Brooks. CPI Service Project

Service Learning Project
LME 545
Lets Build a Museum
Name: David Brooks
Date: 5/14/17 (Last edit)
What is the problem/need/issue that your pupils are concerned about?
The local county lacks a museum to showcase and provide a learning experience
involving the countys history. There is a historical society of volunteers who help
to maintain a local historical home. Inside the home are records involving county
history and historical items related to the house. The house is available for tours
and information is available to the public. However, the historical society is
comprised of a small group of volunteers and is not always as able to provide as
much historical resources as the students would like. With all due respect to the
historical society of our county, their group is not very well known. Prior to
deeper research it looked as if the historical society was defunct. Their web
resources were unavailable for a long time, communication methods were
unanswered, and in general many students were unaware of the group or the
house. It is our goal to collaborate with the historical society to promote the
historical home, but also to achieve the larger goal of establishing a permanent
and public presence within the community. The museum will showcase and
preserve a collection of historical accounts, artifacts, and records with the goal of
promoting local history and learning experiences.

The following is merely part of a long term project that could potentially years to
successfully begin. If ever achieved this project will continue in preservation,
promotion, and adding more resources to the museum. Essentially this project is
one with long term needs and influence.
Scope of need/issue (global, national, community, or school):
The scope of this issue is in our local community. The goal of the project is to
open a local history museum. Preserving history is an important aspect of a
culture. Many larger cities have museum or museums that are geared towards
culture and history within the community and sometimes the world. Our goal is to
establish a community museum to preserve and promote history in the local area.
While the focus will primarily include elements of local history, there will be
some elements that involve how major events influenced life within the local
community. An example of this could be seen by considering the influence of
World War II in the county. What was life like for families? How many people in
the county were involved in the war effort? What changes came out of World War
II that are visible within local life and history? Essentially the goal will have local
community history and cultural elements, while also including local perspectives
of major events.
Objectives:
Students will use technology to research, present, communicate, and gather
resources in order to create a museum proposal.

Students will be placed in groups of four students to develop a presentation
promoting possible strategies for beginning a museum.

Students will analyze elements of beginning and running a museum. The students
will plan for needed roles (tour guide, record keeper, promoter, etc.) and needed
resources.
Students will synthesize a small sample collection of resources comprised of
possible acquisitions, interviews, and identification of events, places, and people
that should be represented within the history museum.

Students will present and defend their proposal and findings with classmates.
Students will evaluate each proposal and vote on the museum proposal that best
represents the goal of staring a local history museum.
Connection to curriculum:
SS-08-5.1.2
Students will explain how history is a series of connected events shaped by multiple
cause-and-effect relationships and give examples of those relationships.
SS-8-HP-U-4
Students will understand that geography, culture and economics have a significant impact
on historical perspectives and events.
SS-8-HP-U-5
Students will understand that advances in science and technology have a significant
impact on historical events.
SS-8-HP-U-1
Students will understand that history is an account of human activities that is interpretive
in nature, and a variety of tools (e.g., primary and secondary sources, data, artifacts) are
needed to analyze and understand historical events.
SS-8-CS-S-5
Students will compare examples of cultural elements of today to those in the United
States prior to Reconstruction, using information from a variety of print and non-print
sources (e.g., media, literature, interviews, observations, documentaries, artifacts)
CCSS.ELA-Literacy.RI.8.3
Analyze how a text makes connections among and distinctions between individuals,
ideas, or events (e.g., through comparisons, analogies, or categories).
Determine an author's point of view or purpose in a text and analyze how the author
acknowledges and responds to conflicting evidence or viewpoints.
Evaluate the advantages and disadvantages of using different mediums (e.g., print or
digital text, video, multimedia) to present a particular topic or idea.
Delineate and evaluate the argument and specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant
evidence is introduced.
Analyze a case in which two or more texts provide conflicting information on the same
topic and identify where the texts disagree on matters of fact or interpretation.
CCSS.ELA-Literacy.SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others'
ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.8.1.a
Come to discussions prepared, having read or researched material under study; explicitly
draw on that preparation by referring to evidence on the topic, text, or issue to probe and
reflect on ideas under discussion.
CCSS.ELA-Literacy.SL.8.1.c
Pose questions that connect the ideas of several speakers and respond to others' questions
and comments with relevant evidence, observations, and ideas.
Present claims and findings, emphasizing salient points in a focused, coherent manner
with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate
eye contact, adequate volume, and clear pronunciation.
Integrate multimedia and visual displays into presentations to clarify information,
strengthen claims and evidence, and add interest.

