a controversy that is still very much alive today.

The writing of this unit is modeled after the Storypath curriculum, authored by Margit McGuire, the director of the Masters in Teaching Program at Seattle University. It is a constructivist simulation in which students create their own community, called Mountain View, and determine the outcomes by exercising their rights as citizens. The Storypath design relies on the imagination and creativity of the students. This unit gives students an opportunity to blend their imagination with the historical record. Although it is not intended to be word for word, historically accurate, it is intended to give students an understanding of what it might have been like to be citizens of this community during this time. Students will think critically about their community, its identity, the airport and how groups compromise to work together. The unit contains the essential elements of all Storypaths; the creation of the frieze (showing the setting of the story), characters the students create for themselves, the building of a social context and a critical incident.

Critical incidences are introduced in this unit through the reading of fictional newspaper articles. The content in these articles is complex and needs to be read out loud and explained by the teacher. They were modeled after real articles written about the SeaTac Airport during this time in our history. Most quotes, people, events and information come directly from this primary source material. Some of these original articles are included at the end of this unit to help provide teachers with necessary background information.

Be aware that the airport is a sensitive issue for many in this community. Some people have lost homes and businesses. Others have found their livelihood with the airport either by being employed by the Port or by working in another airport related business. It is important that the teacher presents the story of the community and the airport as fairly and as unbiased as possible. If the class begins reacting too strongly in one direction, try leading them to consider the other side of the conflict through careful questioning. This Storypath can be changed to suit the needs of the classroom. For example, if too many students in the class are against the building or expanding of the airport, consider advertising job openings or write an article telling of the boom to the community’s economy. The purpose of this unit is to have students think critically about their community by living its history.

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Desired Academic Results

Essential Academic Learning Requirements in Social Studies

History

EALR #2The student understands the origin and impact of ideas and technological developments on history.
2.1. Compare and contrast ideas in different places, time periods, and cultures, and examine the interrelationships between ideas, change, and conflict.
2.2. Understand how ideas and technological developments influence people, culture, and environment.

Geography

EALR. #2 The student understands the complex physical and human characteristics of places and regions.
2.2 Describe the patterns humans make on places and regions

Civics

EALR #1 The student understands and can explain the core values and principles of the United States as set forth in foundational documents, including the Declaration of Independence and the Constitution.
1.3 Examine representative government and citizen participation

Overarching Understandings

• A community’s needs change over time.
• Our needs in transportation have changed over time.
• Changes in transportation technology have attempted to address those needs.
• Citizens of a community have rights and responsibilities.
• When conflicts arise, members of a community can work together to resolve them.

What the Students Will Understand

• Highline was once a rural community.
• Cause and effect of Seattle-Tacoma International Airport
• There can be more than one interpretation of the same event.
• Citizens have adapted to their neighborhood.
• Changing needs in methods of transportation

Overarching Questions

• What does a community need? How has this changed over time?
• Do citizens have responsibilities? If so, what are they?
• Does the city government have responsibilities? If so what are they?
• Is it the responsibility of citizens to compromise their interests for the greater good of the community?
• Are we fortunate or unfortunate to have the airport in our community?

Unit Questions

• Who is most affected by the airport? Who is least affected?
• What are the advantages of having an airport in the community? What are the disadvantages?
• How has our community resolved conflict related to the airport? How have the port authorities worked to resolve conflict?

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Assessment: The Evidence That Will Demonstrate Student Understanding

• Students interview their family members regarding the ways in which they traveled years ago. The data is compiled to make a class graph showing changes in transportation.
• Students make a timeline of the history of transportation.
• Students create a picture timeline of the changes in their community including the changing needs in transportation.
• Students participate in a community meeting with an airport official. Members of the community and airport come prepared with speeches to present.
• Students evaluate the current situation in the community with the airport’s plan to construct a third runway. They look at how the airport and community have worked to resolve conflict, they evaluate the need of the local community and the needs of air travelers.

Other Evidence

• The students are respectful of others’ opinions.
• The members of the community work together cooperatively to resolve conflict.
• The members of the community adapt to change.

Student Self-Assessment

• Evaluate time spent in a cooperative learning group.

