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Students will use the Hands-On History Kits as "Biography Bags" to understand the diverse population during the Colonial Era. These communities include men, women and children from English, African, Native American, enslaved and free backgrounds.

By the end of this unit, students will have a complete understanding of the population of the Colonial Era through an investigation of historical artifacts and analysis of primary and secondary sources.

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"People and Pockets of the Past" Integrating Primary Documents and Artifacts into a Colonial America Unit

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School:
Chisholm Elementary School 
Subject:
Social Studies 
Teacher:
Elizabeth Ditslear 
 
Tammy Ciaramella, Lorrie Schwartz, Miranda Solms 
Students Impacted:
85 
Grade:
Date:
September 3, 2019

Investor

Thank you to the following investor for funding this grant.

 

FUTURES - $379.58

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Goal

Students will use the Hands-On History Kits as "Biography Bags" to understand the diverse population during the Colonial Era. These communities include men, women and children from English, African, Native American, enslaved and free backgrounds.

By the end of this unit, students will have a complete understanding of the population of the Colonial Era through an investigation of historical artifacts and analysis of primary and secondary sources.  

 

What will be done with my students

This summer, I had the incredible opportunity to participate in the Colonial Williamsburg Teacher Institute. The following lesson was one that we all were able to participate in during the week-long seminar and I knew immediately that I wanted to use this with the fifth graders at Chisholm. This lesson introduces the concept of discovering hands-on artifacts with a variety of "bags" that people would carry with them during the Colonial Era. After much collaboration and discussion of the items in our bags, our groups decided whom they could possibly belong to. Then, the teacher leader gave us all our primary documents to analyze to determine if we were correct. It was incredibly engaging and educational. This lesson plan was taken from the teacher institute resource library found here:

https://resourcelibrary.history.org/sites/default/files/BiographyBags.pdf

This lesson would be done in coordination with our study of the Colonial Era in the second quarter of school.

First, students would discuss what primary and secondary sources are and perhaps give examples from previous studies in fourth grade. The teacher will also ask guiding questions about primary and secondary sources to be sure students have a grasp on the concepts before continuing. Next, students will be divided into groups and given a biography bag. All group members will explore the contents of the bags and brainstorm why this unknown person would need such things. After sharing their findings with the other groups and then sharing with the entire class, students will be given the primary documents which contain biographies of specific people that would carry their bag. After analysis, students will determine if their hypotheses were proven true or not and match the artifacts to clues in the documents. The teacher may decide to extend the lesson by inviting students to further research other biographies from this time period.





 

 

Benefits to my students

The integration of these four hands-on history kits will benefit Chisholm's 85 fifth grade students by supplementing the history textbook with primary sources and artifacts that represent historical figures in the Colonial Era. Prior to analyzing the documents, students will formulate their own hypotheses about who these figures in history could be based on the clues in the kits. This allows students to collaborate and think critically. After collaboration, students will benefit from the use of primary documents to increase literary analysis of informational text and social studies standards in Early American History.

5th Grade Social Studies Curriculum Standards:

SS.5.A.1.1 Use primary and secondary sources to understand history.
Students will:
•analyze primary and secondary sources.
•draw conclusions from primary and secondary sources.
•use primary and secondary sources to interpret historical events.

SS.5.A.1.2 Utilize timelines to identify and discuss American History time periods.
Students will:
•identify events or dates from a timeline.
•order historical events using a historical timeline.
•interpret information from historical timelines.

SS.5.A.4.4: Demonstrate an understanding of political, economic, and social aspects of daily colonial life in the thirteen colonies.
Students will:
•describe the main industries and occupations of the thirteen colonies.
•describe how governments developed in the thirteen colonies
•explain the role of religion in the thirteen colonies.

SS.5.A.4.6: Describe the introduction, impact, and role of slavery in the colonies.
Students will:
•describe the cultural and economic factors that contributed to the introduction of slavery in the
British colonies.
•Explain the difference between indentured servitude and slavery.
•describe what the slave trade was and its impact on African lives.
•describe the role of slavery and evaluate how it impacted colonial development

SS.5.E.1.2 Describe a market economy, and give examples of how the colonial and early American economy exhibited these characteristics.
Students will:
•define the term, “market economy”.
•identify examples of how the colonial and early American economy exhibited characteristics of a market economy.
•explain how supply and demand work in a market economy.

SS.5.E.2.1: Recognize the positive and negative effects of voluntary trade among Native Americans, European explorers, and colonists.
Students will:
•explain the positive and negative effects voluntary trade had among Native Americans, European explorers, and colonists.
•Identify trade items that were exchanged by Native Americans, European explorers, and colonists.
•analyze the short and long-term effects voluntary trade had among the Native Americans, European explorers, and colonists.

SS.5.C.2.2 Compare forms of political participation in the colonial period to today.
Students will:
•describe forms of political participation in the colonial period.
•identify ways citizens participate in the political process today.
•compare forms of political participation during the colonial period to forms of political participation today.

 

 

Budget Narrative

These cost descriptions are taken from the Teaching Resources Page from Colonial Williamsburg Education

Soldier's Haversack Bag and Contents:

A stout canvas bag with a shoulder strap used to carry a soldier's rations and personal belongings. This Revolutionary War haversack carries a copy of the Virginia Gazette newspaper, a penny whistle, dice, a musket ball, flint and steel, a tin cup, a cockade, and playing cards.

Lady's Pocket Bag and Contents:

Women tied on their pockets and reached through slits in their petticoats to retrieve the personal items they kept there. This lady's pocket contains a fan, a wig curler, sewing implements (needle case and wax animal), coins (pieces of eight), a seal and wax, Aesop's Fable cards, and a receipt.

American Indian Bandolier Bag and Contents:

Excite your students' imaginations with this kit: a powder horn, a clay pipe, 3 strings of trade beads, swatches of deerskin and red wool broadcloth, 6 pieces of trade silver, a small wooden spoon, and a musket ball, all stored in a cotton canvas bag like those used by eighteenth-century American Indians.

Slave's Bag and Contents:

Slaves often carried their personal belongings in a bag or basket. This simple drawstring fabric bag contains a bill of sale, an oyster shell, flint and steel, a wooden spoon, a pewter button, a piece of chain, a feather quill, and a pair of stockings.
 

 

Items

# Item Cost
1 Soldier's Haversack Bag and Contents $100.73
2 Lady's Pocket Bag and Contents $63.69
3 American Indian Bandolier Bag and Contents $94.67
4 Slave's Bag and Contents $64.49
5 Tax and Shipping Costs $56.00
  Total: $379.58

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