CREATE Levels:
CREATE LEVEL JUSTIFICATION

C 3 Students will generate questions and an original
Cognitive proposal for establishing a local history museum.
Complexity They will analyze different elements that are part of
creating and maintaining a museum. They will
evaluate historical elements, potential artifacts, and
other aspects to include in the museum. Students will
also create materials using technology to demonstrate
a hypothetical sample collection, present their
findings, map geographical elements, and create new
content in the form of interviews/documentaries.

R 4 The nature of this project is to create a local history
Real World museum. During the unit of study we will identify
real work costs and needs to make this a reality. The
content connection crosses over many areas. Social
Studies connects to historical and geographical
elements. Language Arts is visible in construction and
research processes involving reading and listening to
sources of informational text and information. Arts
and Humanities is connected via possible art and
cultural elements.
Ea 4 Students have choice in what tools they utilize to
Engagement complete technology projects. Additionally students

will collaborate with other students, the teacher, and
community members throughout each step in the
process.
Te 4 Students will utilize a variety of technology (digital
Technology cameras, video cameras, audio recording devices,
presentation software, and more) to create new
resources based upon first hand research, interviews,
and readings. Students will collaborate in each step of
technology use. Students also have choices in what
technology to use and how to use it to complete
objectives.
Resources:
In school resources that will be provided include:
Computers
Projector
Printers
Digital Cameras
Video Cameras
Microphones
Headphones
Scanner
Internet Access
Presentation Software
Microsoft Word
Out of class students will be expected to have:
Computer
Internet Access
Digital Camera/Video Camera or Smart Phone/Tablet with the ability to record
video and capture images.

Microphone or Smart Phone/Tablet or similar audio recording technology.
Presentation Software
Microsoft Word or other word processor technology.
Handouts and worksheets:
Things to Remember While I Work

Person/Place/Event Guide Planning Guide
Interview/Documentary Questions
Artifact Acquisitions Guide
Proposal Guide
Web Resources:
Prezi
Students may choose to create their presentation using Prezi or similar resources.
YouTube
Students will make a recording of an interview and post the video to YouTube for
easy embedding into a class website dedicated to the service learning project.
Students may also use YouTube as a method of researching and accessing video
files that will help shape their presentation and planning.

Students may also use YouTube to make a video presentation about a person,
place, or event in the county history. Like a student documentary.

Animoto
An additional option for students creating video resources, such as the interview
or other options to assist in building their presentation.

Free Play Music
Students may choose to utilize music from this source in order to enhance their
video interviews or aspects of their presentations.

Podbean
Podbean is a podcasting website.
Students may decide to place interviews on Podbean as well as YouTube.
Venngage
This site allows for the creation of infographs. Students may choose to use
Venngage as a way to display information about events, people, places, or
possible ideas for the type of items for acquisition.

Live binders
Students may use Live Binders to collect their resources for their presentation and
resources.
They may also use Live Binders to collect pages that would demonstrate types of
items for the sample collection.

Zeemaps
Students may utilize this resource to cite areas within the county that are areas of
cultural and historical significance.

Tour Builder
Students may decide to use this resource instead of Zeemaps as a way to map
geographic relevant information such as cultural and historical sites.

Hardin County History Museum
Source of potential concepts for a successful small county museum. Also a
potential source for collaboration.

Grayson County Historical Society
Link to historical society page that may act as a link to county resources and
potential collaboration. Collaboration discussing restoration and preservation
elements may occur with students. Plus a tour of the building and artifacts, would
be part of student celebration upon completion of service learning project.

Historic State Theater
This source provides insight into another historical preserved landmark in
neighboring county. Collaboration discussing restoration and preservation

elements may occur with students. Plus experiencing the building and potential
movie or performance would be part of student celebration upon completion of
service learning project.

Explore Kentucky History
This source will help students identify important and popular locations, events,
and people within the local community.

My LME 545 Service Learning Blog
My technology projects will provide examples of technology projects as well as
resources that will assist them in beginning their projects.

