WA State History Museum Part 2

Students research three eras in Washington state history, determine important events, and design new exhibits. Part 2 of 3.

Submitted by: Phygital Labs

Updated: June 11, 2025

Learning objectives

Students will understand the common Washington state symbols.

Students will determine which artifacts best represent three eras in Washington state history.

Students will design three new exhibits in the Washington State History Museum to showcase three eras in Washington state history.

Students will add one additional display in the lobby of the museum that showcases their current time period.

Guiding Questions

  1. What are Washington’s important symbols?
  2. How can the northwest coastal and plateau Indigenous peoples be honored and represented?
  3. How did the explorers impact early Washington territory?
  4. Why did settlers come to Washington?
  5. How can you represent Washington’s current time period?

Introduction Students will be greeted outside the Washington State History Museum by a tour guide, who invites the students to explore the symbol gallery outside the museum and create their own symbol to add to the displays. After creating a new symbol, students are granted entrance into the museum. Once inside, the curator greets the students and shows students three empty exhibit rooms. Students are directed to research three eras in Washington state history, determine important events, and design new exhibits by adding artifacts and signage to the empty rooms. Students can also build their own exhibit based on their current time period. Interdisciplinary connections This learning activity meets several literacy standards for upper elementary students. Common Core State Standards for Fourth Grade in the United States include: CCSS.ELA-Literacy.RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. CCSS.ELA-Literacy.W.4.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic. Differentiation

  • Allow students to complete fewer or more artifacts or Boards.
  • Give students a pre-selected list of artifacts to choose from, for each era.
  • Allow students to work in partners to complete the builds.

Extension Extend the learning by asking students to review each other’s exhibits and leave comment cards stating positive comments about the exhibit or noting what they learned, like a physical museum.

Students enter the museum and are greeted by the curator in an empty foyer. Next to the curator, there is a Board outlining what students are to do. There are three new display sections that are currently unfinished. They are waiting for artifacts, art, and signs to show the public important information about the particular era. Help design these new displays by researching the era and then designing the display as you think best. Make sure to include at least five labeled artifacts and at least two informational signs in each room. Read the titles of each room to see which eras these new exhibits will feature. Students can press the button at the lobby counter to receive a ticket for the museum. Students see three doorways (one to the left, one to the right, and one behind the ticket booth). Each empty exhibit space is labeled with its exhibit title. The three titles are:

  • Northwest coastal and plateau tribes
  • Exploration and expeditions
  • Immigration and settlement

These rooms include some basic display work to help the students plan their exhibits, including:

  • Northwest coastal and plateau tribes has an outdoor landscape. Students can build displays in the natural environment or build a longhouse to contain their displays.
  • Exploration and expeditions has wall hangings, and blank spaces for more. Students can replace these or add to them.
  • Immigration and settlement has a farm – for this room, add a lever to the outside of the doorway to open the iron doors. This is meant to introduce students to game mechanics. Students can also see mechanics in action by interacting with the Minecart to take the harvest from the fields to the windmill, and by spawning animals into the pen from the dispenser.

Students will use links provided by the teacher and their own research to determine which artifacts would best represent the era. Students then design each artifact and build it inside the exhibit. Students should complete five artifacts, each with a sign label. Students should also complete at least two informational Boards giving more detailed information about the era and what has been included in the exhibit. On Day 7 (or approximately half way through the work when students have some structures completed), direct students to complete a gallery walk around the room. Start by explaining that museum curators get their ideas from many places, including from visiting other museums and discussing their ideas with other curators and experts. There is no competition for the best museum. Instead, each person works to revise what they have researched and seen to make the best exhibit possible for the audience. Assign half of the students to remain at their devices to answer questions, and the other half to circulate around the room. Students should ask questions about the designs and builds that are already in progress and return to their work with fresh ideas to integrate into their own work.

Assessment

Exhibit 1: Northwest coastal and plateau tribes 4 – Exhibit artifacts are creative and include descriptive sign labels. Included informational boards give additional details about the era and welcome the guests to the exhibit. 3 - Exhibit is built with five artifacts and matching sign labels. Exhibit also includes two informational boards to describe the era and introduce the exhibit. 2 - Exhibit is missing matching sign labels or informational boards to supplement the exhibit. 1 - Exhibit needs more artifacts to be considered complete. Exhibit 2: Exploration and expeditions 4 - Exhibit artifacts are creative and include descriptive sign labels. Included informational boards give additional details about the era and welcome the guests to the exhibit. 3 - Exhibit is built with five artifacts and matching sign labels. Exhibit also includes two informational boards to describe the era and introduce the exhibit. 2 - Exhibit is missing matching sign labels or informational boards to supplement the exhibit. 1 - Exhibit needs more artifacts to be considered complete. Exhibit 3: Immigration and settlement 4 - Exhibit artifacts are creative and include descriptive sign labels. Included informational boards give additional details about the era and welcome the guests to the exhibit. 3 - Exhibit is built with five artifacts and matching sign labels. Exhibit also includes two informational boards to describe the era and introduce the exhibit. 2 - Exhibit is missing matching sign labels or informational boards to supplement the exhibit. 1 - Exhibit needs more artifacts to be considered complete.

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Skills

  • Communication
  • Creativity