West Virginia State Museum Lesson Plan
Basic Information
Lesson
Title:
Author(s):
Content
Area(s):
Synopsis:
Time Warp: From Frontier to Prehistory
Mark Swiger
Social Studies
It is the year 1750. There is
tension in the Ohio Valley.
You progress with your party
to a fort at the mouth of
Wheeling Creek as your
destination. You’ve been told
that it will be a dangerous trip.
As you, your family and a
group of your friends move
closer to your destination, the
weather begins to change. You
are swept away by a cosmic
wind and time passes before
you. There is a strange feeling
in the air.
Subject(s):
Historical Inquiry: Life as Mound Builders
Background
& Student
Relevance
The key traditional way of visiting libraries
revolves around visual inquiry. Students like to
use their imaginations to examine new
experiences and to be at the center of the field
trip. This holds true in both virtual and real-time
visits through stories about people from the past.
Further, the fact that the Adena Hopewell people
had disappeared from the area known as West
Virginia long before European explorers and
settlers arrived leaves us somewhat confused
about what it might have been like if settlers had
encountered mound builders.
One of the most interesting ways to view things,
in the minds of our youth is through “historical
imagination” and “historical inquiry”.
You notice that where there
had been European
settlements, there are none
there. You and your party
happen upon an interesting
culture living in flat areas near
the Ohio River. There have
been no reports of these
people; only through legend
and from all accounts that
you’ve heard, they lived a very
long ago. How do you know
when and where you are
actually traveling since these
people are still in existence?
Teachers should insist that students use sources of
historical inquiry in utilizing artifacts and data to
explain “the way things were”. Equally, students
are intrigued by Hollywood application of “time
warps” such as seen in television and movies such
as the “Quantum Leap” series, and the films “The
Butterfly Effect”, “Frequency”, and “Back to the
Future”.
This engagement activity involves putting the
student in the role of an early explorer who was
literally “ahead of his time”.
You have been asked to write
about your adventures by
friends at home that are
curious about the frontier out
in western Virginia. You have
been asked to report as best
you can your experiences.
Grade
Level(s):
8th
WVCSO’s:
Historical Inquiry Standard 5: use the processes and resources of historical inquiry to develop
appropriate questions, gather and examine evidence, compare, analyze and interpret historical data.
Museum
Correlation:
Prehistory and 1650 Showpath and Discovery
Room 2
Standards
Time Warp From Frontier to Prehistory, Page 1
West Virginia State Museum Lesson Plan
SS.O.8.5.3
point out characteristics of various Native American cultures in West Virginia from the pre-Columbian
period to the arrival of Europeans.
SS.O.8.5.5.
21st Century
Skills:
compare and contrast the motives, incentives and settlement patterns of the French and English
explorers and settlers on the western frontier.
At the very core of the Project and Problem-Based Learning are the 21st Century Skills. All three areas
are covered to some degree in every module included in these PBLS:
21C.S.5-8.1
Standard 1: Information and Communication Skills; The student will access, analyze, manage,
integrate, evaluate, and create information in a variety of forms using appropriate technology skills and
communicate that information in an appropriate oral, written, or multimedia format.
21C.S.5-8.2
Standard 2: Thinking and Reasoning Skills; The student will demonstrate the ability to explore and
develop new ideas, to intentionally apply sound reasoning processes and to frame, analyze and solve
complex problems using appropriate technology tools.
21C.S.5-8.3
Standard 3: Personal and Workplace Skills; The student will exhibit leadership, ethical behavior,
respect for others; accept responsibility for personal actions considering the impact on others; take the
initiative to plan and execute tasks; and interact productively as a member of a group.
Implementation Plan
Essential Question: How did Pre-Columbian Native Americans live in West Virginia before the arrival of
European settlers?
Pre-Visit:
Distribute folders with Individual Project Checklists taped to the front. This is where they will save their data
and notes.
Have students read this primary source document from Meriwether Lewis’ journal describing the Grave Creek
Mound in 1803. This short reading could provide an experience where students could gain prior knowledge
before they visit. http://www.wvculture.org/history/nativeamericans/gcmoundlewis.html .
After students read this primary source document, have them examine the Lewis and Clark expedition to find
out more information. Other sites for reading about Native Americans can be found at the West Virginia
Archives site at http://www.wvculture.org/history/nativeamericans.html. Teachers may give as many of these
archives sites as needed. Primary source documents help place students back in time by analyzing data.
