Blast from the Past
By Cooper-Hewitt National Design Museum, August 23, 2006
- Middle School
- Design History
- Language Arts
- Social Studies
Common Core State Standards
English Language Arts Standards Writing
Production and Distribution of Writing:
CCSS.ELA-LITERACY.WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.WHST.6-8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
CCSS.ELA-LITERACY.WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
Research to Build and Present Knowledge:
- CCSS.ELA-LITERACY.WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
- CCSS.ELA-LITERACY.WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
- CCSS.ELA-LITERACY.WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing:
- CCSS.ELA-LITERACY.WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
English Language Arts Standards: Speaking and Listening
Comprehension and Collaboration:
- CCSS.ELA-LITERACY.SL.6-8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade level topics, texts, and issues, building on others' ideas and expressing their own clearly.
- CCSS.ELA-LITERACY.SL.6-8.1.A Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
- CCSS.ELA-LITERACY.SL.6-8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
- CCSS.ELA-LITERACY.SL.8.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
Presentation of Knowledge and Ideas:
- CCSS.ELA-LITERACY.SL.6-8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
- CCSS.ELA-LITERACY.SL.6-8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
- CCSS.ELA-LITERACY.SL.6-8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific expectations.)
English Language Arts Standards: Reading Informational Text
Key Ideas and Details:
- CCSS.ELA-LITERACY.RI.6-8.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Integration of Knowledge and Ideas:
- CCSS.ELA-LITERACY.RI.6-8.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
English Language Arts Standards: History/Social Studies
Key Ideas and Details:
- CCSS.ELA-LITERACY.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
- CCSS.ELA-LITERACY.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Integration of Knowledge and Ideas:
- CCSS.ELA-LITERACY.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
- CCSS.ELA-LITERACY.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.
- CCSS.ELA-LITERACY.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.
Range of Reading and Level of Text Complexity:
- CCSS.ELA-LITERACY.RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.
- explain how "design" can be both a noun and a verb
- analyze artifacts to gain an understanding of the past
- examine how the past impacts our daily lives
- Smithsonian Press Website-Legacies
- copies of the website artifacts
Building Background Design a Noun and a VerbThe purpose of this activity is to provide an opportunity for students to understand that design is both a noun and a verb. 1. It's been said that "design" is both a noun and a verb, the noun being the final plan or the object produced and the verb being the process of originating and developing a plan for the new object. Discuss this concept with your class. Ask them to give examples of the word "design" being used as a noun and then as a verb.
Steps for Learning Survival and EnjoymentIn this activity, students will analyze historic artifacts to gain an understanding of how historic objects were designed according to the needs and wishes of a given era. 1. Divide the class into small groups. Give each group a copy of the images listed below. Designs to Help People Survive:
- Compass used on the Lewis and Clark expedition, 1804-6 https://www.smithsonianlegacies.si.edu/objectdescription.cfm?ID=55
- Hatchet presented to Davy Crockett in 1835 https://www.smithsonianlegacies.si.edu/objectdescription.cfm?ID=98
- Life preserver worn by Major John Wesley Powell during exploration of the Green and Colorado Rivers, 1869 https://www.smithsonianlegacies.si.edu/objectdescription.cfm?ID=267
- Barbara McClintock's microscope, 1940s-50s https://www.smithsonianlegacies.si.edu/objectdescription.cfm?ID=84
- Vials of polio vaccine, 1954 https://www.smithsonianlegacies.si.edu/objectdescription.cfm?ID=171
- Jarvik-7 artificial heart, 1985 https://www.smithsonianlegacies.si.edu/objectdescription.cfm?ID=172
- Stradivari violoncello, 1701 https://www.smithsonianlegacies.si.edu/objectdescription.cfm?ID=26
- Cast-iron fire engine, about 1900 https://www.smithsonianlegacies.si.edu/objectdescription.cfm?ID=226
- Teddy bear, about 1903 https://www.smithsonianlegacies.si.edu/objectdescription.cfm?ID=72
- Array of autographed baseballs, 1950s-80s https://www.smithsonianlegacies.si.edu/objectdescription.cfm?ID=122
- Barbie doll, 1958 https://www.smithsonianlegacies.si.edu/objectdescription.cfm?ID=266
- "Squash-blossom" necklace and earrings made by a Zuni silversmith in New Mexico, 1973 https://www.smithsonianlegacies.si.edu/objectdescription.cfm?ID=214
- How might this object have helped people survive?
- What problem did it help solve?
- How might this object have increased people's enjoyment?