World History to the End of the Fifteenth Century
CHW 3M1/6
Night at the Museum
Evaluation
Night at the Museum:
Presentation Board
Night at the Museum:
Artifact
% of
Final
Grade
10%
% Communication
% Application
2.5%
2.5%
10%
2.5%
2.5%
% Knowledge
and
Understanding
2.5%
2.5%
% Thinking
2.5%
2.5%
Preamble
In the film Night at the Museum, and also in the film Night at the Museum - Battle of the Smithsonian
(and I guess now also in the film Night at the Museum - Secret of the Tomb), history lives as displays are
magically brought to life. Larry the watchman sends a T-Rex skeleton to fetch, battles the Hun, plays
Cowboys and Romans, gets slapped by a monkey, and woos Amelia Earhart. Although fictional, there is
truth concerning the importance of the museum as an institution. Indeed, museums provide a more
tangible connection to the historical, allowing the public to witness parts of a past time and place
contemplating existence as it was.
Teaming with a partner you are challenged to create a museum exhibit on a civilization not covered in
the course. There are two separate steps for the exhibit, a presentation board and an artifact. There
are separate instructions for each. Good luck and have fun 
Night at the Museum Outcomes:
1. Detailed research of a civilization not covered in the course.
2. Increased knowledge and understanding of non-Western civilizations through the sharing of
exhibits and displays.
3. The clear communication of information and ideas using a variety of visual aids including
timelines, tables, graphs and pictures.
4. The clear communication of information and ideas using minimal but accurate and pertinent
text.
5. The application of historical thinking concepts including historical significance, continuity and
change, and multiple perspectives.
6. A logically organized and titled/subtitled display board that captures the ‘elements’ of a
civilization.
7. Creative design leading to an aesthetically pleasing exhibit.
World History to the End of the Fifteenth Century
CHW 3M1/6
Night at the Museum Presentation Board
Using a presentation board (or if you have a more creative idea) display a civilization not covered in the
course. Cover the standard ‘elements’ common in all civilizations and attempt to communicate the
narrative of that civilization. Employ a variety of visuals…make our eyes dance.
As with all assignments, follow the specific instructions and look at the rubric to view how marks are
derived.
Night at the Museum Presentation Board Instructions:
1. Ideally reuse, or purchase a presentation board.
2. Conduct thorough and detailed research on the civilization, try to use a book.
3. Write notes on how this particular civilization covers the elements common in all civilizations
(agricultural intensification, science and technology, specialization of labor, trade and
commerce, social hierarchy, government and laws, religion).
4. Create a timeline and write notes on significant events and individuals.
5. Collect a variety of visuals and data that display the elements and, events and individuals of the
civilization.
6. Explore the historical thinking concepts of historical significance, continuity and change, and,
multiple perspectives.
7. Logically organize and sequence the pieces to tell the story of the civilization.
8. Plan and write text – it should be concise and academic.
9. Absolutely do not copy text from the web.
10. Print text and visuals, with color.
11. Paste pieces on the board.
World History to the End of the Fifteenth Century
CHW 3M1/6
Night at the Museum Presentation Board Rubric
Below Level 1
0 – 49%
Level 1
50 – 59%
No visually rich items (pictures,
timeline, maps, graphs, tables) and
unclear text meant that almost no
or no ideas could be
communicated.
0
2
3
4
5
7
Below Level 1
0 – 49%
2
3
4
5
7
Level 2
Level 3
Level 4
60 – 69%
70 – 79%
80 – 100%
Application
The exhibit used almost no
The exhibit used some
The exhibit used relevant
relevant visuals (pictures,
relevant visuals (pictures,
visuals (pictures, timeline,
timeline, maps, graphs,
timeline, maps, graphs,
maps, graphs, tables) and
tables) and text organized
tables) and text organized
text organized with good
with minimal design skills
with adequate design skills
design skills and logically
and illogically sequenced.
and somewhat logically
sequenced.
sequenced.
8 9 10 11 12 13 14 15
16
17
18
19
20
Below Level 1
0 – 49%
Level 1
50 – 59%
There was no knowledge of
the civilization; none of the
elements of a civilization
were covered or
understood.
0
2
3
4
5
7
8
Below Level 1
0 – 49%
2
3
There was minimal
knowledge of the
civilization; one or two of
the elements of a
civilization were covered
and partially understood.
9 10 11 12 13 14
Level 1
50 – 59%
Historical thinking concepts
were not explored; the
exhibit did not craft a story.
0
9
Many visually rich items
(pictures, timeline, maps,
graphs, tables) and very
clear and concise text
communicated essential
ideas.
22
23
24
25
Level 1
50 – 59%
The exhibit used no
relevant visuals
(pictures, timeline,
maps, graphs, tables)
and text.
0
8
Very minimal visually
rich items (pictures,
timeline, maps, graphs,
tables) and barely clear
text communicated
limited ideas.
