Common Core Standards of Learning
D2.His.5.3-5:
Explain connections among historical contexts and people’s perspectives at the time.
An update from Director Paul R. Tetreault on the events at the Capitol on January 6, 2021.
In this Project-Based Learning (PBL) lesson, students design a monument for a historical figure or event relating to the period of Reconstruction. Prior to this lesson, students should have an understanding of the components of Reconstruction including major figures, concepts, and events, in accordance with their state and local curriculum.
D2.His.5.3-5:
Explain connections among historical contexts and people’s perspectives at the time.
D2.His.12.3-5:
Generate questions about multiple historical sources and their relationships to particular historical events and developments.
D2.His.11.3-5:
Infer the intended audience and purpose of a historical source from information within the source itself.
LEARNING OBJECTIVES |
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GUIDING QUESTIONS |
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PREPARED BY | SCHOOL | GRADE | LENGTH |
KIM MCLEOD | ARMSTRONG ELEMENTARY SCHOOL, RESTON,VA | ELEMENTARY |
SIX CLASS PERIOD |
Students will learn that the National Park Service is looking for monument designs for some of the figures and events that were important during Reconstruction.
Students will work together to decide on a Reconstruction concept to design their monument over and begin brainstorming.
Students will participate in an inner/outer circle activity to help finalize their design ideas.
Students will spend the day designing their monument with their group.
Students will present their design to a National Park Service ranger or other expert.
Prior to introducing the lesson, students should have a grade-appropriate understanding of the Civil War, Reconstruction, and the state of the country at the end of the war. Students should be aware of the tensions felt around the country and that race is a major area of contention all over the county.
Lesson Activity 1: Introduction
In this lesson, students will learn that the National Park Service is looking for monument designs for some of the figures and events that were important during Reconstruction. The teacher will tell students that they are responsible for designing a monument and that the final designs will be sent to the National Park Service for feedback.
Lesson Activity 2: Monument Design, Day 1
Remember, students should have already discussed Reconstruction with their teacher prior to beginning this lesson.
The teacher will take out the Monument anchor chart with the sorted Post-It notes/sentence strips and remind students of the categories they used as a class.
Lesson Activity 3: Monument Design, Day 2
Tell the class that today, they’ll be narrowing down their brainstormed ideas to decide what their monument will look like.
Lesson Activity 4: Monument Design, Day 3
Students will finalize brainstorm ideas and begin monument design process.
Lesson Activity 5: Presentation to NPS
Once all students have completed their final designs, the final presentation will be to a National Park Service ranger/employee, who will give students feedback with an in-person visit or through a video call.
If a ranger/employee is not available to help, the teacher may consider asking a friend or co-worker to play the part of the ranger, to make the culminating event as authentic as possible. Students will present on each of the categories of their monument design and should be able to explain why they picked certain aspects.
The teacher may choose to assess students along the way by checking their interactive notebooks, worksheets, etc., and/or assess students’ overall performance with the Monument Design Rubric during presentations. Students should receive a copy of the rubric at the beginning of the project, so they are able to assess their own progress as they work.
Optional writing assessment: With the lined section provided, students should answer the PBL questions according to their routine classroom writing standards.