For High Schoolers

Introduction to Object-Based History Using WI 101

The following lessons teach students how to engage with objects as historical sources inspired by content on WI 101. Scroll down for even more lesson plans.

Evaluate an Object 

Directions: In this exercise, you will examine an object and think about the stories objects can tell. Fill out the sheet below based on an object that you or your teacher has selected. You can also access this worksheet in Google Docs. Print a copy to write on, or make a copy of the document and type your answers. 

wisconsin 101 and WHS logos

Download this worksheet

ENDURING UNDERSTANDING

How do objects help us understand the story of Wisconsin?

 

ESSENTIAL QUESTIONS
  • Why do we save things?
  • What makes the things we save important?
  • What questions can objects help us answer?
  • How do we unlock the meanings of an object?
Wisconsin Standards for Social Studies

Social Studies Inquiry Practices and Processes

  • Construct meaningful questions that initiate an inquiry. (Inq1)
  • Gather and evaluate sources. (Inq2)
  • Develop claims using evidence to support reasoning. (Inq3)
  • Communicate and critique conclusions. (Inq4)

Behavioral Science

  • Assess the role that human behavior and cultures play in the development of social endeavors (Anthropology). (BS3)
  • Examine the progression of specific forms of technology and their influence within various societies. (BS4)

Economics

  • Analyze how decisions are made and interactions occur among individuals, households, and firms/businesses (Microeconomics). (Econ2)

Geography

  • Evaluate the relationship between identity and place. (Geog4)
  • Evaluate the relationship between humans and the environment. (Geog4)

History

  • Using historical evidence for determining cause and effect. (Hist1)
  • Analyze, recognize, and evaluate patterns of continuity and change over time and contextualization of historical events. (Hist2)
  • Connect past events, people, and ideas to the present, use different perspectives to draw conclusions, and suggest current implications. (Hist3)
  • Evaluate a variety of primary and secondary sources to interpret the historical context, intended audience, purpose, and/or author’s point of view (Historical Methodology). (Hist4)

Political Science

  • Examine and interpret rights, privileges, and responsibilities in society. (PS2)
  • Develop and employ skills for civic literacy. (PS3)
Educational Goal Assessment
  • Identify the role objects play in representing history and people’s stories.
  • Analyze how a group of objects recount history and stories?
  • Compare and contrast how people of different abilities experience museum exhibits.
  • Evaluate the importance of an object.
  • Interpret the importance of the object through story telling.
Suggested Performance Task

Students can show achievement through completion of these outcomes:

Activity #1, A Larger Story

  • Have students visit a local museum to evaluate an exhibit. Their focus will be on the benefits of using multiple objects to tell a story as opposed to one object. After their visit the students will write a paper detailing the story that is told through the objects in the exhibition. (Have the students use the guide, A Larger Story, in the downloadable lesson plan to evaluate the exhibit)

Activity #2, Creating an Exhibition

  • The class will create an exhibition from the objects that reflect their class. Each student is responsible for bringing two or three objects that represent them and/or their class. The students need to create an Exhibition title, define a theme, create an introductory label, and create subthemes as a class. Each student is then responsible for selecting the objects that best tell the story of their interviewee and creating object labels and group label for their selected objects. (Use the attached sources to understand the different types of museum labels.)

Activity #3, Creating an Experience for All

  • Have students use an object from Activity #2, Their Story Objectified, to rewrite an object label for hearing and visually impaired visitors. Think about how a visual or hearing impaired person can best experience your class’s exhibition. First students will evaluate their current exhibit and think of ways to rewrite or rework their objects and exhibit for those with hearing and visual difficulties. (Use PowerPoint to present information on Museum labels and use the handout in the downloadable lesson plan, Creating Labels for All, to guide the students on this activity.) Have the class put their exhibition up for the public.
ENDURING UNDERSTANDING

How do objects help us understand the story of Wisconsin?

 

ESSENTIAL QUESTIONS
  • Why do we save things?
  • What makes the things we save important?
  • What questions can objects help us answer?
  • How do we unlock the meanings of an object?
Wisconsin Standards for Social Studies

Social Studies Inquiry Practices and Processes

  • Construct meaningful questions that initiate an inquiry. (Inq1)
  • Gather and evaluate sources. (Inq2)
  • Develop claims using evidence to support reasoning. (Inq3)
  • Communicate and critique conclusions. (Inq4)

Behavioral Science

  • Examine the progression of specific forms of technology and their influence within various societies. (BS4)

Economics

  • Analyze how decisions are made and interactions occur among individuals, households, and firms/businesses (Microeconomics). (Econ2)

History

  • Using historical evidence for determining cause and effect. (Hist1)
  • Analyze, recognize, and evaluate patterns of continuity and change over time and contextualization of historical events. (Hist2)
  • Connect past events, people, and ideas to the present, use different perspectives to draw conclusions, and suggest current implications. (Hist3)
  • Evaluate a variety of primary and secondary sources to interpret the historical context, intended audience, purpose, and/or author’s point of view (Historical Methodology). (Hist4)
Educational Goal Assessment
  • Identify the parts of an object.
  • Analyze the form and function of the object?
  • Compare and contrast the object to similar objects from the past or present.
  • Evaluate and interpret the importance of the object through object inquiry.
Suggested Performance Tasks

