Change Over Time

             A few weeks ago in Social Studies class, we were discussing how to teach time continuity and change over time to young children, primarily in grades PK-2. To get a better understanding of the topic, we went outside on a beautiful October Thursday to document and take pictures of the changing leaves and trees. Being from Louisiana, I never get to actually see the different seasons as our weather tends to be mostly hot and humid with cold days here and there in the winter; it is amazing to witness a distinct four seasons for once living here in South Bend. The leaves were a beautiful mixture of red, orange, brown, and green and some were even decorating the ground. You can see this in the pictures below.

              Seeing the seasons change, as fall does with leaf colors, is a good way to teach children that things change over time. For example, we dress accordingly to the weather and change the activities that we participate in. In the winter we wear coats, hats, and gloves, bundling ourselves as much as possible. In the summer time we were shorts and t-shirts and go swimming often. By having young children see the change in front of them, they are able to get a better understanding of the cycle that our surroundings and we, too, go through all the time. In class, we talked about how young children view history as immediate time. By giving them the opportunity to participate in a hands-on, relevant, and meaningful activity where they are able to observe and analyze, say leaves changing in the fall, they will be able to get a better understanding of the process of change over time. 

Trade Fair

                For the trade fair activity, everyone had to bring in an item that they were willing to exchange for something else. In other words, we knew that we would not be taking the item we brought in back home. Most people brought it handmade items or items that had some meaning to it. I brought in a box of 6 red velvet cupcakes, not knowing that they would turn out to be the most demanded items on the table. At first, I planned on trading the cupcakes as a whole: the person whom I traded with would get all 6 of them. However, I soon realized that I had more power if I traded the cupcakes separately or in pairs.

                The first thing I did was trade 2 of my cupcakes for a piece of framed art made by one of my classmates. Then, I realized another classmate only wanted one cupcake. While I did not want or need the pencil case that she had brought to trade, I told her that if she was able to trade her item for some cookies that I would give her a cupcake for those cookies; I was dependent upon her to make this trade. She succeeded and I was then left with 3 cupcakes but I had gained 2 items rather quickly. I proceeded to trade another cupcake for a t-shirt, while I traded the last 2 for a Halloween scarecrow decoration. I left the trade fair with 4 items; more than that of my classmates. I realized that by having one of the most demanded items in the trade fair that my supply of other items went up in the end.

                This activity is a great way for teachers to showcase how people in the past traded goods and services. It is a fun, hands-on activity that uses real items to help students understand how people felt when they wanted something and did not get it or vice versa. The item that is up for trade must be valuable and meaningful to the person in order for it to be a “popular” item. Teachers could use this as an authentic experience in the classroom to give students a better understanding of how our economy works and to learn multiple economic concepts such as supply and demand and interdependence. Finally, students could reflect on the trade fair after it is over just as we did, explaining how it worked, what items were in most demand, and if they were satisfied with what they left with in the end.

Cultural Artifacts Activity

            For a class activity, we were told to bring in 5 cultural artifacts that meant something to you and/or described you. I decided to bring in items that represented me and where I come from. Much of it reflected my hometown of New Orleans, which I miss dearly. When the class was asked to place their 5 artifacts on the table, I pulled out my engagement ring, my Pandora bracelet, my Drew Brees Saints jersey, a bag of New Orleans red beans, and a picture of my family. First, my engagement ring is who I am at this moment: newly engaged and soon-to-be wife. Next, my Pandora bracelet describes a bit of my life journey. I received it a little over a year ago when I was graduating from LSU from my fiancé’s family with several charms: a graduation cap, “N” and “E” initials for my fiancé and I, and a purple and gold charm for LSU. Since then, both my fiancé and mom have added charms to the bracelet including a fleur de lis for New Orleans and a cub representing my high school. My Saints jersey symbolizes the love for my city and team. It truly makes me feel that anything is possible after seeing the Saints win the Superbowl after many thought that the city would never come back after Hurricane Katrina. The passion and love that the people of New Orleans have, not only for the Saints but for the city itself and those around them, is unlike any other. Next, the bag of red beans represents the delicious food that I am missing from back home. I like South Bend and am getting settled in but the food does not compare. Red beans cooking on the stove is just what New Orleans is about. Finally, my family means the world to me. It has been hard being away from them because I am used to them always being there, as we are a big, close-knit family. It has been an adjustment but I know it will only get better.

The class had all their items in the middle of the table. We were asked to think about what people would think if they found all our artifacts 100 years from now. What would they be able to tell about our class? Everyone’s items were meaningful in their own way to each individual. Girls mostly brought personal belongings and memorable items, while the guys brought fun, light-hearted items that described them. Furthermore, one unique and amazing discovery we made was that not one person in the class had brought a piece of technology as one of their artifacts. This was shocking to me because we live in such a technology-filled world and society today. However, knowing that a cell phone or computer is not something that means the world to someone is nice because, honestly, it is the little things that matter and we could go on to live our lives today without the technical stuff and be just as happy.

As a teacher, this activity would be helpful for children to see how they are both alike and different from their peers and what each person considers important. The students could then write about what they learned from others while doing this activity, as well as how they would like people to remember them in the future.