During Visit: Because little is known about Mound builders, other than what evidence was left at the village
sites, students may have to use mental imagery to think about how much time passed between the coal forest
period and early settlers. Have students read artifact descriptions and come up with their own interest
inventory and then describing for a teammate how that artifact might have been used by early Native
Americans to make their lives better.
Students should start a journal for their next project at this point. That journal is to be placed in their individual
project folder. If text devices are available in the museum for text messaging, that would be an option in place
Time Warp From Frontier to Prehistory, Page 2
West Virginia State Museum Lesson Plan
of the writing in a folder and could be transferred at a later time.
Post Visit PBL:
Project Based Learning requires the same process each time it is utilized. Refer to curriculum overview at the
beginning of this guide for more information and to see a detailed process for implementation. Upon your
return from either a virtual or actual visit to the museum, follow these steps:
Preparation for PBL is the most time consuming part of the teacher’s role. Once students are engaged and
you’ve distributed rubrics, project checklists, scenarios, project ideas, and as well as Internet resources, the
teacher becomes facilitator.
Put students into groups that you know will work well within your classroom.
It is recommended that you place the project checklist form on student folders so that individual assessment
can take place. On that sheet students will self-assess and the teacher assesses student checklist and packet
contents. Individual packets should be turned in before group projects are assessed so that the teacher can see
who has been contributing. This can be done through journaling in the folders.
Students, in their groups, will then go into the PBL Process:
Project-Based Learning Process
(Following the chart, look for the KWHL chart and directions on how to complete it based on this step-bystep process.)
1. Read and discuss the scenario and driving question together. Both are somewhat tied to the content
standard in the lesson plan.
The situation described in the scenario should be understood by all members of the class. After reading the
scenario on the screen, if projected and on the paper if used as a handout, students will them break into small
groups to begin to brainstorm.
2. Brainstorm known facts on the KWHL Chart.
Students will list what they bring to the situation, given materials presented in the scenario and background
statement on the KWHL concept map, into any of a number of graphic organizer
software templates or on a handout. All students bring something special to the group. During this process, it is
encouraged to list as many things as people know about the situation and the driving question.
3. Develop a problem statement.
After careful review of the scenario and driving question. Student groups should write a brief statement about
what it is they are attempting to do. All groups will interpret this differently. Clues to help construct this
statement are embedded in the scenario and driving question, along with the mixture of “knowns”. As new
information is found, this statement will change. It is encouraged to edit, revise, renew the problem statement
as many times as is needed to come up with a solution.
4. Brainstorm what is needed to be known in order to solve the problem on the KWHL Chart.
List what is needed to be known in question form in order to solve the problem on the concept map. At this
point each member should identify a role to play and gather information on the topics on the list in order to
move forward. It is encouraged to revisit the problem statement in order to reaffirm that the process should
move forward at this point.
Time Warp From Frontier to Prehistory, Page 3
West Virginia State Museum Lesson Plan
5. List possible solutions.
Information gathering continues. If time permits, consulting outside sources, investigating other options, etc.
may be pursued. The teacher has final input as to how much time is allowed. PBL can take a few days to a
couple of weeks depending on how integral a teacher wants to be. It is recommended that the teacher finds
power standards in order to justify more time to deal with this project/problem.
6. Revisiting Solutions.
As time permits, the group may entertain revisiting their problem, view optional alternatives to the ones
examined, or move toward reporting to the group.
7. Students offer solutions through Culminating Products.
These can be websites, presentations, or movies from Movie Maker to name a few options. Individual packets
should be evaluated before team products are presented so that the teacher can see if certain groups need more
time based on individual students not completing tasks, or other issues arise.
Report to the whole group an action plan that seems viable given all the options entertained by the group. It is
encouraged to present in ways that show uniqueness, but are encouraged to refer to the teacher rubric.
Product Description
Every teacher has their preference in regard to assignments, but it is recommended that you allow students to
guide their own learning through producing culminating projects. You should use formative assessment
strategies such as periodic checklists, rubrics, and other performance based assessments throughout the project.
It is highly recommended to keep the projects cooperative and collaborative.
Sample charts and rubrics are included.
Students should produce the following items both individually and as a group:
Concept Maps
Individual Portfolio folders that includes a journal
Knowledge Maps (KWHL Chart)
Additional reflection journals, writing projects within the project.
