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Schoolhouse Lessons and Activities

Unit Five
Life of Children in Colonial Times - Toys and Games

Purpose:

Students learn about the lives of children in colonial times by looking at the types of games the children played and toys they used. Through the study of the games and activities of children in colonial times, students are able to relate the life styles of children in past eras to their own life styles. Students can compare and contrast the toys and games of the colonial period to those used today, and subsequently create graphic organizers to demonstrate their understanding of the similarities and differences. Students also can study the history and science of the changing technologies that have helped to make available the many toys available today (possible areas of study are factories that produce these products, toy stores, and product design, engineering, packaging, )

Table of Contents

  1. Lessons
  2. Curriculum Ties and Objectives for Subject Areas
  3. Related Web Resources
Lessons

Apple Dolls

Apple Doll Pictures are coming!!! If you do this activity with your class, we would like to publish pictures of your students making the apple dolls as well as pictures of the finished product! Prior to this activity, students should have discussed the differences between the toys that children have now and those available during colonial times. Students should have been guided to understand that children's toys were made from readily available materials. Students should understand that apples were and are plentiful in N.E. Content Areas: Social Studies, Art, ESL*

Grade level: Elementary, middle Lesson is written for students in grades 3 and up and can be modified for younger students. (For example younger students should have apples peeled by older students or parents. Clothes will be cut for them. Hangers will be shaped, etc.)

Objectives:

  1. Students learn about making toys with readily available materials
  2. Students make a colonial toy
  3. Students follow directions
  4. Students work cooperatively in groups
  5. ESL students learn new vocabulary words and practice verb tenses as they are actively engaged in process.
Materials:
  • Materials list and copy of directions
  • One large cored apple for each child. (Hard apples work better)
  • Plastic or blunt knives for each child.
  • One apple peeler for every group of 3 or 4 students
  • One wire coat hanger for each child (If working with younger children the coat hangers should be shaped into boy/girl dolls by adults or older children.)
  • Fabric (odd pieces) (rags may be cut in strips and used to wrap hangers) Clothes should be made from more attractive colorful pieces.
  • Cloves (used for eyes)
  • Felt-tip pens
  • Needles, threat
  • Beads
  • Glue (at least one per group)
  • Dowels or Popsicle sticks - one per child
Lesson Procedure - Begin to prepare for lesson well in advance by having students bring in materials. Apples should not be brought in until the week they will be used.

Lesson 1

Following Directions

This is an especially important lesson for second languge students or classroom students who have a difficult time with sequencing and directions

Subject Area: Language

Time: 20 minutes

Specific Objectives:

  1. Students read list of materials.
  2. Students check materials and check items on list.
  3. Students read and follow directions to organize materials.
  4. Second language students receive reinforcement for vocabulary words.

Lesson Procedure

  1. Divide students in groups of 3.
  2. Distribute directions and materials lists.
  3. Have students read through directions together
  4. Review with students by having them paraphrase the directions
Evaluation Students correctly restate materials needed and directions in their own words.

Lesson 2

Subject Areas: Art, Language Arts

Time: One class period (at least 45 minutes)

Specific Objectives:

  1. Students follow printed directions to complete activity.
  2. Students work cooperatively in groups.
  3. Students peel cored apple for head.
  4. Students shape wire hanger for doll's body.
  5. Students tear strips of rags to wrap around wire hanger.
  6. Because they are working in groups, second language students use English meaningfully to talk about what they are doing. (Verbs particularly should be reinforced for second language students.)

Lesson Procedure

  1. Students work in same groups.
  2. Distribute directions and materials lists.
  3. Each student is responsible for the groups'materials.
      Student 1 gets 3 apples and peeler
      Student 2 gets rags for wrapping 3 wire hangers
      Student 3 gets 3 wire hangers and 3 popsicle sticks
      Students take turns using the peeler. While student 1 peels her apple, students 2 and 3 shape hangers, and while student 2 peels her apple, student 1 shapes her hanger, and 3 wraps his hanger with rags
  4. Once all apples are peeled students may carve features to represent the face. (Because the apple will shrink, the features should not be deep but should be carved wide apart. Cloves may be pressed into the apple face for eyes.)
  5. Shaped hangers should be wrapped completely with rags so the dolls are relatively soft.
  6. Carved apple faces should be placed on popsicle sticks to begin the drying process. Apples should dry for 3-4 weeks
Evaluation All students should have a wrapped wire doll body. Their apples should be peeled, faces carved, and placed on popsicle sticks.

Students can write about the process and publish it with photos of their dolls in progress. *ESL students will benefit by describing "what they did." If your class is all ESL, you can use the language experience approach and do your writing in a group. For information about LEA see this excerpt or Integrating Language and Content.

 

Lesson 3

Subject Areas: Social Studies, Art, Language Arts

Time: Two or more class periods (at least 45 minutes)

Materials

  • Books with illustrations about children in the 1700's. For some ideas check the Colonial America and Children's Literature pages of the Carol Hurst site
  • Different types of dolls and action figures
  • Cloth/beads/thread/needles listed above in main activity (The students should have brought these in at the start of the Activity
Specific Objectives:

  1. Students understand that toys are often a reflection of culture.
  2. In a large group, students discuss dolls and action figures and list the the clothes they are wearing and the things they are carrying.
  3. Students research the clothing that children wore during the 1700's and 1800's.
  4. Students demonstrate their understanding by making the same type of clothing for their dolls.
  5. Because they are working in groups, second language students use English meaningfully to talk about what they are doing. (Verbs particularly should be reinforced for second language students.)

