Texas Social Studies Framework - Department of Geography ...

Chapter 8: Implementing the TEKS: Other Players
secondary sources. Students “read” the objects,
photographs, or documents they encounter by
progressing through the following steps:
a) analyzing information (What is the artifact made
of? What is the condition of the artifact? Was it
used and does it show wear?)
b) organizing and interpreting it (What does the
object do? What other things serve the same
purpose?)
c) identifying frame of reference and point of view
(Who used the object? Did different people use it
different ways and for different purposes?)
d) identifying bias in the material (Are all the
people who used the artifact reflected in the
historical record?)
Teachers should encourage students to ask the museum
staff about the different points of view of the artists,
farmers, children, or soldiers who either created the
artifacts or lived on the historic site. This interaction with
the museum staff makes the experience even more
memorable.
Upon arrival students become involved in activities in a
new environment. It is often difficult to carry a pencil
and paper, and some museums may not allow this. The
best strategy to ensure retention is to ask students to sit
for a quiet moment during the visit and have them reflect
on their surroundings and the experience. Have students
write down their personal memories first, and then ask
for volunteers to share their experiences. This activity
also provides an opportunity to emphasize frame of
reference because not everyone participated in every
activity in the same way and each will remember
different experiences. Ask the students to write a brief
summary of their most memorable experience to share
with the class the next day.
Teachers should participate in the program along with
their class. Then they can facilitate discussion, remind
students of the concepts learned, and bring the lesson to
closure back in the classroom.
Post Visit Reflection. Evaluating the experience, that is,
what students gained from the experience, is crucial.
Continue the reflection begun on site when the class
reconvenes at school. Have the students communicate
their points of view in written, oral, or visual forms. After
students share their experiences, ask them to organize
them into a meaningful pattern and explain their rational
for the decisions.
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8) Teachers and students can make a museum of their
own in the classroom.
Most students collect, preserve, and interpret something,
whether it’s baseball cards, stamps, dolls, or guppies.
Help them understand the similarities between what they
do and what the museum does. Think about what it takes
to make an exhibit. Have the students design an exhibit
on a topic of their choice, install it, and invite their
parents to visit during an scheduled open-house.
Middle and secondary students can get experience in
producing thematic exhibits if they choose to participate
in National History Day (), a program which encourages
research and communication in a range of formats
including exhibits, historical papers, media, and performance.
The Texas State Historical Association () serves as
the liaison between this national program and local
schools. Winners move from regional fairs to state fairs
to the national competition in Maryland, held each June.
9) Museum educators and curators are both resources
and role models.
Students can learn more about collecting and researching
by talking with the people who do it for a living, the
curators and educators who work in museums.
• Students can research museum-related professions.
• Invite museum representatives to the classroom
as guest speakers.
• Ask museum representatives questions about the
jobs they do, about the role of volunteers in
museums, and how helping museums helps the
community.
The Texas Historical Commission () observes Archaeology Awareness
Week once a year. During this time, they provide
information on contacting archaeologists to come visit
with students in the classroom. They also provide packets
which include information on becoming a professional
archaeologist.
10) The United States includes many excellent museums
with unlimited learning opportunities.