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Explore how high school students can use museum objects in historical inquiry with this innovative software. Developed by Ronald Marx, Bob Bain, and Meilan Zhang, funded by the Department of Education, and supported by partners like Hi-ce, Henry Ford Museum & Greenfield Village, this project offers science and social studies curriculum units, aiding students in exploring significant historical questions. Dive into a virtual expedition that aims to enhance students' analytical skills and historical understanding with state-of-the-art technology and resources from the Henry Ford Museum and Greenfield Village.
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Software to Help High School Students Use Museum Objects in Historical Inquiry Presenter: Ronald Marx Bob Bain Meilan Zhang
Funded by Department of Education (1998-2002) Partnership among Hi-ce, Henry Ford Museum & Greenfield Village, and two high schools in Detroit area. Research and development project Science curriculum units: Extreme Structure Cell phone Battery Social studies curriculum units: History Geography Primary Sources NetworkProject overview
“Virtual Expedition” Overview • What is “Virtual Expedition”? • Software to help high school students use museum objects in their scientific and historical inquiry. • Virtual Expedition program has two parts: • Science VE is embedded into extreme structure curriculum • History VE is embedded into history curriculum • Using primary sources in Henry Ford Museum & Greenfield Village • Develop virtual reality tools for houses • Collect substantial sources about the houses
History Curriculum Overview 1 • Support teachers and students as they develop and extend their historical knowledge and thinking skills. • Unique in that it builds upon and uses: • State and national standards, • A disciplined-inquiry approach to history and social science, • Specially-designed technology to support student inquiry, and • Resources from the Henry Ford Museum and Greenfield Village in Dearborn, Michigan.
History Curriculum Overview 2 • Driving questions in the curriculum: • Why did so many people move to Northern industrial cities in the twentieth century? • What adaptations did people and communities make in relation to this migratory trend? • What explains the more recent population decline in these cities and the rapid expansion of their suburbs? • Disciplinary inquiry • Frame problems—Seek evidence—Analyze evidence—Present findings • Curriculum units: • Introduction • Unit 1 Intro to Historical Inquiry • Unit 2 European Migration to American Cities: Detroit, 1910-1924 • Unit 3 The great Migration, 1920-1950 • Unit 4 Suburbanization, 1945-Present
Why “Virtual Expedition”? • Research on history teaching and learning • How historians and high school students think differently? • Example: • Reading sources • Using museum objects
Why “Virtual Expedition”? • Obstacles to students effectively using museum resources • Connect museum objects to inquiry • Interrogate objects • Locate and use the “hidden” museum resources • One shot problems • one-shot field trips • one-shot questions and answers • one-shot investigations • one-shot conversations
VE design • Help students connect museum objects to their inquiry • Help students locate and use the “hidden” museum resources • Help students interrogate objects • Address one-shot problems
”Tools” in VE • View sources tool • Sourcing tool • Comparing tool • Comparing objects tool • Enlarge objects tool • X-ray objects tool
Work this year • Create QTVR tool for Sojourner housing project • Collect sources for Sojourner housing project • Conduct usability test