Lesson Procedure

  1. In a large group have students list similarities and differences in their dolls.
  2. Point out to students that all of their toys are manufactured. (What did children do before toys were mass produced?)
  3. What are the differences between toys that are made by hand and those that are mass produced?
  4. Guide students to see that dolls often reflect the culture and that their colonial dolls would most likely represent the children of that time period.
  5. Have students in small groups research the typical clothing and belongings of a child living in the 1700-1800's
  6. Have students report back to the large group. Students' information can be written using a Venn Diagram.
  7. Students work in small groups to make clothing for their dolls.

      Evaluation Students are on task during the research. Students participate in large discussion. Students make clothes and articles that are representative of the time period

      *ESL students will benefit by the use of the Venn diagram or another graphic organizer. They will also benefit by using books that are rich in pictures and by making a list of the items that their dolls will be wearing. See Integrating Language and Content for supporting theory.

       

      To complete the project, glued dried head to body. Take pictures of the students with their finished project.

       

      Apples Cyberguide

      For an excellent thematic unit about apples which is literature based and addresses science and social studies see the Apples Unit.

       

       

    Curriculum Ties and Objectives for Subject Areas

    History

    1. Students develop research skills using a variety of reference materials.
    2. Students research the lives of children in colonial times to learn more about their day to day lives including their work, pastimes, and activities.
    3. Students understand how day to day life has changed throughout history.
    4. Students understand the historical relevance of events.
    5. Through research, discussion, and activities students gain understanding about the history of technology and the influence that technology (such as that used in toy manufacturing) has had on the lives of children over the years.

    Return to TOC

    Science and Technology
    1. Students Describe ways that technological devices have improved the quality of life for individuals.
    2. Students describe the ways in which technological advances have positive effects but may be accompanied by negative effects.
    3. Students explain how the choice of materials depends upon their properites and characteristics, explaining a manufacturing enterprise that produces a product by converting raw materials into goods.
    4. Students compare the ways in which transportation systems are devised to transport people and products on land, water and air.

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    Mathematics
    1. Using the information they have obtained through their research, students create different types of graphs using computer programs and traditional pen and pencil methods to represent the similarities and differences of types of:
      1. toys
      2. technology
      3. marketing
      4. transportation
    2. Students compare and find the distances from one place to another. For example, they research where their favorite toy is manufactured and using a map with a key they compute the amount of miles the toy has to be shipped. (ties with geography, map skills)
    3. Students compute the diferences between years using the dates of historical events.
    4. Using a list of prices for transportation costs, students calculate the costs of transporting different products.
    5. Older students Analyze functional relationships to explain how a change in one quantity results in a change in another.

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    Art

    1. Students create advertisement and packaging for colonial toys and games.
    2. Students invent a game or toy, design the packaging, and create an advertisement. (This can be combined with science.)

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    ESL

    1. Students who have varying degrees of English proficiency will benefit from the hands-on activities in which they create games, toys, and packaging. Once they have participated in the activity they will more easily acquire the expressions and words being used.
    2. Students should work in teams as they participate in the projects so they actively engage in conversation and therefore acquire language through meaningful interaction.
    3. Charts and diagrams made during the units should be kept on display for easy reference.
    4. Students who are from different cultures or countries share the games that are the most popular in their cultures.
    5. They may also share games that their parents and grandparents played.
    6. The class discusses the similarities and differences in games from various time periods and cultures.
    7. Students who speak a language other than English should be encouraged to demonstrate their games in their native languages so that mainstream students have the opportunity to new words in another language. (This ties in with world languages.)
    8. Recommended web sites (may be roughly translated using Altavista's Babelfish) provide graphic rich materials.

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    Web Resources

    For excellent references for children's literature for U.S. History and Colonial America 1600- 1776 visit Carol Hurst's site This site has historical discussion starters, literary discussion ideas, research starters, excellent creative classroom activities, character development ideas, and a collection of books which can be ordered on-line from Amazon.org.

    Another site which provides a bibliography of books for both students and teachers can be found on the Colonial Games and Toys Page: A listing of popular colonial games and toys that students may still use today, tongue twister, riddles, and rhymes. Also included is a popular board game from Colonial Times which students may reproduce.

    For more about games and activities see this site on the Noah Webster Home Page.

    Family Life in Colonial Times tells about the day to day life of children and other family members.

    A student who may want to ask a question about American history issues may use the National Park site National Park site

    Pictures and brief information about the museum and the history of Plimouth can be found at the Plimouth Plantation site. Students can take a virtual tour of Plimouth with active links that provide descriptions of things such as the various roles different members of the community played and the importances of different locations within the village. This site is available in Spanish, French, Dutch, and Italian as well as English.

    The Strafford Hall site has information about games and activities that were popular during colonial time and also suggested class activities.

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    Soon we will be posting specific lesson plans for the Toys and Games page. If after working with the above resources you create any lessons that you would like to publish, please contact us! A lesson plan format and release form are now available. Please complete the release form so we can publish your lessons and activities. (You will retain the rights to all your materials.)

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