REVOLUTIONARY WAX MUSEUM LEARNING GUIDE

Grade:​ 6th

Utah Core Standards:

● Social Studies: Standard 3, Objective 2, Part A
○ Identify representative people from selected revolutions
● Language Arts Writing Standard 7
○ Conduct short research projects to answer a question, drawing on several
sources and refocusing the inquiry when appropriate.

Personal Objectives:​ I want the students to fully immerse themselves in learning about and
representing a figure from a historical revolution.

Materials:​ iPads, Computers, Revolutionary Figures sheet, Wax Museum Research

Outline/Bibliography Sheet, Speech Checklist, Final Draft Paper

Essential Questions: ​How did revolutions of the past affect the modern world? Why do people
revolt? How does change happen? Why do revolutions happen?

Vocabulary: ​Revolution (Other vocabulary is specific to each student and each historical figure)

Before The Lesson:

● NOTE: The students have mastered the basic main ideas and events from the American,
French, Latin American, Greek, Industrial, and Scientific Revolutions. This is the wrap-up
project to the Revolution unit.
● NOTE: The students have also had experience with researching sources on the internet
and creating basic bibliographies.
● Teacher must use the same research, citation, and speech outline as the students will
use (All outlines and examples are attached with this lesson plan).
● Teacher must prepare a speech and dress up as one of the figures from previously
mentioned revolutions (Revolutionary Figures sheet attached with this lesson plan)
The teacher should create a class Google Doc for each student to sign up for a
revolutionary figure.
(EXAMPLE:https://docs.google.com/a/westminstercollege.edu/document/d/1JxD-kqwmN
WCkitz2uTyDscx7dG-Kn71GL42d65QLqBM/edit?usp=sharing)

PHASE 1
GOAL: Students will observe an example of a Wax Museum speech and get an idea of what will
be expected of them.

1. BEFORE CLASS
a. The teacher will have prepared a research outline and speech of a revolutionary
figure of their choosing. They will come into the classroom dressed as that figure
with props related to that figure, as well.
 2. In character, the teacher will present their speech to the class to model what the
students will eventually be doing themselves.
3. After the speech, the teacher will bow and then ask the students who they were and
what revolution they were a part of.
4. Then, the teacher will assess the prior knowledge of the students by asking for some
other famous figures from different revolutions that they have learned. They should also
define the key term “Revolution”.
5. At this point, the “WHO SHOULD I BE?” Revolutionary Figures sheet can be passed out
and the teacher can explain that we will be having a Revolutionary Wax Museum.
6. The teacher can get out a class set of iPads and allow each student to look over the
Revolutionary Figures sheet and do some basic research on the people that they are
most interested in.
7. Once they have settled on the figure that they are most interested, they are to go to the
class Google Doc and put their choice next to their name.
8. If there is extra time before everyone has chosen, students can start doing some more
basic research on their choice to prepare for Phase 2.

PHASE 1 TRANSITION:​ ​Go through example of research outline together

1. The next day, the teacher should review the definition of “Revolution” and each student
should go around and name the figure which they have chosen for their project.
2. The teacher should then introduce Phase 2 by passing out the “Wax Museum Research
Outline” and explaining that they are to go down to the Computer Lab and research their
chosen figure while following the outline on their worksheet. They are also to keep track
of at least three sources (websites) on the back of their worksheet.
3. To model what they will be doing, the teacher should project an example of the research
and citation sheet that they used for their own Revolutionary Figure speech. (I have
included with this lesson plan an example of mine, which was on Galileo Galilei.)

PHASE 2
GOAL: Students will learn about their revolutionary figure through research with teacher help to
guide and assist them.
1. In the computer lab, there should be one student per computer. Using websites like
Google Advanced Search, students are to answer the outline questions on their
worksheet while keeping track of at least three sources that they get information from.
2. While students research, the teacher should be walking around to help the students
who may need more guidance than others. The teacher should also be asking students
guiding questions.
a. “Why do you think it’s so hard to find information on this person?”
b. “Is there a way to refine your search to make it easier to find the answer to this
question?”
c. “What other kinds of facts would you want to include in your speech?”
3. This research should take anywhere from one week up to a month, so students should
take their time carefully researching.
PHASE 2 TRANSITION:
1. When most students are done with the research segment of the project, the teacher can
introduce the Speech Outline to turn their finished research into a written project in
Phase 3.
2. The teacher should project their own example of their speech (my own example on
Galileo Galilei is included). Together as a class, we will critique my speech by going
down the Speech Checklist and making sure that I have done everything on the list.

