Name of Lesson Author: Dnae Monford

Unit: The Civil Rights Movement

Title of Lesson: A Day at the African American Museum
Grade: 3rd grade
Subject: Social Studies

Integration of Learning Outcomes:

Students will be able to identify what things the influential African Americans
have contributed to the United States
Students will be able to identify the different artifacts that came from
historical events
Students will be able to identify what African Americans have done to impact
U.S History

Standards:
8.3.3.A Identify and describe the social, political, cultural,
and economic contributions of individuals and groups in United States history.
8.4.3.B Identify the importance of artifacts and sites to different cultures and
ethnicities.
8.3.3.D Identify and describe how conflict and cooperation among groups and
organizations have impacted the history and development of the US.

NCSS Themes
Culture-Explore and describe similarities and differences in the way groups,
societies, and cultures address similar human needs and concerns
Individuals, Groups, Institutions- Give examples of and explain group and
institutional influences such as religious beliefs, laws, and peer pressure on people,
events, and elements of culture

Anticipatory Set
The teacher will start out the lesson by reading the story, Museum Trip by
Barbara Lehman. After reading the book the teacher will ask, What are you most
excited about with coming on the field trip? The students will respond and they will
start to discuss the different exhibits they will shortly see.
Procedures
1. The teacher will assign groups for students to specifically write information
about.
2. The teacher will hand-out the field trip worksheets.
3. The teacher and students will go to the African American Museum.
4. While at the museum, the students will go to the different exhibits, but will
write down information that the teacher required on their worksheets
5. When everything is seen at the museum, the teacher will gather everyone
together and go back to the school.
6. The teacher will ask each group to come up to the front of the class and talk
about the exhibit they were assigned.
7. The teacher have students do an exit ticket. The students will write one thing
that impacted them the most while they were on their trip.
Differentiation

The children will be put in groups of five students. They will be separated
based on behavioral needs. Each student will go through all the exhibits, but
they will be assigned one specific exhibit where they must collect information
for their worksheet, so they can present them to class
The visual learners will benefit from being able to visually see the different
artifacts and information at the museum
The auditory learners will benefit from using the narrative, interactive
timeline at the museum.

Closure: Before the students leave for the day, they will be required to complete an
exit slip that consists of writing down one thing that impacted them the most and
why, while they were on their trip. Possible response may be:

Learning about how the different people of Philadelphia lived and

worked really hard impacted me, because even though they werent
living under the best conditions, they were successful.
Formative / Summative Assessment

The students will be assessed based on the exit slip that they completed. This
will show that they were able to make connections of what they learned in
class and what they saw while on their field trip.
The Field trip worksheet will show what information they took from going to
the African American Museum. This will be collected as a grade.
Materials / Equipment

Field trip worksheet (Appendix A)

Museum Trip by Barbara Lehman
Technology

Virtual software at museum

Appendix A.

Name__________________
Date____________________

African American Museum

Name of Exhibit:

Summary of Exhibit:

1. What influential people were a part of this exhibit? Are they still living?

2. Name some of the things these people contributed to the U.S:

3. What legacy have these people left behind?