American College of Education 21st Century Literacies Museum

1. Running Head: DESIGNING A MUSEUM
Designing a Museum
Module 5
21st
Century Literacies
Staci Dunn
The American College of Education

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Grade 5 Regions & People of the Western Hemisphere
Social Studies Standards: 2. Early Indian civilizations (Maya, Inca, Aztec, Mississippian) existed in the Western
Hemisphere prior to the arrival of Europeans. These civilizations had developed unique governments, social structures,
religions, technologies, and agricultural practices and products. 8. American Indians developed unique cultures with many
different ways of life. American Indian tribes and nations can be classified into cultural groups based on geographic and
cultural similarities. 3. European exploration and colonization had lasting effects which can be used to understand the
Western Hemisphere today.
ELA Standards: (Writing) 2. Write informative/explanatory texts to examine a topic and convey ideas and information
clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically;
include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the
topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link
ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use
precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement
or section related to the information or explanation presented. 7. Conduct short research projects that use several sources
to build knowledge through investigation of different aspects of a topic. 8. Recall relevant information from experiences
or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished
work, and provide a list of sources.
(Reading)7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g.,
graphic novel, multimedia presentation of fiction, folktale, myth, poem). 6. Analyze multiple accounts of the same event
or topic, noting important similarities and differences in the point of view they represent. 7. Draw on information from
multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem
efficiently
Literacies Content Concepts Big Ideas
Relationships
or Links to…
Simple Complex Universal Principles Theories
Explore with:
1.Brain Pop
Video of Native
Americans &
webquest
2.Brain Pop
Video of
Exploration
& webquest
1.Native
American
Influences
2.Lasting
effects of
exploration on
the region.
1.Name the
different
Native
American
tribes and
show their
region on the
map.
2. Describe
which country
explored
where on the
eastern coast
of the united
states.
1.Describe
lasting
influences of
the Native
American
Tribes on
that region.
2. Describe
the lasting
influences on
the regions
explored
with food,
government,
housing
structure.
What are
lasting
influences
left on the
area?
Why did
Europeans
explore the
“New World”?
What
happened to
some of the
Native
American
Tribes?
21st
Century Literacies
(utilizing webquest, videos,
and internet)
Emphasize
through:
1.What we see
in the regions
today that reflect
on something
left from the
Native
Americans
research and
1.Native
American
Influences
1.Identify
unique
governments,
social
structures,
religions,
technologies,
and
agricultural
practices and
products
1.Determine
whether or
not any of
the
influences
still remain
today.
How did
the
influences
of the
Native
Americans
and
European
explorers
help shape
the world
Why is what
was left by
the Native
Americans
and European
Explorers
have an
impact the
present day
United States?
Social Learning Perspective

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Exhibit A
Name: Staci Dunn Exhibit Title: A Day in the Life of a
Native American
Audience Level: 5th
Grade
Desired Outcomes: Determine the
lasting influences of Native American
Tribes on different regions of the
present day United States and South
America.
Additional Resources:
Brain Pop
Web Quest – Internet – Computer
Jeopardy Power Point
Indian Sort
Toontastic
Google Docs
In this exhibit students are going to be taking a closer look into the Native American
Tribes that inhabited present day United States and/or part of South America. This entire exhibit
can be seen on Google Classroom. The exhibit begins with the entire class watching a Brain Pop
video on Native Americans; this will be projected by the teacher as it requires a username and
password. When the video is completed teacher and students will discuss what tribes were talked
about and some of the things the tribes left behind and whether or not we still artifacts left behind
today.
Following class discussion students will discuss the goal for the day as a class; I will be
able to determine the lasting influences of Native American Tribes on different regions of the
present day United States and/or part of South America.

