Missouri History-A Living Museum

published on: 2/11/2005

Contributing Teacher(s): Sharon Sumner

Subject Area: Social Studies/MO History

Grade Range: Upper Elementary (4-5)

Materials Needed:

• Famous Missourians www.kn.pacbell.com/wired/fil/
• Research and Presentation Checklist
• Research and Presentation Rubric
• Parent Letter
• An online portfolio of a Living Museum in progress http://www.eagles.k12.mo.us/sullivan/elem/sumner/mohistory/red/task.html

Objective: Students will: Learn about famous people in Missouri''s History Practice research skills Follow step-by-step directions Write a personal narrative Role play

Process Standards:

• Goal 1.4 use technological tools and other resources to locate, select and organize information
• Goal 1.8 organize data, information and ideas into useful forms (including charts, graphs, outlines)
• Goal 2.5 perform or produce works in the fine and practical arts

Content Standards:

• Communication Arts 4. Writing formally (such as reports, narratives, essays) and informally (such as outlines, notes)
• Fine Arts 5. Visual and performing arts in historical and cultural contexts
• Social Studies 6. Relationships of the individual and groups to institutions and cultural traditions

  Time Allowance: 2-3 weeks (much of the time spent on this lesson will be independent work)

  Description: Students research famous Missouri people and share the information by portraying that person--scoring guides.

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  Classroom Component: Procedure

  • Students will pick a famous person from their Missouri History studies or request one for approval.
  • Students will research that person following the Research Checklist and take notes.
  • Students will turn the research information into a personal narrative form.
  • Students will follow the Presentation Checklist.
  • Using a main hallway of the school, set up the "Living Museum" with props, pictures, names of the Missourians and the students representing them. Invite all classes, parents, superintendents, principals, community, newspaper personnel, local TV channels, to visit the museum.
  • Using a marker, place a button on each student''s hand. If the students stand on a platform of some kind (I''ve used upside down milk crates and they work pretty well) they will be above the visitor and in effect removed somewhat from their audience. This seems to give the feeling of actually being a statue. When visitors come through, they press the button on the hand of the statue, and the famous Missourian comes alive to tell about his/her life.
  Extension

  A prepared brochure given to classes in advance, listing names of Famous Missourians and the people who portray them, as well as the times the museum is open is helpful to other teachers. Many of them may wish to turn their visit into a field trip and assign a famous Missourian to each of their students. Their students could take notes and report back to the class on information they learned.

  RESEARCH CHECKLIST

   

• ____  Find out where and when your famous Missourian was born.
• ____  Find out where he/she lived.
• ____  Tell about the early years.
• ____  Tell about family life.
• ____  Tell about the major contribution(s) that made them famous.
• ____  Tell several facts about his/her life.
BONUS: Find a photo
PRESENTATION CHECKLIST

 

• ____  Memorize part
• ____  Gather props, including costume
• ____  Practice part after memorizing
• ____  Practice speaking clearly and distinctly
• ____  Practice appropriate body language and eye contact
• ____  Remember to stay in character for visitors
• ____  Set up your area on museum day
MISSOURI HISTORY:  A LIVING MUSEUM RESEARCH REPORT SCORING GUIDE

 

4	Addresses all the items on the checklist. Uses at least two sources of information. Uses complete sentences. No mistakes in spelling, punctuation, or capitalization. Very neatly written or typed.
3	Addresses most of the items on the checklist. Uses at least two sources of information Uses complete sentences most of the time. Few mistakes in spelling, punctuation, or capitalization. Writes neatly.
2	Addresses some of the items on the checklist. Uses at least two sources of information Uses complete sentences some of the time. Several mistakes in spelling, punctuation, or capitalization. Writes fairly neatly.
1	Addresses few of the items on the checklist. Uses one sources of information Uses many incomplete sentences. Mistakes in spelling, punctuation, and capitalization interfere with meaning. Illegible writing.

MISSOURI HISTORY:  A LIVING MUSEUM PRESENTATION SCORING GUIDE

 

4	Has speech memorized. Stays in character. Uses a variety of props (includes costume). Speaks clearly and distinctly. Uses appropriate body posture and eye contact.
3	Has most of speech memorized. Stays in character for most of museum visit. Uses at least two props (includes costume). Usually speaks clearly and distinctly. Uses appropriate body posture and eye contact most of the time.
2	Has a small amount of speech memorized. Often out of character. Uses one prop (includes costume). Speaks clearly and distinctly some of the time. Uses appropriate body posture and eye contact some of the time.
1	Did not have speech memorized. Out of character for most of museum visit. No props. Speaks to softly or not distinctly. Uses inappropriate body posture or no eye contact.

Date: Dear Parent(s),

Your child has chosen the Misso

For additional information contact :
Sharon Sumner
Sullivan Elem.
Sullivan
(573) 468-5196
EMAIL: sumners@eagles.k12.mo.us