John Adams Scavenger Hunt by Vanna Owens Introduction: All of these items are actual pictures of items owned by John Adams, or something similar to what he would have owned. Adams was known to smoke a pipe when working. The painting of Braintree shows the home that John and Abigail lived in later in their life. The family home was then passed down to their children and grandchildren. It is now a museum preserving the history of this historic family. John Adams was a member of the gentry society due to his hard work and determination. Grade Level:5 th Learning Outcomes: • The students will be able to compare and contrast three items related to John Adams and use those items to draw conclusions about the social strata these items would represent. • Students will be able to write about the ways that those items are related to John Adams and the things that they reveal about him. Time Required: 1 class period (about 1 hour) Materials: • Copies of Lesson Images (glued onto larger paper) • Object Analysis Journal Pages (copied front and back, one per student) • Material Culture Analysis Worksheets answer keys: for use to check the Object Analysis Journal Pages • Rubric • Variety of resource books on John Adams and the colonial time period Setting the Stage: Before beginning the lesson: Make a copy of each of the artifacts and glue them to large pieces of butcher or poster paper. Post them on the walls around your classroom. Activities: 1. Divide students into 3 groups. Within these groups, students will use the pictures of the artifacts to record in their journals what inferences they can draw from them. 2. Assign students an artifact image to start at with their group. While at that image station, they need to fill in their journal page about what they infer about the characteristics, function, context, and comparison to today. They can discuss it with their group while at the station and filling in their journals. 3. After about 1015 minutes, ask students to rotate to the next image station. They need to again fill in their journals and discuss with their group. 4. After about 1015 minutes, ask students to go to the last image station. Students can then fill in their last page of their journals and discuss with their group.
Transcript
John Adams Scavenger Hunt by Vanna Owens
Introduction: All of these items are actual pictures of items owned by John Adams, or something similar to what he would have owned. Adams was known to smoke a pipe when working. The painting of Braintree shows the home that John and Abigail lived in later in their life. The family home was then passed down to their children and grandchildren. It is now a museum preserving the history of this historic family. John Adams was a member of the gentry society due to his hard work and determination. Grade Level: 5th Learning Outcomes:
• The students will be able to compare and contrast three items related to John Adams and use those items to draw conclusions about the social strata these items would represent.
• Students will be able to write about the ways that those items are related to John Adams and the things that they reveal about him.
Time Required: 1 class period (about 1 hour)
Materials: • Copies of Lesson Images (glued onto larger paper) • Object Analysis Journal Pages (copied front and back, one per student) • Material Culture Analysis Worksheets answer keys: for use to check the Object Analysis
Journal Pages • Rubric • Variety of resource books on John Adams and the colonial time period Setting the Stage: Before beginning the lesson: Make a copy of each of the artifacts and glue them to large pieces of butcher or poster paper. Post them on the walls around your classroom. Activities: 1. Divide students into 3 groups. Within these groups, students will use the pictures of the
artifacts to record in their journals what inferences they can draw from them. 2. Assign students an artifact image to start at with their group. While at that image station,
they need to fill in their journal page about what they infer about the characteristics, function, context, and comparison to today. They can discuss it with their group while at the station and filling in their journals.
3. After about 10-‐15 minutes, ask students to rotate to the next image station. They need to again fill in their journals and discuss with their group.
4. After about 10-‐15 minutes, ask students to go to the last image station. Students can then fill in their last page of their journals and discuss with their group.
5. Guide students in meeting with their group to discuss what social status they think this person is. What clues lead them to believe that? Do they think it is a male or female that would own these items? Why?
6. Ask each group to share out the specifics of one of the items they studied. Discuss as a class what conclusions they can draw from the items. What does that tell them about John Adams? If you have not told the class who the items belong to, you can reveal that now.
7. Using the resource books, students need to write 1-‐2 paragraphs about John Adams and the three items they have studied. They need to include details about what the items represent in John Adams’s life, as well as in society during the colonial time period. What did they learn about John Adams through this activity? This will be evaluated by the accuracy of their paragraphs and the detail in which they write about what they have learned.
