Assignment Prompt & Instructions
I need help with homework
– ## RequiedReferencesforweek4assignment.docx
– ## week4assignmentwithRubric.docx
**## RequiedReferencesforweek4assignment.docx**
Hawkman, A. M., & Castro, A. J. (2020). Learning to question, questioning to learn: The importance of inquiry in social studies education.
_The Social Studies, 111_(2), 57–66. https://doi.org/10.1080/00377996.2020.1841715
Infobase. (2022).
_Differentiated instruction: Multiple paths to success_ [Video]. Films on Demand.
[https://fod-infobase-com.lopes.idm.oclc.org/p_ViewVideo.aspx?xtid=204251](https://fod-infobase-com.lopes.idm.oclc.org/p_ViewVideo.aspx?xtid=204251)
Ferlazzo, L. (2025, February 13). Response: Ways to integrate writing in social studies classes (Opinion).
_Education Week_.
[https://www.edweek.org/teaching-learning/opinion-response-ways-to-integrate-writing-in-social-studies-classes/2019/04](https://www.edweek.org/teaching-learning/opinion-response-ways-to-integrate-writing-in-social-studies-classes/2019/04)
Novak, K. (2024).
_Using edtech tools to differentiate learning_. Edutopia.
[https://www.edutopia.org/article/using-udl-aligned-edtech-tools](https://www.edutopia.org/article/using-udl-aligned-edtech-tools)
What are the Visual Arts About?
**Required**
Read “What are the Visual Arts About?” located on the New Zealand Curriculum Guides website.
http://seniorsecondary.tki.org.nz/The-arts/Who-are-the-arts-for/The-arts-disciplines/What-are-the-visual-arts-about
Art is Social Studies: Teaching the Renaissance Using Raphael’s School of Athens
**Required**
Read “Art is Social Studies: Teaching the Renaissance Using Raphael’s School of Athens,” by Moore, from
_The Social_
… Read More
[https://doi-org.lopes.idm](https://doi-org.lopes.idm/).
**Social Studies in Elementary Education**
**Required**
Beck, T & Parker, W. (2022)
_Social studies in elementary education_. (16th ed.). Pearson. ISBN-13: 9780135762035
**## week4assignmentwithRubric.docx**
Requires Lopeswrite
Assessment Description
Content and project-based classroom events can be a fun way to engage students and involve families in their children’s education. Planning for such an event in your classroom is a significant task that requires time, preparation, attention to detail, realistic and specific expectations, and practice.
Select a grade level 5-8 and outline a lesson that integrates social studies and the arts and turns the classroom into a living museum as an instructional activity. The outline should be learner-facing and suitable for sharing with students and parents. Additionally, it must provide the rationale for the assignment, explain the requirements for successfully completing it, and describe the expectations for presenting the living museum material to peers and families.
For this assignment, create your student-facing outline in the following digital form
· Digital pamphlet
Include the following in the outline for the living museum activity:
· A state social studies standard, an arts standard, and learning objectives.
· Expected length of the project implementation and student preparation time. Include a brief calendar of key checkpoints for progress.
· Description of how and where the living museum will be presented, including how it successfully integrates two visual and/or performance art components (art, music, dance, drama).
· Expectations for the student that clearly explain the requirements (i.e., select a historical figure that has had an influence locally or globally).
· Description of how students will present their living museum piece, both visually and physically.
· Guidelines for students on using technology appropriately to find and use informational resources as preparation for the living museum presentation, and how the use of technology can extend their possibilities for learning locally and globally.
· The technological tools that will be used to share this event with the school, families, and the community.
Please submit the link to your digital outline and resources as a single document.
Support the digital outline with 2-3 scholarly resources.
_Note: This assignment may be added as an artifact to the teacher toolkit you created in ELM-555._
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric before beginning the assignment to familiarize yourself with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite technical support articles for assistance
**Rubric Criteria**
**Standards and Learning Objectives**
7 points
**Length of Project**
7 points
**Living Museum Presented**
7 points
**Student Expectations**
10.5 points
**Description of Project Presentation**
10.5 points
**Technology Guidelines**
7 points
**Technology Tools**
7 points
**Language Use and Audience Awareness**
3.5 points
**Organization**
3.5 points
**Supporting Research and Documentation of Sources**
3.5 points
**Mechanics of Writing**
**## week4assignmentwithRubric.docx**
Requires Lopeswrite
Assessment Description
Content and project-based classroom events can be a fun way to engage students and involve families in their children’s education. Planning for such an event in your classroom is a significant task that requires time, preparation, attention to detail, realistic and specific expectations, and practice.
Select a grade level 5-8 and outline a lesson that integrates social studies and the arts and turns the classroom into a living museum as an instructional activity. The outline should be learner-facing and suitable for sharing with students and parents. Additionally, it must provide the rationale for the assignment, explain the requirements for successfully completing it, and describe the expectations for presenting the living museum material to peers and families.
