Back in May, upper grade students “opened” a Living History Museum to the younger grades. These older students each selected a historic figure, event or place and presented information about it. Many students essentially “became” that historical figure as they dressed, acted and spoke as though they were that person.
For this project, these upper grade students had to synthesize the information they learned to create an exhibit representative of their subject. In order to select pivotal events or recreate significant circumstances in an individual’s life, students had to research the person but also critically evaluate the people, places, and events surrounding them in order to develop a powerful exhibit.
Deciding on a format, selecting key material for younger students to understand, and putting it all in context required active learning and encouraged creative interpretation. As they worked, students needed to understand the subject and the world in which he or she lived. Additionally, this Living History Museum introduced younger students to subjects relevant to their history studies beyond their reading ability.