Tour an Historical Event

Tour an Historical Event

8-10 yrs old

11-13 yrs old

Geography

History

Reading and Writing

Lesson by Joel Parsons & Anastasia Moukas, Ashburton Primary School to research significant events in Australian history to recreate a moment in time.

avatar Submitted By: Victorian Minecraft Innovators

April 27, 2021

Download Assets

Skills

  • Communication
  • Creativity
  • Project Based Learning

Supporting Files

Museum Display Rubric


Research and design assessment rubric

Learning Objectives

  • We can better understand who we are by learning about the about the events and pioneers who shaped our country.
  • Responding to research of an historical event by synthesising the collected information about people places and events and creating an interactive Minecraft diorama fit to a specific audience.

Guiding Ideas

  • What were the events or discoveries that shaped early Australia?
  • Who shaped early Australia?
  • How can we use the internet to research?
  • How can we plan, design and construct a diorama?
  • How can we perform as a historical character?
  • Research events that shaped early Australia.
  • Research pioneers who shaped early Australia.
  • Plan, design and construct a Minecraft diorama with a specific message and audience in mind .

Student Activities

Prior to commencing the Minecraft task students were immersed  in the time period through a range of primary resources (songs, poems, stories and paintings)

Working in pairs they were provided  with suitable online resources to commence their research. They were asked to choose from a list of 6-8 significant events.

They identified in their research what happened and when. What were the primary causes and subsequent events?

They created storyboards and wrote scripts for a tour guide (NPC) that would lead the visitor through the digital diorama/moment in time.

Students identified from their research the key elements of the environment that would need to be added to their Minecraft world (eg buildings, local environmental conditions, the look of housing and infrastructure).

Throughout the building process students reflected on their progress using the provided rubric.

Use was made of frequent feedback sessions in which students explored their peer’s worlds and used the rubric to provided recommendations for change.

Students recorded in a summation video, a guided tour to outline the causes and effects of the event.

Observation of student engagement, the world file and the video were assessed against the rubric.

Performance Expectations

See attached rubric for assessment details.

Skills

  • Communication
  • Creativity
  • Project Based Learning

Supporting Files

Museum Display Rubric


Research and design assessment rubric