Classroom American History Museum: It’s like the Smithsonian, but better
Subject: Social Studies Strand: American History Grade Level: 5th
Overview: Wouldn’t it be nice if you could visit an actual history museum without planning a field trip? By creating a simple museum in your very own classroom, the joys of hands on history can be imparted to your students and their visitors year round.
Objectives:
Given resources about the American Revolution, the student will be able to construct a virtual museum exhibit or digital documentary that educates the viewers about a certain topic.
Given a specific topic about the American Revolution, the student will be able to investigate several sources to find the appropriate information to develop a factual and interesting project.
Given the opportunity to work individually or as a team, the student will demonstrate effective time management by completing all student activities during the week of November 8-12.
Given a chance to orally express their exhibit, the student will explain and justify the artifacts that they chose by relating them to their exhibit topic.
Given a specific topic and research about the American Revolution, the student will generate an idea map that will form the organization of the final project.
Materials Needed:
Several computers with internet access
Microsoft PowerPoint 2007 or higher
Windows Movie Maker
Kidspiration
Microphones/Headsets for recording
Video Camera (optional)
Costume supplies from 1700's (can also have them get their own)
Several projector systems with screens to project them on (white presentation boards work well too) OR Several Smartboards
A video projection system, with sound compatibilities
Access to a printer
Activities and Procedures:
In this lesson, the students will learn about the American Revolution through reading in their textbook, completing activities on the internet and by researching a specific topic to create a virtual museum exhibit using PowerPoint or a digital documentary using Windows Movie Maker.
On Monday, they should be learning about the prelude to the war and the war's beginning and starting to research for their topics.
On Tuesday, the students should learn about the first battles and finish an idea map for their projects.
On Wednesday, the students should learn about the continuing war by visiting a virtual exhibit. They should also begin either writing their script/storyboard or organizing their artifacts/captions for their projects.
On Thursday, the students should read about the end of the War and finish up their research. They should also finish their script/storyboard or artifacts/captions to be ready for tomorrow.
On Friday the students should use all their research and materials to create and finish their projects. The last 10 minutes of the lesson should be for writing a short paragraph about their project to put into the flyer for the museum.
For more detailed instructions about each day, check out the Student Activities
Organizing for the actual Grand Opening should include:
passing out a flyer about the museum
allowing a dress rehearsal the day before the opening
using all of the students exhibits and videos to create one giant museum to post on the school's website (this includes making sure all hyperlinks work and that each room on the template hyperlinks to the correct exhibit.
Grand Opening:
Here is a general plan for the Grand Opening of the museum
Organize the classroom by clearing the middle of the room away and setting up each exhibit on the side of the room with a screen for the documentaries at the front of the room.
Have all the visitors file into the center of the room and introduce the museum and then show the documentaries first.
After the videos are shown, split the visiting children into groups of 5 or 6 and have the kids who made the videos show these groups where to go.
Go from one exhibit to the next, where the student who created the exhibit will present their gallery and images.
* students can actually have actual objects to show in their exhibit *students can choose to dress up in costumes of the period as well
Standards: NGSSS: Social Science SS.5.A.1.2: Utilize timelines to identify and discuss American History time periods. SS.5.A.1.1: Use primary and secondary sources to understand history. SS.5.A.5.8: Evaluate the personal and political hardships resulting from the American Revolution. SS.5.A.5.6: Identify the contributions of foreign alliances and individuals to the outcome of the Revolution. SS.5.A.5.4: Examine and explain the changing roles and impact of significant women during the American Revolution. SS.5.A.5.2: Identify significant individuals and groups who played a role in the American Revolution. SS.5.A.5.3: Explain the significance of historical documents including key political concepts, origins of these concepts, and their role in American independence. SS.5.A.5.1: Identify and explain significant events leading up to the American Revolution.
NGSSS: Language Arts LA.5.4.2.1: The student will write in a variety of informational/expository forms (e.g., summaries, procedures, instructions, experiments, rubrics, how-to manuals, assembly instructions); LA.5.4.2.2: The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids to organize and record information on charts, data tables, maps and graphs, as appropriate LA.5.5.2.1: The student will listen and speak to gain and share information for a variety of purposes, including personal interviews, dramatic and poetic recitations, and formal presentations; LA.5.5.2.2: The student will make formal oral presentations for a variety of purposes and occasions, demonstrating appropriate language choices, body language, eye contact and the use of gestures, the use of supporting graphics (charts, illustrations, images, props), and available technologies. LA.5.6.1.1: The student will read and interpret informational text and organize the information (e.g., use outlines, timelines, and graphic organizers) from multiple sources for a variety of purposes (e.g., multi-step directions, problem solving, performing a task, supporting opinions, predictions, and conclusions). LA.5.6.2.1: The student will select a topic for inquiry, formulate a search plan, and apply evaluative criteria (e.g., usefulness, validity, currentness, objectivity) to select and use appropriate resources; LA.5.6.2.3: The student will write an informational report that includes a focused topic, appropriate facts, relevant details, a logical sequence, and a concluding statement; LA.5.6.2.2: The student will read and record information systematically, evaluating the validity and reliability of information in text by examining several sources of information; LA.5.6.2.4: The student will record basic bibliographic data and present quotes using ethical practices (e.g., avoids plagiarism). LA.5.6.3.2: The student will use a variety of reliable media sources to gather information effectively and to transmit information to specific audiences. LA.5.6.4.1: The student will select and use appropriate available technologies to enhance communication and achieve a purpose (e.g., video, presentations); LA.5.3.1.1: The student will prewrite by generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writer's notebook, group discussion, printed material) based upon teacher-directed topics and personal interests; LA.5.3.1.3: The student will prewrite by organizing ideas using strategies and tools (e.g., technology, graphic organizer, KWL chart, log).