Kid Pickers
This site is based upon the American Pickers show on History Channel.
Students will get ideas from this site about artifact acquisition.
History Detectives How to Interview
PBS has provided this site in combination with their show History Detectives to
help students learn how to conduct interviews to learn about history.
Link to your blog website that accompanies this project:
The website that has been created in order to accompany the service learning
project is available at http://davidbrooksdb.edublogs.org/. Scrolling over LME
545 Service Learning will provide two potential pages. The Service Learning
Project page contains the critical performance. While the Technology Projects
page contains technology projects utilized in the construction of this project.
Collaboration within and outside the classroom:
Inside
Students will work in groups of four students to plan, create sample collection,
and present a proposal strategy for developing a local community history
museum.
Students will discuss with other groups to gain potential ideas and share findings.
Students will present their proposals to the class and evaluate each proposal to
discover the best possible plan.

Outside
Students will communicate with family members, community leaders, community
groups and organizations, and other community members for an interview about a
significant person or event that has occurred in county history.

Students will work with the historical society in order to identify possible ways to
help and also gain insight into history, events, places, and other elements as well
as potential strategies for developing a history museum.

Students will communicate with local museums in other counties to gain an
understanding of how to start, maintain, and meet the needs of a community
museum.
Procedures/directions for the students:
Day 1
Students will begin by taking the Survey Monkey Survey I created, listed on my
technology page. This will help to evaluate where they stand on history
knowledge and favor towards creating a local history museum.

Students will complete Reflection #1.
Students then will be sorted into groups of four, by teacher based upon factors.
Factors will be considered in advance that include student ability, student
relationships with other students, and other factors that will allow students to
collaborate well together towards project completion.

We will go over important information needed to complete the project.
We will then spend time discussing and reviewing example technology projects
on the technology projects page.

Students will take time to meet with each other and share ideas. During this time
students will be allowed to share concerns and ask questions.
Day 2
Students will be introduced to Hardin County History Museum and Historic State
Theater sites.
Students will meet and begin research in computer lab over museum needs and
local history.
Students will examine resources that could be used to complete project.
Students will identify needed resources and jobs associated with establishing and
maintain a history museum.

Students may begin mapping project.
Day 3
Students will be given interview guide and discuss interview process.

Students will discuss current findings from computer lab research.
Students will then discuss current events in class from local radio and
newspapers.
Day 4/5/6
Community members (police officers, librarians, business owners, etc.) will visit
the class and provide time in class for interviews.

Students will practice interviews and get an idea of questions to ask during an
interview. Recording of interviews may take place.

Students reflect on interviews at the end of day 6.
Day 7
Students will continue mapping project in computer lab/library.
Day 8
Students will have time to edit interviews from previous days.

Students will begin working on identifying acquisitions based upon information
obtained during research and interviews.
Day 9
As a class we will discuss acquisitions and have a speaker from the neighboring
county history museum and local historical society.

We will discuss what items may best reflect local history.
Students will not be required to purchase items identified for acquisitions, but if
they have items at home that they would like to lend to the project this would be
fine. The acquisition project will be a mock experience, with identification of
costs, item, and other factors.
Day 10/11
Students will return to the library/computer lab and examine the American Pickers
resource for kids. This will help to give ideas about picking and item acquisition.
Students will search for items online and other museums to create a mock
acquisition catalog. This catalog may be displayed using either an infographic or
bookmarking web 2.0 resource such as Venngage or Live Binders.

Day 11, students will reflect on acquisition process.
Day 12/13
Students will complete any projects that are not yet finished.
Students will compile all created technology projects and add them towards a
presentation of their museum proposal.

Students will work on museum proposal.
Once completed proposal the students will work to finalize the presentation using
Prezi or other approved presentation resources.

Students will meet with teacher to discuss their progress.
Day 14
Students will have one final day to ensure everything is working and that they
have all materials.
Day 15
Students will present their projects to the entire class.

Students will vote anonymously on the most successful project. Voting will also
include students grading each others groups.
Day 16
Winning group will be identified.

Students will reflect on their own project and on the project of others.
Day 17
Students will work together as an entire class to prepare for the upcoming
presentation to community members.
In the afternoon:
Students will set up interview videos and audio on computers in school library.
Students will display infographics or book marking acquisitions project on
computers as well.
If any students brought in approved items on loan, then these items will be
displayed.
Students will display mapping projects on computers.
Student projects will be added to the class website.
Day 18
Students will present proposal to community members in the auditorium.