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Learning Experiences and Instruction

• Letter writing
• Speech writing
• Sequencing time
• Basic key boarding
• Use of a computer with help
• Graphing
• Story elements
• Public speaking
• Interviewing skills
• Use of curriculum appropriate software with help
• Proportion and size
• Guess and go spelling
• Different modes of transportation in history
• Rights and responsibilities of citizens

Field Sites

The Museum of Flight
(206)764-5720 ext. 384
http://www.museumofflight.org/
The Museum of Flight offers a variety of programs for all ages. Check out the three tours offered to primary-aged students that apply to this unit of study, Flight Engineers, Flight Captains, and Great Gallery Aircraft Hunt.

Tour the SeaTac Airport
Talk to the field trip coordinator, Judy Gage. (206) 433-5342
Be sure to ask to see the large display board that shows an aerial view of the airport and surrounding community every ten years since the 1940s. It is in Troy Brown’s office in the Main Terminal.

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Lessons

Materials: Large piece of butcher paper hanging in classroom for the frieze, construction paper, glue sticks, tissue paper, scissors, description of setting, Making the Frieze guides; Geography, Business, Farmland, Residential, individual assessment worksheets, sample postcards from SeaTac and/or Seattle community, white construction paper or tag board cut 4”x 6” for student made postcards.

Time: About one week

Description of the Setting:

-Our story starts with a place and a time. The time is 1940, when people were fortunate to own a car and when an evening activity was listening to the radio. Radios were big and boxy and were found in the living room, much like people put televisions in their living rooms today. After dinner the family would gather in the living room to listen to the news, a music program or a mystery story read over the radio. Life was much simpler in 1940 – no computers, microwaves or CD players.
-The place is a beautiful community called Mountain View. Mountain View sits above a valley. Below, a river winds back and forth, traveling far away from a majestic snow capped mountain. There are wetlands next to the two pristine lakes in the community. Birds, fish, and turtles make their home in these regions. Sometimes deer are spotted taking a drink at the shores of the lakes. Opposite the valley is a river that flows to a larger body of water that leads to the ocean. Otters and occasionally orcas and whales can be seen from the beautiful rocky shores.
-Mountain View is a rural community situated between two larger cities, both about 20 miles away. Many people farm in Mountain View then sell their produce in North City and South City. People raise chickens and grow fruits and vegetables such as lettuce, peas, pumpkins, and tomatoes. A large airplane factory just outside the community employs many of its residents. There are several small businesses serving the community. Some of which include restaurants, grocery stores, gas stations, a movie theater and a garden and farm supply store.

-The people of Mountain View enjoy living in their community. They swim in the lakes, fish, go boating, bird watching and hike along nature trails in parks and on the beach. The people of the community are friendly, generous and caring of one another. They enjoy living in Mountain View and work together to keep it a nice place to live.

Making the Frieze Lesson

-Read through the description twice and provide copies for the students as needed. Have students discuss what the place might look like if it were 1940; for example, old cars and trucks, no personal computers, cordless phones, CDs or tapes, etc. Divide the class into the four following groups: geography, businesses, farmland, and residential neighborhoods. The students in these groups will elect a recorder to write down a list of the things that would fall into their group. For example, the residential neighborhood group would be responsible for making homes, schools, libraries, a hospital, etc. After they have brainstormed and recorded the things found in their group, students sign up to make the items on the list using construction paper.
-Allow time to discuss how to work together in a group. Point out the behaviors they will evaluate themselves on at the end of this activity. Practice disagreeing politely, compromising, sharing ideas, etc..
-This would be a good time to discuss the concepts of proportion and size. Objects that are far away are small and have few details while objects that are close up are larger and have lots of details. Introduce the terms background and foreground by using the blank butcher paper. Relate this to a picture or photograph with background and foreground.
-It helps to have the geography group be the first to glue their mountains, valleys, fields, rivers and other geographic features first. They have a unique position in the creation of the frieze, as they are responsible for mapping out the rest of the community. They decide where the farms will go, and where the business district and residential neighbors are situated. Make this clear to the rest of the students so that they know to ask first before they start gluing.
-Don’t forget that a large empty field is in the community. Make sure the geography group includes this in their plans as this will be very important later in the unit.