Group presentations options are:
PowerPoint
Concept Maps
Windows Movie Maker / iMovies
Students may wish to write and perform songs, lyrics, and other projects that reflect a great understanding of
the concepts in their problem.
Material’s List
Time Warp From Frontier to Prehistory, Page 4
West Virginia State Museum Lesson Plan
One folder with pockets for each student
Internet access
Presentation Software
Concept Mapping software (some free versions are available)
Cheap folders for keeping journals and notes
Posters in addition to presentations
Digital cameras, flip cameras, camcorders can be utilized
Assessment
Time Warp From Frontier to Prehistory, Page 5
West Virginia State Museum Lesson Plan
PBL Rubric
Criteria
Historical Inquiry
Content
Drawing
Conclusions
Cooperative
Learning
Product
21st Century Skills
4
The student
demonstrates a
thorough and effective
application of the
processes and resources
of historical inquiry to
develop appropriate
questions, gather and
examine evidence,
compare, analyze and
interpret historical data.
3
The student
demonstrates consistent
and accurate application
of the processes and
resources of historical
inquiry to develop
appropriate questions,
gather and examine
evidence, compare,
analyze and interpret
historical data.
2
The student demonstrates
basic but inconsistent
application of the
processes and resources
of historical inquiry to
develop appropriate
questions, gather and
examine evidence,
compare, analyze and
interpret historical data.
1
The student demonstrates
fragmented and
incomplete application of
the processes and
resources of historical
inquiry to develop
appropriate questions,
gather and examine
evidence, compare,
analyze and interpret
historical data.
Draws a conclusion that
is supported by the data
and gives supporting
evidence for the
conclusion
Draws a conclusion that
is supported by data,
but fails to show any
evidence for the
conclusion
Draws a conclusion that is
not supported by data
Fails to reach a
conclusion, but turns in
work
The student actively
listens to and values the
opinion of others
The student actively
listens to but it is not
evident that he/she
values the opinion of
others
The student listens to but
does not value the opinion
of others. OR The student
values the opinion of
others but does not listen
to them
The student does not
listen to and does not
value the opinion of
others, but turns in work
The product shows
evidence that the
student reached valid
conclusions based on
data analysis and
displayed the results of
the analysis in
appropriate formats
The product shows
evidence that the
student reached valid
conclusions based on
data analysis but
displayed the results of
the analysis in
inappropriate formats
The product shows
evidence that the student
reached conclusions not
based on data analysis and
displayed the results of
the analysis in appropriate
formats. OR The product
shows evidence that the
student reached valid
conclusions based on data
analysis but lacked
evidence of the analysis
The product shows no
evidence of analysis, but
turns in work
Communication,
Critical Thinking, and
Workplace skills were
understood and applied
at an exemplary level at
all points in the group
problem-solving
process.
Most of the
Communication,
Critical Thinking, and
Workplace skills were
understood and applied
at acceptable levels at
all points in the group
problem-solving
process.
Some of the
Communication, Critical
Thinking, and Workplace
skills were understood
and applied at times
during the problemsolving process.
Few to none of the
Communication, Critical
Thinking, and Workplace
skills were understood
and applied during the
group problem-solving
process.
Time Warp From Frontier to Prehistory, Page 6
West Virginia State Museum Lesson Plan
Name__________________________
Project_________________________
Team Members in your group
_________________________________________________________________________________________
___________________________________________________________________
Project Checklist for PBL Lessons
*Place the date that the task was completed or covered in the space in front of the task.
All members of each group are responsible for keeping a checklist on the front of your folder.
__________Read Scenario Driving Question
__________Recorded Daily Discussions in Notes
__________Worked on Concept Mapping Activity
__________Develop a Problem Statement
__________Completed Concept Map
__________Role Play Various Groups in the Scenario
__________Revisit and Revise the Problem Statement
__________Produce Portfolio Project
__________Present Findings through Presentation
__________Turn in Completed Project
___________Student Self-Assessment
Comments:____________________________________________________
___________Teacher Assessment/Grade
Comments:____________________________________________________
Technology Integration
Students should be allowed to be as creative as they can be in presenting their findings. Project Based and
Problem Based Learning work best in technology rich environments.
Additional Notes
Time Warp From Frontier to Prehistory, Page 7