PHASE 3
GOAL: The students will write a script for a historical person from a revolution to be read at the
Revolutionary Wax Museum.

1. Releasing all responsibility to them, each student is to be responsible for following their
Speech Checklist when writing their speech. The teacher should explain their criteria for
grading before they start writing (grammar, punctuation, creativity, sources, similarity to
research)
2. When students finish writing, the students will trade papers with their elbow partner
(next to them) to do a peer review. If both students are not done at the same time, the
student is to either read over their own writing aloud or read a book until both are able to
peer review.
3. When the student receives back their paper and is satisfied with their draft, they may
transfer their revised paper to the Final Draft paper (included with this lesson plan).
4. This is the paper that will be used at the “Night at the Revolutionary Wax Museum” (see
below) and eventually to be turned into the teacher - along with their research, citations,
and rough draft - for grading, based on grammar, punctuation, creativity, use of several
sources, and similarity to research.

AFTER THE LESSON: ​The teacher and students should come up with a date for a “Night at the
Revolutionary Wax Museum” that is open to parents and students of the school. At this night,
students are to dress up in age-appropriate attire and age-appropriate props (this can be
discussed before the night comes in class) and have name tags stating who their figure is and a
famous quote by them (which can be made in class). On the night of the wax museum, students
are all to stay as still as a wax figure while guests stroll through and see all of the students.
Then, the students should each get a turn to go up onto stage and present their speech to the
audience. This oral segment will not be graded, besides on participation and effort.
Developmentally Appropriate Practices in this Learning Guide:
● The guide incorporates multiple areas of the curriculum (integrated learning).
○ This learning guide combines Language Arts with Social Studies.
● The guide begins with an assessment of prior knowledge.
○ The teacher is to assess prior knowledge by asking students about revolutionary
figures that they remember learning.
● Students from a wide range of abilities are able to participate successfully throughout.
○ This lesson allows for a lot of time for the teacher to walk around and work with
students’ Zones of Actual Development and Zones of Proximal Development.
● Accommodations are made to include all students.
○ Accommodations are listed below, but as previously stated, this lesson allows for
a lot of teacher help throughout.
● Interpersonal, intrapersonal, musical, logical-mathematical, spatial, linguistic, naturalist,
and/or bodily kinesthetic intelligences are addressed.
○ Interpersonal: The research time allows students to work by themselves.
○ Intrapersonal: Peer reviewing allows students to collaborate and exchange ideas.
○ Bodily Kinesthetic: After the lesson, the students are able to act like wax figures.
○ Linguistic: The students get to create their own script.
○ Logical-Mathematical: Refining searches when researching requires logic.

English Language Learner Adaptations in the Lesson:

● I will have videos ready with information on revolutionary figures with subtitles for ELL
students to use as research.
○ I will also provide articles with simplified English on their chosen figures.
● While other students research, I will come around and give one-on-one help to ELLs.
● Students will be able to choose revolutionary figures with their same language
background so that more of the terms used will be familiar to them.
● I will make time to meet with ELL students before or after class to practice their
speeches out loud with them before the “Night at the Revolutionary Wax Museum”.

Special Education Adaptations in the Lesson:

● I will assign certain students to be peer role models and work in a pair with a student
who needs more help.
● If necessary, I will not require certain students to speak orally at the “Night at the
Revolutionary Wax Museum”.
● When I am able to, I will give one-on-one attention and work with students who need it.
● I will shorten assignments or modify expectations based on student needs while still
holding high expectations for each and every student.
 Wax Museum Research Outline

Name of Famous Person: ___________________________ Name of student: ____________________________

Revolution they were involved in: _____________________ Birth Year: ___________ Death Year:
__________

Famous Quote:

1. What was the role of this person in the revolution?

2. Why did this person act the way that they did in the revolution?

3. What characteristics did this person have that helped them accomplish their goal?

4. What would this person think about the way the revolution has impacted the modern world?

5. Events or inventions that this person was involved in:

1.

2.

3.

6. Extra Fun Facts:

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Wax Museum Research Bibliography

1. TITLE OF WEBSITE: _________________________________________________

TODAY’S DATE: _________________________________

ARTICLE TITLE: _____________________________________________________________

URL: https://______________________________________________________________________.com

WHAT INFORMATION DID YOU GET FROM THIS ARTICLE?

