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Summary and Objective
Students will understand that an early 19th kitchen was an informal place for work and family activities.
Teaching Plan
Step 1.
Print and laminate selected pictures, labels and descriptions of artifacts attached to this lesson.
Step 2.
Put students into groups of three. Each group will be given two or three pictures to study. They will also read the description carefully for understanding. The teacher will guide them to think of the answers to the following: Who would use this item? What is it used for?
Step 3.
Each group will report to the rest of the class about what might be found a kitchen in 1820, what it is used for and who might use it. It might be an article of clothing that someone may be wearing, or an item used in the kitchen. Homes in the 19th century had less rooms than they have today. Prompt students to answer the following questions: What activities went on in a 19th century kitchen? Why were they done there? How does this compare to how we use kitchens today?
Step 4.
Students will then pass around the pictures to share.
Step 5.
The teacher will then hold up the picture of the baby tender and will say, "We have been exploring artifacts from the 1820's. Who can remember what this is?" After the students restate that it is a place that a child may be placed to keep out of harm's way, the teacher will say: "Imagine that you are a child and the year is 1820. Your mother has just put you in this baby tender because the kitchen is getting busy. Think about what you might see."
Step 6.
Students will then be instructed to write a paragraph from the child's perspective describing two people in the kitchen and what he/she is doing and what items are being used. For example, I see my mother taking some tea out of the tea canister. She uses this to keep the tea dry. She has her bonnet on. My father is sitting in the bannister back side chair. His pipe box sits nent to the chair. next to it. He is trying to repair the bellows bacause they are not working correctly.
Step 7.
Students may also draw a sketch of their paragraph.
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