Town Tales: A Journey Through Time

4th Grade

Project
4 weeks

Town Tales: A Journey Through Time

yuzhongyuan

Purpose

This project aims to immerse 4th-grade students in the rich history of their town or city, fostering a deep understanding of local changes over time through hands-on exploration and inquiry. By engaging with primary sources, visiting historical sites, and interacting with community experts, students will develop critical thinking and research skills. The project encourages collaboration and reflection, allowing students to share their findings and insights, while connecting personally with the stories of past residents and the evolution of their community.

Learning goals

Students will develop skills in historical inquiry by analyzing primary sources such as photographs, maps, and documents to draw meaningful conclusions about their town's past. They will enhance their communication abilities through interviews with residents and presentations of their findings, fostering a deeper understanding of local history. Additionally, students will cultivate critical thinking and self-assessment skills through reflective journaling and peer review sessions, allowing them to refine their research methods and presentation techniques.

Standards

Common Core - CCSS.ELA-LITERACY.W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.
Common Core - CCSS.ELA-LITERACY.SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes.
Common Core - CCSS.ELA-LITERACY.RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Products

Throughout the project, students will create a series of mini-documentaries that capture the evolution of their town, incorporating interviews with long-time residents and footage from historical site visits. They will also produce a digital timeline using primary sources like photographs and maps to visually represent significant changes in the town's history. At the end of the project, students will host a community exhibit where they present their documentaries and timelines, inviting local residents and historical society members to celebrate and reflect on the town's rich history.

Launch

Begin the project with an immersive 'Time Travel Day' where students don period costumes and embark on a scavenger hunt at a local historical site. This interactive experience will involve solving clues related to the town's history, sparking curiosity and excitement about the stories they will uncover. Students will engage with historical artifacts and learn from local historians, setting the stage for their research and exploration throughout the project.

Exhibition

At the end of the project, students will host a "History Expo" at the local community center, where they will present their research findings through interactive displays and presentations. Each student will create a visual exhibit, such as a poster or digital slideshow, showcasing the historical evolution of a specific aspect of the town. Students will also perform short skits or readings based on their interviews with residents, bringing personal stories to life. Community members, including those interviewed, will be invited to attend and engage with students, offering additional insights and fostering a deeper connection to the town's history.

Week 1	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Project Introduction - Introduce students to the project by discussing the essential question: 'How has our town or city changed over time, and what stories do these changes tell about the people who lived here?' (15 min) Time Travel Day Preparation - Discuss with students the plan for 'Time Travel Day,' including dressing up in period costumes and participating in a scavenger hunt at a local historical site (15 min) Create Historical Costumes - Guide students in creating or planning their period costumes using available materials and imagination (15 min)	Time Travel Day Experience - Participate in the 'Time Travel Day' scavenger hunt at a local historical site, solving clues about the town's history (45 min)	Reflective Journaling - Begin a reflective journal by writing about their experiences and discoveries during 'Time Travel Day' and how these relate to the essential question (20 min) Introduction to Primary Sources - Explain what primary sources are and how they can be used to learn about the past, using examples like old photographs and maps (25 min)	Primary Source Analysis - Work with materials from the local historical society to examine old photographs, maps, and documents, focusing on identifying key details (30 min) Small Group Discussions - In small groups, discuss findings from the primary sources and how they relate to changes in the town over time (15 min)	Introduction to Interviews - Discuss the process of interviewing long-time residents, including developing questions and understanding the importance of oral histories (20 min) Question Development - Begin drafting interview questions to learn about the experiences and stories of long-time residents (25 min)
Deliverables	1. Reflective journal entries documenting observations and insights from the 'Time Travel Day' and historical society visit. 2. A list of interview questions prepared for conversations with long-time residents, demonstrating an understanding of the town's history.
Preparation	1. Coordinate with the local historical society to arrange the 'Time Travel Day' and access to archives and artifacts. 2. Gather period costumes for students to wear during 'Time Travel Day.' 3. Prepare scavenger hunt clues related to the town's history for the immersive experience. 4. Collect primary sources such as old photographs and maps from the historical society for student analysis. 5. Provide students with journals for reflective writing and guide them on how to document their thoughts and progress.

