History Lab: INQUIRY 2
An "Object-Inquiry" Unit

 Go back to Table of Contents

VI. Major Guiding Questions

1. What is material culture?
2. How do people learn from objects?
3. How does the study of objects span the disciplines?
4. How can objects be incorporated into the classroom curriculum?

ACTIVITIES:

Each Activity is composed of steps that help students develop skills in artifact analysis, documentation, and contextualization.

1. Storytelling with Objects
2. Apple Buckets to Airplane Parts
3. Mission Fact Find
4. Making a Scene
5. Review, Reflection, and Application

Activity 1
Storytelling Through Objects

OBJECTIVE:

1. To demonstrate the power of emotional response to artifacts and the similarities and differences in "free form" interpretation for each student involved.

OVERVIEW:

1. This activity is used to demonstrate the power of emotion, assumption, and association in the interpretation of artifacts. The activity allows participants to build upon their own knowledge and experience to create a story and short performance relating to an object. Documentation and contextualization are intentionally left out of this activity to demonstrate the necessity of these additional inquiry steps.

The Plan

STEP 1
Assemble groups, assign objects to each group TIME: 10 min.
MATERIALS: Selection of 10 artifacts, some that relate directly or indirectly to others

DESCRIPTION:

1. Place artifacts on tables or chairs in various locations throughout the room.
2. Divide students into groups of four or five.
3. Assign each group an object and have them assemble near the object. Students may not yet handle the object.

STEP 2:
Creating Immediate Impressions
TIME: 10 min.
MATERIALS: same as in Activity 1

DESCRIPTION:

1. While sitting in a circle, each member of each group will hold the artifact and without saying anything else, use one adjective to describe the object. No adjective can be spoken twice within a single group.
2. Group members pass the artifact from person to person, saying nothing but their chosen adjectives until all have spoken.

STEP 3:
Second Sights
TIME: 10 min.
MATERIALS: as above

DESCRIPTION:

1. Using the same technique as before, groups pass the object from person to person, this time each member uttering a single verb that they feel applies to the object.

STEP 4:
Constructing Sentences
TIME: 15 min.
MATERIALS: as above

DESCRIPTION:

1. Now each group member constructs a sentence that uses both the verb and the noun to either describe the object or the feelings/thoughts it provokes.

STEP 5: Building Stories
TIME: 15 min.
MATERIALS: as above

DESCRIPTION:

1. The objects once again are placed on their tables or chairs for safe keeping
2. Each group works together to create a story about the object using, where possible, the sentences or adjectives and verbs to tell a story about the object.
3. Each group member must prepare to share one sentence of the story as part of a group presentation.

STEP 6: Adding Movement and Dimension
TIME: 20 min.
MATERIALS: as above

DESCRIPTION:
Each group must identify a way to use their bodies to kinesthetically support the telling of the story. All members must participate.
This may include:

• still poses
• movement that suggests the use or function of the object
• movement or shape that suggests how the group feels about the object

STEP 7: Presentation
TIME: 30 min.
MATERIALS: Space for group presentations

DESCRIPTION:

1. Each group places their object on a chair in front of the class so that it is clearly visible during the presentation.
2. Each group presents their story, with the format being the following:
• Beginning "shape" is assumed by the group
• Each member speaks a sentence of the story in turn
• Movement is incorporated as necessary to support the story
• Presentation is not to exceed 5 minutes per group

Activity 2
Apple Buckets to Airplane Parts

1. OBJECTIVE: To teach students the first step of artifact analysis.
2. OVERVIEW: Participants divide into teams, and each team is given an artifact to examine and analyze based on the "process, precedent, and purpose" method. Teams then develop a hypothesis that will be proven or disproved in Activity 3.

