California History Live Wax Museum

Be a Part of San Rafael's California History Live Wax Museum!

During the month of April and May our class will be working on a long term project that will require preparation inside the classroom as well as at home. Each student will choose a historically significant figure from California history that they would like to research. Teacher approval must be obtained before final selections are made (see list for ideas). Upon approval of their selection, students will be responsible for checking out a biography from the library to read and use as a resource. This project will require three resources, one of which must be a book. Additional resources may include information obtained from reliable Internet sources, magazines, or newspapers. Students will be required to prepare a typed research report about their significant figure, create an attractive trifold display for their figure, prepare a speech for their historical figure, and dress up as their figure.

During San Rafael's May 8th Open House, we will organize a live wax museum in our classroom. Each student will dress as the person they researched. Students will become statues of their historical figure and will come to life when an imaginary button is activated. Students will stand in front of their historical figure trifold display and give a short speech (approximately 1-2 minutes) about the life of their historical figure as if they were the actual figure. Arrangements will be made for other classes to visit our live wax museum during the school day a few days before Open House.

Wax Museum Overall Research Project Rubric

Requirements PointsTyped research report _____/4

Trifold display of historical figure _____/4

Prepared speech in Spanish (1-2 minutes in length) _____/4

Historical figure costume and presentation during school and at Open House _____/4

Research Paper Checklist

*Research report will be completed in SPANISH.Requirements

Please READ and USE this as a checklist.

Check as you complete each task

Notecards-Notecards with notes about figure, bibliography notecards, quotation notecards

Informal outline and rough draft(s) These needs to be attached to end of the research reportDrafts must be shared with teacher for feedback before the final draft is completed

Research report 5-6 paragraphs in length-1 INTRODUCTORY paragraph-3 to 4 BODY paragraphs discussing the early life, middle years, and later years of the figure’s life-1 CONCLUSION paragraph emphasizing the figure’s contributions to California history and culture*Each paragraph should be clearly written in Spanish and should include a topic sentence or main idea, supporting details, examples, and evidence. Your writing should include at least 2, but no more than three direct quotations from your resources with parenthetical citations.

BibliographyBibliography should have at least 3 sources, at least one source should be a book *Remember www.google.com, www.bing.com, www.yahoo.com, www.wikipedia.com are not official sources. You need the specific web address.

FormatResearch report must be typed at school or at home using Google Docs-Times New Roman-Size 12 font-Double spaced-Page numbers on upper right hand corner (excluding cover page)

Cover page: -Title-Student name -Date-Teacher name-Picture/image of the historical figure

Proper capitalization, punctuation, and grammar

Correct spelling

Total _____/4

Trifold Display of Historical Figure

*Complete your display in SPANISH. SEE TRIFOLD EXAMPLES ON THE LAST PAGE OF THIS DOCUMENT.

Requirements Please READ and USE this as a checklist.

Check as you complete each task

Title (large enough to be seen from about 6 feet away)

Timeline of historical figure's life (include at least 5 important events)

Pictures with captions typed in complete sentences (Include at least four pictures of your historical figure, large enough to be seen from about four feet away)

Four sections with section headings and information about the early years, middle years, and the later years of your figure’s life, and their contribution to California’s history and/or culture(Information can be typed as bullet points on your poster or it may be left in paragraph form. The information will be taken from your research report. There is no need to rewrite anything, but you may have to increase font size to make your writing more visible on your poster)

Proper capitalization, punctuation, grammar, and spelling

NEAT, typed, attractive, presentable, creative, colorful and shows high standards and exceptional effort

Total ____/4

Prepared Speech

*Students will prepare and present speech in SPANISH.