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Students will then pick which tribe they want to study. Students will then get with other
“experts” that want to study the same tribe, a group of two-three is preferred (even though the
Web-Quest says five). In Google Classroom students will select the Web-Quest needed to
complete the task and follow the directions on the webpage. During the Web-Quest students will
answer questions, color in the part of the United States or South America where their tribe was
located, as well as, determine the lasting influences by these Native American tribes including
their government, social structure, religion, technologies, agricultural practices and products.
Students will also look at the day in the life of one of the tribes. After completion of the Web-
Quest students need to post in Google Classroom about the lasting effects their Native American
group left on the region studied and discuss the unique government, social structure, religion,
technologies, agricultural practices, foods, and determine whether or not an of those influences
still remain today. Also post, how the influences and artifacts left behind helped shape the world
we know today.
For homework create an artifact to bring back tomorrow. Students need to make sure no
one in the group chooses the same artifact. Students can use anything they wish to create the
artifact.
The next part of exhibit A will be completed the following few days. Working
independently of their original group students are going to pick their own assessment for their
Native American Tribe. Students can choose to compete against other Native American groups
in a Jeopardy game to see who can earn the most points, or race against someone else from
another group to compete the sort using Google Docs. Students will record answers from
Jeopardy on a separate sheet of paper or type in Google Docs. Students for the sort will just get
rid of all parts of the sort that do not belong to their tribe and submit it to me via classroom.

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Once assessment is complete students are going to work independently to create a journal
entry using Google Docs or create a story using Toontastic about a day in the life of a young
child in the tribe that he/she studied. Below are snapshots of my Google Classroom for Exhibit
A.
ST AV AD Content Process Product Foundational Developmental Extended
Visual X X X X X X X X X
Digital X X X X X X X X X
Economics
Scientific
Critical
Literacies Learner DI Delivery Content Level

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The Web-Quest links: http://www.createwebquest.com/ghuhne/american-indians-5th-grade
http://aztecmayaandincawebquest.yolasite.com/

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Exhibit B
Name: Staci Dunn Exhibit Title: Inventions & Trade Among
Native Americans
Audience Level: 5th
Grade
Desired Outcomes: Research Native
American Inventions and determine
why the item was invented and
determine whether or not it left a
lasting impact on the region.
Determine what Native American’s
traded and why.
Additional Resources:
Slidestory
Power Point
Glogster
Socrative
Google Classroom
In this exhibit students are going to take a closer look into the Native American Tribes
that inhabited present day United States and/or Part of South America. Students will still be
focusing on the tribe they chose in Exhibit A. This exhibit can be seen on Google Classroom.
The exhibit begins with students responding to the discussion question in Google Classroom;
“What is an invention?” When each student has responded to the question the entire class will go
over the answers and discuss what exactly an invention is and why inventions are important.
Following class discussion students will begin by discussing the goal for the next two
days as a class; I will be able to research Native American Inventions and determine why the
item was invented and determine whether or not it left a lasting impact on the region. I will also
be able to describe what Native Americans traded, why they traded and how it benefited all
tribes involved.
Students will continue to work on the Tribe selected in Exhibit A. Students will work
with the other “experts” of their tribe to research the inventions their tribe created and why they

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created what they did. Students can use the internet, or go to the library to get books on the tribe
being studied. For example, the Makah tribe based out of Washington State developed a method
for whale hunting because they would get enough meat to feed their village for a year and they
could trade the skin to other tribes to fulfill some of their agriculture needs.
After students have finished researching Native American Inventions they will then begin
developing a Power Point, Slidestory, or Glogster to put their tribes’ inventions on display.
Glogster is an interactive poster board where students can put pictures, talk about each picture,
include videos, and much more. Students need to display at least three of their tribe inventions.
Students will be sharing their inventions with the other groups. On their display students need to
describe why this invention was necessary for the Native Americans and determine if the
invention had a lasting impact on the region today.
For homework brainstorm something you could invent today that would benefit the
people of tomorrow. Students do not need to create anything just yet, only need to bring back
their idea. Students will discuss their idea with the teacher the following day.
The next part of the Exhibit B will be completed the following few days. Working
independently of their original group students will define trade on Google Classroom Discussion.
Once trade has been defined students are going to research what items their focused Native
American tribe traded, why they traded, and how it benefited all tribes involved. Students will
then write a short journal entry as if they are part of the Native American tribe and making a
trade that day. In the journal entry students will describe why it is important for their tribe to
trade, and what they received in return and why it was important. Students will submit
assignment in Google Classroom.