Week 2	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Introduction to Primary Sources - Students explore old photographs and maps from the local historical society to identify key details about the town's past (25 min) Reflective Journaling - Students document their initial findings and thoughts about historical changes in their town in their journals (20 min)	Analyzing Documents - Students examine historical documents to understand significant events in their town's history and discuss their findings in small groups (30 min) Peer Feedback Session - Students share their document analysis with classmates and receive feedback on their interpretations (15 min)	Resident Interview Preparation - Students brainstorm questions for interviewing long-time residents, focusing on historical changes and personal stories (25 min) Role-Playing Interviews - In pairs, students practice their interview techniques and refine their questions through role-play scenarios (20 min)	Site Visit Planning - Students participate in planning the logistics for their upcoming historical site visit, including identifying key features to observe (20 min) Archival Research - Students access online archives or digital resources provided by the historical society to gather additional information on their town (25 min)	Mapping Town Changes - Using information from their research, students begin creating visual maps that illustrate significant historical changes in their town (30 min) Reflection and Goal Setting - Students reflect on their progress, set goals for their interviews and site visit, and update their journals (15 min)
Deliverables	1. Complete a summary report of findings from primary sources, highlighting significant historical changes in the town. 2. Conduct an interview with a long-time resident and document responses in a structured interview format. 3. Create a collection of notes and visual documentation from the historical site visit, including sketches or photographs. 4. Participate in a peer review session and reflect on feedback to refine research methods.
Preparation	1. Arrange access to primary sources through collaboration with the local historical society. 2. Coordinate scheduling and logistics for interviews with long-time residents. 3. Secure permission and organize transportation for the visit to the historical site. 4. Provide guidelines and templates for structured interview documentation. 5. Prepare materials for reflective journaling and peer review sessions, including feedback forms and discussion prompts.

Week 3	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Research Skills Workshop - Teach students how to effectively search for and gather information from primary and secondary sources to enhance their historical inquiry skills (20 min) Community Archives Exploration - Visit the local historical society's archives virtually or physically to examine artifacts, documents, and photographs relevant to the town's history, with guidance from local historians (25 min)	Drafting Documentary Scripts - Guide students in drafting scripts for their mini-documentaries, focusing on organizing their findings and narratives coherently (20 min) Storyboard Creation - Assist students in creating storyboards for their documentaries, using sketches and notes to plan out the visual flow of their presentations (25 min)	Interview Practice Sessions - Conduct mock interviews in pairs to practice question-asking techniques and active listening skills, using the questions developed in Week 1 (20 min) Video Recording Techniques - Introduce basic video recording techniques and equipment that students will use to capture interviews and historical site footage for their documentaries (25 min)	Peer Feedback on Script Drafts - Organize peer review sessions where students share their script drafts and receive constructive feedback on content and storytelling (20 min) Reflective Journaling - Reflect on the feedback received and document personal learning progress, identifying areas for improvement in their project's narrative (25 min)	Interview Execution - Facilitate real interviews with long-time residents, either through virtual platforms or in small groups, to collect oral histories for the documentaries (25 min) Video Footage Collection - Plan and begin capturing video footage at relevant historical sites, highlighting significant changes and stories as discussed in interviews (20 min)
Deliverables	1. Completed interview notes from conversations with long-time residents. 2. Draft script for their mini-documentary. 3. Initial version of the digital timeline showcasing the historical evolution of their chosen aspect of the town.
Preparation	1. Coordinate with the local historical society to schedule student visits and ensure access to archives. 2. Prepare a list of guiding questions for student interviews with residents. 3. Gather digital tools and resources for creating timelines (e.g., timeline software, access to computers/tablets). 4. Set up an online platform or shared drive for students to upload and share their drafts and timelines for peer review.

Week 4	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Final Documentary Edits - Review and refine documentary footage as a class, focusing on clarity and coherence of historical narratives (20 min) Digital Timeline Completion - Complete the digital timelines by incorporating final details from research and interviews, ensuring accurate historical representation (25 min)	Presentation Practice - Conduct practice sessions for students' presentations, focusing on delivery, timing, and engagement with the audience (25 min) Peer Feedback and Refinements - Engage in peer review of presentations and documentaries, providing constructive feedback and making necessary adjustments (20 min)	Exhibition Setup - Organize and set up the exhibition space, arranging visual displays and preparing interactive elements for the 'History Expo' (30 min) Rehearse Exhibition Presentations - Practice presenting exhibits and documentaries, ensuring students are prepared to engage with community visitors (15 min)	Reflective Journaling - Reflect on the entire project journey, documenting personal learning growth, challenges faced, and insights gained (20 min) Final Exhibition Preparations - Make final adjustments to exhibits and ensure all technical aspects are functioning for the 'History Expo' (25 min)	History Expo Execution - Host the 'History Expo' at the community center, with students presenting their documentaries, timelines, and exhibits to community members (45 min)
Deliverables	1. Finalized Mini-Documentary 2. Completed Digital Timeline 3. Visual Exhibit and Performance for History Expo
Preparation	1. Ensure access to video editing software and digital timeline tools for students to finalize their projects. 2. Coordinate with the local community center for space and equipment needed for the History Expo, including projectors, screens, and display boards. 3. Organize transportation logistics for students to set up at the community center, if necessary. 4. Prepare printed programs or invitations for the History Expo to distribute to community members and families. 5. Gather any necessary materials for exhibit displays, such as poster boards, markers, and art supplies.