For this assignment, create your student-facing outline in the following digital form
· Digital pamphlet
Include the following in the outline for the living museum activity:
· A state social studies standard, an arts standard, and learning objectives.
· Expected length of the project implementation and student preparation time. Include a brief calendar of key checkpoints for progress.
· Description of how and where the living museum will be presented, including how it successfully integrates two visual and/or performance art components (art, music, dance, drama).
· Expectations for the student that clearly explain the requirements (i.e., select a historical figure that has had an influence locally or globally).
· Description of how students will present their living museum piece, both visually and physically.
· Guidelines for students on using technology appropriately to find and use informational resources as preparation for the living museum presentation, and how the use of technology can extend their possibilities for learning locally and globally.
· The technological tools that will be used to share this event with the school, families, and the community.
Please submit the link to your digital outline and resources as a single document.
Support the digital outline with 2-3 scholarly resources.
_Note: This assignment may be added as an artifact to the teacher toolkit you created in ELM-555._
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric before beginning the assignment to familiarize yourself with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite technical support articles for assistance
**Rubric Criteria**
**Standards and Learning Objectives**
7 points
**Length of Project**
7 points
**Living Museum Presented**
7 points
**Student Expectations**
10.5 points
**Description of Project Presentation**
10.5 points
**Technology Guidelines**
7 points
**Technology Tools**
7 points
**Language Use and Audience Awareness**
3.5 points
**Organization**
3.5 points
**Supporting Research and Documentation of Sources**
3.5 points
**Mechanics of Writing**
**## RequiedReferencesforweek4assignment.docx**
Hawkman, A. M., & Castro, A. J. (2020). Learning to question, questioning to learn: The importance of inquiry in social studies education.
_The Social Studies, 111_(2), 57–66. https://doi.org/10.1080/00377996.2020.1841715
Infobase. (2022).
_Differentiated instruction: Multiple paths to success_ [Video]. Films on Demand.
[https://fod-infobase-com.lopes.idm.oclc.org/p_ViewVideo.aspx?xtid=204251](https://fod-infobase-com.lopes.idm.oclc.org/p_ViewVideo.aspx?xtid=204251)
Ferlazzo, L. (2025, February 13). Response: Ways to integrate writing in social studies classes (Opinion).
_Education Week_.
[https://www.edweek.org/teaching-learning/opinion-response-ways-to-integrate-writing-in-social-studies-classes/2019/04](https://www.edweek.org/teaching-learning/opinion-response-ways-to-integrate-writing-in-social-studies-classes/2019/04)
Novak, K. (2024).
_Using edtech tools to differentiate learning_. Edutopia.
[https://www.edutopia.org/article/using-udl-aligned-edtech-tools](https://www.edutopia.org/article/using-udl-aligned-edtech-tools)
What are the Visual Arts About?
**Required**
Read “What are the Visual Arts About?” located on the New Zealand Curriculum Guides website.
http://seniorsecondary.tki.org.nz/The-arts/Who-are-the-arts-for/The-arts-disciplines/What-are-the-visual-arts-about
Art is Social Studies: Teaching the Renaissance Using Raphael’s School of Athens
**Required**
Read “Art is Social Studies: Teaching the Renaissance Using Raphael’s School of Athens,” by Moore, from
_The Social_
… Read More
[https://doi-org.lopes.idm](https://doi-org.lopes.idm/).
**Social Studies in Elementary Education**
**Required**
Beck, T & Parker, W. (2022)
_Social studies in elementary education_. (16th ed.). Pearson. ISBN-13: 9780135762035
**## week4assignmentwithRubric.docx**
Requires Lopeswrite
Assessment Description
Content and project-based classroom events can be a fun way to engage students and involve families in their children’s education. Planning for such an event in your classroom is a significant task that requires time, preparation, attention to detail, realistic and specific expectations, and practice.
Select a grade level 5-8 and outline a lesson that integrates social studies and the arts and turns the classroom into a living museum as an instructional activity. The outline should be learner-facing and suitable for sharing with students and parents. Additionally, it must provide the rationale for the assignment, explain the requirements for successfully completing it, and describe the expectations for presenting the living museum material to peers and families.
For this assignment, create your student-facing outline in the following digital form
· Digital pamphlet
Include the following in the outline for the living museum activity:
· A state social studies standard, an arts standard, and learning objectives.
· Expected length of the project implementation and student preparation time. Include a brief calendar of key checkpoints for progress.
· Description of how and where the living museum will be presented, including how it successfully integrates two visual and/or performance art components (art, music, dance, drama).
· Expectations for the student that clearly explain the requirements (i.e., select a historical figure that has had an influence locally or globally).
· Description of how students will present their living museum piece, both visually and physically.
· Guidelines for students on using technology appropriately to find and use informational resources as preparation for the living museum presentation, and how the use of technology can extend their possibilities for learning locally and globally.
· The technological tools that will be used to share this event with the school, families, and the community.
