Summary
The teacher discussed the Virginia Historical Highway Markers web page that is a part of the Virginia Department of Historic Resources website. The teacher demonstrated how to use the database search section of the website to display local markers by typing in the zip code of their school. She also explained how to locate the requirements for actual historic markers in Virginia. Students were then given the task to create a roadside historical marker to commemorate an important location relating to the Civil War. The students paired up to create a marker and the site to accompany the marker. The students were required to research more information about their topic using printed sources, websites, and databases. The teacher modeled how to determine reliable websites for accurate information and the importance of citing their sources. The students used the website Easybib to cite their sources. Each group created a marker using the information gathered from their research. They located the site of their marker on a US map to be included with the information. They then recreated the actual site they were commemorating. Students were given the option to choose how they would recreate the site.
TIPC Ratings
Students were instructed by their teacher in how to search, identify and cite reliable sources properly. Each group worked together to construct questions to guide their research and make informed decisions about the information they gathered to complete their assignment. Students could use advanced searches, databases, print resources, etc. and were responsible for working together to properly document the sources they used. From their research, students had to determine why the location they chose was important to the Civil War and had to use this research to create a historic marker that was based on researched facts.
Students working in collaborative groups of two determined a location of a historic marker for the Civil War and created a historic marker as a result of their research. Prior to the actual construction of the historic marker each group had to construct questions to guide their research. Each group had to agree on the location and what format to use to create their historic marker. When the historic markers were completed, the groups evaluated each member’s contribution to the project and participated in a tour of each marker. While on the tour, each marker was evaluated by every group. After the tour and evaluations were complete, there was a whole class discussion for student reflection.
Through research, using purposeful questions generated by each group, students had to determine a suitable location for their historic marker that was relevant and important to the Civil War. They had to decide, based on the facts of their research, why the location they chose deserved a historic marker. Each group had to have an real understanding of what was required to create a historic marker and how the location had to be true to the facts and events it represented. Students also had to use the knowledge they gained to analyze and evaluate their own project and the projects of others while they “toured” all of the historic markers.
Groups were given complete freedom to design their own original historic marker and determine a location for their marker reflecting the information they gathered through their research. Throughout the entire project groups had to work together to determine what information was relevant and necessary for their marker to be considered authentic. Each student was responsible for reflection on their own contributions to their group and to the creativity of the historic marker.
Student Artifact
Download Files
Historic-Marker-5314.zip
Contents:
- Historical Marker Lesson Plan
- Other Lesson Files
- Student Artifacts