______________________________________________________________________________________

______________________________________________________________________________________

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2. TITLE OF WEBSITE: _________________________________________________

TODAY’S DATE: _________________________________

ARTICLE TITLE: _____________________________________________________________

URL: https://______________________________________________________________________.com

WHAT INFORMATION DID YOU GET FROM THIS ARTICLE?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

3. TITLE OF WEBSITE: _________________________________________________

TODAY’S DATE: _________________________________

ARTICLE TITLE: _____________________________________________________________

URL: https://______________________________________________________________________.com

WHAT INFORMATION DID YOU GET FROM THIS ARTICLE?

______________________________________________________________________________________

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Wax Museum Research Outline *EXAMPLE*

Name of Famous Person: _____Galileo Galilei_______ Name of student: ________Ms. Johnson____________

Revolution they were involved in: _Scientific Revolution_ Birth Year: ___1564____ Death Year: __1642____

Famous Quote:

“You cannot teach a man anything; you can only help him find it within himself.”

2. What was the role of this person in the revolution?

Galileo made history by discovering that Earth was not the center of the universe. He also stated that the Earth
moved around the sun, and this discovery made many people mad.

2. Why did this person act the way that they did in the revolution?

Galileo invented the telescope in order to better observe the night sky, which ended up significantly contributing to
the scientific revolution.

3. What characteristics did this person have that helped them accomplish their goal?

Galileo was smart, thoughtful, bold, and stubborn, which made him stand up to the church and share his findings.

4. What would this person think about the way the revolution has impacted the modern world?

I bet that Galileo would be happy to see that his theories, inventions, and findings are still in practice today. The
scientific revolution changed science forever and changed everybody’s minds about how the world works.

5. Events or inventions that this person was involved in:

​ ​1​. Invention of the telescope (1609)

​2​. ​Theory of inertia, which means that an object moves or rests until something changes its motion

​3​. Discovered sun spots

6. Extra Fun Facts:

- Galileo discovered the four moons of Jupiter.

- Galileo changed the field of physics forever

 - He was tried by the Church court for challenging the bible with his scientific findings
Wax Museum Research Bibliography *EXAMPLE*

2. TITLE OF WEBSITE: ____________________​Astronomy__​__________________

TODAY’S DATE: _____​_November 15, 2017_​_________

ARTICLE TITLE: ____________​What Did Galileo Actually Do?_​___________________

URL: __________​_https://http://www.astronomy.com/news-observing/news/2009/02/​__________.com

WHAT INFORMATION DID YOU GET FROM THIS ARTICLE?

_____________​I learned that Galileo discovered that the Earth is not the center of the universe and that he

discovered that the Earth revolves around the sun​. ​Also, he discovered four large Satellites of Jupiter​.____

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2. TITLE OF WEBSITE: ________________​___Prezi__​_______________________

TODAY’S DATE: ______​November 15, 2017_​_________

ARTICLE TITLE: _______​Galileo Galilei's Contributions to the Scientific Revolution_​___________

URL:​ https://prezi.com/pwcybjz9gp-8/galileo-galileis-contributions-to-the-scientific-revolution/____​_.com

WHAT INFORMATION DID YOU GET FROM THIS ARTICLE?

_______​___I learned that Galileo invented the telescope, discovered sunspots, mountains on the moon, and

inertia. He was tried by the church court for challenging the bible._​________________________________

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3. TITLE OF WEBSITE: _____________________​Quora_​______________________

TODAY’S DATE: ______​November 15, 2017​___________

ARTICLE TITLE: ______​What was Galileo's personality like?​_____________________________

URL: https://_______​_https://www.quora.com/What-was-Galileos-personality-like​______________.com

WHAT INFORMATION DID YOU GET FROM THIS ARTICLE?

I learned that Galileo Galilei had a bold enough personality to stand up to the church__________________
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__​Ms. Johnson’s​
__​ Speech About ​__​Galileo Galilei​
__ ​*EXAMPLE*

Greetings, acquaintances. My name is Galileo Galilei. I was part of the Scientific 

Revolution, which lasted from the year 1550 to about 1700. I contributed to the Scientific 
Revolution because I wanted to learn more about the night sky and the universe. My boldness and 
outgoing personality is what made this possible. 

To begin, I invented many things to contribute to the Scientific Revolution. I invented 

the telescope in the year 1609, which allowed me to better look at the planets and stars. 
Inventing the telescope lead to another discovery of mine, which was spots on the sun. No one 
had ever heard of sunspots before, can you even believe that!? It was a discovery that changed 
the world forever. I also came up with the theory of inertia, which means that an object in motion 
will stay in motion unless an outside force changes its motion. These inventions and theories 
made a lot of people mad, but they were huge steps in the scientific revolution! 

