Classroom Activities
The first artifacts to introduce are postcards. Postcards are a great primary source document to use with younger students because of the picture(s) and the very small writing sample. From a teaching perspective, they are short, but filled with enough information that students can use them as examples to do their own short writing. Additionally, you can discuss the image(s) and what the designer of the postcard was trying to convey. Does the postcard image seem to say: this place is full of natural beauty, there are many things to do here, or look at these cool places I visited? In essence, a postcard is an intersection of communication and tourism, so while the message on the back has meaning from the writer, the back could be quite different in what it is trying to communicate. Postcards are also great artifacts to see which places drew people to them. Students will read some postcards and create one about a place they might like to visit.
Figure 4: Postcard sample template made in Slides using public domain images found online
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Artifact |
Postcards: The artifacts can be actual postcards made to look old or print out in color some old ones front and back. |
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Lesson Objective |
SWBAT make a mini book with facts about a country IOT create a postcard as if I have traveled to a different country. |
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Student Activity |
Students research a country. Students observe, examine, and read postcards. Students write a postcard, imagining they visited that country and choose things they saw based on their research. |
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Scaffolding |
Watch videos→ Be read to→ Read a book→ Read a website |
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Artifact |
Asian Fabrics: Chinese silk, Persian/ Indian paisley, Indian Banarasi sarees, Japanese chirimen crepe, Philippine Inaul. |
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Lesson Objective |
SWBAT design patterns on fabric IOT mimic the designs of a country with a history of textiles. |
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Student Activity |
Students make observations of fabrics/ clothes from all over Asia. Students identify and color different designs. Students compare traditional to modern designs and materials. |
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Scaffolding |
Coloring page of cultural designs→ Design own |
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Artifact |
Food: Poi (Poin pounder and board) and/or Hawaiian Sweet Rolls |
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Lesson Objective |
SWBAT narrate a sequence IOT by following the steps necessary in making poi in the traditional Hawaiian way. |
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Student Activity |
Students listen to "Ohana Means Family" by Ilima Loomis and Kenard Pak. Teacher writes the steps to making poi. Students can draw or write the steps in a sequencing “How To” activity. |
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Scaffolding |
Number a picture sequence→ Label a picture sequence→ Write a sentence for a picture sequence→ Draw and label a picture sequence |
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Artifact |
Asian Spices: Spices from Asia were very famous and valuable, at one time inspiring an entire global industry before the invention of modern transportation to get it. And many of those spices are now staples in restaurants around the world. |
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Lesson Objective |
SWBAT taste and smell different spices IOT use adjectives to describe foods from Asia. |
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Student Activity |
Students smell spices from all around Asia. Students try to differentiate and then guess different spices. |
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Scaffolding |
Just smell→ Smell and guess the spice→ Smell, taste, describe the spice, guess the spice |
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Artifact |
Lyricism: Angel Island Poems and Japanese Holehole Bushi songs |
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Lesson Objective |
SWBAT read and analyze poems and songs written by immigrants IOT create a poem about a hardship they overcame. |
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Student Activity |
Teacher distributes and reads several poems from Angel Island (please preview all poems for age appropriateness). Teacher plays a video of Holehole bushi singing. Students create their own poems or songs about overcoming hardships or how they plan to remove an obstacle to success. (Carving a word into a malleable material would show them the time it took to do a whole poem in wood.) |
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Scaffolding |
No syllable pattern→ Count the syllables used→ Use a syllable pattern |
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