By Cooper-Hewitt National Design Museum, August 23, 2006
- High School
- Design History
- Language Arts
- Social Studies
Common Core State Standards:
Anchors for Reading
Key Ideas and Details:
CCSS.ELA-LITERACY.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
CCSS.ELA-LITERACY.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
CCSS.ELA-LITERACY.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Anchor Standards for Writing
Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Range of Writing:
CCSS.ELA-LITERACY.CCRA.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Anchor standards for Speaking and Listening
Comprehension and Collaboration:
CCSS.ELA-LITERACY.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.CCRA.SL.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
CCSS.ELA-LITERACY.CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Anchor standards for Language:
Conventions of Standard English:
CCSS.ELA-LITERACY.CCRA.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- identify ways humans have used design throughout history to enhance the ways they meet their basic needs
- analyze why people have a need to design new objects and new technologies to meet their basic needs
- develop an appreciation for the unique and diverse artifacts that people have created to meet their basic needs
- Internet websites
- Internet access
Building Background Stone Axes to Space ShuttlesThe purpose of this activity is to provide an opportunity for students to examine how humans' basic needs have changed little since the beginning of time and yet the artifacts that people have created to meet these needs have changed dramatically. 1. Ask students to list what people need to survive. (Air, water, food, shelter and clothing.) 2. Show students the photographs of rudimentary tools found on the "Gathering the Jewels" section of the Casglu'r Tlysan Website. Gathering the Jewels http://education.gtj.org.uk/trails/dtrails.php?lang=en Cooper Hewitt tools blog http://www.cooperhewitt.org/?s=tools 3. Discuss how these tools were the beginning of humans' need to design. 4. Show students photographs of a cave dwelling and a renowned architectural building. Discuss how both structures fulfill the basic need for shelter. Involve students in a discussion about what they think drives people to leave a cave and design remarkable buildings. You may use the photographs on these sites for this activity. Cave Dwellings http://www.scienceviews.com/indian/tsankawicaves.html Taj Mahal http://asi.nic.in/asi_monu_whs_agratajmahal.asp
Steps for Learning
The Impulse to DesignIn this activity, students will conduct a scavenger hunt to find artifacts that illustrate people's impulse to design since the beginning of time. 1. Lead your students in a discussion about how people's basic needs have changed little through the centuries, but the objects that we use to meet these needs have. 2. Explain to students that they are going to go on a scavenger hunt to find examples of artifacts that illustrate how people have designed extraordinary objects to fulfill their everyday needs. Students may use a variety of resources for this activity, e.g., the Internet, catalogues, magazines, newspapers, etc. 3. Ask students to find at least three artifacts for the following categories:
- Household implements/furnishings
Enrichment Extension Activities
- Household implements/furnishings