Frieze Making Follow-Up Activity

-To engage the students in thinking about the setting of the Storypath, and help them develop a connection to the place they created, students will make postcards of the community. Bring in sample postcards of sites from around the students’ community. For example, the Space Needle, Science Center, Mt. Rainier, Seattle rain, orcas breaching, Pike Place, ferry boats, or other places closer to home. Discuss why the artist chose these scenes for the postcards. Read the descriptions on the back of the postcards. Ask students to make their own postcards of the community they created. Talk about how their drawings will be close up shots of features in their community and therefore should include more detail than what might appear on the frieze. Have students draw and color their scenes then write a few sentences describing the photograph. This can also be done on computers using MS OFFICE software. Post these postcards around the frieze or someplace visible.
-Another successful follow-up activity is creating a word bank. Students contribute words that describe the setting. This can help students work on vocabulary, categorizing words into parts of speech, alphabetizing, they can create phrases about the place and write complete sentences or descriptive paragraphs. The word bank can also serve as a reference when working on the postcards.

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Part II: Creating the Characters

In this section, each student creates a character that s/he will play for the duration of the Storypath. This character must be someone who lives in the community the class created and is over 18 years of age. (They need to be able to vote.) Students will be grouped into small families of about 3-4 members. The characters can be as similar or as different from the students as they desire.

Materials: Multicultural paper, construction paper for cutting, 9” x 12” construction paper to glue the characters onto, tissue paper, yarn and/or raffia for hair, scraps of material for clothes, character biography sheets , and 12” x 18” construction paper for mounting the characters.

Time: About 3 days

Making the Characters Lesson

-Briefly talk about who the people are in the students’ families so that they can begin to think about their characters’ roles. Put students into groups of about four people to create their family of characters. Each group is one family in the community. Students will need to decide how they are related to one another. It will help to write a list of family members on the board before having the students make this decision. (Grandparent, uncle, aunt, cousin, step-sister, half-brother, etc.)
-Demonstrate how to make the shape of the characters by dividing up a 9” X 12” piece of construction paper into thirds. The top third is for the head, the middle third the body and the bottom third the legs. Use simple shapes to form the body, such as a circle for the head and rectangles for the arms, legs and torso. Glue the body together then use scrap material or construction paper to trace around the body to make clothing. Students then add hair and facial features. As their character develops more, students may want to add props in the background, pets, and younger children if there are any, etc. to these pictures.

-Once students have completed their characters they will begin to create their characters’ biographies. They will make up a first name and last name, however, the last name needs to be agreed upon by everyone in the family. They will choose an age that is over 18. You will want students to take on adult roles for the critical incident. They will also decide on an occupation for themselves in the community, describe their characters’ personality, tell who their family members are and also create a family anecdote. It helps to fill out the biography sheets slowly, discussing each one separately. With younger students, you may want to simplify the biography sheet by only having a few descriptors of the character. Have students look at the frieze and brainstorm what jobs people living here might have. Write a list of their ideas on the board before having them make their decision. Do the same with personality traits, while drawing upon characters from stories or people they know.

-When the biography sheets are completed, assemble them along with the characters together on a large piece of construction paper. The last step is introductions. Leave time each day to have families introduce themselves to the community. Have them practice their introductions. They should tell the class three facts about their characters, then allow time for the questions and answers.

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Part III: Building the Social Context

Before the critical incident occurs, students need to be invested in the community they created as well as have some sense of the everyday climate in which their characters live. To build a stronger social context, students create artifacts to contribute to a local history museum. Keep in mind that students may want to add more items to their frieze as their story unfolds.

Materials: Construction paper, clay, paint, computer drawing software such as Word or PowerPoint, scissors, glue and anything else that might be needed.

Time: 3 to 5 days

Museum Lesson

Students create artifacts for the local museum and write a few sentences describing their historical significance to the community. The artifacts can be just about anything: Photographs of famous people visiting the community, art work from community members, clay sculptures of dinosaur bones, newspaper articles of important events and natural disasters, portraits and biographies of the founding members of the community or first settlers, stories of made-up legends or myths, etc. Display their work in a place where other students in the building can see them. Unused cubbies out in the hall make for an excellent exhibit area.

This activity can be extended by having students in the class serve as docents for museum visitors. Invite other classes in for a nearby field trip to view the museum’s collection. This will involve other classes in the building in your unit of study and make your students feel they are doing something very important.