Modifications and Accommodations: • Give each student a copy of one of the items to study rather than traveling around the
room to three stations. • Let students work with a partner to complete the analysis journals. • Include books about the item or topic at each station for students to refer to when
filling in their journals. • Ask students to find items in their own homes that are the same or similar to the items
shown. They could then compare and contrast the items. • Let students find an additional item that they think relates to John Adams. They can
make a podcast about it. Let them write the script and then record it. Extensions:
• You could extend this activity with a writing assignment. Students could write an essay about how they think these items represent John Adams. What do the items tell you about the person he was? What do they tell you about what social strata he would have fit into?
• Incorporate math into this activity. Ask students to find out how old each of these objects are by subtracting the date they were created from the current year. Why do your students think these items are still around after all this time has passed?
• Students could choose their own person of the past to research and find items that represent them. It could be like a classroom museum in which students set up little stations with the items that represent their person they have chosen to research. They could share their research and why they chose the items that they chose with other classmates.
Standards
• OK S.S. C3 objective: 3.6: Identify and explain the contributions and points of view of key individuals and groups involved in the American Revolution including Patrick Henry, Samuel Adams, John Adams, Abigail Adams, Paul Revere, Benjamin Franklin, Thomas Jefferson, Mercy Otis Warren, Phyllis Wheatley, the Sons and Daughters of Liberty, patriots, and loyalists by drawing information from multiple sources.
• CCSS.ELA-‐Literacy.W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
Material Culture Analysis Worksheet: Object 1: John Adam’s Secretary Desk Image or URL as needed: http://www.thomasjmacdonald.com/content/galleries/historical-‐
Characteristics: What can you tell about this object’s:
• Materials? Wooden • Design? Stand-‐up secretary desk • Age? Old-‐from the colonial time period • Value? Very valuable because it was
owned by John Adams
Interpretations: -‐not ornately decorated -‐John Adams used it to write letters and conduct his law business and presidency. -‐Books are stacked on top-‐he was an avid reader.
Function: What do you think is its intended purpose? John Adams used it to write letters, conduct his law business, and work as the US President. How would one use it? Storage, writing
Interpretations: -‐John Adams was a big letter-‐writer -‐John Adams preferred to stand while writing due to the style of desk is a standing desk.
Context: What does it tell you about the people who made it? It is well made and has lasted hundreds of years. What does it tell you about those people who used it? The Adams family took good care of the object, considering it is still around today. In what time period would this object be used? Colonial time (1700’s) Under what circumstances was it used? John Adams used it for his law business and later when he was president of the US.
Interpretations: -‐This was an important piece of furniture to John Adams, considering how much he used it. -‐He took good care of it and so did the rest of his family, hence the reason it is still around today.
Comparison: Do we use something similar today? If so, what? I would compare it to a nice piece of furniture that someone has handed down from generation to generation. Possibly an antique desk or computer desk.
Interpretations: -‐While this is comparable to furniture we own today, the value of the written word is not the same today. People do not write as many letters as they used to. Technology has changed the way writing is looked at today, therefore changing the look and needs of a desk.
Additional Thoughts: What else would you like to know about this object? It has books stacked on top, I wonder who the books belonged to and what the titles are. Is there anything else you observe?
Interpretations: -‐This desk was used by John Adams for many things that shaped and changed our country.
Material Culture Analysis Worksheet: Object 2: John Adams’s House Image or URL as needed: http://www.nps.gov/media/photo/gallery.htm?id=1F8C911F-‐155D-‐
451F-‐6712F0ED6B292436
Characteristics: What can you tell about this object’s:
• Materials? 3-‐story home built of wooden siding and brick chimneys on the ends.
