Museum (Classical Empires)
Description
In small groups, learners create a museum exhibit on one of the Classical Empires (Greece, Rome, Persia, Han, and Gupta). Learners use online databases to research information on important leaders, government structure, military conflicts, and religious influences of the empire. Each exhibit has an archeological artifact, a miniature figurine or model, a video, a painting, a keepsake for visitors, and an informational board. During "exhibit days" learners use a scavenger hunt to highlight key information throughout the exhibits.
Learning Objectives
At the conclusion of the project, learners will be able to:
Technology
Assessment
Learners were assessed on the following content and skills:
In small groups, learners create a museum exhibit on one of the Classical Empires (Greece, Rome, Persia, Han, and Gupta). Learners use online databases to research information on important leaders, government structure, military conflicts, and religious influences of the empire. Each exhibit has an archeological artifact, a miniature figurine or model, a video, a painting, a keepsake for visitors, and an informational board. During "exhibit days" learners use a scavenger hunt to highlight key information throughout the exhibits.
Learning Objectives
At the conclusion of the project, learners will be able to:
- Identify the geographic location and important cities for each Classical Empire
- Explain the impact of geography on the growth and decline of the Classical Empires.
- Identify and describe the actions of major leaders of the Classical Empires.
- Describe the military institutions of the Classical Empires and their involvement in conflicts.
- Explain the role of commerce in the Classical Empires, including major trade routes by land and sea.
- Describe the family life and role of women in the Classical Empires.
- Explain the causes of decline and the collapse of the Classical Empires.
Technology
- Internet: use scholarly databases for online research
- Cameras and iMovie: make a 30-60 second video on a topic to include in the exhibit
- iPad: use to display the created video in the exhibit
Assessment
Learners were assessed on the following content and skills:
- Displays crafted items with required topics in a creative exhibit for the mock museum
- Uses MLA formatting for a sources cited page
- Completes scavenger hunt by using peer exhibits as a source for information
- Corrects false statements on the Classical Empires with valid information
- Quiz/Test on the Classical Empires
Student Work Artifacts
Instructional Artifacts
Classical Empire Project 2014-15.pdf |
Classical Empire Scavenger Hunt 2014-15.pdf |
Reflection
This project relies heavily on learners having adequate research skills. Because the resources may be lacking or the learner skill may be remedial, it can be difficult for learners to complete the preparation of information during the research phase with enough time to complete the project with iterations and feedback. However, this project is a great way for learners to synthesize and organize a large amount of important information categorically - social, political, religious, intellectual/technological economic - in a scaffolded manner early in the school year. After this project learners have better internalized what questions or structures may fit under a "political" analysis of a region, empire, or time period, such as military battle, versus a "social" analysis, such as family structure. Learners articulate their learning by completing a scavenger hunt; groups are required to highlight answers to the scavenger hunt in the displays (the document with questions is published two days prior to the due date of the display). If I were to do this project again, I would like to find a better way for learners to engage each other with the different exhibits in a way that more meaningfully articulates information and reflects on the process of historical synthesis for museums.
This project relies heavily on learners having adequate research skills. Because the resources may be lacking or the learner skill may be remedial, it can be difficult for learners to complete the preparation of information during the research phase with enough time to complete the project with iterations and feedback. However, this project is a great way for learners to synthesize and organize a large amount of important information categorically - social, political, religious, intellectual/technological economic - in a scaffolded manner early in the school year. After this project learners have better internalized what questions or structures may fit under a "political" analysis of a region, empire, or time period, such as military battle, versus a "social" analysis, such as family structure. Learners articulate their learning by completing a scavenger hunt; groups are required to highlight answers to the scavenger hunt in the displays (the document with questions is published two days prior to the due date of the display). If I were to do this project again, I would like to find a better way for learners to engage each other with the different exhibits in a way that more meaningfully articulates information and reflects on the process of historical synthesis for museums.