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Part IV: The Critical Events

In this Storypath, the critical incident comes in two parts. The first is one of the two nearby cities’ interests in the community’s empty field as a potential site to build a much needed airport. The second incident occurs long after the airport is built, when the port authorities find that they need to expand to build a second runway. This expansion will affect families as some of the needed land is home to a number of the community members. It will also create a noise problem for families living in areas that lie under the proposed new flight path. Students elect city council members to represent them. They will decide what will be done after a community meeting. The students and guest airport official attend a community meeting about the proposed expansion and prepare speeches detailing their opinions and suggestions.

Critical Incident #1: Mountain View is a Great Site for an Airport

Materials: News articles #1 and #2, paper for writing responses, construction paper

Time: 3-4 days

Up until this time, the people of the surrounding SeaTac community had been getting by with the small airstrip at Boeing Field. The exponential population growth of the region brought by war industries and the concern that Puget Sound would be the target of air raids led to the realization that Boeing Field could not serve the growing needs of the community and a new airport was a necessity. Bow Lake and Lake Samammish were the two possible sites selected for this new airport. News Article #1 announces this to the community of “Mountain View”. The newspaper articles at the end of this curriculum unit will provide teachers with background information on this historic community debate.

Present students with news article # 1, which announces North City’s plans to build an airport, possibly in the Mountain View community. It’s always fun to have announcements in newspaper articles specially delivered to you by the office manager, or have the office call at a certain time to have a student come down and pick it up. (Now all the kids in your class who haven’t taken this whole community thing very seriously will be questioning. Kids this young still believe in the imaginary.) Discuss the ramifications. What does this mean for the community? How would this change our community? How would it enhance our community? How would it detract from it? What do we know about airports in a community? (Jobs, new businesses such as hotels, taxis, travel agencies and restaurants, increased noise, traffic, convenience, connection to the world, foreign travelers become guests in our community, etc.) What can we do to voice our opinion? Students can respond to the news by discussing, writing letters to the editor, mayor or city’s port commissioner, Horace Chapman, informing others, taking opinion polls of the community members as well as other students at the school and making signs.

Read news article # 2, which announces the decision to build an airport in Mountain View. Talk about the reasons for choosing our community. (It would provide easy access for residents of the two major cities nearby. The site is nearly equidistant from both.) Discuss how a new highway will be needed to serve the increased traffic to and from the airport. React to the comments of the community members in the news article. These are real quotes from members of the Highline Community during this time. See the news articles in the appendix for a reference.

Change the frieze before the students arrive the next day by building an airport and highway making sure that at this point, no homes or businesses are destroyed. This can also be done in stages by bulldozing the space and leaving brown construction paper to represent dirt. The Burke Museum has the skeleton of a 12,000 year-old giant ground sloth that was found in the soil during the construction of the airport. This paleontological discovery could be dramatized and put into the community’s museum. Learn more by searching for newspaper articles about this event.

Extension

Choose a date for the airport’s grand opening for festivities and celebration. On July 9, 1949, people came for the dedication ceremonies. They heard bands play, listened to speeches, shook hands, posed for photographs and toured the airport. Restaurants inside the airport served their finest meals. Look at www.historylink.org and www.seattlehistory.org for pictures of and information about this event. This date could be used for building a stronger social context and greater appreciation for the existence of the airport, (or depending on the students in your class, some might rather protest the event altogether.)

History of Transportation

More people in the Seattle-Tacoma region needed to have access to air travel. Boeing field could no longer serve both the public and the military effectively in light of the war. The building of the airport brought increased traffic to the Highline community. More families owned and relied upon the automobile. Highway construction swept the nation, influencing the construction of Seattle’s I-5 in the 60s. This is an excellent opportunity for an interdisciplinary study of the history of transportation. Technology Through the Times is in all aspects of historical study. The building of an airport and the increased desire to travel by air are results of changes in technology. Take the time between the two critical incidences to study the history of transportation.

• Read books from the book list about changes in transportation technology.