Students will then act as tour guides in the library to showcase maps, audio and
video interviews, and acquisitions pages and possible loaned items.
Day 19
Student celebration will be in the form of a field trip to neighboring countys local
history museum, historic downtown, and Historic State Theater.

Student work will be highlighted on class website and linked to school website to
promote and publish their work to a wide audience of community members.
Outside experience:
Any time after day four students may begin working on the outside project of
interviewing and/or creating a documentary about a local figure, place, or event.
Day 20
Students will reflect on the conclusion of the experience.
Assessment rubric for students:
Scoring Rubric:
Content Objective:
Students will create a presentation highlighting a plan and sample collection in order to advocate for a local history
museum.
1 = Needs Much 2 = Needs Some 3 = Good or Acceptable; 4 = Excellent;
Improvement; Improvement; Proficient Distinguished
Novice Apprentice
Depth of
proposal
Issues and Does not address Addresses less Addresses three or more Addresses five or more
needs needs and than three some of needs and potential issues. needs and potential issues
potential issues. the needs and with beginning a local

potential issues. Presents possible solutions. history museum.
Present possible solutions
and addresses how
community involvement will
enable the ability to
overcome these issues.

Community Does not address Vaguely addresses Addresses community Addresses community
Involvement community community involvement with at least involvement with three or
involvement. involvement. two examples. more examples in different
Vaguely addresses aspects. (Funding, staffing,
why the resources, etc.)
community would
benefit. No specific
examples, sticks
with
generalizations or
brief mention.
Strong case for Does not address Vaguely addresses Provides two examples of Provides three or more
why we need a why the why the why a museum is needed, examples of why a museum
museum community would community would and how the community will is needed, and gives
benefit from a benefit. No specific benefit. evidence supported evidence
history museum. examples, sticks of how the community will
with benefit.
generalizations or
brief mention.
Sample Sample collection Sample collection Sample collection contains Sample collection
Collection lacks depth or contains all an interview/documentary, exemplifies items that would
missing projects. projects, but mapping project, and ideas be found in a local history
projects lack for artifact acquisition. Few museum. In depth

depth. Many errors in information. interview/documentary,
errors in mapping project, and
information and artifact acquisition display.
content.
Teamwork Works do not Students didnt all Students demonstrate Students demonstrate deep
demonstrate equally contribute collaboration between group collaboration and division of
collaboration to collaboration members, with all member labor. All students have an
between group with group. contributing. Few issues. important role in creating
members. the projects and
presentation.
Technology Objective:
Students will create a presentation and technology objects to promote the ideas within the presentation.
The presentation will include an interview/documentary video, artifact collection visual display, and
mapping project.
1 = Needs 2 = Needs 3 = Good or 4 = Excellent;
Much Some Acceptable; Distinguished
Improvement; Improvement; Proficient
Novice Apprentice
Fits requirements for project
All parts of the presentation contain the following elements.

Interview/Documentary Questions are Five questions are Students ask ten Students ask ten or
lacking in depth. asked. Questions meaningful more meaningful
No questions lack depth and questions that questions that
asked. need more add depth to the show great
refinement. interview. Some thought and
questions need reflection. These
refinement. questions lead the
interview subject
to providing deep
and meaningful
answers.
Contains audio
and other
enhancements.
Mapping Project Identifies one Contains three Contains five or Seven or more
location. Does not locations that have six locations locations with
explain influence an impact on local with significant significant impact
or impact. history and culture. impact on local on local history
history and and culture are
culture are identified.
identified.
No video or Lacks video and Includes pictures
picture elements. picture elements. At least half of and/or video
Or elements are Or elements are locations include elements.
unrelated. unrelated. video and/or
picture elements. Contains
comments that
Comments do no Comments identify Comments demonstrate
identify more than the location. discuss understanding of
the name of the importance and importance and
location. why they should makes connections
be studied. to historical
significance.
Collection/Acquisitions Contains three Contains five Contains eight Contains ten
Project items. items. items. items.
Contains picture of Contains basic Each of the Each of the items

item and name. display of time items are are justified to
period and cost. justified to why why the item
Inclusion not the item belongs belongs in a local
supported. Contains images in a local history history museum
for each item. museum collection.
Item lacks link and collection.
or identification of Each item contains Contains
how to obtain source link or Contains explanation of
item. identification of explanation of time period,
how to obtain time period, importance, and
item. importance, and cost.
cost.
Contains images
Contains images for each item.
for each item.
Each item contains
Each item source link or
contains source identification of
link or how to obtain
identification of item.
how to obtain
item.
Presentation (Prezi or Presentation does Presentation Presentation Presentation
other presentation not compile all contains all discusses all compiles and
software) projects. projects. projects created. discusses in depth
each project
Presentation Presentation Presentation created for this
provides the provides the provides the project.
proposal and proposal and proposal and

discussion of discussion of discussion of Presentation
future planning. future planning. future planning. provides the
proposal and
discussion of
future planning.
Elements present in technology projects

