chapter 4 h ss

8/9/2019 Chapter 4 H SS

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Thinking Like a HistorianPart One: Posing Questions using Artifacts


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K-5 Historical and Social Sciences

Analysis Skills Analysis skills are found

in the California History-

Social Science Framework.

They are the higher order

thinking skills that are to be

integrated throughout our

standards-based History-

Social Science lessons.

ReadHistorical Analysis

Skills


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Use of Primary SourcesK-5 Analysis Skill #2: Research Evidence and Point of View

Students pose relevant questions

about events they encounter inhistorical documents, eyewitness

accounts, oral histories, letters,

diaries, artifacts, photographs,maps, artworks, and architecture.


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Why are primary sources important?Primary sources are the originalhistorical items such asdocuments, journals, paintings, artifacts, photographs, etc.used by real people of the time period. Primary sources:

Engage students in history by making it real and personal. Expose students to different perspectives.

Provide support forELs, SELs, and SWDs.

Challenge our students to think critically, to use analysisskills, to make inferences, and to develop interpretations andexplanations with evidence.

Promote student inquiry.

Give students the opportunity to study and draw conclusionslike historians do.


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One type of primary source is an artifact.

What are artifacts?

Physical Objects made and/or used byhuman beings.

Clues to the past

Reveal information about a culture,event, or time period.

We study artifacts when we visit museumsand historical sites with our students.


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Examples of Historical Artifactstoys tools money

clothing dishes buttons

games letters weapons

maps furniture journals

cooking utensils musical instruments dolls

more.


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What questions do teachers ask their

students in order to analyze an artifact?

From what material is it made? Who might have used it?

How old might it be? Where might it have been used?

From what time period does it come? What might it have been used for?

What does it tell us about the life

of the people who used it?

What do we use today that is like

this artifact?

What is its size and shape? What does this artifact tell us

What is its color and texture? about the time period?

How much does it weigh? What does it tell about theDescribe any special markings technology of the time period?

What do you wonder when you look at What new questions do you have that

this artifact? you would like to research?


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Artifact Analysis Graphic Organizer Download Artifact

Analysis Graphic

Organizer

Analyze the artifact foundon the next slide.

Think about the questions

found on the artifact

analysis sheet.

Use with a variety

of artifacts from the

same time period to

draw conclusions.


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Try It Study the next photo of a general store in California in the 1800s and

read the sample questions. Think about the following questions. What level of

Blooms Taxonomy is each question? How do these questions promote criticalthinking? What questions would you change or add?

1. What artifacts do you see?

2. Which artifact seems most unusual?Why?

3.W

hat can we learn about the lives of the pioneers by lookingat their artifacts?

4. Compare and contrast stores of today with an 1800s store.

5. How has store merchandise changed over time? Why?

6. Would you have liked shopping in this store? Why or why

not?

7. What caption would you write to go with this picture?

8. What do you wonder after seeing this picture?

9. What new questions can you research?


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The following are ways that Artifact Analysis can be used to

stimulate critical thinking in a History-Social Science Lesson

Use the new questions that were a product of the Artifact analysis tostart student research.

Ask students to add what has been concluded from these artifacts towhat they learned in their textbook as well as new information gained

from other primary sources such as photographs and journals. Doesthe new information support or conflict with the conclusions you havemade?

Use models of artifacts, pictures of artifacts, or visits to museums as aunit opener to generate questions for study.

Use artifacts as a puzzlement to set the stage for a lesson.

Use artifacts as writing prompts. For example: ask students to writean advertisement for the 1800s general store.

Use artifacts to create a museum exhibit. For example: Find photosof artifacts that could have been found inside an 1800s schoolhouse,or inside an immigrants trunk, or in Ben Franklins pocket.


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Task #8 (H-SS)

Review one of the following websites and choose an

artifact that you might use to support one of yourgrade level HistorySocial Science standards.

Identify the website and the artifact selected.

Create a list of10 questions that would require yourstudents to think critically about the artifact anddraw conclusions about the time period. Label eachquestion with the level from one of the Taxonomiesdiscussed.


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Websites Smithsonian National Museum of American History

http://americanhistory.si.edu/collections/index.cfm

Mesa Verde National Park Artifacts galleryhttp://www.nps.gov/meve/forteachers/artifact_gallery.htm

ColonialWilliamsburg e-museum

http://emuseum.history.org/code/emuseum.asp

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