Students can show achievement through completion of class discussion and activities on:

  • Activity #1, Investigation

Have students investigate two interesting objects. One object should be common; the other object should be unusual and not easily recognizable. Have them fill out the worksheet below and then review with the entire class. (See this handout for options. Slide #1 – Soda can, Slide #2 – Boot Spurs, Slide #3 – Pencil, Slide #4 – Native American Courting Flute, Slide #5 – Forks, Slide #6 – Morse-Vail Telegraph).

  • Activity #2, Object Analysis

Have each student select an object/picture of an object they find interesting. Have the students write an analysis of the object. This activity is based on the work and methodology of Material Culture expert Jules Prown. (Use this guide on writing an object analysis.)

  • Activity #3, Museum Object Labels

Have students use the object from Activity #2 to write a museum label. (Use this handout the sources below to understand museum labels.)

Have a discussion on what an object label reflects or doesn’t reflect the story of the object. Why do we need exhibit labels in a museum?

  • Activity #4, Commercials

Divide students into groups and give each group select an object from Activity #2. (Individual work is an option as well). Have the students create a commercial that highlights the most important aspects and its history.

The commercial should be no more than 45 seconds and answer the following questions:

  1. What is the object?
  2. Where is the object from?
  3. Who uses the object?
  4. Where is it used?
  5. What are the top five features of the object to sell the object or have someone keep it?

After students complete their commercial, have a viewing party and discuss how marketers, advertisers, and museums use these descriptions to create an experience around an object. (follow links below for example commercials.)

Download this worksheet

Directions: Fill out the sheet below for the object the teacher shows you. In this exercise, you will begin
the process of examining and analyzing an object.

1. Look carefully at the object. What is the object?

2. Sketch the object on another piece of paper.

3. Describe the object.
a. What is the object made of?
b. Are there any design on it?

4. Maker:
a. Who do you think made the object?
b. Where do you think it was made?

5. User:
a. How do you think the object was used?
b. Who used it?
c. Where was it used?

6. Write three questions you still need to answer before you can tell another person about this
object.
a.
b.
c.

Object-Based History Projects

The following projects teach students how to engage with objects as historical sources.

Explore a Single Object and Single Story

Directions: Use the Wisconsin 101 site to learn more about Wisconsin history! Follow the step by step guide below to explore the website and fill out the graphic organizer to report back on your journey across the state. You can also access this worksheet in Google Docs. Print a copy to write on, or make a copy of the document and type your answers.

Have students select 3-5 objects that tell the story of their life so far. The students must have a theme that ties all of their objects together. The objects can all be from a single event or could extend over a long period of time. Have students produce a poster, timeline, video, paper, comic strip, story bag, or other acceptable form of presentation.

For each object students must identify the object (using a picture, drawing, or object) and answer: Where did the object came from? How did they use the object & where did they use it? Why the object was selected? How does the object represent them?

Divide students into groups and have each group select an object to study. Have the students create a commercial that highlights the most important aspects of the object and its history.

The commercial should be no more than 45 seconds and answer the following questions:

  1. What is the object?
  2. Where is the object from?
  3. Who uses the object?
  4. Where is it used?
  5. What are the top five features of the object to sell the object or have someone keep it?

After students complete their commercial, have a viewing party and discuss how marketers, advertisers, and museums use these descriptions to create an experience around an object.

Commerical examples:

Using the objects on the Wisconsin 101 website, students will curate a museum exhibition. Have students select 3-5 objects, then identify a theme that connects them. Students should look to tell a larger story about Wisconsin history through their exhibit. The students should create a title for their exhibit, a brief introductory essay explaining the theme of the exhibit, and descriptive labels for each object.

When they are finished, they can use the following worksheet to evaluate their work. They can also access this worksheet in Google Docs. Print a copy to write on, or make a copy of the document and type your answers. 

Create Museum Labels 

Directions: In this exercise, adopted from the Canadian Museum of History, students will create museum labels for objects they have selected. The sheet below is a step-by-step guide to this activity. You can also access it in Google Docs. Print a copy to write on, or make a copy of the document and modify it to fit your classroom needs. 

This assignment includes lesson plans and worksheets to lead students through a multi-step research process, resulting in them creating an object post and related stories that can be published on the Wisconsin 101 site. It is an adaptation of a project created by history teacher Nick Scheuller that he used with his after school history club.

Students can work individually or in groups as they research, write, edit, and publish an object-based history. Please reach out to wi101@history.wisc.edu to talk about how to publish your students’ work.

You can also access this worksheet in Google Docs. Print a copy to write on, or make a copy of the document and type your answers.