Creativity Products lacks Products contains Products is Products have
design, theme, some design creative and uses many creative and
colors, images, and aspects, images, art, images, unique aspects.
other elements that colors, design colors, text, and Through the use of
would help capture elements but the other mediums art, images, colors,
the viewers usage does not such as audio and other designs
attention. Selected complement the and video to gain elements creates a
style has no information interest of professional and
connection with provided. audience and to unique
the theme of the help share presentation of the
project. information. information.
Use of technology Many issues with Some problems Few technology No problems with
technology. with technology. problems. transitions and
Problems with Transition and Transitions and playback in
transitions and visual elements visual elements technology.
visual elements. have some are in order.
problems, but the Includes at least 3
Includes no variety presentations Includes a good of the following
of text, visual, overall balance of at elements in a good
audio, and video presentation is not visual, text, balance. Text,
elements. overly damaged by audio elements. audio, images, and

these issues. video.
Visual, text, audio, Visual, text,
and video elements Includes very few audio, and video Use of text, audio,
are off topic, dont images or video elements relate images, and video
fit subject, or do elements. well to the strengthen the
not add to the subject and are presentation and
presentation. Visual, text, audio, of good quality. are beneficial to
and video elements help your audience
are mostly on learn about the
topic. Some are of problem, its
low quality. importance, and
what others are
doing to help
against the
problem.
Presentation Students act very Students, Students act Students act
(Will not be counted off immature while behavior is professionally professionally
for nervousness. presenting. somewhat while giving while giving
Students should aim to immature. presentations. presentation.
speak directly to the One students
audience, and not spend presents the Half of the group All students All students
the entire presentation majority of members present present almost present equally.
reading word for word information. or all present equally between
from notes.) Lacks teamwork. unequally. group Students
Students do not members. demonstrate
seem to know the Students have understanding
material some trouble with Students have and knowledge
presented. the information little trouble over researched
Reads instead of presented. Does with the material.

speaks to the not appear to information. Presents with
audience. know the Very few errors. little or no issue
material. when discussing
Provides some Reads instead the information.
information, but Reads instead of of speaks to
is greatly speaks to the class less than

Addresses the
incorrect or off class. three times.
class when
topic.
speaking.
Provides Provides
Majority of time
information, but information
is spent speaking
many incorrect with few
and not reading.
facts or off topic incorrect
information. information.
Presentation
Stays on topic
information is
during
accurate and on
presentation.
topic.
Pupil Reflection/Journal:
Day 1
We all know that history is important. How familiar are you with local history?
Have you ever visited a museum? Would you like to? What sort of things do you
think a successful museum should have? What are you looking forward to in the
service learning project? Do you have any other ideas you would like to share?
Day 6
The last few days we have spent time talking to members of the community. What
are some things that youve learned? What did you find interesting? What
questions did you ask? What questions do you still have? Would you have
changed anything about your interview experience? Do you have any other ideas
you would like to share?
Day 11
Creating resources using primary sources is a part of research. However, when
obtaining original artifacts there are many differences. What do you think about
the acquisition process? What elements of artifact acquisition have you enjoyed?
What aspects are most difficult? What types of artifacts do you favor? Are there
any common elements such as time period, type of item, or subject matter? If you
were able to obtain these items what sort of care would they need? Do you have
any other ideas you would like to share?
Day 16
Over the course of this unit you have completed research and projects that
promote our local history and culture. What elements were most interesting to
you? What elements do you wish you knew more about? What role did you have
in the process? What were some elements of the project you enjoyed? What didnt
you like? If you were given a chance to redo your project what would you add or
subtract? Do you have any other ideas you would like to share?
Day 20
Looking back over all of our experiences what are some ideas or memories that
you value? What do you think are some ways to improve this experience in the
future? Do you still care about creating a museum? What role in the future would
you like to have with this project? How has this project influenced your view of
our community? Is there anything else you would like to share? Finally what are
you most proud of during this experience?
Demonstration/Celebration:
After the final reflection students will work together to compile all the sample
collection items that they have created. Students will utilize ideas learned during
other presentations, discussion, and reflections in order to enhance items and the
overall presentation. This collection and the winning presentation will then be
presented in the school auditorium to a collection of community members, county
government officials, educators, and the local historical society.

