History Detectives . For Educators . Unit 6: Observation

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For Educators

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LESSON PLANS
BUILDING A LESSON AROUND AN EPISODE
RESOURCES FOR HISTORICAL RESEARCH

Unit 6: Observation

LEARNING OBJECTIVES

Students will make observations about family artifacts based upon physical attributes.

Students will understand that scientific observations must be objective, not subjective.

Students will determine what characteristics of an object are considered important details.

TOOLS & MATERIALS

Students will need to bring in their interesting items, or if unable to bring these items into class, they will need to bring photographs of these items.

You may also wish to provide access to computers with word processing software.

Optional: Computer with Internet access with a presentation device or available computers for groups of students to view streaming video (Requires Real Player).

TEACHING STRATEGIES

Explain to students that any good researcher is required to make observations about any objects that they discover or bring back from the field. This is the basis of any future findings.

As an introduction to this activity, have students watch one or more of the video clips about analyzing historical objects. After watching the clips, discuss with students the kinds of characteristics they might look for in their objects to gather historical evidence. What are some ways they could analyze or weigh the evidence they find to determine its accuracy?

ERNIE PYLE'S TYPEWRITER: OBSERVATION

In this clip from Ernie Pyle's Typewriter, Wes examines the typewriter for evidence that it might have belonged to the famous correspondent. (Dur: 2:57)

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WEIGHING EVIDENCE

Gwen walks us through how to conduct historical research and how to weigh evidence. (Dur: 8.10)

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PAPER TRAIL

Tukufu talks about historical research and following a paper trail. (Dur: 5.21)

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TRASH OR TREASURE

Elyse talks about identifying if an object is trash or treasure. (Dur: 1.55)

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Have students compile a list of interesting items they have found in the attic.

For each interesting item, have students list important characteristics about it. If students are having trouble with this process, ask them why they found the item interesting. Ask them what about the item might make it easier to determine the true history behind that item. You may provide a few suggestions such as color, material, craftsmanship, any writing on it, where the object was found, etc.

Tell students to make sure each of the characteristics they list are observable. In other words, don't have them list characteristics such as, "My parents told me it was 40 years old," or, "Looks authentic." Remind students that observations are measurable characteristics, not speculation, hearsay, or opinions.

Inform students that the next activity will be to group these observations, so it may be beneficial to make similar observations about each item, such as always noting where the object was found or of what material it is made.

STANDARDS FROM MCREL STANDARDS

Standard 2.11: Understands the basis of scientific knowledge: Knows that scientific explanations must meet certain criteria to be considered valid (e.g., they must be consistent with experimental and observational evidence about nature, make accurate predictions about systems being studied, be logical, respect the rules of evidence, be open to criticism, report methods and procedures, make a commitment to making knowledge public).
Standard 21.1: Understands and applies the basic principles of presenting an argument: Understands that when people try to prove a point, they may at times select only the information that supports it and ignore the information that contradicts it; Understands that to be convincing, an argument must have both true statements and valid connections among them.; Evaluates the overall effectiveness of complex arguments.
Standard 21.6: Applies decision-making techniques: Secures factual information needed to evaluate alternatives.; Predicts the consequences of selecting each alternative.; Makes decisions based on the data obtained and the criteria identified.
Standard 22: Working With Others: Contributes to the overall effort of a group.; Displays effective interpersonal communication skills.

UNIT 7: CLASSIFICATION >>