Living Wax Museum: Bringing History to Life
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we become historians and writers to make the past feel real? How can we show what important people did and what problems they faced by creating a living wax museum?Essential Questions
Supporting questions that break down major concepts.- How can we use writing to teach people about historical figures?
- What important things did my historical figure do, and what problems did they face?
- How did my historical figure change the world?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will research and gather information about a chosen historical figure.
- Students will write an informational piece about the historical figure’s life, accomplishments, and impact.
- Students will present their historical figure in a ‘living wax museum’ format.
- Students will understand the challenges and triumphs of their chosen historical figure.
- Students will improve their public speaking and presentation skills.
Entry Events
Events that will be used to introduce the project to studentsUnveiling the Unknown
Stage a mock press conference where a 'historian' announces the discovery of a new, previously unknown historical figure. The historian presents some intriguing but incomplete information, challenging students to become researchers to uncover the full story.A Letter from the Past
A mysterious, undated letter arrives at school, supposedly written by someone famous in history. The letter describes a problem they faced and asks for help from future generations (the students). This sparks curiosity and introduces the project goal of understanding historical figures.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Figure Selection & Research Plan
Students select a historical figure from a provided list or one approved by the teacher. They begin preliminary research to understand the figure's background, significance, and key achievements.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA completed Historical Figure Choice Form, which includes the student's name, chosen figure, and three reasons for their choice, along with a basic research plan.Alignment
How this activity aligns with the learning objectives & standardsAddresses the learning goal of researching a historical figure and gathering relevant information.Life Events Timeline Creator
Students create a detailed timeline of their historical figure’s life, marking significant events and achievements. This activity helps them organize information chronologically, which will be used in their writing.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA visual timeline of the historical figure’s life, including at least 10 key events with brief descriptions and dates.Alignment
How this activity aligns with the learning objectives & standardsCovers the learning goal of writing an informational piece. It also covers the standard related to organizing information clearly.'In Their Shoes' Narrative
Students delve deeper into a specific challenge or triumph faced by their historical figure. They will write a short narrative from the figure's perspective, detailing the event and its impact.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA first-person narrative (approximately 200-250 words) describing a significant challenge or triumph, written as if the student is the historical figure.Alignment
How this activity aligns with the learning objectives & standardsFocuses on the learning goal of understanding the challenges and triumphs of the historical figure.'Wax Museum' Scriptwriter
Students transform their research and narratives into a script for their ‘living wax museum’ presentation. The script should include a brief introduction of the figure, a description of their key accomplishments, and a summary of a significant challenge or triumph.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA polished script (approximately 1-2 minutes in length) for the living wax museum presentation, including an introduction, key information, and a concluding statement.Alignment
How this activity aligns with the learning objectives & standardsSupports the learning goals of writing an informational piece and improving presentation skills.Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioHistorical Figure Portfolio Rubric
Figure Selection & Research Plan
This category assesses the clarity and depth of the student's rationale for selecting a particular historical figure and the thoughtfulness of their initial research plan.Figure Choice Justification & Research Plan
Clarity and Accuracy of Information: Assesses the degree to which the student’s choice form clearly and accurately states the reasons for choosing the historical figure and whether the initial research plan is logical and feasible.
Exemplary
4 PointsThe choice form presents a clear and insightful explanation of why the historical figure was chosen, demonstrating a strong understanding of the figure's significance. The research plan is comprehensive, well-organized, and highly likely to yield relevant information.
Proficient
3 PointsThe choice form provides a clear explanation of why the historical figure was chosen, demonstrating a good understanding of the figure's significance. The research plan is organized and likely to yield relevant information.
Developing
2 PointsThe choice form provides a basic explanation of why the historical figure was chosen, but the understanding of the figure's significance is emerging. The research plan is present but may lack some organization or feasibility.
Beginning
1 PointsThe choice form provides a limited or unclear explanation of why the historical figure was chosen, demonstrating a minimal understanding of the figure's significance. The research plan is incomplete or lacks a clear direction.
Life Events Timeline Creator
This category assesses the accuracy, completeness, and visual appeal of the timeline, reflecting the student's ability to synthesize and present historical information effectively.Timeline Accuracy & Detail
Accuracy and Depth of Information: Assesses the accuracy of the dates and descriptions provided for each event and the extent to which the timeline captures significant moments in the historical figure’s life.
Exemplary
4 PointsThe timeline is exceptionally detailed and accurate, including a comprehensive selection of highly significant events. Each event is described with insightful detail and precise dates, demonstrating a deep understanding of the historical figure’s life.
Proficient
3 PointsThe timeline is detailed and accurate, including a good selection of significant events. Each event is described with sufficient detail and accurate dates, demonstrating a solid understanding of the historical figure’s life.
