Students gain a better understanding of life in pioneer times with the Pioneer Living Suitcase. The students can card wool and cotton, make candles, compare tools, games, and lifestyles of the pioneers with their own, or trace the route that many pioneers took on a map while discussing dangers and problems that might have occurred on the journey.
Materials
Household Items: washboard, flat iron, lantern, popcorn popper
Clothing and Fabric: quilt square samples, weaving cards, wool, carding combs, and braided rugs
Resource books: Pioneer Projects, Pioneer Life from A to Z, and Schoolyard Games
Arkansas Standards: Pioneer Living TSE
Activities:
Display all of the exhibit items and have students guess what time period they will be studying. Have them examine the items and guess what they are and how they were used.
H.12.1.3
Compare present day families, objects, and events with those in the past using visual representations and artifacts.
Have students write a paragraph about what they think life was like for pioneers on the Arkansas frontier. Then, after going through the Pioneer Living suitcase items and activities, have the students write another paragraph about pioneer life to include some of the information that they learned.
Supply List:
When families set out on the pioneer trail, they took only the things they would need to survive. Ask students to pretend that they are beginning a long treacherous journey on the pioneer trail.
From the supply list, they must choose what they will pack in their wagons; keeping in mind basic needs and cautiously logging the weight of each item.
E.4.K.1
Recognize that all people have unlimited wants and limited resources.
E.4.1.1
Explain ways scarcity necessitates decision making.
E.4.3.2
Identify problems, alternatives, and trade-offs involved in making a decision.
E.4.5.1
Explain ways trade-offs have allowed societies to get the most out of scarce resources.
E.4.6.1
Examine ways trade-offs have allowed civilizations to get the most out of scarce resources.
D.2.Eco.2.6-8
Now, ask students to continue to imagine themselves as pioneer children and tell a story or create a journal entry describing life events that could have happened on their trip.
H.12.K.1
Discuss changes over time using chronological terms (e.g., first, next, last, before, after, past, present, now, long ago)
D2.His.1.K-2
H.12.2.1
Create historical narratives using chronological sequences of related events in the community or region
D2His.1.3-5
H.12.3.1
Create historical narratives using chronological sequences of related events in the community, region or state.
D.2.His.1.3-5
W.K.2
Use a combination of drawing, dictating and writing to compose informative/explanatory texts that name what they are writing about and supply some information about the topic.
W.1.2
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
W.2.2
Write informative/explanatory texts to introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
W.3.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.5.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W.7.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W.8.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Map Replica from circa 1861:
Using the Lloyd’s American Railroad Map provided, ask students to trace the route of pioneers traveling from South Carolina to Arkansas. Notice the landforms they encounter. A pioneer family traveling in a wagon would usually travel 10 miles per day, but on a rainy, muddy day they might only travel one mile.
Ask students, “If you started in South Carolina and traveled the 700 miles to Arkansas, how long would it take to reach your destination? What things could happen along the way that might slow you down?”
AR.Math.Content.2.NBT.B.7
Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and the relationship between addition and subtraction; relate the strategy to a written expression or equation.
AR.Math.Content.2.NBT.B.8
Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.
AR.Math.Content.3.NBT.A.2
Using computational fluency, add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and the relationship between addition and subtraction.
AR.Math.Content.4. OA.A.3
- Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity.
- Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
AR.Math.Content.4.NBT.A.1
Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.
For example: Recognize that 700 ÷ 70 = 10 or 700 = 10 x 70 by applying concepts of place value and division.
AR.Math.Content.5.NBT.B.6
Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on:
- Place value
- The properties of operations
- Divisibility rules; and
- The relationship between multiplication and division
G.8.K.2 (D2.Geo.2.K-2 )
Use maps, and photographs to identify and describe the physical characteristics of familiar places
G.8.3.2 (D2.Geo.2.3-5 )
Use thematic maps (e.g., climate, political, physical) and other geographic representations to describe physical and human characteristics of a variety of places in Arkansas and the interactions that shape them.
G.9.K.3 (D2.Geo.4.K-2 )
Identify ways weather and climate impact daily life.
G.10.K.2 (D2.Geo.7.K-2 )
Identify people and goods that move from place to place.
G.10.2.1 (D2.Geo.8.K-2)
Examine ways that natural resources influence where people settle.
G.10.3.3 (D2.Geo.7.3-5 )
Describe diverse groups and reasons why they settled in Arkansas (e.g., push-pull factors).
G.10.4.3 (d2.Geo.7.3-5 )
Compare push-pull factors that influenced immigration to and migration within the United States.
G.11.K.2
Discuss the needs of people during natural and human-made disasters.
