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Digitalpamphlet1.docx

Grade 7 Living Museum Project

“A Journey Through Time - The Renaissance”

🎨 An Integration of Social Studies and Art Experience!

Welcome Emoji Vector Art, Icons, and Graphics for Free Download

Welcome to the Living Museum!

· Get ready to step into one of the most exciting times in history, the Renaissance!

· In this project, every student will bring history to life by choosing an important Renaissance figure and bringing them to life through research, creativity, and performance.

· By the end, our classroom will transform into a ‘Living Museum’, where friends and families can meet these incredible figures in person.

Standards

🏛️ Learning Objectives

🎯

· Visual Arts Standard (National Core Arts Standards)

- VA:Cr2.1.7a – Demonstrate persistence in developing skills with various materials and approaches in creating works of art or design.

· Social Studies Standards (Minnesota-Grade 7)

- 7.4.3.- History

By the end of this project, each student will;

· Identify and explain significant contribution of their chosen Renaissance figure.

· Design an artistic visual display or artwork inspired by the figure.

· Use technological tools ethically to effectively research, create and share their presentation.

· Be able to reflect on how history and art shape our society today.

Project Length and Timeline

· The project will take five weeks to complete, so each student will have time in class and at home to research, design, and rehearse.

Week	Task	Goal
1	Choose a Renaissance Figure	Research on them and teacher’s approval.
2	Conduct in-depth research	Take notes, gather sources and plan your visual.
3	Design visual art or write script or the choice of art	Draft your monologue and artwork
4	Rehearsals	Refine your art display, practice speaking
5	*Living Museum Event!*	Present your Renaissance art work to peers, families, and friends.

️ Framed Picture Emoji: Meaning & Usage

Download Free artist-palette Icons - SVG and PNG formats “Creativity is intelligence having fun.”

Living Museum Event Details!

· Location: School Hall

· Date: December 2, 2025

Art Integration

· Visual Art (A creation of a period-inspired artwork, artifact or pop).

· Drama (Performance portraying the historical figures life and impact)

What will happen

-Each student will set up a museum station with;

· A visual art peace

· A character Card

· A costume or prop that reflect their character

- Visitors will press “Museum button” and the student will come life and perform a 1-2 minutes dramatic monologue or presentation on their figure.

Presentation Description

Your visual and performance art should:

· Demonstrate creativity and historical understanding

· Expressive, engaging and accurate

· Student will remain in character throughout the presentation.

👩‍🎨 Student Expectations

· Select a renaissance figure of global or local influence.

· Research using credible sources (Books or museum sites).

· Design an artistic visual display

· Prepare and memorize a short monologue of the figure in character

· Engage with visitors respectively and confidently during the event.

· Submit a short reflection on what you learned after the event.

Technological Guidelines

· Only use approved educational websites such as;

· National Geographic Kids

· Google Arts and Culture

· Brittanica School

· Virtual museum tours

· Be creative, DO NOT COPY AND PASTE.

· CITE used sources in your bibliography.

· You may use Canva, Google slides, and Adobe Express to design your visual display.

Digital Tools for Sharing

To showcase your work to the school and community, a student can use;

· Google site or school website gallery to display their project.

· Canva or Adobe express

· School newsletters with permission

Why We are Doing This!

· To Explore how art, history, and Culture Connect.

· To practice research, creativity, and communication skills.

· To experience learning through visual art instead of textbook alone.

· To be able to collaborate with our peers while celebrating historical achievements and diversity.

Assessment Rubric (Summary)

Category

Points

Description

Research and Accuracy

20

Clear, relevant, factual, and well-cited information.

Visual Art Creation

20

Creative, detailed, and relevant artwork.

Performance and Expression

25

Expressive, confident, and in character.

Technology use

15

Responsible and purposeful use of technological or digital tools.

Reflection and Effort

20

Strong participation and thoughtful insight.

References

Beck, T., & Parker, W. (2022). Social studies in elementary education (16th ed.). Pearson. Pearson. ISBN-13: 9780135762035

Moore, L. (n.d.). Art is social studies: Teaching the Renaissance using Raphael’s School of Athens.

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RequiredResourceforweek5assignment.docx

Fishing for the Right Assessment Language

Required

Read “Fishing for the Right Assessment Language,” by Dueck, from Educational Leadership (2020).

