Grade 1 Fall History — Then and Now, Family Histories, and How We Know What Happened
Lesson 11 35 min hist.g1.f.lesson_11

Visit (or virtual-visit) a local historical society - meeting real archives

Skills targeted
Objectives
  • Students can identify what a historical society or archive is.
  • Students can apply the NOTICE-WONDER-SOURCE routine to a real archived object.
Vocabulary
historical societyarchivearchivistcollectioncatalogpreserveartifactprovenance

Lesson plan

Warm-up

4 min

Calendar Circle. Then: 'Today we visit a place where they SAVE old things on purpose. It is called a HISTORICAL SOCIETY (or an ARCHIVE). They have rooms full of primary sources!'

Teacher moves
  • Show photo of the historical society or archive being visited
  • Set expectations: quiet voices, hands-behind-back near display cases
  • Introduce the visit guide (archivist) by name
Media
M-1-F-HIS-11-A Photograph
5x7 color photo of the local historical society building or interior of the school's chosen archive (e.g., town historic

5x7 color photo of the local historical society building or interior of the school's chosen archive (e.g., town historical society, public library local history room, or virtually-toured Smithsonian Learning Lab page). Should show the building entrance OR a display case with a few labeled artifacts.

Direct instruction

15 min

A HISTORICAL SOCIETY is a place that SAVES primary sources from a community. The people who work there are called ARCHIVISTS - 'AR-kee-vists.' They CATALOG and PRESERVE old photos, letters, objects, and documents. Today an archivist will show us 3 things from their collection. We will apply our NOTICE-WONDER-SOURCE routine to each one.

Key examples
  • Notice - the archivist gave us the SOURCE LINE: from Johnson School, around 1900, donated 1989.
    model Archivist tells: 'This slate was used by children at the local school around 1900. The wooden frame says JOHNSON SCHOOL. We received it from the Johnson family in 1989.'
    prompt Archivist shows artifact 1 (e.g., a 1900 school slate from local school)
  • This is a PRIMARY source - it was made in 1925, when the town looked like that.
    model Children apply NOTICE-WONDER-SOURCE routine; archivist confirms
    prompt Archivist shows artifact 2 (e.g., a 1925 town map)
Checks for understanding
  • What is an ARCHIVIST?
  • What is the difference between an archive and a library?
Sourcework
Source type
live archive visit or virtual tour
Routine
ARCHIVE-VISIT routine: 1) GREET archivist; 2) LISTEN to provenance story; 3) APPLY NOTICE-WONDER-SOURCE; 4) THANK archivist; 5) COLLECT a postcard or souvenir from the visit
Details
Three primary-source artifacts from the local historical society: a 1900 school slate, a 1925 town map, and a 1955 family photograph - each with full provenance presented by the archivist.
Media
M-1-F-HIS-11-B Interactive Physical / non-image

Backup virtual-archive option: Smithsonian Learning Lab pre-curated 'Then & Now: Daily Life' collection (free, public) projected on smartboard. 4-5 artifacts with full provenance visible, archivist walk-through narrated by classroom teacher. Used when in-person visit is not feasible.

Guided practice

10 min
Tasks
  • In pairs, complete a NOTICE-WONDER-SOURCE clipboard for one of the 3 artifacts
    scaffold Adult chaperone with each small group
  • Ask the archivist 1 question per pair
    scaffold Pre-generated question bank
Media
M-1-F-HIS-11-C Manipulative Physical / non-image

6x9 clipboard with attached NOTICE-WONDER-SOURCE sheet, pencil on string, and a 'My Archive Visit' header. Pre-populated with the visit date, archivist's name, and 3 artifact slots ready for children's notes.

Formative assessment

3 min
Exit ticket
  • What is an ARCHIVIST?
  • What 1 thing did you NOTICE in the archive?
  • Was the artifact you studied PRIMARY or SECONDARY?
scoring All 3 correct = mastery; 2 of 3 = practicing; 0-1 = re-teach + reflection sheet

Closure

2 min
Moves
  • Take a class photo with the archivist
  • Send thank-you postcards from class
  • Preview: tomorrow we meet our first SIGNIFICANT INDIVIDUAL

Homework

5 min
Tasks
  • Tell a family member 2 things you saw at the historical society. Find out if anyone in your family ever DONATED anything to an archive.

Exercises in this lesson

hist.g1.f.his.notice_wonder_source.ex_02
At the historical society visit, apply NOTICE-WONDER-SOURCE to ONE archived artifact. Bring back your sheet.
 apply to archive artifact · diff 4

Differentiation

Scaffolds
  • Adult-paired pairs
  • Picture-cued clipboard
  • Pre-recorded archivist video if in-person not possible
Extensions
  • Sketch one artifact in detail
  • Find one artifact in the archive that connects to YOUR family history
English Learners
  • Bilingual clipboard
  • Pre-tour vocabulary preview
  • Home-language interpreter if available
Ieps 504s
  • Wheelchair-accessible route confirmed
  • Sensory-quiet alternate room
  • Virtual-tour option for medically fragile children

Teacher notes

The archive visit (or virtual archive) is the unit's BEYOND-CLASSROOM moment. CONTACT 4-6 weeks ahead. Many local historical societies LOVE school visits and will provide tailored programs. ALTERNATIVES: school library's local-history shelf; town hall lobby exhibit; senior center reminiscence display; or virtual Smithsonian Learning Lab. NEVER skip this lesson - the experience of meeting a real archivist and a real primary source is irreplaceable.