10 11 12 13 14 15
Level 2
Level 3
Level 4
60 – 69%
70 – 79%
80 – 100%
Communication
Some visually rich items
Visually rich items
(pictures, timeline, maps,
(pictures, timeline,
graphs, tables) and partially maps, graphs, tables)
clear and concise text
and mostly clear and
communicated almost
concise text
enough ideas.
communicated ideas.
16
17
18
19
20
21
4
5
7
8
Historical thinking
concepts were barely
explored; the exhibit did
not craft a story.
9 10 11 12 13 14
The exhibit used highly relevant
visuals (pictures, timeline, maps,
graphs, tables) and text
organized with superior design
skills and very logically
sequenced.
21
22
23
24
25
Level 2
Level 3
Level 4
60 – 69%
70 – 79%
80 – 100%
Knowledge and Understanding
There was some
There was good knowledge
There was detailed knowledge
knowledge of the
of the civilization; all the
of the civilization; all the
civilization; most of the
elements of a civilization
elements of a civilization were
elements of a civilization were well covered and
excellently covered and
were covered and
understood.
thoroughly understood.
partially understood.
15
16
17
18
19
20
21
22
23
24
25
Level 2
Level 3
Level 4
60 – 69%
70 – 79%
80 – 100%
Thinking
Historical thinking concepts
Historical thinking
Historical thinking concepts
were partially explored; the
concepts were explored;
were well explored; the exhibit
exhibit crafted parts of a
the exhibit crafted a story
brilliantly crafted a story of a
story of a civilization.
of a civilization.
civilization.
15
16
17
18
19
20
21
22
23
24
25
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/100
World History to the End of the Fifteenth Century
CHW 3M1/6
Night at the Museum: Artifact
Unless you are Indiana Jones, or Doc Brown, it might prove difficult to acquire an original artifact from
an ancient civilization. That’s okay though, you can (re)create one (museums do this all the time).
Select an artifact that is historically significant and representative of the selected civilization, and try to
make it as realistic as possible. It must be three dimensional and based on an artifact that once existed.
Accompanying the artifact must be an explanation of its historical significance.
As with all assignments, follow the specific instructions and look at the rubric to view how marks are
derived.
Night at the Museum Artifact Instructions:
1.
2.
3.
4.
5.
6.
Research important artifacts from the selected civilization.
Decide upon an artifact that has historical significance and can be recreated.
Consider how you will (re)create the artifact (paper mache, pottery, woodwork…)
(Re)create the artifact – be sure it matches in color and dimensions (or is to scale).
Describe the artifact and explain the historical significance.
Find a place for the artifact within the exhibit.
World History to the End of the Fifteenth Century
CHW 3M1/6
Night at the Museum Artifact Rubric
Below Level 1
0 – 49%
Level 1
50 – 59%
The type of artifact was not
communicated by ineffective
design and text.
0
2
3
4
5
7
8
9
Level 2
60 – 69%
Communication
The type of artifact was The type of artifact
barely communicated
was communicated
by less than effective
by partly effective
design and text.
design and text.
10 11 12 13 14 15
16
17
Below Level 1
0 – 49%
Level 1
50 – 59%
No research and development was
applied to the design and text.
0
2
3
4
5
7
8
9
Minimal research and
development was
almost adequately
applied to the design
and text.
10 11 12 13 14 15
Below Level 1
0 – 49%
Level 1
50 – 59%
The artifact was not accurately
identified and contextualized.
0
2
3
4
5
7
8
9
The artifact was
partially accurately
identified and
contextualized.
10 11 12 13 14
Below Level 1
0 – 49%
0
2
3
4
5
7
8
9
The historical
significance of the
artifact was
inadequately explained;
design was not
particularly creative.
10
11 12 13 14
Level 4
80 – 100%
The type of artifact was
clearly communicated
by effective design and
text.
18
19
20
Level 3
70 – 79%
21
22
23
24
25
Level 4
80 – 100%
Detailed research and
development was well
applied to the design
and text.
18
The type of artifact was clearly
communicated by very effective
design and text.
19
Meticulous research and
development was excellently
applied to the design and text.
20
21
22
23
24
25
Level 2
Level 3
Level 4
60 – 69%
70 – 79%
80 – 100%
Knowledge and Understanding
The artifact was
The artifact was
The artifact was very accurately
mostly accurately
accurately identified
identified and contextualized.
identified and
and contextualized.
contextualized.
15
16
17
18
19
20
21
22
23
24
25
Level 1
50 – 59%
The historical significance of the
artifact was not explained; design
was not at all creative.
Level 2
60 – 69%
Application
Research and
development was
adequately applied
to the design and
text.
16
17
Level 3
70 – 79%
15
Level 2
60 – 69%
Thinking
The historical
significance of the
artifact was
adequately
explained; design
showed glimpses of
creativity.
16
17
Level 3
70 – 79%
Level 4
80 – 100%
The historical
significance of the
artifact was well
explained; design was
creative.
18
19
20
The historical significance of the
artifact was very well explained;
design was highly creative.
21
22
23
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/100
24
25