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Wild About Harry's Library and Museum

Lesson Author
Williams, Lynette
Course(s)
U. S. History
Required Time Frame
2 class periods
Grade Level(s)
9
10
11
12
Lesson Abstract
Students will be assigned an area of the museum to closely examine during our field trip to the Decision Center. At the museum, students will gather information about their assigned area. If possible, students should take pictures of important displays a
Description
  • Prior to our Decision Center field trip, students will be given one of the following areas of the museum to focus on during our tour. Taking Office,  First Four Months, Decision to Drop the Bomb, Postwar Challenges, Europe 1947, Origins of the Cold War, Recognition of Israel, Upset of the Century, Second Term, Cold War Turns Hot, America 1952, Leaving Office, Life and Times, Current Temporary Exhibition (if applicable)
  • Due to limited time, students will gather important information on their assigned area while on the tour. Upon returning to the classroom, students will create a presentation for their classmates.
Rationale (why are you doing this?)

Students enjoy the museum tour but never have enough time to see everything.  This will enable them to experience the entire museum and possibly spark interest for a return trip.

Lesson Objectives - the student will
  • Evaluate museum sources
  • Present pertinent information to the class
  • Create a PowerPoint, Prezi or video
Primary sources needed (document, photograph, artifact, diary or letter, audio or visual recording, etc.) needed
Fully describe the activity or assignment in detail. What will both the teacher and the students do?
  • Students will be assigned an area of the museum to closely examine during our field trip to the Decision Center.
  • At the museum, students will gather information about their assigned area.  If possible, students should take pictures of important displays and/or artifacts.
  • Students will present their information to the class in a PowerPoint, Prezi or Video.
Assessment: fully explain the assessment method in detail or create and attach a scoring guide

 

 

 

CATEGORY

4

3

2

1

Use of Class Time

Used time well during each class period. Focused on getting the project done. Never distracted others.

Used time well during each class period. Usually focused on getting the project done and never distracted others.

Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.

Did not use class time to focus on the project OR often distracted others.

Graphics -Clarity

Graphics are all in focus and the content easily viewed and identified from 6 ft. away.

Most graphics are in focus and the content easily viewed and identified from 6 ft. away.

Most graphics are in focus and the content is easily viewed and identified from 4 ft. away.

Many graphics are not clear or are too small.

Graphics - Originality

Several of the graphics used in the presentation reflect a exceptional degree of student creativity in their creation and/or display.

One or two of the graphics used on the presentation reflect student creativity in their creation and/or display.

The graphics are made by the student, but are based on the designs or ideas of others.

No graphics made by the student are included.

Labels

All items of importance are clearly labeled with labels that can be read from at least 3 ft. away.

Almost all items of importance are clearly labeled with labels that can be read from at least 3 ft. away.

Several items of importance are clearly labeled with labels that can be read from at least 3 ft. away.

Labels are too small to view OR no important items were labeled.

Knowledge Gained

Student can accurately answer all questions related to facts in the presentation and processes used to create the presentation.

Student can accurately answer most questions related to facts in the presentation and processes used to create the presentation.

Student can accurately answer about 75% of questions related to facts in the presentation and processes used to create the presentation.

Student appears to have insufficient knowledge about the facts or processes used in the presentation.

Content - Accuracy

At least 7 accurate facts are presented.

5-6 accurate facts are presented.

3-4 accurate facts are presented.

Less than 3 accurate facts are presented.

Attractiveness

The presentation exceptionally attractive in terms of design, layout, and neatness.

The presentation is attractive in terms of design, layout and neatness.

The presentation is acceptably attractive though it may be a bit messy.

The presentation is distractingly messy or very poorly designed. It is not attractive.

Title

Title can be read from 6 ft. away and is quite creative.

Title can be read from 6 ft. away and describes content well.

Title can be read from 4 ft. away and describes the content well.

The title is too small and/or does not describe the content well.

Mechanics

Capitalization and punctuation are correct throughout the presentation.

There is 1 error in capitalization or punctuation.

There are 2 errors in capitalization or punctuation.

There are more than 2 errors in capitalization or punctuation.

Grammar

There are no grammatical mistakes.

There is 1 grammatical mistake.

There are 2 grammatical mistakes.

There are more than 2 grammatical mistakes.