Heidi, Brenden, and Haley

Lesson: The Living History Experience Project

Objective: At the end of this project, students will be able to develop a deeper understanding of
how Wyoming has changed over time through fact based research and field studies.

Standards: CCSS- Comprehension and Collaboration and Presentation of Knowledge and

Ideas
CCSS. ELA-LITERACY.SL.4.1- Engage effectively in a range of collaborative discussions (one-
on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building
on others ideas and expressing their own clearly.

CCSS. ELA- LITERACY. SL.4.1A- Come to discussions prepared, having read or studies
required material; explicitly draw on that preparation and other information and other information
known about the topic to explore ideas under discussion.

CCSS. ELA-LITERACY. SL.4.4- Report on a topic or text, tell a story, or recount an experience
in an organized manner, using appropriate facts and relevant, descriptive details to support
main ideas or themes, speak clearly at an understandable pace.

CCSS. ELA-LITERACY. SL.4.5- Add audio recordings and visual displays to presentations
when appropriate to enhance the development of main ideas or themes.

Essential Understandings:
1. Wyomingites have played an important role when it comes to the establishment and
history of the state of Wyoming.
2. We can develop a Living History Experience that depicts Wyomings change over time
using research, presentations, and timelines.

Essential Questions: How can we, as famous Wyomingites, develop a Living History Experience
that depicts Wyomings change over time?
Heidi, Brenden, and Haley

Body of Lesson: (Project Timeline: 2 Weeks)

(Checking for Understanding will be checked every day after class to see
how far theyve gotten in their research and projects)

1. Students will be introduced to the concept of Wyoming History through a PowerPoint

presentation, and will be asked what they know about the state of Wyoming and its
history. They will share their knowledge, stories, and experiences with the class. After
the PowerPoint lesson is complete, students will be asked to write about something they
didnt know, something they have heard of before, and something they found interesting
from the lesson in their notebooks.From these three things they chose to write down,
they will choose one subject/topic they want to do their Living History Experience Project
on.

2. The teacher will explain to the students that they are required to complete a Living
History Experience project that will involve a subject/topic they have chosen from the
Wyoming History lesson earlier. The project is designed to help students learn about
significant people, events, and eras in Wyomings history. Students will be asked to
research significant people from Wyoming and create a presentation to portray their
subjects. A timeline of events will be created by students showing the cause and effect
relationships and the interactions between people and cultures of Wyoming helps
students develop a deeper understanding of how Wyoming has changed over periods of
time.

3. Students will be required to write a journal entry every day after class explaining their
progress on the project, and check for understanding. The teacher will collect journals
every week to check for understanding and check student participation. These journal
entries should continue to be centered around the main idea of this unit which is
Wyoming's historic change over time. As we progress through the Unit, students will be
introduced to new content through every day all related to the long string of historical
events that have made Wyoming so unique.

4. As the class progresses through this unit, students will also create a timeline of events
that hold historical significance in Wyoming's histories, to better their knowledge of the
chain of events that make history so different from other states. From the first pilgrimage
of Wyoming all the way to the Oil boom of the 2000s. Students will use this timeline and
other gained knowledge to help them through their selection of a subject/topic that they
will then do their final Wyoming history project on.

5. Students will be asked, How can we, as famous Wyomingites, develop a Living History
Experience that depicts Wyomings change over time? With that thought in mind,
students will collaborate and share ideas of their thoughts and opinions. Once students
have finished sharing, students will be divided into groups of two and three and will
discuss topics and ideas that relate to Wyoming history, and begin to research.
Heidi, Brenden, and Haley

6. Students will make the decision of what topic that we have discussed in Wyomings long
history that they are going to use for their final project. Students will need to be able to
explain their reasoning for using this topic through discussion with their peers. After
discussion of their reasoning, students will compile the information they have gathered
on the topic they have chosen from their timeline and notes. More research will be
conducted to expand their knowledge in this area.

7. Students will need to categorize the important sections within their topic. These will
become chronological headers within their final project that give the main points.
Students will need to further separate the information that falls beneath the headers
keeping the information and history in order of when it happened in Wyoming. In order to
show steps are being taken, students will need to turn in an outline of their main points
and information that falls underneath each.

8. The final step consists of students working on and completing their final project over a
topic covered while learning about Wyoming History.

Materials
- Computers
- Word
- Internet
- Notebooks
- Writing Utensil

Assessment/Evaluation: To assess the students gained knowledge from this Wyoming History
Unit they will create a final project that will be a final showing of their time during this unit.
Students, after selecting a topic in Wyoming's long history, students will work to create their final
project.

Accommodations/Extensions: Students will be utilizing technology such as computer based

research. Student collaboration will also assist students who become stuck or fall behind on
their project. Teacher incursion will be available at a limited amount to promote student
collaboration and sharing of ideas.

Rubric:
Heidi, Brenden, and Haley