RequirementsCheck as you

complete preparation

for each expectation

Rough draft of speech checked by teacher

Speech neatly written on notecards or typed on a small paper for practice

Eye contact with audience

Clear, memorized speech presentation

Adequate volume and proper posture

Speech gives 3 pieces of information about the historical figure and finalizes by stating the person’s contribution to California history and/or culture (this information comes directly from the research paper)

Speech is 1-2 minutes long and is delivered completely in Spanish

Total ____/4

California History Live Wax Museum Details

Resources: Students are to choose a historically significant figure from California history that they are interested in researching. They are required to have at least one grade appropriate biographical book (biography) that they will use as a source. They will also need a minimum of two other sources. These can be books, magazines, articles, or Internet sources. Students may bring/use books from home or the public library. Please ensure that your child brings their resources to class. They will spend some time in class reading and taking notes for their research report and will be expected to continue any unfinished work at home. It is recommended that students obtain photocopies of any important information from library books so that they can highlight and write on the photocopies. If your child has a difficult time locating a grade appropriate biography of the historical figure, other books such as encyclopedias may be used.

Research Paper: For the research paper, students will begin note-taking in class. Once students gather sufficient information, they will create an outline for their research and then begin writing their research. The research paper will be organized into five to six paragraphs: one introductory paragraph, three to four body paragraphs (early years, middle years, later years), and one concluding paragraph emphasizing the figure’s contributions to California history and culture. Students will begin to write their research in class and complete any unfinished drafts at home. Students will begin by organizing their ideas in an outline, then transferring that information to a rough draft, and finally completing the process with writing their final research report. The outline, rough draft, and final copy will mostly be done in class, however, work may need to be finished at home if not completed in class. Students are required to type their paper at school and at home, or wherever they may obtain access to a computer.

I am emphasizing to students that their writing needs to be in their own words. We will discuss how to appropriately use someone else’s work and give the author credit for the work using parenthetical citations and a bibliography of sources.

Creating the bibliography is something we will do in class. Students will receive step by step instructions on how to complete a bibliography. Any unfinished work will need to be completed at home. To effectively learn how to create a bibliography the students are required to have a minimum of three sources, one of which will be their book (see checklist for the Research Report).

Trifold Display: Students will create a trifold display for their historical figure (see checklist for Trifold Display). I will provide the trifold display for students. Students will plan for their display design in class. Depending on time, we may begin the display in class. If we are unable to work on the display during class, parents will be informed and the trifold will be sent home for completion.

Speech: To be believable as a “wax statue coming to life", students are required to write and memorize a speech. The information for the speech will come directly from the student's completed report and will be delivered in the first person point of view- as if they were the actual historical figure. Students are to apply the information they learned about their historically significant figure to a 1st person perspective, 1 to 2 minute, speech that will be presented in class for school tours on Wednesday, May 7th, and again for the grand opening of our California History Live Wax Museum on Thursday, May 8th.

Costume on California History Live Wax Museum Day: Students will come to school dressed in their costume for our school tours on Wednesday, May 7th and again for Open House on May 8th. Costumes should be planned and designed at home. Students are encouraged to be creative and use what they have. This isn’t something they will have to make or buy, though they can if they choose.

Wax Museum Due Date Schedule

Check off upon completion:

_____ April 2nd – Historical figure top choices submitted to teacher; historical figure officially assigned to each student

_____ April 9th – All three resources must be gathered and brought to school every day (if any resource from the library book is due, renew it or photocopy the pages you need)

_____ April 9th-16th – Read resources and take notes on notecards; finish informal outline for research paper

_____ April 16th-23rd – Complete rough draft and editing and revising

_____ April 23rd – Rough draft due to teacher for review

_____ April 23rd-May 2nd – Complete typed final draft, typed bibliography, and typed cover page; write and memorize speech presentation; complete trifold display**EMAIL A PICTURE OF YOUR COSTUME FOR TEACHER TO SEE!

_____ May 6th – Trifold display, speech, and research report due!!

_____ May 7th – Come to school dressed in your costume for school tours

_____ May 8th – California History Live Wax Museum-Come to Open House dressed as your historical figure and be ready to present in Spanish

