Interpreting Primary Sources in Social Studies - Report Example

Interpreting Primary Sources in Social Studies Primary Source The primary source that I have chosen for this assignmentis the picture of the butter press and spoon. This artifact is shown in diagram 1 below. Diagram 1: The Butter Press and Spoon 2. Initial Observations The artifact has several features that are outstanding. These features can be viewed from various angles. General View – from the general view of the photo, the artifact contains two items including the butter press and spoon. The two items are resting on a flat wooden surface. They items are also made from a material that resembles wood. Although the butter press, the spoon, and the wooden surface are all brown, the butter press has some dark colors at the edges. Butter press –a closer view of the butter press shows that it has smooth surfaces. The wooden pieces used to make the butter press are wooden and appear to have been smoothened well. The pieces are joined together using simple joints that with nails. The butter press is made in the form of a box with the upper two sides left open. In the middle running perpendicularly is a small rod, which is also smoothened. The rod goes through a circular hole on the upper surface of the butter press (see diagram 2). Diagram 2: Butter Press Butter press side view – a more close view of one of the longer sides of the butter press shows the nails used to make the joints. The places where the nails have penetrated have some cracks and are darker than the other parts of the wooden piece surface. The wooden rod running perpendicularly through the middle of the butter press is visible (see diagram 3). Diagram 3: Closer View of Longer Side of Butter Press Upper Side View – when viewed from one the upper and shorter side view, the perpendicular rod appears from the top. The upper wooden piece is also connected using four nails on each of the four corners. Additionally, one of the shorter sides appears clearly showing three pieces of woods connected (see diagram 4 below). Diagram 4: Upper Side View of Butter Press Upper View From one of the Edges of the Butter Press – when viewed from one of the upper edges, the inside part of the butter press is visible. The rod that is running through the middle is visible above and below the upper wooden covering. Inside, two screws are visible on either sides of the wooden rod. The two screws are bigger in size that the nails used in making the joints (see diagram 5) Diagram 5: Upper View from One of the Edges of the Butter Press View of Butter Press with the Wooden Rod Removed - When the rod running through the center of the butter press is removed, the circular hole on the top surface is visible. The wooden rod is also connected to a small wooden slab at the bottom. The wooden slab is rectangular in shape with sharp edges at the bottom but curved surfaces on the top. The two screws on either side of the perpendicular rod are also visible and penetrating in the wooden slab (see diagram 6). Diagram 6: View when Butter Press Dismantled Spoon – the wooden spoon does not rest directly on the flat wooden surface. Instead, the front part of the spoon rests on another wooden object that resembles a cooking spoon. The cooking spoon has a handle and a flat surface with parallel lines. The other end of the spoon is resting on the flat wooden surface directly (diagram 7). Diagram 7: General View of Spoon Aerial View of Spoon Facing Up – when viewed from above while facing up, the scooped side of the spoon is visible. This side appears larger than the other end as well as the middle part. The spoon has curved edges on either side. Parallel horizontal lines on the spoon’s handle are also visible. The inside part of the front part of the spoon shows some rough edges (see diagram 8). Diagram 8: Aerial View of Spoon Facing Up Upside Down View of Spoon – from this view, the hollow part of the spoon is hidden. Instead, the bulging part is visible. The other end of the spoon is also raised a bit. The rough surface of the spoon is also visible (diagram 9) Diagram 9: Upside-Down View of Spoon Measurement/Relative Sizes – the butter press is relatively larger compared to the spoon. 3. Formulating Questions a. Initial Questions I. What were the original uses of the butter press and the spoon? II. Have the original designs of the butter press and the spoon changed over time? III. What amount of wood was needed to make the butter press and the spoon? IV. How long did it take to make the butter press and the spoon? V. What method was used in making the butter press and the spoon? VI. Did the design and image of the butter press and spoon differ in other cultures? VII. Why do some cultures not have butter press and spoons as part of their cultural heritages? VIII. Why did artists choose to make butter press and spoons using wood instead of other materials such as metal or stone? IX. For how long did the wooden butter press and the spoon last? X. Who made the wooden butter press and spoons XI. Who among men and women used the butter press and spoon? b. Essential Framing Question The essential framing question for investigation is what were the original and current uses of the butter press and spoon? c. Smaller Focus Questions What are the specific changes that have occurred in the use of the butter press and spoon over the years? Compared to their original sociocultural significance, what is the sociocultural significance of the butter press and spoon currently? What specific steps were used in molding butter using the wooden butter press? Has anything changed with regard to the original process of using the wooden butter press to mold butter? Was the size of the butter press standard or random? 