Our Young Historians

In Year 3, we enjoyed the introduction of ‘History’ as an independent subject. I don’t think I have come across a single child who did not find it amazing or addictive. As a teacher as well, I felt the same enthusiasm while planning for their lessons. The Year 3 History Curriculum comprised of two separate units:  Greece and Egypt.  

Before we set on the journey to discover the wondrous Greece, I felt it was important to help them analyse the character sketch of an archaeologist or historian. Therefore, the first activity planned was the ‘sandpit activity!’ The children were requested to carry hats, aprons and handy magnifying glasses from home. 

It was fun turning my house upside down looking for art objects that would look old and fit in as artefacts. I also carried a few coins of currency that I had collected and saved while visiting foreign lands.

The sandpit area was divided into four parts using four different coloured small flags attached to straws and fitted in the sand. I created four groups in the class and the level of excitement was high. The artefacts had been buried beneath the sand while the students were in class busy dressing up for the occasion. “Why do we need to wear the hat teacher?” One curious mind started. “Because she wants us to feel like detectives!” came the immediate response from her group mate. I added, “Being an archaeologist is tough!” They looked at me waiting for me to add some more wisdom to the statement. I decided to allow the mystery to unravel on its own.

The worksheets had already been prepared and printed for them to carry with them. There were facts to be listed related to objects found identifying their colours, shapes, condition, suggestive clues and assumed time period. There was space allotted to draw the artefacts and register their conclusions on their finds.

When we reached the sandpit site, all four groups got to work. They held small wooden sticks to dig. One of the hidden clues was a clay spoon that I had made the night before. As soon as a part of it became visible to group 1, they became extremely excited and as expected began to dig vigorously. “Be careful!” screamed the girls as a part of the spoon broke. The culprits looked at me with innocent eyes that felt like they had met with a major disaster. “Oh no! That’s a big mistake! How did it happen?” I asked providing a little direction to the incident. “He was digging too hard teacher. We asked him to be careful. Now he has ruined our evidence!” “Sorry!” He replied feeling quite guilty. The other groups quickly contained their aggression realizing that it was a delicate job and needed a lot of caution.

All the groups carried their artefacts to their tables by joining their hands together! The evidence was indeed the most sacred element in the job. 

Once the tables were filled, they sat in a group collecting the data formally. “Let’s place artefact 1 in the centre. It’s a coin. It’s silver in colour and has a picture of a queen. Looks rusty,” “Can I hold it?” asked one of the boys. “No! You will spoil it if you do that. Just look at it and write,” commanded the authoritative voice in the group. “But how will you know what’s on the other side of the coin? And what will you fill in the space where it says, rough or smooth? We can’t just fill this paper imagining things!” he retorted a little angrily. I sat near him. “Well done! Yes, it’s important to study and examine the artefacts that you have found. It is important to list the facts clearly. Use all the senses. See, touch, smell and hear. Just don’t try to taste it! You have to be very careful when handling artefacts.”

Despite the heat, the students had enjoyed the entire experience. “So, that’s why we wear these hats!” smiled my curious doll. “I told you! It’s not an easy job! Working in the hot sun. Wish I had asked you to carry your water bottles too! My mistake!”I noted it in my lesson plan for the next year.

The worksheets carried pictures of old statues, coins and pots. There were interesting descriptions. For one coin, my student had written, “smells like the shoebox!” They came and sat down exhausted but filled with many stories.

“Teacher our spoon was 3 finger spaces. If we join the broken part I think it will be about 5 fingers. That looks like a teaspoon!”; “The pot was very shiny teacher. It didn’t look too old. Maybe, it does not match the time period of the other things.” They had started to use the reasoning tool that every curriculum desires.

Finally we created a mind map around the picture of an archaeologist describing his character and job:

1. Someone who digs for artefacts.

2. He must wear a hat because it will protect him from the sun and heat.

3. He should carry his pen and paper to record evidence.

4. He must handle the artefacts with care or they may get damaged.

5. A water bottle is a good idea to keep at hand as the long hours can make you very thirsty.

6. The site should be marked well to remember where to dig.

7. The artefacts must be carried carefully so as to keep them intact to study.

8. Study the artefacts by examining them closely using your senses. When you touch them, be very careful. Write down the real facts and don't be afraid to investigate.

9. The artefacts tell us about the time period that they were used in. They teach us about the lifestyles.

10.          Sometimes, we find objects that do not belong to the same time period. We can make out by their appearance and condition.

It was a beautiful history class and a meaningful beginning to our journey to Athens and Sparta.