The Way They Lived Then: 9th Grade Research Project
Understanding Material Culture
Human-made artifacts are often portals into parts of the past that are inaccessible by written documents alone. The purpose of the assignment is for students to study a particular object in detail and practice observation and analysis. There will be four components to this project. The first component will be a series of four sketches that will enable students to do a “visual” analysis of their object. The second component will be the creation of a series of research questions that students will generate and try to answer about their object. The third component will be a written analysis of the object based on the study of two or more secondary sources on the time period in which the object was created, as well as an analysis of the way in which the object was used. The fourth component will be an oral presentation—with a PowerPoint—in which students will present their drawings, other visual information that they have accumulated as part of their research, and will give a 3-5 minute talk on their object.
1. Get your object assignment in class. (pre-Nov. 13th)
2. Attend the November 13th session with David Macaulay (if you were absent watch the video here and see his sketches here).
3. Viewing your Object: Go to the museum in which your object is located (plan for your visit to take a minimum of 30 minutes). You must take a photo of yourself with the object.
a. Sketch the appearance of your object (SKETCH #1) in the case and room in which it is located. This sketch should focus on the object’s appearance. Write a 5-7-sentence description of your thought process as you sketched. What did you notice? Was there anything you found especially curious about your object? What questions did you have as you sketched? (Due Nov. 23rd or 24th)
4. How Your Object Works: Create an object diagram (SKETCH #2). How does your object “work/function”? For example, if your object were a suit of armor you could show someone putting it on and/or the way that it protects those who wear it. Also, write a 5-7-sentence description of what your thought process was as you did this sketch. (Due Nov. 23rd or 24th)
5. Imagining Your Object
a. Visual Component: Create an “alternate hypothesis sketch” (SKETCH #3) of your object. (Think back to when David Macaulay demonstrated this approach). Think of something else that someone could do with your object and draw them doing it. For instance, if your object was a water jug, think about how it could be used as a vase. Or if your object is a chamber pot, perhaps you could draw it turned over being used as a stool.b. Written component: Write a 5-7-sentence description of what your thought process was as you did this sketch. (Due December 2nd or 3rd)
6. Questioning Your Object:
a. Create four research questions. These questions should reflect what information you want to know about this object and the people/society who used/owned/possessed/manufactured the object. (Due December 2nd or 3rd)
b. Scan (if you need help with this please check with your teacher in the history lab) one sketch (or multiple drawings into one scan) and send the image and research questions to sketches@dalton.org for posting onto the Sketchbooks blog. Your email must include their history section (ex. Gund, Section D) as your sketches will be posted by section. (Due December 7th)
c. Each student will be assigned a sketchbook blog partner. You will log onto the sketchbooks blog (http://blogs.dalton.org/sketchbooks/category/the-way-they-lived-then/) and look at your partner’s sketch and research questions. You will critique your partner’s research questions by leaving comments (5-7 sentences) on the sketchbooks blog (logging into the blog is not required to leave comments). (Due December 10th or 11th).
7. Your Object and Its Culture
a. Read one secondary source relating to your object (this will be provided).
i. Make a lab, discuss ways in which this source addresses your questions.
ii. Write an annotation of this source. (Due January 16th or 17th)
b. Library Day (This day will be during the first week back from break): Meet with library staff during class to find one more secondary source relating to your object.
i. Write an annotation of this source. (Due January 28th or 29th.
8. Your Object Today: This is your final sketch (SKETCH #4). Find a modern-day equivalent of your object. This could be quite simple: if your object is a cheese grater you could find a cheese grater that you use in your own kitchen. Or it could be something more complicated: if your object is a compass, you might sketch the GPS system in you car. Think about why these objects are “equivalents.” Why is it that similar objects exist in such different time periods? Write a 5-7-sentence description of what your thought process was as you chose your “equivalent” object and did this sketch. (Due February 4th or 5th)
9. Presenting Your Object: Oral presentations (one per day beginning after President’s Day weekend) 3-5 minute talk. This is your chance to share your intellectual journey with your classmates. Using all four of your sketches, present the story of your encounter with your object.
10. Writing about Your Object: Final Paper (6-7 pages)
a. Introduction due February or 10th or 11th
b. Rough draft due February 25th or 26th
c. Final paper due March 18th or 19th