4. Gathering and Organizing Information, Evidence, and/or Data a. Primary Sources Butter by Connie Wanek This poem talks about butter in general. However, it also mentions the butter press towards the end. In the last stanza, Wanek writes “…for the press of a wooden butter mold shaped like a swollen heart.” This poem reveals the importance and use of the butter press and how it was a valued item. Apparently, the butter press was used to mold the butter into a swollen heart shape. Although the poem does not give much detail about the butter press, it provides crucial information regarding the original use and the sociocultural significance it held. Poetry is a strong tool for learning about our heritages including the known and known aspects of our cultures (Aguilar, 2013). Butter Press, circa 1910 This is part of the Ted and Edna Wojcik collection found at Windsor’s Community Museum. The artifact represents the wooden butter press that was used in traditional Ukrainian society. The butter press is very similar to the butter press under consideration in this assignment. They are all wooden and the design is identical. Although the wooden spoon is missing, this Ukrainian artifact presents crucial insight into the use and design of the original butter press. Specifically, this butter press was used for making blocks of butter that were attractive, which were then stored in cold boxes for preservation. b. Secondary Sources Old Days, Old Ways by Olive Sharkey According to this book, butter press was an important tool in the old days. It was used in the process of making butter. Specifically, the book notes that the butter-press was used for squeezing water from butter through application of pressure. However, the book also notes that low efficiency of the butter-press. Nevertheless, the book provides a clear record of the use of the butter-press in the traditional societies (Sharkey,1987). Easy Homemade Butter Molds This short video file is on YouTube. The video file illustrates how the antique wooden butter press/mold was used in molding butter. The short video clip provides a real illustration with an explanation of how the wooden butter mold was used and is still used today. Although the video clip is quite short, it helps in understanding the exact use of the butter press. The video also shows how the wooden spoon is used in the process of molding/pressing butter. The illustrator is shown using the wooden spoon to scoop the butter out of a container and pressing it into the butter mold (Traditional Cooking School by GNOWFGKINS, 2011). Butter crocks, moulds, stamps, butter dishes, paddles, pats, Scotch hand I found this article on the internet. The article provides a details account of the various items used in making butter in the old days. Specifically, the article discusses the butter molding process and the uses of the butter molds/press and wooden spatulas/spoons. From the discussion, it is clear that the wooden spatulas were used for various purposes including cutting, stirring, scooping, and lifting the butter. The butter molds were used for were used for molding the butter (OldandInteresting.com, 2007). 5. Interpreting and Analyzing Information, Evidence, and or/Data a. Links to Social Studies Thinking Concepts and Citizenship Continuity and change – the concept of continuity and change involves the determination of what has changed and what has changed over time (Ontario Ministry of Education, 2013). The traditional butter mold and the spatula were small and made of wood. They used manual labor to operate. However, technological developments have led to development of new tools that are mechanized and made from different materials such as metal. However, the underlying functions of the butter press and the spatula have not changed. Significance – under the concept of significance, students are expected to unravel the importance of something (Ontario Ministry of Education, 2013). With regard to the butter press and spatula, the items are primarily important for molding butter. They have no other importance based on extensive research. Their importance in butter making is universally shared. Aspects of Citizenship – the butter press and spoon represent the aspects of citizenship. Specifically, ownership of the butter press and spoon implies that one is privileged. This is especially so when the items are antique. The antique wooden butter press and spoon have a significant value in terms of sociocultural status. That is why some of the antique wooden butter molds are safeguarded in museums. b. Links to Curriculum Grade 1: Our Changing Roles and Responsibilities Specific Expectation A1.2 “Describe how some significant events in their lives led to changes in their roles, relationships, and/or responsibilities.” Last year, my parents started producing butter. They acquired six butter presses, which I have to use every weekend in molding the butter. I now spend most of my weekends helping my parents and siblings in making butter using the newly acquired butter molds. Grade 2: Changing Family and Community Traditions Specific Expectation A3.6 “Identify some ways in which heritage is passed on through various community celebrations and events.” After acquiring the butter molds, my parents taught my siblings and me how to use it to mold butter. The tradition of making butter at home using the butter mold was also passed to my parents from my grandparents through a similar approach. Grade 6: Communities in Canada, Past and Present Specific Expectation A3.5 “describe interactions between communities in Canada, including between newcomers and groups that were already in the country.” Canada has a large number of immigrants from different parts of the world as well as foreign tourists and students. These foreign people have introduced their foreign cultures to Canada including the process of making butter. Likewise, the foreign people have learned how Canadians use the butter press to mold butter. Canadians are friendly people who welcome foreigners and treat them well, which creates a mutual relationship that is necessary for the exchange of cultural practices. c. Links to Children’s Literature Peeny Butter Fudge by Toni Morrison and Slade Morrison The book is