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Summary and Objective
Students will learn that tools they use for basic tasks today are different from tools that were used in the 1800s. They will learn how objects or artifacts of everyday life in the past tell us how ordinary people lived and how everyday life has changed.
Through observing pictures of artifacts, students will theorize the use of each 1800's artifact. After sketching the artifact and theorizing about its use, students will read the actual use of the artifact, reflect on what that tells us about life in the 1700s, and consider why it is no longer used in the present.
Teaching Plan
Step 1.
Prep: Print out pictures of the artifacts. Label the pictures #1-5. On the back of each picture place the description that accompanies it. Prepare a grid on the board/overhead projector. Down the side of the grid should be the numbers one through five with room to write the name of the artifact. There should be three additional columns: 1.What they thought the tool was used for, 2.What this tells us about life in that time period, and 3.Why is this artifact no longer used.
Step 2.
Print out student booklets, one for each student.
Student booklets should have the following information on each page.
1. Item #
2. Box to sketch the item
3. Directions:
A. Sketch the artifact
B. What do you think this tool was used for?
(with lines for written response)
C. Flip the artifact picture over and read about the tool and how it was used.
D.What does this tool tell us about life in the 1700s? (With lines for written response) E. Why do you think this tool isn't used anymore? What has replaced this tool? (with lines for written response)
Step 3.
Form five groups within your class. Pass out student booklets. Explain that the students will be seeing five artifacts from the 1800's. It is their job to sketch each artifact, as a group try to figure out what it was used for, read about what it actually was used for, reflect on what that tells us about life in the 1800s, and hypothesize why it is no longer used.
Step 4.
Hand out one artifact picture to each group. Remind the group not to turn the picture over until they have sketched the artifact and hypothesized the original use of the artifact. You may want to set a limit of one minute for sketching.
Step 5.
After approximately 6-7 minutes shift the pictures to another group until each group has worked with each picture.
Step 6.
Discuss the students' findings as a whole class. Pay particular attention to why the artifacts are no longer being used and what each artifact tells us about life in that time period. Fill in the grid as a class as each artifact is discussed.
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