Display the Washboard, Lye Soap, and Flat Iron and begin the following discussions:
Washboard (Rub-board):
Pioneer women and young girls washed clothes by hand using a washboard or rub-board and washtubs. Dirty clothes were first boiled to remove the grime and then transferred to a second tub of water. There, stains were scrubbed out as the ladies applied lye soap and rubbed the clothes against a washboard. Finally, the wash was rinsed in yet another tub and the wet clothes were hung–up to air/drip dry.
Ask the students if they can think of all the ways that kids their ages would help with wash day? In case they get stuck, here are some examples…
- Gathering firewood
- Building a fire
- Carrying water from the stream or well (trip, after trip, after trip….)
- Using a long, strong stick to transfer clothing from one steaming pot to another
- Boiling, washing, and rinsing the clothes
- Hanging clothes for drying
Lye Soap:
Lye Soap had two key ingredients: lye and lard. Lye was derived from hardwood ashes and lard was (is) melted down pig fat. Back in “the day,” these two ingredients were combined in a large iron pot, sitting over a fire. The substance was stirred for hours until it began to harden. When the stir stick could stand straight up in the soap, it was ready to be poured into a box where it hardened completely. After two weeks of drying and hardening, the soap was cut into bars and used for bathing, laundry, and dishes.
Ask students to now think of all the jobs associated with soap making and call them out as one person writes their answers on the board.
Flat Iron:
Flat irons were nicknamed “sad” irons because of their heavy weight. Made of cast iron, these appliances weighed up to 10 pounds! To use a flat iron, the user would heat the iron in the hot coals of a fireplace or on a stovetop, then quickly press away the clothing wrinkles.
Ask students to create a time line or write a compare/contrast paragraph about the differences and similarities between the pioneer flat iron and our modern irons. They may include such things as shape, weight, purpose, and heat source.
Frameworks for Washboard, Lye Soap, and Flat Iron:
H.12.1.3 (D2.His.2.K-2 )
Compare present day families, objects, and events with those in the past using visual representations, news stories, and artifacts.
H.12.3.4 (D2.His.3.3-5 )
Analyze individuals, groups, and events to understand why their contributions are important to historical change and/or continuity.
H.12.1.2 (D2.His.1.K-2)
Create timelines to sequence family or school events using chronological terms (e.g., first, next, last, before, after, now, long ago).
H.12.1.3 (D2.His.10.K-2 )
Draw conclusions about family or school life in the past using historical records and artifacts.
W.K.2
Use a combination of drawing, dictating and writing to compose informative/explanatory texts that name what they are writing about and supply some information about the topic.
W.1.2
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
W.2.2
Write informative/explanatory texts to introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
W.3.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.5.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W.7.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W.8.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Candle Mold:
Not every pioneer owned a candle mold. It wasn’t necessary for candle making. But the pioneers who were lucky enough to possess this tool, treasured it, for it made their candle making chore much easier. It sped up the process and created candles that were uniform in size.
Today, candles are made of paraffin wax, but in pioneer days, tallow from animal fat was used. Because of the undesirable smell of tallow candles, some pioneers illuminated their homes with honey scented candles made of beeswax.
Instructions for making candles are in the binder. I hope your students enjoy this classroom activity.
G.10.K.1 (D2.Geo.8.K-2 )
Discuss natural resources in the community which can be used to meet daily needs.
H.12.K.3 (D2.His.2.K-2)
Compare a child’s life of the present to that of the past using visual representations.
CR.2.K-4.1
Experiment with various media using grade-level appropriate elements of art and principles of design.
CR.2.5-8.2
Demonstrate, with guidance, the safe and responsible use of traditional and/or new media and tools.
Display the Wool, Cotton, Carding Combs, Fabrics, and Weaving Cards
Wool:
Wool was (is) sheared from sheep then carefully washed and drip dried.
Cotton:
Cotton was (is) the white, soft substance that surrounded the seeds of the cotton plant. The fibrous fluff was (is) picked by hand and collected into large burlap bags. After the cotton was de-seeded in a cotton gin, it was ready to be spun into yarn and thread, then to be woven into cool, cotton fabric.
Carding Combs:
Carding combs were thick brushes used to prepare wool or cotton for spinning. To “card” wool or cotton, one placed them between two carding combs, and brushed them back and forth until the fibers were straight enough to be spun into yarn at the spinning wheel.
Allow students to try their hand at “carding” wool or cotton. Next, ask students to weave threads on the cards included in the suitcase or to make their own cards.
Instruct the students to make a paper weaved placemat. Directions are included in the binder.
Make a construction paper quilt square. Put each square up on the wall to create a class quilt. Sample and instructions are included in the binder.
H.12.1.3
Compare present day families, objects, and events with those in the past using visual representations and artifacts.
Rag Doll:
Pioneer dolls were made from leftover strips of fabric that women used for rag-rugs.
Ask those students who would like to participate to make a homemade toy using recyclable materials.
H.12.1.3
Compare present day families, objects, and events with those in the past using visual representations and artifacts.