STEP 1: Introduction
TIME: 30 min.
MATERIALS: Overhead projector and transparencies or computer with projector

DESCRIPTION:

1. Review Activity 1 and discuss the differences between emotional response to artifacts and analytic analysis.
2. Describe the activity and the "3-Ps" approach to artifact analysis.
3. Explain that this approach is intended to begin with an objective view of the object and conclude with a more subjective hypothesis that can then be supported through research conducted in Activity 3.
4. Divide group into teams of two people each, then:
• Assign artifacts to each team
• Post an Inquiry Organizer for all teams to see or provide each team with a copy

STEP 2: Process Survey
TIME: 30 min.
MATERIALS:
Artifacts for each two-person team
Microscope
Samples of known materials
Reference books of makers marks

DESCRIPTION:

1. Begin by explaining the method by which materials can be identified and how material can provide clues to location and time period
2. Teams begin by answering the following questions (rationale for each answer must be included, even if they are simply based on assumption):
• What is the artifact made of? What do they look like?
• Does it have any manufacturer's marks? If so what do they say?
• By what process was the object made?
• Do you think that the object was used by the same people who made it?
• How was the object intended to be used?

STEP 3: Purpose Survey
TIME: 20 min.
MATERIALS: as above

DESCRIPTION:

1. Teams continue observation of the object to answer the following questions (including rationale):
• What is the object's intended use? Are there any indicators of altered use?
• What culture might the object represent? What aspects or values of the culture does the object suggest?

STEP 4: Precedent Survey
TIME:
Step 1: 20 min.
Step 2: 10 min.
Step 3: 15 min.
MATERIALS: as above, PLUS contemporary artifacts (1 for each team)

DESCRIPTION:

1. Teams work together to answer the following questions:
   • What technologies does this object suggest were available to the people who made and/or used it?
   • What time period do you think the object represents? How do you support this?
   • What objects or ideas came before this artifact that "set the stage" for its development?
2. Teams identify one of the contemporary. artifacts set out by instructor that bears a relationship to their object.
3. Teams prepare a short presentation on their object and its contemporary counterpart.

STEP 5: Conclusion
TIME:
35 minutes (3 minutes each team for presentation)
MATERIALS: Table on which to place artifacts during presentation

DESCRIPTION:

1. Each team presents their artifact and its contemporary counterpart to the group.
2. Discussion of "precedent" and its relationship to studying objects.
3. Discussion of synchronic and diachronic analysis of artifacts.

Activity 3
Mission Fact find

OBJECTIVES:

1. To teach the many options for researching and documenting objects.
2. To use a variety of source materials to prove or disprove hypothesis about the object's use and cultural significance.

1. OVERVIEW: Teams exchange information about their artifacts, trying to identify connections between their artifact and one or more of the other teams' artifacts. Assumptions are made about these connections and are then proven through documentation. The ultimate product of this inquiry phase is identification of the objects being studied.

The Plan

STEP 1: Introduction
TIME: 10 minutes
MATERIALS: none

DESCRIPTION:

1. Provide advanced organizer that outlines the activity and its expected outcomes.
2. Discussion of inquiry and assumption process and introduction to the hypothesis/ documentation phase to be accomplished in Activity

STEP 2: Idea Exchange
TIME: 15 min.
MATERIALS: Overhead with transparencies to map artifact relationships

DESCRIPTION:

1. In marketplace situation, each team identifies at least one other team who has a related artifact (this relationship can be based on function, construction, culture group, time period, or material type). Each team joins with one other team to form a working group of 4-5 people.
2. Team groups share their objects and describe the supposed relationship between them. Instructor maps each team's artifacts, drawing lines between them and noting the described relationship.

STEP 3: Deduction
TIME: 15 minutes
MATERIALS: team artifacts

DESCRIPTION:

1. Each expanded team forms a hypothesis about their artifacts' use and cultural significance based on collected data.
2. For each artifact, list two additional questions or unknowns.