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After students have completed the journal entry he/she will begin a Google Doc with
another classmate from another tribe in the class. The two students will then dialogue a trade
through Google Docs. Each student will try to persuade the other to trade with them, making sure
to say why the other person would benefit from the trade. Not all students will be successful in
this trade, and that is okay. Tribes in South America are not going to want to purchase deer skin
for blankets from tribes in the Midwest. It simply would not be useful to them.
Over the next few days students will work on creating an invention of their own. Students
may use whatever resource they wish to display their item. It can be done by Power Point, it can
actually be created using materials, or they can come up with their own way to display their
items. Students will share their invention with the class making sure to explain what kind of
impact it would have on the world. After all students have shared their inventions, students will
attempt to trade their item to another student in the class.
Student assessment over the tribes will be completed on Socrative. Socrative is a website
where teachers can create tests for students. Students log-in to the Socrative Classroom and can
take the test upon teacher approval.
Below are snapshots of my Google Classroom for Exhibit B.

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Literacies Learner DI Delivery Content Level

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ST AV AD Content Process Product Foundational Developmental Extended
Visual
Digital
Economics X X X X X X X X X
Scientific X X X X X X X X X
Critical
Exhibit C
Name: Staci Dunn Exhibit Title: Exploration & Lasting
Influences
Audience Level: 5th
Grade Additional Resources:

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Desired Outcomes: Students will be
able to determine and define lasting
effects of European Exploration on the
present day United States and
compare and contrast their lasting
influences to that of the Native
Americans.
Apple TV
Ipad
Glogster
Prezi
Microsoft Publisher
Google Classroom
European Exploration: The Age of
Discovery APP
In this exhibit students are going to be studying European Exploration into present day
United States. Students are going to focus on the lasting influences left by the Europeans. This
entire exhibit can be seen on Google Classroom. The exhibit begins with the entire class playing
European Exploration: The Age of Discovery using the iPad and Apple TV. Students will control
the exploration. First students will decide on an explorer as a whole. Once the explorer has been
chosen students determine which ship they will use to sail the sea. Students will then pack their
ship with materials they need to make their trip successful. Once students are prepared for the
trip they will set to sea. The sea looks black on the app, showing that much land has not been
discovered. Students’ goal is to travel to North America, and keeping track of the discoveries
they make along the way. Students will probably have numerous failed explorations before they
are successful in finding the United States, just like many of the real explorers.
Following the game students will discuss the goal for the day; I will be able to determine
and define lasting effects of European Exploration on the present day United States and compare
and contrast their lasting influences to that of the Native Americans.
Before students begin researching the teacher will discuss with students how to evaluate
sources and determine whether or not they are reliable sources providing good information. “The
CARS (Credibility, Accuracy, Reasonableness, Support) Checklist is designed to assist

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researchers in evaluating information sources. Few sources will meet every criterion on this list
but if you learn to use these criteria you will be better able to separate the high quality
information from the poor quality information “(Evaluating Information Using the CARS
Method ). Students will use the website http://library.granite.edu/car/ as reference on how to use
the CARS method to find high quality information.
Students will then pick a country to use as their home base for exploration; Spain,
England, Italy, or France. Once students have individually chosen their home country he/she
will then research different explorers from that country. Students will choose one explorer to
research. Using the internet, textbook, and library as resources students will research the
explorer, finding the name of the ship, what the captains compensation was for exploring, what
did he discover, and what lasting influences did the home country have on the present day United
States; such as religion, foods, housing structures, government, language, and any other
additional information students want to portray.
Once students have completed their research and found high quality information he/she
then will create a Facebook Page using publisher, a Prezi, or Glogster to show all information
that was researched.
After completion of the project students will then use Google Classroom and begin a
discussion comparing and contrasting the lasting influences of the European Explorers and the
Native Americans on Present Day North America. Students will describe how they think the
world today would look had those two groups not inhabited the United States. Students will also
describe what we have learned from both groups of people and compare religion, foods, housing
structures, government, and language.
Below are snapshots of my Google Classroom.

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Literacies Learner DI Delivery Content Level

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ST AV AD Content Process Product Foundational Developmental Extended
Visual X X X X X X X X X
Digital X X X X X X X X X
Economics
Scientific
Critical X X X X X X X X X
References
American Indians 5th Grade. (n.d.). Retrieved July 23, 2015, from
http://www.createwebquest.com/ghuhne/american-indians-5th-grade
Aztec, Maya and Inca Webquest. (n.d.). Retrieved July 23, 2015, from
http://aztecmayaandincawebquest.yolasite.com/

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Claymont City Schools (2013). Native American Jeopardy Game
Evaluating Information Using the CARS Method. (2015). http://library.granite.edu/car/