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Editor's Notes

1. Teachers-We hope that you download the lesson plan prior to sharing the slide deck with your students.
2. Laurie Do you know what an artifact is? Did I hear someone say that they are man-made objects? Well, if you did, you are correct! They are things, old or new, that were made by people, and they give us clues about how that person lived, what they may have believed in, and what was used in their environments.
3. Roxann reads slide Laurie The artifacts that we have with us today are very old, so you may not know what some of them are or how they were used. Take a guess about each artifact. Use your best thinking skills.
4. Roxann reads slide first and then: Once you make your guess, can you conclude or figure out what the object is? Use your good reasoning skills to make a guess. What have you concluded about your artifact? TEACHER NOTES: Inference and draw conclusions–ELA standards Conclude from image- SS standard (K-12) (Grade 2) Ohio’s Learning Standards. Social Studies-Adopted 2018. History Strand- Topic: Historical Thinking Skills- Draw conclusions (K-8)
5. Laurie reads slide.
6. Roxann Here are steps that will guide your thinking as you look at each artifact. Let’s read through these steps. (Read through the poster} So, using these steps did you guess that this artifact is a telephone from long ago? TEACHER NOTES: This Thinking Routine is based on VTS or Visible Thinking Strategies developed by Abigail Housen and Philip Yenawine in 1997. The research by the Isabel Steward Gardner Museum and Harvard’s Project Zero supports this as a simple but effective protocol to teach students how to address something new whether it is in art, history, science, ELA or general life skills. They learn to provide evidence for their thinking which develops critical thinking skills. You may wish to print this to hang in your classroom to guide their thinking while learning the steps. Ask the question and let the students respond. You needn’t correct their suggestions, but respond with “Okay” or “What makes you say that?” Students hear what their peers are thinking and learn that we do not always think the same thing when given the same information. They also learn to evaluate their peers’ comments and agree or disagree silently or aloud. VTS https://vtshome.org/research/ Isabel Stewart Gardner Museum research https://vtshome.org/wp-content/uploads/2016/08/3Gardner-Museum-Thinking-Through-Art.pdf Eighth Grade School Partnership with VTS program research https://vtshome.org/wp-content/uploads/2016/08/13-Adaptation-Final.pdf Harvard’s Project Zero Research and additional thinking routines used across grade levels and domains https://pz.harvard.edu/thinking-routines
7. Roxann Keeping these questions in mind, let’s look at our first artifact.  Let’s Describe the artifact. Let’s Analyze its purpose. How do you think it may have been used? Let’s tell its source or where it came from, or where we could find it. Let’s Explain what materials were used to make this. Now, using the information you have discovered, what did you infer or conclude about this artifact? What were some of your guesses? Here are some clues. It was used by women. It would be found in a bedroom on a dressing table. It would most often be used at the beginning of the day and the end of the day. What are some of your guesses or inferences? What was your conclusion? Did you guess it was….
8. Roxann a hair receiver? (Read the slide.)
9. Roxann These are some examples of women with VERY long hair.
10. ROXANN Here is another way that saved hair was used. This is a hair wreath. A lock of hair had symbolism or meaning. Hair was fashioned to make a wreath as a gift or a remembrance. , TEACHER NOTES: More information- An ancient and worldwide (e.g. China, Egypt, Thailand, Albania, Ukraine, India, Israel, etc.) pre-adolescent custom was to shave children's heads but leave a lock of hair (sometimes several locks) remaining on their heads. Upon reaching adulthood the lock of hair was usually cut off. A common superstition holds that a lock of hair from a baby's first haircut should be kept for good luck. An old Irish superstition holds that it is unlucky to accept a lock of hair (or a four-footed beast) from a lover. A lock of Beethoven's hair, cut from his head in 1827, was auctioned in 1994 through Sotheby's of London.[4] Research on the hair determined that the composer's lifelong illness was caused by lead poisoning. In Victorian times, it was common for bereaved family members to keep locks of hair from deceased children or family members. These locks of hair were seen as mementos and served to comfort the surviving loved ones. These locks of hair were typically kept in lockets though small jars, and in some cases jewelry. Jewelry could include everything from bracelets, to earrings, as well as various types of brooches (see hair jewelery). https://en.wikipedia.org/wiki/Lock_of_hair
11. ROXANN Here is an example of a Mourning Wreath. It was made from women’s hair to remember someone who has died. (Read the slide.)
12. LAURIE Here is our next object. Do you know what it is? Describe it. Analyze its purpose or tell how it was used. Tell its source. Explain its materials. Here is a clue. It was used with shoes.
13. LAURIE Did you guess that it was a button hook? Button hooks came in many sizes and materials. The Higgins Art Gallery & Museum, Bedfordshire, England (previously called Bedford Museum) [[File:HornWoodButtonhooks.JPG|HornWoodButtonhooks]]
14. Laurie Here is a fancy button hook. This was made by Louis Tiffany, an American artist and designer of jewelry and stained glass. This would probably have been an expensive but unique button hook.
15. Click on the underlined heading, “Button Shoes with a Button Hook,” and you will see an interesting video of how shoes were buttoned with a button hook. TEACHER NOTE- If you would like to see a video, click on the link to see how a button hook works.