specifically written for young children. It uses simple story telling combined with colorful images to narrate the story of three children who are taken to their grandmother by their mother. The mother leaves a schedule of what the children should be doing while she was away. However, the grandmother has a better idea. She decides to teach the children the recipe for making Peeny butter fudge. The recipe had been a secret family recipe (Morrison & Morrison, 2009). The book can be used to draw the attention of the children into the transfer of heritage from one generation to the other, such as the use of the butter press in the butter making process. Let’s Make Butter by Eleanor Christian and Lyzz Roth-Singer This children book could be used to help children develop interest in Canadian cultures such as homemade butter making using the butter press. The book uses pictures and explanations to explain the process of making butter (Christian& Roth-Singer, 2000). Apart from developing interest in culture, the book will also enable children to learn about significance concept especially the importance of using butter molds and spoons in the butter making process. 6. Evaluating Information, Evidence, and or/Data and Drawing Conclusions From the information reviewed including the primary sources and the secondary sources, it is clear that the butter press and spoon were important tools in the homemade process of making butter. Traditionally, butter press and spoon were made of wood. They were typically rectangular in shape to create rectangular butter blocks. However, the butter molds could also take different shapes. In the old days, the wooden butter molds and spoons were operated manually by an individual. Although the butter molds and spoon are still used in homemade butter making, their use has largely declined because of emergence of commercial butter making. New technologies that are faster, more efficient, and machine-operated have emerged. These have had major impacts on the traditional homemade butter making process. Instead of making butter at home, most people are now buying ready-made butter from dairy companies and retail stores. They have abandoned the idea of making their own butter at home. This has resulted in limited use of the butter press. Modern societies have been transformed through globalization, technological developments, and cultural interactions. Making butter was not a universal tradition. Only some societies used to make homemade butter. However, globalization has led to movement of people across the world, which has resulted in cultural interactions. This too has impacted the use of the butter press and spoon. Societies that traditionally used these items may have abandoned this tradition after interacting with foreign cultures. 7. Reflection This approach to inquiry with children has advantages and disadvantages. The main foreseeable advantage is that it provides a systematic process of inquiry. The systematic inquiry is easy to follow. Therefore, children can be able to use it in their inquiry processes. Another foreseeable advantage of the approach is its reliance on primary and secondary sources of information. The primary sources of information provide first-hand accounts, which are more representative of the subjects of inquiry. However, secondary sources are also important in gaining alternative ideas and perceptions that will help in building a strong inquiry. Ultimately, the combination of primary and secondary research creates some complementarity in the information that is acquired and used in the inquiry. Finally, using primary source materials is particularly valuable in inquiries with children. Children tend to learn more from real experiences using their senses including hearing, seeing, and feeling. Primary sources of information such as poems, stories, and speeches are more appealing to children that secondary information such as books. Moreover, children may not be able to identify the biases in secondary sources. Primary sources have limited biases because they do not represent interpretations of other people’s ideas or opinions. Therefore, children can derive more insights from primary source materials than from secondary source materials. However, I also foresee one possible disadvantage of this approach. Apparently, the approach could become so complex and long in certain circumstances. For example, when inquiring about subjects or things that have large volumes of information, children may find it cumbersome to consider all the sources of information available. Children tend to lose interest and concentration easily. Therefore, if this approach becomes complex and long, children may lose focus and interest in the inquiry process. References Aguilar, E. (2013). Five reasons why we need poetry in schools. Retrieved from http://www.edutopia.org/blog/five-reasons-poetry-needed-schools-elena-aguilar Christian, E., & Roth-Singer, L. (2000). Let’s make butter. Yellow Umbrella Books. Morrison, T., & Morrison, S. (2009). Peeny butter fudge. Simon and Schuster. OldandInteresting.com. (2007). Butter crocks, moulds, stamps, butter dishes, paddles, pats, Scotch hand. Retrieved from http://www.oldandinteresting.com/butter-crocks-history.aspx Ontario Ministry of Education. (2013). The Ontario Curriculum: Social studies, grades 1-6; history and geography, grades 7-8, 2013 (revised). Retrieved from http://www.edu.gov.on.ca/eng/curriculum/elementary/sshg18curr2013.pdf Sharkey, O. (1987). Old days, old ways. New York: Syracuse University Press. Traditional Cooking School by GNOWFGKINS. (2011, Feb. 18). Easy homemade butter molds [Video file]. Retrieved from https://www.youtube.com/watch?v=EfRrwScqa2w Wanek, C. (2000). Butter. Poetry Foundation. Retrieved from http://www.poetryfoundation.org/poetrymagazine/poem/30007 Windsor Public Library. (2006). Multimedia – artifacts – traditional household items. Retrieved http://www.ukrainian-dreams.com/artifacts-household.php#null from Read More