Before children look at the student WIP page, they first need to indiviudaully draw a picutre of them and their family. Encourage students to include deatils such as: clothing, the house they live in, and favorite family activities. When students are finished, collect their art work
way you dress, play, and behave today is different
from the way Colonial children
be a list of sub-questions that will be asked as well.
Type(s) of Data
Defining Important Terms
battledores - a type of reading book used during Colonial times to teach phonetics
breeches - pants that reach to or just below the knees. Men and boys wore breeches in the past
Colonial - a time in history from 1500 to 1766 referring to when America had colonies
doublet - a jacket
garter - a strap or band that holds up a stocking or sock
hornbook - a small wooden paddle with just one sheet of paper glued to it that helped the students with phonics
petticoat - a skirt that is made to be worn underneath a dress or outer skirt by women or girls
Pilgrim - one of a group of English settlers who founded the colony of Plymouth in New England in 1620. Pilgrim comes a Latin word that means foreigner
stockings - a snug, knitted covering for the foot and leg
waistcoat - a man's vest. An
elaborate garment, with or without sleeves, formerly worn men, so as to show
under the doublet
The photographs, trade books, and their own drawings
charts and concept
There is often a giant leap from defining the type(s) of data desired and actually finding the data. Providing guidance to students in finding the necessary data may be necessary.
These are books that descibe the clothing and daily lives of colonial children.
Raw data/information usually has to be manipulated before it can answer any questions. Students might be unaware of how data can best be manipulated, so teacher guidance may be appropriate.
In small groups, students will develop a concept map about what they observed from the three pictures provided on the student page. (Hook)
Once students have developed their concept maps in their small groups, each group will share out to develop a collaborative concept map. Student share out to the whole class in order for the class to have the same background knowledge. (Individual knowledge becomes community knowledge)
Teacher will distribute previously collected family portraits. In small groups, students will develop a concept map about what they observed from each others family picture.
Once students have developed their concept maps in their small groups, each group will share out to develop a collaborative concept map. Student share out to the whole class in order for the class to have the same background knowledge.Both concept maps will be displayed for the students to use as a reference.
Ask the children if the infromation they have gathered so far are the only similarites and differences between colonial children and children of today. Then students would work with a partner to analyze different resources and fill out the comparison chart.
No result is meaningful unless communicated appropriately. Discussion of findings should be supported. There may or may not be definitive answers to the questions students raised.
The first concept map should allow the children to make observations of the photographs provided in the hook. The ideas discovered are based on children interpreatation of the pictures. They are most likely to notice the types of clothings, animals, and the surrounding background of the picture.
In the second concept map students share out other observations, which are added to the first concept map. This allows the students to have the same schema.
For the third concept map, the students are examining their self-made family drawing. They will have most likely included immediate family members, pets, toys, clothing, and their home.
In the fourth concept map, students share out the reults of their examinations. This information is then added to the third concept map.
Now the students have two concept maps to refer to when charting the
differnces between children during Coloinal time and children of today.
Children will be given a blank chart (as shown above) where they will fill
in the appropriate categories using the two concept maps and hopefully
use additional information gained from the readings and web resources.
Answers often lead to new questions, starting the inquiry cycle over again.
- What was their