16. LAURIE- Here is our third object. Can you tell what it is? Remember our thinking steps. First, Describe the object. Second, Analyze its purpose. Third, Tell its source, and fourth, Explain its materials.
17. LAURIE Here are two visual clues that might help you figure out what this is. https://commons.wikimedia.org/wiki/File:Flat-iron-stove_2.jpg
18. LAURIE Did you guess that these are clothes irons? (Read the slide.) …What do you think this saying means? Today it means you are doing too many things at one time.
19. Laurie- Clothes irons have changed over time. This is a clothes iron from 1948. It is almost 70 years old. Notice the cord. It uses electricity. https://commons.wikimedia.org/wiki/File:The_Ladies%27_home_journal_(1948)_(14786133533).jpg
20. LAURIE How about this household item? This is a modern-day iron. Do you notice that it has holes? When water is added to the iron and heated, hot steam will help press the wrinkles in the clothes. https://commons.wikimedia.org/wiki/File:The_Ladies%27_home_journal_(1948)_(14786133533).jpg
21. Roxann This is our fourth artifact. What is it? What are some of your guesses? Let’s go through your thinking steps. Describe the object. Let’s analyze its purpose or use. Can you tell its source? Can you explain its materials? What is your inference or guess? Let’s look at this second photo at the top. I am showing you some clues to help you guess the artifact.
22.  ROXANN Did you guess that this was a candle mold? People of the 1800s used molds to make candles. Candles were used for light once the sun went down. These were made by hand using animal fat or tallow until the 1850s. The animal fat was melted, and then poured into the molds over a string. This string was the wick of the candle. Once the hot, liquid fat would cool and harden, the candles were removed from the molds to be used. Candles made of animal fat or tallow would smell bad when they burned, but they were needed to light homes, especially during long winter nights. People began to use wax instead of animal fat after 1850. These lasted longer and smelled much better. Although we still use candles today when we celebrate a special occasion, what do we use to light our homes? Information compiled from: THE CALIFORNIA MUSEUM • 1020 O STREET • SACRAMENTO, CA 95814 • (916) 653-7524 • WWW.CALIFORNIAMUSEUM.ORG Dare to Make History The California Museum › filesPDFWeb resultsArtifact of the Month Candle Mold - California Museum
23. ROXANN –Here is a painting of a girl from long ago reading by candlelight. https://commons.wikimedia.org/wiki/File:Jeune_Fille_lisant_une_lettre_%C3%A0_la_bougie_Jean-Baptiste_Santerre.jpg
24. LAURIE These are the last artifacts that we would like to share with you. What do you think these are? Let’s go through our thinking steps. First, Describe the objects. Second, Analyze their purpose or how they may have been used. Third, can you Tell their source or where they came from? Fourth, Explain the materials. What are your guesses? Do these look similar to something you use today?
25. LAURIE Here is a clue. Let’s look at it together. Would you like to read it with me? (Read the left page.) https://www.gutenberg.org/files/14640/14640-pdf.pdf Project Gutenberg has over 60,000 free eBooks. This PDF of the First Eclectic McGuffey Reader published in 1900 serves as an example of teaching and learning at the turn of the 20th century.
26. LAURIE Did you guess that this was a reading book? (Read the slide)
27. LAURIE Today, first graders have many book choices. Have you enjoyed any of these?
28. ROXANN Think about the artifacts we showed you. Many of them are from the past.
29. ROXANN (Read the slide.)
30. ROXANN Here is a fun sorting game we think you will like. See if you can match the objects from Long Ago or Then, to objects we Use Today, or Now. You will click the blue colored instruction that says, “Click Here to play the Game.” When you click on two objects that you think match, the area around the objects will turn green if you are correct, or red if your guess is wrong. And don’t forget that once you match an object that was used ‘Then’ to an object that is used ‘Now,’ be sure to remove it from the game by clicking on it. This will help you! Good luck!“  
31. LAURIE Here is something you might do. (Read the slide.) This Photo by Unknown Author is licensed under CC BY-SA-NC
32. LAURIE Here is an example of a Then and Now activity. Draw a picture of an item from Then or from the past. Next, draw a picture of the item from Now or today. Include several details in your drawing.
33. LAURIE Here is another way of comparing objects of the past, or Then, to objects of the present, or Now. The light blue circle above the old fashioned telephone shows characteristics of the object from Then. It has a dial, and it has two parts that are connected with a cord. The light blue circle above the cell phone which we use now has buttons, apps, and a camera. Look at where they overlap. These are the characteristics that they have in common. They both use a cord, they can be black and shiny and have ring tones. They are used to make phone calls. Think about what you might write as attributes or characteristics for each of the Then and Now artifacts. TEACHER NOTES: Ohio English Language Arts Learning Standards- Grade 1 –Attributes Ohio Social Studies Learning Standards- Grades 1-3- Characteristics
34. LAURIE (reads slide.)
35. Read All together- each person one phrase.
36. ROXANN Those are all the artifacts we have to share with you today, but we have many more at the Delaware County Historical Society to view. We hope you will come and visit us at our two museums some day soon! In the meantime, look around your home and see if you have any man-made objects that give clues about YOUR life! Goodbye!