To celebrate student achievement copies of the sample collection will be set up for
display in the school library to showcase their accomplishments.

Further celebration will involve a possible field trip to the neighboring countys
history museum and lunch at a restaurant to be chosen at a later date. Possible
inclusion of a seeing a movie or performance in the nearby Historic State Theater
may be also worked in. This will be determined based upon scheduling of events
in the theatre, and collaboration with the Historic State Theater group. The
proximity of the local history museum down the street would allow for a brief
walk through historic Elizabethtown and learning about the history and how the
city has changed from its origin.

Student Use of Technology:
Research and communication with others to acquire information.

Audio and visual tools to capture images, video, and audio in order to collect
information.
Interview/Documentary Project
Create a video or podcast interview with a community member discussing county
history. May focus on a person, a place, an event, or other approved topics related
to historical elements from a local perspective.

Collection Project
Create an infographic or live binder to highlight potential items for acquisition to
create a sample collection.

Mapping project
Create a map that details important places or events.
Presentation
Create a presentation that discusses a proposal of how to begin a local history
museum, as well as sharing sample collection and research into local history.
Technology Projects I Created for Project:
Projects can be found at: http://davidbrooksdb.edublogs.org/lme-545-service-
learning/technology-projects/
1. Survey Monkey Survey

2. Infographic from Venngage
3. Visual Bookmarking using Live Binders
4. Web 2.0 Maps resources through www.zeemaps.com
Handouts:
Things to Remember While I work
How can I collaborate with others?
How well do we work together as a group?
What elements of local history do I find interesting?
What aspects of culture or history are lacking in this project?
Other ideas and notes:
Daily progress journal:

Person/Place/Event Guide
This is a guide to assist you during the creation of your mapping project, but may also
help you during further research throughout the project. This is a guide meant to help
provoke thoughts into identifying resources, identifying subjects, and even in item
acquisition. You may use your own paper or request additional copies if you wish to use
this guide.
Name:
My subject is:
Why is this subject important?
Are there any visual elements (picture, video, etc.) of the subject? If not is it possible to
obtain or create visual elements?
What contributions does this subject have towards local history?
Does this subject have any connection to national or world history?
How do you plan on representing the subject in the sample collection?
Discuss possible aspects that you would include when discussing your subject?
Has this subject lead you to any other potential subjects or sources?
What areas for further research have you identified?

Interview/Documentary Questions
We have been provided an opportunity of the next few days in class to interview local
community members. Each day you will interview a different community member in
order to create a series of interviews related to local history. Please note you must be
involved in the class interviews, even if you have decided to interview or create a
documentary as an afterschool project.
Write your questions that you will ask below on the provided lines.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Additional notes and questions may be included below:

Artifact Acquisitions
You are in charge of creating a visual project to present a selection of potential artifacts
for the museum. You are expected to have at least 10 items. Please note you are not
required to purchase anything. The purpose of this is to understand the acquisition
process and create a resource for possible artifact obtainment. If you do have some item
that you would like to lend to our final presentation, it would be appreciated, but it is
completely voluntary. Please note if bringing in a physical object discuss with teacher
prior to ensure that item is allowed and would fit the purpose.
Item 1
What is the artifact?
What is the age or time period of the artifact?
Why is the artifact related to local history?
Where did you find this item? If online include the link.
What is the cost or expected cost to obtain this item?
Why do you think this item belongs in the museum?
How would you use this artifact in the museum? How would it be displayed? Why?
Item 2
Item 3
Item 4
Item 5
Item 6
Item 7
Item 8
Item 9
Item 10
Once you have completed this guide, you are free to begin your visual presentation of the
materials. You may use a visual bookmarking resource, an infographic, or other approved
source that will help display your sample artifacts.
Your display should be visually appealing, creative, include videos or photos of each
object, and discuss concepts outlined in this guide.