• Visit some of the websites on transportation.
• Visit the Museum of Flight
• Survey students, parents and grandparents on their modes of travel, number of times in the sky and number of cars their families owned when they were children. Make graphs displaying the results.
• Interview someone who remembers life before I-5. Find out how much easier it was to get around Puget Sound before everyone had his/her own car. The Mosquito Fleet made four round trips from Tacoma to Seattle daily. Burien residents could take the train to Seattle along the Galloping Goose or the Toonerville Trolley.
• Build a timeline of the changes in transportation technology using the Timeliner 4.0 software or use WORD.

Critical Incident #2: Airport Expansion

The number of people who are traveling in and out of the airport has increased dramatically and now the airport needs to expand. The airport is proposing to build the second runway in an area just east of the airport. Many homes will be affected by this proposal. The homes will either be in the flight path and experience frequent loud airplane noise or they simply are in the way of the proposed construction. Students hear of the news from a newspaper article. Families who will be directly affected by the proposal receive letters from the airport. The students prepare for a community meeting with an airport official.
Materials: Newspaper article #3, Notice of Proposed Land Use Action sign, letters addressed to affected families from the port, guest speakers, another room to hold the meeting, microphone, tag board for signs

Time: 1 to 2 weeks

Before students arrive the next day, post a Notice of Proposed Land Use Action sign (modeled after the ones you see in the real world) on the frieze detailing the expansion. Make sure that it also lists a community meeting time and place for those who wish to express their opinions. Pretend you know nothing. Some may notice it, read it to them if they ask. Have the news article arrive from the office along with sealed envelopes addressed to a few select families in the class. Read the news article and letters to the students. Discuss what this means for our community. What does this mean for the larger community, the region including the two cities, North City and South City? Who will this affect? Who benefits? What can we do about it? Be sure to look at both sides of the issue, what will it mean for the airport if it couldn’t expand? Is there a way to compromise? Do we have a responsibility as citizens to compromise?

To provide a balance to the conflict, invite guest speakers into the classroom from the community who represent both sides of the issue. For example, someone who had to sell his/her home and move to a new place and someone who works for the airport, on expanding the airport or a business dependent upon the airport. Students prepare questions for the guest speaker.

Each family will need to prepare a speech, either for the proposed expansion or against it, as well as offer reasonable suggestions for ways to compromise. Students can also write letters to the editor and make posters to take with them to the community meeting.

The meeting should be run by the four elected city council members. These council members will welcome the airport official, make speeches and listen to the speeches made by their constituents and the guest. They will make the final decision as to what will happen with the airport’s proposal. Host elections in the class after discussing the role of a city council member. What qualities make someone a good leader? Make sure this doesn’t end up becoming a popularity contest.

Invite Troy Brown, the Port of Seattle’s Senior Planner, to represent The Port of North City at the community meeting. If he is unavailable, ask someone the students don’t know. It will help your guest if you give them information about the community and the events that have since taken place. Have the meeting in a room other than the classroom, such as the library. Make sure to have the chairs set up prior to the meeting time. Don’t forget to have a place in front for the guest and the city council members to sit. Members of the city council will need to welcome the guest and have everyone who attends sign in. Talk with the students prior to the meeting about disagreeing politely and using good manners. We are grateful that the North City Port Official could make time to meet with us.

After the meeting, the four council members meet to make their final decision. They announce it to the class. Allow time for the class to respond and reflect on the meeting. Relate their experience to a similar event taking place in the community right now. What do they think should happen with the airport’s plans to build a third runway?

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Students celebrate the conclusion of their study by taking a field trip to the airport. Have students prepare questions to ask while on the field trip. Be sure to see the aerial display of the community and airport in Troy Brown’s office.

Students make a timeline of the events in their community surrounding the airport. Use the Timeline software and post it on your school’s web site with the help of an older student.

Invite schools in the Houston area and Sydney, Australia to take a look at our website, as they have and are experiencing similar troubles in their communities. Students can email questions to the schools and compare and contrast their communities and the events that have taken place. The Houston School District has been very helpful in assisting the superintendent, Dr. McGeehen, in his battle with getting compensation from the Port for noise proofing schools with proper ventilation. The surrounding airport community in Sydney, Australia is currently engaged in dealing with the ramifications of a recently built third runway.

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Resources

Clausen, Chet and Bishop, Ray O. Seattle-Tacoma International Airport History, 1942-1962. Port of Seattle Department of Planning and Industrial Development. Seattle. 1975.