Developing
2 PointsThe timeline includes a selection of events, but some dates or descriptions may be inaccurate or lack detail. The timeline demonstrates an emerging understanding of the historical figure’s life.
Beginning
1 PointsThe timeline is incomplete or contains significant inaccuracies. Many dates or descriptions are missing or incorrect, demonstrating a limited understanding of the historical figure’s life.
Timeline Organization & Visual Appeal
Organization and Presentation: Evaluates how well the timeline is organized and presented, including the clarity of the layout and the effectiveness of visual elements (if applicable).
Exemplary
4 PointsThe timeline is exceptionally well-organized and visually appealing, making it easy to follow and understand the sequence of events. Visual elements (if used) are highly effective in enhancing the presentation.
Proficient
3 PointsThe timeline is well-organized and visually clear, making it easy to follow and understand the sequence of events. Visual elements (if used) enhance the presentation.
Developing
2 PointsThe timeline is generally organized, but some elements may be unclear or difficult to follow. Visual elements (if used) may not significantly enhance the presentation.
Beginning
1 PointsThe timeline is poorly organized and difficult to follow. Visual elements (if used) are ineffective or distracting.
'In Their Shoes' Narrative
This category assesses the student's ability to step into the shoes of their chosen historical figure and write a compelling narrative that accurately reflects a significant event in that figure's life.Authenticity of Voice
Perspective and Voice: Assesses how convincingly the student adopts the historical figure’s perspective and creates an authentic voice in the narrative.
Exemplary
4 PointsThe narrative is written with exceptional authenticity, capturing the historical figure’s unique perspective and voice in a highly convincing manner. The language and tone are perfectly aligned with the figure’s personality and historical context.
Proficient
3 PointsThe narrative is written with a clear understanding of the historical figure’s perspective and voice. The language and tone are appropriate for the figure and historical context.
Developing
2 PointsThe narrative attempts to capture the historical figure’s perspective, but the voice may be inconsistent or not fully convincing. The language and tone are generally appropriate but may lack nuance.
Beginning
1 PointsThe narrative struggles to capture the historical figure’s perspective, and the voice is not authentic. The language and tone may be inappropriate or inconsistent with the historical context.
Historical Accuracy & Impact
Historical Accuracy and Detail: Evaluates the accuracy of the historical details included in the narrative and the extent to which the narrative reflects a deep understanding of the event and its impact on the historical figure.
Exemplary
4 PointsThe narrative is exceptionally accurate and incorporates a wealth of historical details that demonstrate a deep and nuanced understanding of the event and its impact on the historical figure. The narrative provides new insights and perspectives on the event.
Proficient
3 PointsThe narrative is accurate and includes relevant historical details that demonstrate a solid understanding of the event and its impact on the historical figure.
Developing
2 PointsThe narrative includes some historical details, but there may be minor inaccuracies or omissions. The understanding of the event and its impact on the historical figure is emerging.
Beginning
1 PointsThe narrative contains significant inaccuracies or lacks important historical details. The understanding of the event and its impact on the historical figure is limited.
'Wax Museum' Scriptwriter
This category assesses the quality of the script written for the ‘living wax museum’ presentation, focusing on its content, organization, and ability to engage the audience.Script Clarity & Structure
Content and Organization: Assesses the clarity and coherence of the script, the effectiveness of the introduction and conclusion, and the logical flow of information.
Exemplary
4 PointsThe script is exceptionally clear, coherent, and engaging, with a compelling introduction and a powerful conclusion. The information flows seamlessly, creating a captivating narrative that holds the audience’s attention throughout.
Proficient
3 PointsThe script is clear, coherent, and engaging, with a strong introduction and conclusion. The information flows logically, creating a compelling narrative.
Developing
2 PointsThe script is generally clear, but some sections may lack coherence or engagement. The introduction and conclusion are present but could be stronger. The flow of information is sometimes disrupted.
Beginning
1 PointsThe script is unclear, disorganized, and lacks engagement. The introduction and conclusion are weak or missing. The flow of information is difficult to follow.
Research Integration & Depth
Integration of Research and Narrative: Evaluates how effectively the script integrates information from the student’s research, including the timeline and first-person narrative, to create a comprehensive and engaging portrayal of the historical figure.
Exemplary
4 PointsThe script seamlessly integrates information from the student’s research, including the timeline and first-person narrative, to create a comprehensive, insightful, and engaging portrayal of the historical figure. The integration enhances the depth and impact of the presentation.
Proficient
3 PointsThe script effectively integrates information from the student’s research, including the timeline and first-person narrative, to create a comprehensive and engaging portrayal of the historical figure.
Developing
2 PointsThe script attempts to integrate information from the student’s research, but the integration may be awkward or incomplete. The portrayal of the historical figure is partially developed.
Beginning
1 PointsThe script fails to effectively integrate information from the student’s research. The portrayal of the historical figure is superficial or lacking in detail.