Kindergarten Fall History — Family, School, Community Helpers, and the First Sense of Past, Present, and Future
History · HIS K (NCSS Theme 2 + C3 D2.His.10 / Grade-1 stretch) hist.gK.f.his.object_as_source

Family object as primary source — NOTICE / WONDER / ASK

Apply the NOTICE / WONDER / ASK routine to a physical object (a quilt patch, a baby spoon, a wooden toy, a recipe card, a small piece of clothing). Recognize that objects, like photos, carry history. Make a 'Museum Card' label.

Mastery threshold
75%
Min instances
4
Typical minutes
25
Spaced intervals (days)
3, 7, 14, 30, 60
Prereqs
Successors
  • hist.gK.s.his.what_is_evidence
    (not yet loaded)
  • hist.g1.s.his.museum_curation
    (not yet loaded)
Common misconceptions
  • Treating the object as a toy rather than a source (no curatorial framing)
  • Believing an object must be 'old' to be a source (a newly-printed family recipe card is also a source)
  • Believing each child needs an 'impressive' object — explicitly disrupted by sample objects (a button, a recipe card)

Exercise pool (5)

Diff Stem Type
1 Use the magnifying glass to look closely at your object. Tell me TWO things you notice that you didn't notice before. examine with magnifier
2 Fill in the 4-line museum card for your object: NAME, WHO USED IT, WHEN, WHY IT MATTERS. complete museum card
3 Your ASK person told you more about your object. Add ONE new line to your museum card: 'I also learned ___.' revise museum card
4 Pick one classroom object from the museum-table selection. Make a 4-line museum card for it. Who can we ASK to learn more? classroom object card
5 Present your museum object to a visitor in 3-4 sentences: WHAT it is, WHO used it, WHY it matters. Then answer ONE wondering they ask.... capstone present to visitor