Eyler, Melba and Yeager, Evelyn A. Many Roads to Highline. Highline Publishing Co. 1972.

League of Women Voters of King County South. Sea-Tac and its Neighbors. The League. Seattle. 1973

McGuire, Margit E. Communityville: Teacher’s Guide. 1995.

McGuire, Margit E. Storypath Foundations: An Innovative Approach to Teaching. Social Studies. Everyday Learning. Chicago, Il. 1997.

Wiggins, Grant and McTighe, Jay. Understanding By Design. Association for Supervision and Curriculum Development. Alexandria, VA. 1998.

Children’s Books on Transportation

Fiction

Levinson, Riki. I Go with My Family to Grandma’s. E.P. Dutton. New York. 1986.
As five cousins and their families arrive by various means of transportation, Grandma’s home in Brooklyn gets livelier and livelier.

MeNaughton, Colin and Attenborough, Elizabeth. Walk Rabbit Walk. Tambourine Books. New York. 1977.
Of all the animal friends the Eagle invites to his house for tea, only Rabbit decided to walk – with surprising results.

Non-Fiction

Badt, Karin Luisa. Let’s Go. Children’s Press Inc,. U.S. 1995.
Original news articles

Blackman, Steve. Land Transportation. Franklin Watts. New York. 1993.
Information and art activities.

Davies, Eryl. Timeline Transport on Land, Road and Rail. Franklin Watts. New York. 1992.

English, June. Transportation: Automobile to Zeppelins. Scholastic Inc.
New York. 1995.

Kalman, Bobbie. Historical Etchings: Travel, Copyright-Free illustration for Lovers of History. Crabtree Publishing Co. New York. 1998.

Leuzzi, Linda. Transportation: Life in America 100 Years Ago. Chelsea House Publishers. New York. 1995.

Moolman, Valerie and editors of Grolier. The Future World of Transportation. Walt Disney Productions. Franklin Watts Inc. New York. 1984.

Morris, Ann. On the Go. Lothrop. Lee and Shepard Books. New York. 1990.
An easy reader book that looks at transportation around the world.

Stacy, Tom. Tell Me About Wings, Wheels and Sails. Warwick Press. 1991.

Williams, Brian. The History of Transportation. Thomson Learning.
New York. 1996.

Guest Speakers

Troy Brown, Senior Planner for the Port of Seattle
(206) 439-7707
brown.t@portseattle.org
Fax: (206) 431-4496

http://www.rcaanews.org/
This site is run by Chas Talbot. He also sends notices out to a list of people who are concerned with airport expansion. He would be happy to ask around for people who might be willing to speak to your class.

Websites

www.highway5.com
Scroll down to the bottom of the page where you’ll see a section marked “history”. Several articles are featured where you can read an extensive history of highway construction in the United States and that of I-5. Also check out the link to Burma Shave Slogans from the 1950’s.

www.historylink.org
Find pictures of breaking ground for the new airport and the opening day ceremony. It has articles about the building of the airport.
www.nasm.edu
The Smithsonian’s National Air and Space Museum has activities, book lists, teacher guides and links to other great aeronautics sites.

http://www.rcaanews.org/
The Regional Commission on Airport Affairs is an excellent resource. This web site has an archive of newsletters, legal actions, and information about a variety of concerns regarding the airport and its plan to expand. It also has a long list of links.

www.seatac.org
This is the Port of Seattle’s site. Click on airport expansion where you can read about their reasons for expanding. It lists data on the number of passengers traveling through and shows a great visual comparing the size of other busy airports in the country. The site also informs you of what all will be changed.

www.seattlehistory.org
This is the Museum of History and Industry’s site. They have thousands of photographs in their collection available for viewing. You can order a copy of a print for a fee.

http://www.ci.des-moines.wa.us/acc.html
The Airport Communities Coalition makes up the cities of Burien, Des Moines, Tukwila, and Normandy Park, along with the Highline School District, and joined by the City of Federal Way in 1996. Representing nearly 200,000 residents, the ACC formed to bring a strong voice, united in opposition against any further expansion of the airport into their neighborhoods.

www.mapquest.com
Enter an address for a map of your school and its relation to the airport. You can also find one for the Houston Airport