• Design? Siding with a carriage out front • Age? Built in 1731-‐looks old based on the
carriage and style of painting • Value? Now a memorial
Interpretations: -‐Family must have been wealthy based on the size of the home and landscape. -‐Must be from colonial time period based on the carriage and dress of the people inside the carriage.
Function: What do you think is its intended purpose? Living inside, shelter How would one use it? To live in
Interpretations: -‐This is a large home for the colonial time period, so you can tell that someone of importance or money lived in it
Context: What does it tell you about the people who made it? House was built for a wealthier person What does it tell you about those people who used it? Must be wealthy enough to afford it and maybe had a large family to need such a large house In what time period would this object be used? 1700’s Under what circumstances was it used? It was used to live in and house family
Interpretations: -‐This house was used as the primary residence for the Adams’ Family for four generations. -‐The house was in a secluded area which allowed them to escape the busy city while being home.
Comparison: Do we use something similar today? If so, what? We still live in houses today.
Interpretations: -‐This house is much like a mansion or large house today. However, this house is still standing and is now a memorial today. The outside of the house still appears like a house would today.
Additional Thoughts: What else would you like to know about this object? The house looks like it is still in great shape when this painting was done. Is there anything else you observe?
Interpretations: -‐It would be nice if this picture also showed the inside of the house. That would reveal more information about the contents and people that lived there. There are people in the carriage out front. Not sure who they are supposed to be.
Material Culture Analysis Worksheet: Object 3: Pipe Image or URL as needed: http://emuseum.history.org/view/objects/asitem/search@/23/title-‐asc?t:state:flow=4bd3dc5b-‐f0bf-‐46a1-‐98ef-‐a74f0c93333d Acc. No. 1952-‐523 Characteristics: What can you tell about this object’s:
• Materials? Metal or pewter • Design? Long, stem with conical bowl • Age? 1770’s • Value?
Interpretations: -‐Owned by someone who smoked tobacco
Function: What do you think is its intended purpose? Smoking tobacco How would one use it? For smoking
Interpretations: -‐This person used a pipe to smoke tobacco.
Context: What does it tell you about the people who made it? Made of pewter What does it tell you about those people who used it? He or she smoke tobacco regularly In what time period would this object be used? Colonial time period Under what circumstances was it used? Probably during entertaining or working
Interpretations: -‐This item could have been used during the tobacco boom in colonial America.
Comparison: Do we use something similar today? If so, what? People still use pipes to smoke tobacco today, but more is known about the dangers of tobacco usage.
Interpretations:
Additional Thoughts: What else would you like to know about this object? Would love to know what specific type of pipe John Adams used. How often did he use it? Is there anything else you observe?
Interpretations: -‐John Adams probably used his pipe while he was working, writing, entertaining, etc.
Rubric
CATEGORY 4 3 2 1
Function described in journal
Theorizes several functional elements of an object and reasonably describes its intended use.
Theorizes 1-‐2 functional elements of an object and reasonably relates its purpose.
Identifies a function for the object and tries to relate how it could be used.
Has trouble picking out any functional aspect or purpose for an object.
Context described in journal
Forms a reasonable hypothesis about an object's historical or cultural connections, and is able to support this with evidence from the object.
Identifies some connecting links between an object and historical or cultural contexts, and can support these with evidence from the object.
Can form a few connections between an object and historical or cultural contexts, with limited evidence.
Finds it difficult to place the object in historical or cultural contexts.
Comparisons drawn in journal
Uses reasonable items to compare to current times on all three objects.
Uses reasonable items to compare to current times on two of the three objects.
Uses reasonable items to compare to current times on one of the three objects.
Does not list reasonable items to compare to current times on any of the objects.
Paragraphs Uses historical sources, evidence, and analysis to draw conclusions about an object's past and present significance.
Uses 1-‐2 historical sources, evidence, and analysis to draw conclusions about an object's past and present significance.
Tries to use historical sources, evidence, and analysis, but does not apply them accurately.
Has a limited ability to determine an object's relevance to the past and present.
