This article was originally published in the fall issue of LightLines, a publication of Christian Light, Harrisonburg, VA. For a free subscription, email subscribe.lightLines@christianlight.org.
*More detailed instructions and photos of all of these projects are available by typing the specific project title into the "Search This Blog" bar to the right.
I believe that there are three main ways to get students involved and paying attention in history class. The first two, putting your students into specific situations and telling interesting and true stories, were discussed in the last issue of Lightlines. The third way is to create hands-on history projects in class, and while I do greatly enjoy the first two, this one is my favorite.
When I was a little girl, I specifically remember two amazing history classes. The first one occurred when I was in about third grade. I remember it vividly. We were studying the native Inuit peoples who live in the northern parts of Canada. We had read the textbook and looked at some pictures, but then, my teacher did something amazing. She passed out pieces of cardboard, foil, and sugar cubes. We covered the cardboard squares with foil to look like ice, and then we stacked and glued the sugar cubes together to make an igloo. I was completely intrigued. I felt almost like I was an Inuit building my little igloo. It was hard to get the cubes on top to stay. I wondered if the real Inuits had had this problem. I remember crouching down to get on eye-level with my group’s igloo and peering inside it. I still remember seeing the light shining through the crevasses, casting a whitish-blue glow on the sides of the igloo. I tried to imagine what it was like to live in one of those. I was ready to go heat up some tea over a fire and munch on some seal meat.
The second vivid memory I have was from a history class when I was in about fifth grade. We were studying the Inca who lived in the Andes Mountains in the area that is now Peru and Chili. If you look at a map (your students should have colored pencils to color in blank maps of every state, province, and country you study), you can see how long and skinny this country is.
So, how did the Great Inca (their king) get messages to all the people in his long, stretched-out country? He sent runners with messages on quipus, of course! Our teacher told us all to bring a stick to class the next day. She provided yarn, and we made our own quipus. Again, I loved it and have remembered it for almost fifty years.
I began gathering ideas for projects that would be doable for the ages I was teaching -- in most cases this was grades three through twelve. Often I would get an idea that was mentioned in the book, while other times I would research a bit before I found something that I thought would work. It does take a little work, but it is so very worth it. Your students will learn more, remember more, and have a deeper appreciation of studying history. (I have compiled a list of projects with directions for fifty different projects. If you are interested, I’d be glad to share it with you, or you can research on your own and come up with your own ideas.) My goal is to do one project at the end of every chapter, which is about every two weeks. But even if you just do one, your students will remember and enjoy it.
There are a few simple procedures to follow to make this work in the classroom.
Gather all the supplies yourself; don’t expect the students to bring anything unless it’s optional. This keeps parents happy, and the students will often forget anyway. I find most of my supplies at thrift stores and just keep a collection, or I buy them inexpensively somewhere.
Make one yourself ahead of time and show it to the students. (Time yourself so you’ll know how long it will take.) Explain what it is and how it relates to what you’ve been studying in history.
To avoid chaos, keep procedures clear and simple. Have students pick up supplies as they enter the room, or have them come up and get them one row at a time. Keep order.
Slowly give step-by-step directions, modeling exactly what the students are supposed to do where they can all see you. Wait until they are all caught up to go onto the next step. Assign students who may be challenged a “buddy” to help them so that you can focus on the class.
Here is a list of North American history projects in chronological order with a brief description of each. World history projects will be presented in the next issue of Lightlines.
Indigenous peoples/Ancient Times
Igloos - Stack and glue sugar cubes on top of foil-covered pieces of cardboard.
Sandpaper cave drawings - Tear the straight edges off sandpaper. Using crayons, draw animals similar to indigenous peoples’ cave drawings. (Provide examples.)
Incan quipus - Tie lengths of different colors of yarn onto a stick. Tie and braid some of them together at different heights.
Corn husk dolls - Fold corn husks in half. Tie with string at the neck and waist. Draw a face on it, and add fabric clothes or yarn hair, if desired.
Colonial period
Quilling - Roll strips of colored printer paper into coils and make designs with them. For younger students use ½” strips of paper and use a pencil to roll them. For older students use ¼” strips and use a toothpick to roll them.
Butter making - Combine heavy whipping cream and a few dashes of salt into a plastic jar with a lid. Pass the jar around the class, allowing each student to shake it for a while.
Indigo fabric dyeing - Provide squares of white cotton fabric. Have each student write his name in permanent marker on the corner. Then use rubber bands to wrap around the fabric. Follow directions on a package or bottle of Rit fabric dye.
Book binding - Fold three pieces of construction paper in half. Use a ballpoint pen (or the end of scissors if they are old enough and can handle it) to poke holes through the layers near the fold or “binding” of the book. Use a pen or pencil to poke the yarn through the holes to “bind” the book. Write and/or draw in them during the next history class!
Westward Expansion
Lewis and Clark journal entries - Have students sketch a large animal on a piece of paper. All around the drawing, have students write facts about the animal.
The Industrial Revolution
2x4 weaving looms - Have someone make simple looms by attaching two six-inch lengths of a 2x4 together to form an “L”. Wrap yarn around the “L” to make the warp, making a triangle shape when viewed sideways. Use another color of yarn to make the weave, weaving it over and under the first pieces of yarn.
The Civil War
Construction paper Underground Railroad quilt - Put students into groups or have each student make a different square from the quilt pattern using different colors of construction paper and scissors. Assemble the finished squares together and discuss what each square meant for the escaping slaves.
Buildings and Architecture
Popsicle stick buildings (log cabins, the Washington Monument, etc.) - Give each group of students about two hundred popsicle sticks, a glue gun or two (discuss safety issues), and a picture of whatever building they are supposed to make. Encourage them to use rulers and ratios to get the correct proportions, writing the numbers on the photos.
Involving students in hands-on projects takes them beyond the textbooks and directly engages them in what is being studied in history class. They will remember and understand history much better if given the opportunity to experience it for themselves. Try it!