Live Wax Museum Project Calendar

AprilSunday Monday Tuesday Wednesday Thursday Friday Saturday

1Submit figure selections to teacher

2Figure assigned to students

3Gather 3 or more resources

4Gather 3 or more resources

5Gather 3 or more resources

6Gather 3 or more resources

7Gather 3 or more resources

8Gather 3 or more resources

9BRING and read resources

10Bring and read resources, complete notecards, outline

11Bring and read resources, complete notecards, outline

12Bring and read resources, complete notecards, outline

13Bring and read resources, complete notecards, outline

14Bring and read resources, complete notecards, outline

15Bring and read resources, complete notecards, outline

16Bring and read resources, complete notecards, outline

17Rough draft and editing

18Rough draft and editing

19Rough draft and editing

20Rough draft and editing

21Rough draft and editing

22Rough draft and editing

23Finish rough draft and submit for teacher review

24Work on and complete final draft, bibliography, & cover page; write & memorize speech, complete tri-fold

25Work on and complete final draft, bibliography, & cover page; write & memorize speech, complete tri-fold

26Work on and complete final draft, bibliography, & cover page; write & memorize speech, complete tri-fold

27Work on and complete final draft, bibliography, & cover page; write & memorize speech, complete tri-fold

28Work on and complete final draft, bibliography, & cover page; write & memorize speech, complete tri-fold

29Work on and complete final draft, bibliography, & cover page; write & memorize speech, complete tri-fold

30Work on and complete final draft, bibliography, & cover page; write & memorize speech, complete tri-fold

**EMAIL PICTURE

OF COSTUME BY MAY

2ND!

MaySunday Monday Tuesday Wednesday Thursday Friday Saturday

1Complete final draft, bibliography, & cover page; write & memorize speech, complete tri-fold

2Complete final draft, bibliography, & cover page; write & memorize speech, complete tri-fold

3Complete final draft, bibliography, & cover page; write & memorize speech, complete tri-fold

4Complete final draft, bibliography, & cover page; write & memorize speech, complete tri-fold

5Complete final draft, bibliography, & cover page; write & memorize speech, complete tri-fold

6All project

components due!

-Report-Speech-Tri-fold

7Come to school

dressed in your costume

for school tours

8CA History Live Wax Museum

presentations during Open

House-COME TO OPEN HOUSE

DRESSED IN COSTUME

9 10

11 124th Grade Trip: By the Great Horn Spoon7a.m.-7p.m.!!

13 14 15 16 17

18 19 20 21 22

CA History Day Fair

23 24

25 26Memorial Day- No School

27 28 29Last day of school

30 31

Historical Figures in California HistoryStudents may choose from the following list of historical figures. Please select your top four options and submit them through the Google Form. Your first choice may not be guaranteed. If there is another figure in California history that is not listed, but that you would like to research, please add that person as one of your options. Keep in mind that your figure must have had an impact on California history or culture.

John MuirJuana María- The Lone Woman from San NicolásSid Fleischman

Unit 2, Lesson 2Juan CabrilloFrancis DrakeVitus BeringJames Cook

Unit 2, Lesson 3Gaspar de PortoláJuan Bautista de AnzaJuan CrespiJunípero Serra

Unit 2, Lesson 6Father Pedro Font

Unit 2, Lesson 7Father Hidalgo

Unit 2, Lesson 8José Figueroa

Unit 3, Lesson 1Ivan KuskovJohn Sutter

Unit 3, Lesson 2Pío PicoJedediah SmithJames BeckwourthJohn C. FremontJohn Bidwell

Unit 3, Lesson 3James MarshallSam BrannanLevi StraussMariano Guadalupe VallejoLouise ClappLuzena Stanley Wilson

Unit 3, Lesson 4Bernarda RuízHelen Hunt JacksonMary TapeBridget "Biddy" Mason

Unit 3, Lesson 5Bennett RileyPeter H. Burnett

Unit 4, Lesson 1John ButterfieldSamuel MorseTheodore JudahLeland StanfordCharles CrockerCollins HuntingtonMark Hopkins

Unit 4, Lesson 4César ChávezDolores Huerta

Unit 4, Lesson 5Franklin D. RooseveltSusan Ahn Cuddy

Unit 4, Lesson 6Sally RideEllen OchoaPatricia Cowings

Unit 4, Lesson 9Louis B. MayerWalt DisneyJohn WayneAnsel AdamsDorothea LangeJack LondonJohn SteinbeckGeorge LucasSteven Spielberg

Unit 5, Lesson 4Ronald ReaganArnold Schwarzenegger

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