This year TMS was host to over 1700 students from across the school district who came to visit the Ancient History Museum housed in our lower level that was recently vacated due to the opening of the new Middle School. The composition of these visitors were over 60 Advanced Placement World History students from TBHS, 1600 plus elementary students from fourth and fifth grades from six of our sites, and over 730 students from TMS proper who came with their social studies classes. In addition we had over 75 people visit the Museum the night we were open to the public.
The project started as an idea that all of the social studies teachers had at the beginning of the year I.T.F. meeting. It was considered at the time as something on the table for the future. A history fair would be a great idea and J.J. Hoskins put this in the back of his head until one day he had to go down to the lower level and saw we had the perfect spot to do this. After seeing the possibilities of decorating the old rooms as ancient civilizations, he decided to approach Chris Watkins about the project. When J.J. Hoskins presented the idea he brought it forth as a technology based project whereby students would create artifacts and do research based on their civilization and artifact of choice. It was important to give students a lot of choices in what artifact they created and what technology they would use to present their research.
It became readily apparent that it would take a lot of resources (paper) to decorate such a large area and when we looked at the stock available to us and color choices, we noticed that there was not that much paper left for us to use and we did not want to use all of the paper and take away from other teacher’s projects. We decided to ask the TMS PTSO for funds for the project and as always the hard working parents agreed to give us almost $1000 for paper and supplies for the project.
Because the idea was brought forth by the sixth grade social studies as a group, we wanted to involve as many students as possible in the history fair. Mr. Hoskins visited with Mrs. Hunchberger at TBHS and invited her Advanced Placement Students to participate and students were also invited to participate from TSMS through their teacher and a google form. However, logistically it was difficult to try to get participation from students at TSMS this year due to time constraints as well as method for artifact delivery and staff absence due to maternity leave.
Students began the project by doing research in the classroom to decide what artifact from what civilization (Prehistory, Mesopotamia, Ancient Egypt, Ancient China, Ancient Greece, Rome, Medieval Times/Vikings) they would create and research. Students used a variety of sources including the new Google Arts and Culture App and a smattering of old books from the library about these ancient civilizations. It was not easy for students to sift through so many choices at first because so often they are not able to have choice but eventually they were all able to find an artifact and civilization that appealed to them.
Prior to creating the artifact physically, students had to do research about the artifact and learn about the civilization that the object came from. Students submitted via a Google Forms their artifact they were interested in researching. After students were informed of their artifact choice, they began to conduct research. Students spent about one week researching their artifact and thinking about what materials that were readily available to be used to create the object. Chris Watkins busied herself with gathering unused items that could be used to create artifacts because it was important that it be a student created piece at school rather than a parent created piece at home.
While all of the research was being conducted in class, Mr. Hoskins and his AMP students started constructing ancient civilizations downstairs. We started with trying to find a very old technology piece to help in this endeavor. After looking throughout the school, we finally found an overhead projector that could be used to project drawings on the wall to trace various items for the decorations. At first many of the students had no idea what an overhead projector was and why there was a giant mammoth on the wall. Students were amazed at how it all worked!
It was evident to Mr. Hoskins that if the Museum was going to be completed on time it would take more manpower so he asked his High School students to come and assist two different times during the evenings to try get things done and hang the paper up high for decoration.
Mr. Hoskins could see that this was going to turn out to be something truly special and he wanted to share how students were using technology at TMS with the elementary buildings so he began visiting the elementary school principals and proposed the idea that the fourth and fifth grade students come to TMS to take tours of the museum. The elementary principals and staff were very receptive to the idea to the point that the museum opening for one day only became an impossibly small amount of time and even one week would not be long enough in the end.
While Mr. Hoskins was coordinating elementary visits, AMP students were working on decorations Ms. Watkins had her students start creating their artifacts. Cutting cardboard, gluing, taping, and painting made for a busy day. Artifacts started coming together quickly with students bouncing ideas off each other. Watching them share ideas about each other’s artifact was teamwork in action. After about a week artifacts started to take shape. Once the students artifact was completed and the research was finished, students began to work with Mr. Hoskins on creating the ancient civilization museum rooms.
Mr. Hoskins started to drive Ms. Watkins crazy by jumping from room to room in a mad dash attempt to get everything done in time. It was interesting to see so many different things going on at once and a bit maddening at the same time. In the end the last room to be finished was Rome and Rome was built in a day.
Feedback from students involved in the project was positive and we opened the Museum one night per Dr. Penny’s request. Parents who visited the evening the Museum was opened to the public really enjoyed touring the rooms with their families.
Even though this project was VERY intense we believe it was a great learning experience for students that either helped create the museum or visited. They felt empowered from being able to have choices, and proud of their accomplishments. This was noted when they spoke to former teachers, parents, siblings, and friends. Additionally, this project promoted technology use at the elementary schools in that teachers were able to look at the projects and get ideas of things that they could possibly do with their students next year using these different apps.
