Tea for Two
By Cooper-Hewitt National Design Museum, August 24, 2006
- High School
- Design History
- Language Arts
Common Core Standards
Anchors for Reading:
Key Ideas and Details:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure:
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Integration of Knowledge and Ideas:
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Range of Reading and Level of Text Complexity:
Read and comprehend complex literary and informational texts independently and proficiently.
Anchor Standards for Writing:
Text Types and Purposes:
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
Production and Distribution of Writing:
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Research to Build and Present Knowledge:
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Range of Writing:
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:
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.
Presentation of Knowledge and Ideas:
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.
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
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:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- analyze how artifacts can serve to foster connections with people
- write a description of object that has helped them connect with friends or family members
- Internet websites
Artifacts that Connect PeopleThe purpose of this activity is to provide an opportunity for students to examine how historic artifacts helped to connect people in the past. 1. Show students the photograph of the silver teapot from 1742. http://www.smithsonianlegacies.si.edu/objectdescription.cfm?ID=249 Share the following description of the item with your students: "As artifacts are made, used, and passed on, they create a web of relationships. This silver teapot, centerpiece of the social ritual of taking tea, also linked family members across generations." 2. Discuss the role that the teapot played in the life of this family. 3. Brainstorm a list of artifacts that have served to connect people throughout history.
Steps for Learning Personal ConnectionsIn this activity, students will reflect on what objects in their everyday lives serve as vehicles to connect and communicate with friends and family members. 1. Ask students to write a description of an object that has helped link them to their friends or family members. 2. Explain to students that they need to answer the following questions in their description:
- How would you describe the item?
- Do you think people connected during the designing of the item?
- Do you think people connected during the making/production of the item?
- How has using this item helped you to connect with other people?
- Do you think this item will create a web of relationships when it is passed on?