Secondly, I lived such an interesting life! I contributed so much to the field of physics 
that students still study my work today! I also changed the field of astronomy in so many ways, 
one of which being that I discovered the four moons of Jupiter. All of these discoveries started 
making the Church really mad because they thought that my scientific findings were trying to 
prove the bible wrong. In fact, they got so mad that I got tried in court and arrested! Just for 
looking at the sky! How rude! 

Lastly, looking at how my work and how the Scientific Revolution has impacted the 
modern world today, I feel really proud. It is so fascinating to see my discoveries and inventions 
still in practice today. I mean, have you ever looked through a telescope? Of course you have! 
You’re welcome. No, but seriously, the Scientific Revolution has changed the way that everybody 
sees the world and science.  

In conclusion, I, Galileo Galilei, contributed many things to the Scientific Revolution, 

such as the invention of the telescope, the discovery of Jupiter’s moons, and so much more. I 
am so happy to see how much of an impact that my revolution has had on the world today. Now, I 
am a very busy man, and I must get back to my work. Thank you for listening. Goodbye! 

WHO SHOULD I BE? . . . . . . . . . ​Revolutionary Wax Museum

SCIENTIFIC REVOLUTION (1550 - 1700) ● George Washington

● Galileo Galilei​ (Hey! That’s me! Pick ● etc.
somebody else, please!) FRENCH REVOLUTION (1789 - 1799)
● Nicolaus Copernicus ● King Louis XVI
● Johannes Kepler ● Marie Antoinette
● Antoni Van Leeuwenhook ● Napoleon Bonaparte
● Isaac Newton ● Charlotte Corday
● Rene Descartes ● George Danton
● Mary Woolstoncraft ● Camille Desmoulins
● Maria Cunitz ● Jean Paul Marat
● etc. ● Olympe de Gouges
● Maximilien Robespierre
INDUSTRIAL REVOLUTION (1760 - 1840)
● etc.
● George Stephenson
● Richard Arkwright
GREEK REVOLUTION (1821 – 1832)
● Andrew Carnegie
● Manto Mavrogenous
● Robert Fulton
● Yannis Makriyannis
● Samuel F. B. Morse
● Athanasios Diakos
● Alessandro Volta
● Rigas Feraios
● Jethro Tull
● Laskarina Boumboulina
● etc.
● Theodoros Kolokotronis
● Andreas Miaoulis
AMERICAN REVOLUTION (1775 - 1783)
● Nikitas Stamatelopoulos (Nikitaras)
● Molly Pitcher
● Etc.
● Andrew Jackson
● John Adams
HAITIAN REVOLUTION (​1791 – 1804)
● Abigail Adams
● Touissant Louveture
● Margaret Catharine Moore
● Julien Raimond
● Paul Revere
● Vincent Oje
● Peggy Shippen
● Jean-Francois Dessalines
 ● Cécile Fatiman ● Victoria Montou
● etc.

Name ____________________________________________________

Revolutionary Wax Museum Speech Checklist

Guidelines:
1.​ ​Your speech should be between 1 and 2 minutes. No more than two minutes long.
2.​ ​Write in first person. (use I and me)
3.​ ​Focus on your person’s contributions and beliefs about the revolution that they were involved in.

(Follow the steps below. ​Check them off​ once you have completely finished the task).

Step 1: Write the rough draft of your SPEECH.

Speech Outline
1. Introduction:
- ​Start by introducing yourself and what revolution you were a part of
- ​Discuss why you did what you did for the revolution

- Outline your characteristics that helped you accomplish your goals in the revolution
2. Explain major events or inventions that you were involved in and discuss the impacts of them
3. Other important facts about yourself
4. How you feel about the impact of the revolution in the modern world
5. Conclusion

ROUGH DRAFT:

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Step 2: Check your speech rough draft

I have used a hook in my introduction and introduced my person in an interesting way.

​I started my sentences in different ways (fluency).

My speech is ​no more than 2 minutes long​.

I have used the correct grammar, punctuation, and spelling.

I have had my rough draft paper peer-reviewed by my elbow partner.

Step 3: Final Draft!

Write in your nicest handwriting, making changes based on your peer review.
 ​Step 4: Practice your speech!

Practice reading your speech aloud at least 3 times before “Night at the Revolutionary
Wax Museum”.. Read accurately, calmly, and with expression. Have fun with it!

______________’s Speech About _______________________

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