Subject: Social Studies
Strand: American History
Grade Level: 5th
Overview:
Wouldn’t it be nice if you could visit an actual history museum without planning a field trip? By creating a simple museum in your very own classroom, the joys of hands on history can be imparted to your students and their visitors year round.
Objectives:
Given resources about the American Revolution, the student will be able to construct a virtual museum exhibit or digital documentary that educates the viewers about a certain topic.
Given a specific topic about the American Revolution, the student will be able to investigate several sources to find the appropriate information to develop a factual and interesting project.
Given the opportunity to work individually or as a team, the student will demonstrate effective time management by completing all student activities during the week of November 8-12.
Given a chance to orally express their exhibit, the student will explain and justify the artifacts that they chose by relating them to their exhibit topic.
Given a specific topic and research about the American Revolution, the student will generate an idea map that will form the organization of the final project.
Materials Needed:
Activities and Procedures:
In this lesson, the students will learn about the American Revolution through reading in their textbook, completing activities on the internet and by researching a specific topic to create a virtual museum exhibit using PowerPoint or a digital documentary using Windows Movie Maker.
On Monday, they should be learning about the prelude to the war and the war's beginning and starting to research for their topics.
On Tuesday, the students should learn about the first battles and finish an idea map for their projects.
On Wednesday, the students should learn about the continuing war by visiting a virtual exhibit. They should also begin either writing their script/storyboard or organizing their artifacts/captions for their projects.
On Thursday, the students should read about the end of the War and finish up their research. They should also finish their script/storyboard or artifacts/captions to be ready for tomorrow.
On Friday the students should use all their research and materials to create and finish their projects. The last 10 minutes of the lesson should be for writing a short paragraph about their project to put into the flyer for the museum.
For more detailed instructions about each day, check out the Student Activities
Organizing for the actual Grand Opening should include:
Grand Opening:
Here is a general plan for the Grand Opening of the museum
* students can actually have actual objects to show in their exhibit
*students can choose to dress up in costumes of the period as well
Assessment:
Digital Documentary:
Virtual Museum Exhibit:
Standards:
NGSSS: Social Science
SS.5.A.1.2: Utilize timelines to identify and discuss American History time periods.
SS.5.A.1.1: Use primary and secondary sources to understand history.
SS.5.A.5.8: Evaluate the personal and political hardships resulting from the American Revolution.
SS.5.A.5.6: Identify the contributions of foreign alliances and individuals to the outcome of the Revolution.
SS.5.A.5.4: Examine and explain the changing roles and impact of significant women during the American Revolution.
SS.5.A.5.2: Identify significant individuals and groups who played a role in the American Revolution.
SS.5.A.5.3: Explain the significance of historical documents including key political concepts, origins of these concepts, and their role in American independence.
SS.5.A.5.1: Identify and explain significant events leading up to the American Revolution.
NGSSS: Language Arts
LA.5.4.2.1: The student will write in a variety of informational/expository forms (e.g., summaries, procedures, instructions, experiments, rubrics, how-to manuals, assembly instructions);
LA.5.4.2.2: The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids to organize and record information on charts, data tables, maps and graphs, as appropriate
LA.5.5.2.1: The student will listen and speak to gain and share information for a variety of purposes, including personal interviews, dramatic and poetic recitations, and formal presentations;
LA.5.5.2.2: The student will make formal oral presentations for a variety of purposes and occasions, demonstrating appropriate language choices, body language, eye contact and the use of gestures, the use of supporting graphics (charts, illustrations, images, props), and available technologies.
LA.5.6.1.1: The student will read and interpret informational text and organize the information (e.g., use outlines, timelines, and graphic organizers) from multiple sources for a variety of purposes (e.g., multi-step directions, problem solving, performing a task, supporting opinions, predictions, and conclusions).
LA.5.6.2.1: The student will select a topic for inquiry, formulate a search plan, and apply evaluative criteria (e.g., usefulness, validity, currentness, objectivity) to select and use appropriate resources;
LA.5.6.2.3: The student will write an informational report that includes a focused topic, appropriate facts, relevant details, a logical sequence, and a concluding statement;
LA.5.6.2.2: The student will read and record information systematically, evaluating the validity and reliability of information in text by examining several sources of information;
LA.5.6.2.4: The student will record basic bibliographic data and present quotes using ethical practices (e.g., avoids plagiarism).
LA.5.6.3.2: The student will use a variety of reliable media sources to gather information effectively and to transmit information to specific audiences.
LA.5.6.4.1: The student will select and use appropriate available technologies to enhance communication and achieve a purpose (e.g., video, presentations);
LA.5.3.1.1: The student will prewrite by generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writer's notebook, group discussion, printed material) based upon teacher-directed topics and personal interests;
LA.5.3.1.3: The student will prewrite by organizing ideas using strategies and tools (e.g., technology, graphic organizer, KWL chart, log).