Please submit the link to your digital outline and resources as a single document.
Support the digital outline with 2-3 scholarly resources.
_Note: This assignment may be added as an artifact to the teacher toolkit you created in ELM-555._
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric before beginning the assignment to familiarize yourself with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite technical support articles for assistance
**Rubric Criteria**
**Standards and Learning Objectives**
7 points
**Length of Project**
7 points
**Living Museum Presented**
7 points
**Student Expectations**
10.5 points
**Description of Project Presentation**
10.5 points
**Technology Guidelines**
7 points
**Technology Tools**
7 points
**Language Use and Audience Awareness**
3.5 points
**Organization**
3.5 points
**Supporting Research and Documentation of Sources**
3.5 points
**Mechanics of Writing**
**## RequiedReferencesforweek4assignment.docx**
Hawkman, A. M., & Castro, A. J. (2020). Learning to question, questioning to learn: The importance of inquiry in social studies education.
_The Social Studies, 111_(2), 57–66. https://doi.org/10.1080/00377996.2020.1841715
Infobase. (2022).
_Differentiated instruction: Multiple paths to success_ [Video]. Films on Demand.
[https://fod-infobase-com.lopes.idm.oclc.org/p_ViewVideo.aspx?xtid=204251](https://fod-infobase-com.lopes.idm.oclc.org/p_ViewVideo.aspx?xtid=204251)
Ferlazzo, L. (2025, February 13). Response: Ways to integrate writing in social studies classes (Opinion).
_Education Week_.
[https://www.edweek.org/teaching-learning/opinion-response-ways-to-integrate-writing-in-social-studies-classes/2019/04](https://www.edweek.org/teaching-learning/opinion-response-ways-to-integrate-writing-in-social-studies-classes/2019/04)
Novak, K. (2024).
_Using edtech tools to differentiate learning_. Edutopia.
[https://www.edutopia.org/article/using-udl-aligned-edtech-tools](https://www.edutopia.org/article/using-udl-aligned-edtech-tools)
What are the Visual Arts About?
**Required**
Read “What are the Visual Arts About?” located on the New Zealand Curriculum Guides website.
http://seniorsecondary.tki.org.nz/The-arts/Who-are-the-arts-for/The-arts-disciplines/What-are-the-visual-arts-about
Art is Social Studies: Teaching the Renaissance Using Raphael’s School of Athens
**Required**
Read “Art is Social Studies: Teaching the Renaissance Using Raphael’s School of Athens,” by Moore, from
_The Social_
… Read More
[https://doi-org.lopes.idm](https://doi-org.lopes.idm/).
**Social Studies in Elementary Education**
**Required**
Beck, T & Parker, W. (2022)
_Social studies in elementary education_. (16th ed.). Pearson. ISBN-13: 9780135762035
**## week4assignmentwithRubric.docx**
Requires Lopeswrite
Assessment Description
Content and project-based classroom events can be a fun way to engage students and involve families in their children’s education. Planning for such an event in your classroom is a significant task that requires time, preparation, attention to detail, realistic and specific expectations, and practice.
Select a grade level 5-8 and outline a lesson that integrates social studies and the arts and turns the classroom into a living museum as an instructional activity. The outline should be learner-facing and suitable for sharing with students and parents. Additionally, it must provide the rationale for the assignment, explain the requirements for successfully completing it, and describe the expectations for presenting the living museum material to peers and families.
For this assignment, create your student-facing outline in the following digital form
· Digital pamphlet
Include the following in the outline for the living museum activity:
· A state social studies standard, an arts standard, and learning objectives.
· Expected length of the project implementation and student preparation time. Include a brief calendar of key checkpoints for progress.
· Description of how and where the living museum will be presented, including how it successfully integrates two visual and/or performance art components (art, music, dance, drama).
· Expectations for the student that clearly explain the requirements (i.e., select a historical figure that has had an influence locally or globally).
· Description of how students will present their living museum piece, both visually and physically.
· Guidelines for students on using technology appropriately to find and use informational resources as preparation for the living museum presentation, and how the use of technology can extend their possibilities for learning locally and globally.
· The technological tools that will be used to share this event with the school, families, and the community.
Please submit the link to your digital outline and resources as a single document.
Support the digital outline with 2-3 scholarly resources.
_Note: This assignment may be added as an artifact to the teacher toolkit you created in ELM-555._
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric before beginning the assignment to familiarize yourself with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite technical support articles for assistance
**Rubric Criteria**
**Standards and Learning Objectives**
7 points
**Length of Project**
7 points
**Living Museum Presented**
7 points
**Student Expectations**
10.5 points
**Description of Project Presentation**
10.5 points
**Technology Guidelines**
7 points
**Technology Tools**
7 points
**Language Use and Audience Awareness**
3.5 points
**Organization**
3.5 points
**Supporting Research and Documentation of Sources**
3.5 points
**Mechanics of Writing**
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