Creating a 1960’s Museum
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Creating a 1960’s Museum

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Creating a 1960 s museum

Creating a 1960’s Museum

Directions:You are part of a team of curators that will be developing exhibits for a 1960’s museum that will help capture that time in America for students who will be reading The Outsiders.  In order to help students understand what life was like from 1960 to 1967 (the year the book was published), each team of curators will develop:1. a visual display around artifacts, photographs, or drawings from this era 2. a written component that gives important information about a 1960’s research topic


Past exhibits

Past Exhibits


Past exhibits1

Past Exhibits


Past exhibits2

Past Exhibits


Creating a 1960 s museum

Presidential Campaign Ads from the 1960’shttp://www.livingroomcandidate.org/commercials/1964Fill out Observe/Reflect/Question in Groups and Present to Class

Learning to Use Primary Sources

Tobacco Ads from the 1960’s

http://www.archive.org/details/tobacco_djq03d00

Fill out Observe/Reflect/Question Sheet as a Class

Gather Questions about the 1960’s


Choosing a topic to explore

Choosing a Topic to Explore

Appliances

Architecture

Art

Automobiles

Bicycles

Books/Bestsellers

Civil Rights Movement

Communication Devices (phone, telegraph, etc)

Electronics

Famous Individuals

Fashion for Men

Fashion for Women

Food

Games

Historic Events

Hobbies

Homes/Neighborhoods

Industry

Inventions

Jobs

Kitchens

Medicine or Medical Breakthroughs/Advancements

Movies

Music

Olympics

Politics

Presidents

Restaurants (eating out)

Schools

Scientific Discoveries

Skating/Skateboards

Space Exploration

Sports

Technology

Television Shows

Toys

Transportation (besides cars)

Wars

Women in the Workplace


Learning where to research and what to look for

Learning Where to Researchand What to Look for?

Research facts about your topic. Determine the most important and interesting information that should be conveyed to the audience that will visit the museum. Make sure your facts are not based on general knowledge that most people would already know.

Primary and Secondary Sources:

National ArchivesAdclassix.com

Food timeline

Encyclopedia Britannica

Oklahoman Archives:


Learning how to document

Learning How to Document

Cite all the sources of your information. Sources can include interviews of people who lived in the sixties, internet sites from credible sources, encyclopedias, books, magazine and newspaper articles.

Paraphrase and summarize as much as possible. Use quotes and quotation marks as needed.


20 different objectives

20 Different Objectives

Reading Standard 4:  Research and Information: The student will conduct research and organize information.

1. Accessing Information - Select the best source for a given purpose.

a. Access information form a variety of primary and secondary sources.

b. Skim information for an overall impression and scan text for particular information.

2. Interpreting Information - The student will analyze and evaluate information from a variety of sources.

a. Summarize, paraphrase, and/or quote relevant information from a variety of sources. 

b. Determine the author's viewpoint to evaluate source credibility and reliability.

c. Organize and convert information into different forms such as charts, graphs, and drawings to create multiple formats to interpret information for multiple audiences and purposes, and cite sources completely.

d. Identify complexities and inconsistencies in the information and the different perspectives found in each medium, including almanacs, news sources, in-depth field studies, speeches, journals, technical documents, or internet sources.

e. Draw conclusions from information gathered. 

Writing Standard 1: The student will use the writing process to write coherently.

1. Use a writing process to develop and refine composition skills. Students are expected to:

a. use prewriting strategies to generate ideas such as brainstorming, using graphic organizers, keeping notes and logs.

b. develop multiple drafts both alone and collaboratively to categorize ideas, organizing them into paragraphs and blending paragraphs into larger text.

c. organize and reorganize drafts and refine style to suit occasion, audience and purpose.

d. proofread writing for appropriateness of organization, content and style.

e. edit for specific purposes to ensure standard usage, varied sentence structure, appropriate word choice, mechanics, and spelling.

f. refine selected pieces frequently to publish for general and specific audiences.

Writing Standard 2: Modes and Forms of Writing - The student will write for a variety of purposes and audiences using narrative, descriptive, expository, persuasive and reflective modes.

2. Write expository compositions including analytical essays and research reports that:

b. communicate information and ideas from primary and secondary sources accurately and coherently.

c.  show distinctions between the relative value and significance of specific dates, facts, and ideas.

d. include a variety of reference sources including word, pictorial, audio, and internet sources, to locate information in support of topic.

e. include visual aids by using technology to organize and record information on charts, data tables, maps, and graphs.

f. identify and address reader's potential misunderstanding, biases, and expectations.

10.  Write documented papers incorporating the techniques of Modern Language Association (MLA) or similar parenthetical styles.


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