STEP 4: Speculation
TIME: 1 hour
MATERIALS: Resource materials, books, magazines, catalogs, and photos

DESCRIPTION:

1. Testing of hypothesis and answering the unknowns through research — comparison and utilization of other sources.
2. Formation and testing of new hypothesis or refinement of existing hypothesis if research uncovers conflicting information.

STEP 5: Identification
TIME: 30 minutes
MATERIALS:
Student notebooks; sample collections forms

DESCRIPTION:

1. Verify object's identity — utilization, maker, user/owner, cultural significance.
2. Participants notate the following and hand in:
— time; place of origin; place of use; cultural significance.

STEP 6: Conclusion
TIME: 30 minutes
MATERIALS: as above

DESCRIPTION:

1. Instructor reviews the work of each team to make sure that all necessary information has been gathered in preparation for Activity 4.
2. Discuss availability of research resources for classroom use.

Activity 4
Making A Scene

OBJECTIVES:

1. To provide students with a sample project that builds first-hand understanding of the contextualization phase.
2. To place the object in its historical context, while also conveying to others the its significance as a functional or cultural object.
3. To assess the participants' historical knowledge and critical thinking skills.

OVERVIEW:

1. Based on the information previously gathered, students plan a movie set and a short story that describes the action intended to take place there.
2. NOTE: This activity is considerably condensed in the workshop setting. The Culminating Activity explores ways this activity and others can be used in the classroom.

The Plan

STEP 1: Introduction
TIME: 55 minutes
MATERIALS:
Overhead transparency or white board; 7 markers for posting organizer; videos (2); final product example

DESCRIPTION:

1. Present advanced organizer that outlines activity and its expected outcomes.
2. Present examples (film clips, non-fiction and fiction stories, samples of end products)

STEP 2: Identification
TIME: 40 minutes
MATERIALS: Reference materials (photos, catalogs, etc.)

DESCRIPTION:

1. Drawing from information gathered in Activity 3, students identify a time, place, and situation on which to base a "movie set."
2. Write a short description describing the setting.

STEP 3: Script Writing
TIME: 30 minutes
MATERIALS:

DESCRIPTION:

1. Write a short script that involves character interaction with the object.
• Script may involve up to four characters

STEP 4: Set Decoration
TIME: 30 minutes
MATERIALS: Resource materials as above

DESCRIPTION:

1. Identify five aspects of the setting that are unknown — for example, other objects, architecture, costumes, graphic elements.
2. Research one of these items to verify and ensure historical accuracy.

STEP 5: Building the Set
TIME: 1 hour
MATERIALS: Resource books, copy machine, glue, posterboard, drawing materials, tape, Exacto knives, rulers

DESCRIPTION: v

1. Create a set illustration that identifies each aspect of the setting, including the objects and characters.

STEP 6: Conclusion
TIME: 15 minutes p/team
MATERIALS: Space for presentations

DESCRIPTION:

1. Presentation of all student projects
• description of setting
• reading of script, demonstrating interaction with object
• justification of research and choices
• comment on classroom application

Activity 5
Review, Reflection, and Application

1. OBJECTIVE: To review the methodology of analyzing, documenting, and contextualizing artifacts as a source of historical evidence.
2. OVERVIEW: This activity culminates the unit by providing the opportunity to examine related disciplines and their potential sources of information as well as to review the guiding questions listed in section VII.

The Plan
STEP 1: Review of Methodology
TIME: 60 minutes
MATERIALS: Overhead projector or laptop w/projector; bulletin board and push pins

DESCRIPTION:

1. Post each team's products on bulletin board.
2. Review all, drawing comparisons and identifying additional connections between objects.

STEP 2: Interdisciplinary Reflection
TIME: 50 minutes
MATERIALS: as above

DESCRIPTION:

1. Identify what disciplines are represented in the group's projects.
2. Identify and discuss other disciplines that could provide additional information or methodology to any of the activities.
3. Object mapping exercise that allows a participant to select a hypothetical object and map the disciplines related to it or its analysis.