Proposal Plan
This is a guide to help you identify the needs and challenges of establishing
a local museum. Collaborating with the historical society and the Hardin
County History Museum will provide some guidance. Also you may
research elements of how to advocate for a museum once opened.
You should consider challenges to starting and maintaining a museum. What
will hours be? What will staffing be like? What duties are needed from those
who work there?
This proposal should be a major aspect of the presentation you are creating
using Prezi or other approved web 2.0 resources.
Do you have a location for the museum?
Where should the museum be located? (Please also include a this locaiton on
your mapping project).
Why should the museum be located at this location?
What are some of the issues of establishing a museum in this location?

How can we resolve these issues?
Additional Challenges and Needs
1. Challenge/Need
What are some reasons that this is a problem?
How can we solve this challenge or need?
How might the community get involved?
2. Challenge/Need
3. Challenge/Need
4. Challenge/Need
5. Challenge/Need

Other ideas and noteworthy suggestions:
References:
References
American Alliance of Museums. (n.d.). Starting a museum. Retrieved from American
Alliance of Museums: http://www.aam-us.org/about-museums/starting-a-museum
Grayson county historical society. (2014). Retrieved from Grayson county historical
society: http://www.graysoncokyhistsoc.org/
Hardin county history museum. (n.d.). Retrieved from Kentucky tourism:
http://www.kentuckytourism.com/lincoln/hardin-county-history-museum/1844/
Home. (n.d.). Retrieved from Historic state theater: https://www.historicstatetheater.org/
Kentucky Historical Society. (n.d.). ExploreKYHistory. Retrieved from Explore kentucky
history: http://explorekyhistory.ky.gov/
Kid pickers. (2017). Retrieved from Kid Pickers: http://www.kidpickers.com/

Brooks. CPI Service Project

Transféré par

Informations du document

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Brooks. CPI Service Project

Transféré par

Droits d'auteur :

Formats disponibles

Service Learning Project

Lets Build a Museum

Name: David Brooks

Date: 5/14/17 (Last edit)

What is the problem/need/issue that your pupils are concerned about?

and information is available to the public. However, the historical society is

comprised of a small group of volunteers and is not always as able to provide as

resources were unavailable for a long time, communication methods were

promoting local history and learning experiences.

successfully begin. If ever achieved this project will continue in preservation,

one with long term needs and influence.

Scope of need/issue (global, national, community, or school):

open a local history museum. Preserving history is an important aspect of a

community. An example of this could be seen by considering the influence of

resources in order to create a museum proposal.

promoting possible strategies for beginning a museum.

possible acquisitions, interviews, and identification of events, places, and people

that should be represented within the history museum.

represents the goal of staring a local history museum.

cause-and-effect relationships and give examples of those relationships.

on historical perspectives and events.

impact on historical events.

needed to analyze and understand historical events.

sources (e.g., media, literature, interviews, observations, documentaries, artifacts)

ideas, or events (e.g., through comparisons, analogies, or categories).

acknowledges and responds to conflicting evidence or viewpoints.

digital text, video, multimedia) to present a particular topic or idea.

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

ideas and expressing their own clearly.

reflect on ideas under discussion.

and comments with relevant evidence, observations, and ideas.

eye contact, adequate volume, and clear pronunciation.

Integrate multimedia and visual displays into presentations to clarify information,

strengthen claims and evidence, and add interest.

CREATE LEVEL JUSTIFICATION

Cognitive proposal for establishing a local history museum.

Complexity They will analyze different elements that are part of

creating and maintaining a museum. They will

evaluate historical elements, potential artifacts, and

other aspects to include in the museum. Students will

also create materials using technology to demonstrate

a hypothetical sample collection, present their

findings, map geographical elements, and create new

content in the form of interviews/documentaries.

Real World museum. During the unit of study we will identify

real work costs and needs to make this a reality. The

content connection crosses over many areas. Social

Studies connects to historical and geographical

elements. Language Arts is visible in construction and

research processes involving reading and listening to

sources of informational text and information. Arts

and Humanities is connected via possible art and

Engagement complete technology projects. Additionally students

community members throughout each step in the

Technology cameras, video cameras, audio recording devices,

presentation software, and more) to create new

resources based upon first hand research, interviews,

and readings. Students will collaborate in each step of

technology use. Students also have choices in what

technology to use and how to use it to complete

In school resources that will be provided include:

video and capture images.

Handouts and worksheets:

Things to Remember While I Work