The Way We Were · Term 2

Investigating Old Objects

Students examine historical artifacts and household items to infer their original purpose and how they were used.

About This Topic

Artifacts are the 'clues' that historians use to solve the mysteries of the past. In this topic, students become 'history detectives', investigating old household objects to understand how they were used and why they changed. This aligns with AC9HASS1K03 and AC9HASS1S02, focusing on using sources to answer questions about the past.

Students learn to look for evidence, such as wear and tear or material types, to deduce an object's function. This develops critical thinking and observational skills. This topic comes alive when students can physically handle and manipulate objects. Students grasp this concept faster through structured discussion and peer explanation of their 'theories' about a mystery object.

Active Learning Ideas

Inquiry Circle: Mystery Object Box

Place an old object (like a rotary phone or a darning egg) in a box. In small groups, students feel it (if safe) or look at it and record three 'clues' about what it might be before the big reveal.

⏱ 30 min·Small Groups

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Gallery Walk: Then and Now Pairs

Display an old object next to its modern version (e.g., a quill and a ballpoint pen). Students walk around and leave a 'sticky note' (or a drawing) of one thing that is different and one thing that is the same.

⏱ 30 min·Whole Class

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Think-Pair-Share: Why Did We Change It?

Once an object is identified, partners discuss why someone decided to invent a 'new' version. Was it to make it faster, lighter, or safer?

⏱ 15 min·Pairs

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Watch Out for These Misconceptions

Common Misconception

If an object is old, it must be 'broken' or 'bad'.

What to Teach Instead

Students often see old technology as a failure. Active investigation helps them see that these objects were 'cutting edge' for their time and worked perfectly for the needs of the people using them.

Common Misconception

We don't use 'old' things anymore.

What to Teach Instead

Many 'old' designs are still in use (like the basic shape of a spoon or a hammer). Peer discussion helps students identify 'timeless' designs that haven't needed to change much.

Frequently Asked Questions

What if I can't find real artifacts?

Use high-resolution photos from museum websites (like the Powerhouse Museum). You can also use 'close-up' photos where only a small part of the object is visible to encourage more intense observation.

How do I keep the objects safe?

Set clear 'museum rules' for handling: use two hands, stay over a carpeted area, and no 'testing' mechanical parts without teacher help. This also teaches students about the importance of preservation.

How can active learning help students understand artifacts?

Active learning turns students into investigators rather than passive recipients of information. When they have to 'guess' the function of a mystery object, they are forced to look at the materials, the shape, and the size. This builds much stronger inquiry skills than simply being told 'this is an old phone'.

How do I include First Nations artifacts?

Show items like coolamons, boomerangs, or stone tools. Discuss the incredible engineering and deep environmental knowledge required to create these objects from natural materials.

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