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=trh&AN=142081191&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

Bridging the Gap: How the National Core Arts Standards Forge the Divide Between the Arts and Assessment-Based Learning

Required

Read “Bridging the Gap: How the National Core Arts Standards Forge the Divide Between the Arts and Assessment-Based Learning,”

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=trh&AN=137774472&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

Better Being Wrong (Sometimes): Classroom Assessment That Enhances Student Learning and Motivation

Required

Read “Better Being Wrong (Sometimes): Classroom Assessment That Enhances Student Learning and Motivation,” by McMillan and Mo

https://lopes.idm.oclc.org/login?url=htt

Social Studies in Elementary Education

Required

Beck, T., & Parker, W. (2022). Social studies in elementary education. (16th ed.). Pearson. ISBN-13: 9780135762035

CAST (2018. Universal Design for Learning guidelines version 2.2. http://udlguidelines.cast.org

Edutopia (2023). How to use technology to support social studies learning. https://www.edutopia.org/

National Council for the Social Studies (NCSS). (2017). Technology Position Statement and Guidelines. G uidelines.https://www.socialstudies.org

National Council for the Social Studies (NCSS). (2017). Technology Position Statement and Guidelines. G uidelines.https://www.socialstudies.org

week5assignmentwithRubric.docx

This week's assignment 5, the topic of discussion is Assessing and Providing Feedback. You will plan a variety of formative assessment strategies to strengthen and guide instruction. You will be able to provide students with effective descriptive feedback based on their assessment performance, guiding their progress toward meeting instructional goals. You will also be able to design standards-based, developmentally appropriate summative assessments that are aligned with instructional learning objectives.

Assessment Description

Creating formative and summative assessments for your assignments is an essential part of guiding instruction for learning. Not only do assessments ensure that learning is taking place, but they also verify mastery of the skills taught.

Part 1: Assessment Plan

In assignment 4, you created a living museum project for your students. To modify, strengthen, and adjust instruction as students make their museum project, research, and decide how you will formatively assess them. Additionally, conduct a summative assessment to evaluate whether all learning objectives have been met by the end of the project.

Your assessment plan should include:

· The social studies content standards, the arts standards, and the lesson objectives from the Topic 4 lesson that the assessment plan will align with and measure.

· Four specific examples of formative assessments you will implement during the project and a rationale for how they will strengthen and guide instruction.

· Description of a summative assessment and an explanation of how it will be used to ensure mastery of the standards and learning objectives.

· Rubric for the summative assessment.

· Your plan to provide effective, descriptive feedback promptly to students following the assessments, and how this will guide their progress toward meeting instructional goals.

· Specific ways you will accommodate students with exceptionalities and language barriers, including special education, gifted, English language learners, and early finishers.

Part 2: Reflection

Write a 250-500-word reflection describing your assessment plan. In the summary address:

· How the ethical use of various assessments and data guides you to identify students’ strengths and needs and promote student growth.

· How your assessments will support continuous progress in teaching and learning and demonstrate gains in skills and knowledge.

Submit your assessment plan and reflection as a single document.

Use at least two to three resources to support the development of the assessment plan.

Note: This assignment may be added as an artifact to the teacher toolkit you created in ELM-555.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric before beginning the assignment to familiarize yourself with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite technical support articles for assistance.

Rubric Criteria

Standard, Grade Level, Learning Objective Alignment

3.5 points

Formative Assessments

10.5 points

Summative Assessments

7 points

Rubric

7 points

Feedback Plan

7 points

Accommodations

7 points

Reflection: Assessment and Data

7 points

Reflection: Continuous Progress

7 points

Organization

3.5 points

Supporting Research and Documentation of Sources

7 points

Mechanics of Writing

3.5 points

Total70 points

Digitalpamphlet1.docx

Grade 7 Living Museum Project

“A Journey Through Time - The Renaissance”

🎨 An Integration of Social Studies and Art Experience!

Welcome Emoji Vector Art, Icons, and Graphics for Free Download

Welcome to the Living Museum!

· Get ready to step into one of the most exciting times in history, the Renaissance!

· In this project, every student will bring history to life by choosing an important Renaissance figure and bringing them to life through research, creativity, and performance.

· By the end, our classroom will transform into a ‘Living Museum’, where friends and families can meet these incredible figures in person.

Standards

🏛️ Learning Objectives

🎯

· Visual Arts Standard (National Core Arts Standards)

- VA:Cr2.1.7a – Demonstrate persistence in developing skills with various materials and approaches in creating works of art or design.

· Social Studies Standards (Minnesota-Grade 7)

- 7.4.3.- History

By the end of this project, each student will;

· Identify and explain significant contribution of their chosen Renaissance figure.

· Design an artistic visual display or artwork inspired by the figure.

· Use technological tools ethically to effectively research, create and share their presentation.

· Be able to reflect on how history and art shape our society today.

Project Length and Timeline

· The project will take five weeks to complete, so each student will have time in class and at home to research, design, and rehearse.

Week	Task	Goal
1	Choose a Renaissance Figure	Research on them and teacher’s approval.
2	Conduct in-depth research	Take notes, gather sources and plan your visual.
3	Design visual art or write script or the choice of art	Draft your monologue and artwork
4	Rehearsals	Refine your art display, practice speaking
5	*Living Museum Event!*	Present your Renaissance art work to peers, families, and friends.