Learning Objectives:
1. Evaluate examples of historical trifold brochures.
2. List qualities of a good trifold brochure.
3. Locate pictures and research facts about a museum /historical location to include in the brochure.
4. Create an attractive, well written, historically accurate brochure to attract visitors to a historical location/ museum.
Summative Assignment
Outcome: Students will create a historically accurate, well written trifold brochure to attract visitors to a historical location or museum and share that brochure with classmates.
Assignment Description: There are many purposes for historical writing in addition to a research paper. Historians who curate museums and historical sites may be asked to create a trifold brochure to attract visitors to their site. Our students can model this process of sharing historically interesting information that also markets a location to visitors to increase visitation. First, students should become familiar with trifold brochures by examining and evaluating qualities of some brochures that they think effectively convey information and draw visitors to their site. Instructors should select a theme from a certain period to compliment the current unit of study and assign each student a different location. For the purposes of this post, we will use historic homes of U.S. presidents. Students should then research their location and collect interesting facts, images, and other information that would be appropriate for the brochure. Finally, the student will create the brochure and share it with classmates.
Steps and Instructor Notes:
1. The instructor and students collect examples of historical site brochures and examine commonalities and effectiveness. (Students and instructors can collect these at the airport, restaurants, tourism centers, etc.)
2. The class will visit resources on how to create an effective trifold brochure such as the website at the University of Florida.
3. Students will meet in small groups examining the brochures they collected and discussing what they learned about creating effective trifold brochures. They will create a list of qualities they think should be included in a good brochure. (A collective list created by the class and instructor could be used as an evaluation/rubric tool at the end of the project to grade the trifolds.)
4. The student will research and collect facts and images to include in his/her own brochure about one President’s home.
5. The student will create a visually appealing, grammatically sound and organized trifold brochure that contains accurate historical information about the President’s home.
6. The class will share their brochures with one another. Some assignment options are to have the class evaluate each other’s brochures based on a rubric generated from the discussion the class had about the qualities of a good brochure. The class could also rank the top three brochures based on those qualities. Regardless of how you decide to evaluate the brochures, this sharing part is essential as students will learn about Presidential history and get ideas for later assignments by seeing each other’s work.
Rubric is based on 100 points total but it is likely this assignment would take several days and is very dependent on participation which could be evaluated many different ways. For the purposes of this post, the rubric only evaluates the trifold brochure:
20 points-Student created a trifold brochure that is visually appealing and provides enough content to interest the reader.
10 points- The back panel includes credits and additional contact information.
20 points- The inside three panels contain historically accurate information that informs the reader about the historic home and President.
30 points-Student included at least 1 image and 10 facts regarding the location.
20 points-Overall the student composed a grammatically sound and well organized document.
Showing posts with label George Washington. Show all posts
Showing posts with label George Washington. Show all posts
Sunday, February 26, 2012
Sunday, December 11, 2011
What we don’t know about George Washington
Learning Objectives:
1. Discuss as a class what the group knows about George Washington.
2. Brainstorm and build a list of facts from the prior knowledge of the group.
3. Research individually to find three unique facts different from the list the class created.
4. Share discovered information and sources with class.
5. Explore concepts of information literacy such as source evaluation and information accuracy.
Formative assignment
Outcome: Students will access their prior knowledge on a topic, create a list with classmates of commonly known facts about that topic, and research the topic for new information to share with the class.
Assignment Description: There are a couple of goals with this assignment. The first is for students to recognize and access their prior knowledge about a subject. The second is to evaluate whether what they think they know is actually accurate about a topic. The third is to explore concepts of information literacy including source evaluation and fact substantiation. Students often have a broad understanding of a topic or prior knowledge they have collected over their life time in education and social media. The class will discuss this knowledge and then find new information on the topic to share with each other. Cognitively, this allows students to build connections with what they knew to what they learn from each other. This assignment could be done with any person, event, or significant historical place.
Steps and Instructor Notes:
1. As a class, students will initially brainstorm all the facts they know about George Washington. In an online forum, this could be done with many different types of technology such as a Google doc or discussion board.
2. Class will review the list and divide it between ideas they agree to be true or accurate and ideas that might be questionable.
3. Explore information literacy with class. Discuss effective source evaluation techniques and techniques for determining the accuracy of information in a source. For instance, do at least three sources have the same fact? Here is one resource to help instructors get started: http://novemberlearning.com/resources/information-literacy-resources/
4. Students will then research the topic searching for a minimum of three facts either not on the lists or one that proves the questionable list as accurate or not.
5. Students will share the facts they discovered in their research, the sources they used to find that information, and how they evaluated those sources and their accuracy.
6. Students will compose a grammatically sound and well organized document with all the information listed in step 5 and include proper citation for each source.
Rubric is based on 100 points total but it is likely this assignment would take several days and is very dependent on participation which could be evaluated many different ways.
10 points-Student actively brainstormed prior knowledge with classmates.
10 points-Student actively participated in discussion to divide prior knowledge into two lists.
30 points-Student found and shared with class mates three new facts, the resources used, and how they evaluated those.
50 points- Student composed a grammatically sound and well organized document with the facts they discovered in their research, the sources they used to find that information, and how they evaluated those sources and their accuracy. Student also properly cited each source.
1. Discuss as a class what the group knows about George Washington.
2. Brainstorm and build a list of facts from the prior knowledge of the group.
3. Research individually to find three unique facts different from the list the class created.
4. Share discovered information and sources with class.
5. Explore concepts of information literacy such as source evaluation and information accuracy.
Formative assignment
Outcome: Students will access their prior knowledge on a topic, create a list with classmates of commonly known facts about that topic, and research the topic for new information to share with the class.
Assignment Description: There are a couple of goals with this assignment. The first is for students to recognize and access their prior knowledge about a subject. The second is to evaluate whether what they think they know is actually accurate about a topic. The third is to explore concepts of information literacy including source evaluation and fact substantiation. Students often have a broad understanding of a topic or prior knowledge they have collected over their life time in education and social media. The class will discuss this knowledge and then find new information on the topic to share with each other. Cognitively, this allows students to build connections with what they knew to what they learn from each other. This assignment could be done with any person, event, or significant historical place.
Steps and Instructor Notes:
1. As a class, students will initially brainstorm all the facts they know about George Washington. In an online forum, this could be done with many different types of technology such as a Google doc or discussion board.
2. Class will review the list and divide it between ideas they agree to be true or accurate and ideas that might be questionable.
3. Explore information literacy with class. Discuss effective source evaluation techniques and techniques for determining the accuracy of information in a source. For instance, do at least three sources have the same fact? Here is one resource to help instructors get started: http://novemberlearning.com/resources/information-literacy-resources/
4. Students will then research the topic searching for a minimum of three facts either not on the lists or one that proves the questionable list as accurate or not.
5. Students will share the facts they discovered in their research, the sources they used to find that information, and how they evaluated those sources and their accuracy.
6. Students will compose a grammatically sound and well organized document with all the information listed in step 5 and include proper citation for each source.
Rubric is based on 100 points total but it is likely this assignment would take several days and is very dependent on participation which could be evaluated many different ways.
10 points-Student actively brainstormed prior knowledge with classmates.
10 points-Student actively participated in discussion to divide prior knowledge into two lists.
30 points-Student found and shared with class mates three new facts, the resources used, and how they evaluated those.
50 points- Student composed a grammatically sound and well organized document with the facts they discovered in their research, the sources they used to find that information, and how they evaluated those sources and their accuracy. Student also properly cited each source.
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