Blast from the Past
By Cooper-Hewitt National Design Museum, August 23, 2006
- Elementary School
- Design History
- Language Arts
- Social Studies
One fifty-minute class period, one homework assignment
Throughout history people have designed objects that have changed and enhanced the quality of people's lives. These objects help us to both survive and enjoy life. In this activity, students will analyze historic artifacts to help gain an understanding of how the past has impacted their lives.
Historical Understanding. Standard 1. Level II. Understands and knows how to analyze chronological relationships and patterns 4. Knows how to identify patterns of change and continuity in the history of the community, state, and nation, and in the lives of people of various cultures from times long ago until today Standard 2. Level II. Understands the historical perspective 2. Understands that specific individuals had a great impact on history 3. Understands that specific ideas had an impact on history
Standard 1. Level II. Uses the general skills and strategies of the writing process 5. Uses strategies (e.g., adapts focus, organization, point of view; determines knowledge and interests of audience) to write for different audiences (e.g., self, peers, teachers, adults) 6. Uses strategies (e.g., adapts focus, point of view, organization, form) to write for a variety of purposes (e.g., to inform, entertain, explain, describe, record ideas) 7. Writes expository compositions (e.g., identifies and stays on the topic; develops the topic with simple facts, details, examples, and explanations; excludes extraneous and inappropriate information; uses structures such as cause-and-effect, chronology, similarities and differences; uses several sources of information; provides a concluding statement) Standard 2. Uses the stylistic and rhetorical aspects of writing
Students will do the following:
- 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
- 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 http://www.smithsonianlegacies.si.edu/objectdescription.cfm?ID=55 Hatchet presented to Davy Crockett in 1835 http://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 http://www.smithsonianlegacies.si.edu/objectdescription.cfm?ID=267 Barbara McClintock's microscope, 1940s-50s http://www.smithsonianlegacies.si.edu/objectdescription.cfm?ID=84 Vials of polio vaccine, 1954 http://www.smithsonianlegacies.si.edu/objectdescription.cfm?ID=171 Jarvik-7 artificial heart, 1985 http://www.smithsonianlegacies.si.edu/objectdescription.cfm?ID=172 Designs for Enjoyment: Stradivari violoncello, 1701 http://www.smithsonianlegacies.si.edu/objectdescription.cfm?ID=26 Cast-iron fire engine, about 1900 http://www.smithsonianlegacies.si.edu/objectdescription.cfm?ID=226 Teddy bear, about 1903 http://www.smithsonianlegacies.si.edu/objectdescription.cfm?ID=72 Array of autographed baseballs, 1950s-80s http://www.smithsonianlegacies.si.edu/objectdescription.cfm?ID=122 Barbie doll, 1958 http://www.smithsonianlegacies.si.edu/objectdescription.cfm?ID=266 "Squash-blossom" necklace and earrings made by a Zuni silversmith in New Mexico, 1973 http://www.smithsonianlegacies.si.edu/objectdescription.cfm?ID=214 2. Ask students to look at each object and label it either as an object that was designed to help people to survive or as an object that was created for people's enjoyment. 3. Tell students to discuss the following questions as they view each photograph: How might this object have helped people survive? What problem did it help solve? How might this object have increased people's enjoyment? 4. Have groups share their answers with the entire class. 5. Homework Assignment: Ask students to imagine that one of the items they just looked at that helps people survive had never been created. Tell students to write about the impact this would have had on people's lives today.
Answer the following questions:Why do you think certain people are driven to create objects that help people survive?Do you think it's important to produce items that people can enjoy? Explain. If you could design an object that would help people survive, what would you create? Explain.
Enrichment Extension Activities
1. Involve students in a class discussion about famous people whose lives are worth remembering, and the ways in which progress is an integral part of our nation's identity. Send students to the "A Shrine to the Famous" section of the Smithsonian Legacies website. http://www.smithsonianlegacies.si.edu/gallery.cfm?gallery=2shrine%20to%20the%20famous2. Have students view the artifacts and choose what they think is the most interesting artifact from each collection. Ask students to write a brief paragraph explaining their reason for choosing the artifact.3. Tell students to create their own historical hall of fame by selecting an artifact from a person who is alive today. Ask students to write a brief explanation of how this person exemplifies an American value and ideal.