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Portable Collections Program
Bags, Boxes, Bowls,and Beyond
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Bags, Boxes, Bowls, and Beyond:Containers from Around the World
Table of Contents
Checklist: What’s in the Case? –––––––––––––––––––––––––––––––––––––––– 1
Information for the Teacher: –––––––––––––––––––––––––––––––––––––––––– 2
How to Handle and Look at Museum Objects
An Introduction to Containers
Information About the Objects in the Case
Activities to Do with Your Students: –––––––––––––––––––––––––––––––––– 7
1 Introductory Activity: Container Scavenger Hunt
2 What Can Objects Tell Me?
3 What is it Made From? Matching, Sorting, and Classifying
4 Make a Clay Container
5 Weave a Basket
6 Additional Activities and Curricular Connections
Resources and Reference Materials: –––––––––––––––––––––––––––––––––––14
Vocabulary Words
Correlations with New York State Standards
Corresponding Field Trips
Bibliography and Web Resources
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BAGS, BOXES, BOWLS, AND BEYOND 1
Tin cup
Coca bag (Ch’uspa )
Pueblo bowl
Leather bag
Korean Coca-Cola can
Swigler
Lidded basket (Agaseki )
Perfume flask
Metal box Ladle (Mbattu ) Stone vase
Objects
What’s in the Case?
Nested boxes
Tools and Resources The Pot that Juan Built by Nancy Andrews-Goebel
I, Doko: The Tale of a Basket by Ed Young
Chachaji’s Cup by Uma Krishnaswami
Raw materials samples (metal, wool, leather, stone, wood, gourd, clay)
Magnifying lenses
Template for basketweaving activity
■ CHECKLIST: WHAT’S IN THE CASE? ■
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BAGS, BOXES, BOWLS, AND BEYOND 2
Learning to handle objects from the Museum’s
permanent collection with respect can be part of
your students’ educational experience of the case.
Please share these guidelines with your class, andmake sure your students follow them in handling
objects in the case:
• Students may handle the objects, carefully,
under your supervision.
• Hold objects with two hands. Hold them by
the solid part of the body or by the strongest area
rather than by rims, edges or protruding parts.
• Paint, feathers, fur and fibers are especially
fragile and should be touched as little as possible.
Remember that rubbing and finger oils can be
damaging.
• Do not shake objects or the plexiglass cases
they are housed in.
• Temperature differences, direct sunlight, and
water can be very harmful to certain objects.
Please keep the objects away from radiators and
open windows, and keep them secure.
Objects have the power to fascinate people with their
mere physical presence. Holding an object in their
hands forms a tangible link between your students,
the folk artist who made it, and the artist’s home-land. This sense of physical connection makes it easi-
er for students to think concretely about the ideas
and concepts you introduce to them in your lessons.
Objects also have the power to tell us about their
origins and purpose, provided we are willing to look
at them in detail and think about what those details
mean. Encourage your students to examine an object
carefully, touch it gently, and look at its design and
decoration. Have them describe its shape, size, and
color. Ask them questions about what they see, and
what that might tell them. For example:
• How was the object made? What tools did the
artist need?
• What materials did the artist use? Where might
he or she have gotten those materials?
• How is the object decorated? What might the
decorations mean?
• What does the object tell you about the personor people who made it?
How to Handle Museum Objects How to Look at Museum Objects
■ INFORMATION FOR THE TEACHER ■
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BAGS, BOXES, BOWLS, AND BEYOND 3
An Introduction to Containers
Curriculum through containers
Take a look around you as you walk down the street,
and you will see that containers are all around us.
From water bottles to trashcans, mailboxes, and
shopping bags, we use containers to hold, sort, and
manage the everyday things that make up our world.
Perhaps because they are both so common and so
necessary, containers can also convey powerful
metaphors for our everyday experiences. At times
we may think something’s “in the bag,” only to find
it has “gone to pot.” People may caution us not to
“let the cat out of the bag” or open a “Pandora’s
box.” Our ambitions may cause us to “push the
envelope” or leave us feeling “boxed in.” Sayings
like these are common in many languages, and
express humankind’s fascination with containers and
their (often unknown) contents.
Because of their range of practical applications and
imaginative possibilities, containers make a good
starting place or addition to curricular activities in
several areas, such as English language arts, social
studies, geography, arts, math and ecology (especial-ly recycling). The objects in this Portable Collections
case were selected to demonstrate some of the great
variety of containers around the world, from their
basic types, to the materials used to make them, to
the time periods, geographic regions, and cultures
they came from.
The activities in this guide are designed to meet New
York State Learning Standards (see page 15 for more
details). The activities are also meant to encourage
your students to think about how they use containers
in their own lives and what their containers have tosay about them and their cultures. But our sugges-
tions are just a starting point. We hope you will use
the objects and the resources in this case as a spring-
board for inquiries that grow from your students’
interest in containers.
Read on for more information about the role, uses,
environmental relationships and forms of containers.
How do people use containers?
Containers may serve many different purposes, some-
times all at once. Here in the United States, we use
them to store everyday objects from kitchen staples
to hairpins to paperwork. We also use containers to
store valuable objects, such as money, jewelry, or
legal documents. Containers help us organize our possessions and transport them with us. Sometimes
we place an important object in a container to hide
it, to keep it safe, or to express our respect for it.
Containers are also useful for storing, cooking, and
serving food and beverages. Containers may provide
a useful way to put our belongings in order, a beau-
tiful way to decorate our homes, or both.
■ INFORMATION FOR THE TEACHER ■
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BAGS, BOXES, BOWLS, AND BEYOND 4
An Introduction to Containers (continued)
Containers and the environment
Around the world, people use containers for many of
the same reasons that we do. So why is there such
great diversity in the shapes, sizes, and materials used
to make containers? Because people have different
needs to fulfill and different resources to utilize. We
would not expect a person from Asia to need a bag
for carrying coca leaves (which grow in South
America), nor would we expect a person from South
America to make a container out of bamboo (which
grows in Asia). Each society uses the materials it has
at hand to meet its needs. In this way, containers
and other everyday objects can be seen as reflections
of the cultures and environments they came from.
Containers may be made from all sorts of materials.
Many peoples have shaped cups, bowls, and bottles
from clay or sculpted them from stone. Wooden
boxes and bowls are also quite common. Some
people weave baskets from grasses, leaves, or other
plant materials. Others blow molten glass into deli-
cate vases, bottles, or drinking glasses. With the
advent of metalworking technology, humans have
crafted everything from stout pots to intricate boxesout of copper, bronze, tin, aluminum, iron, and steel.
Along with these common materials, people have
also fashioned containers from many unusual or
natural materials, such as bird eggs, gourds, shells,
and even whale baleen.
The containers in this case are fairly sturdy, meant to
survive regular handling and everyday use. Their
durability provides a contrast to many of the con-
tainers produced in the United States today. Rather
than invest in containers that are made to last,
increasingly we have come to rely on paper, plastics,and other ephemeral materials that do not stand up
to constant use. You may wish to discuss the effects
of this “consumer culture” with your students. What
are the pros and cons of disposable containers? How
do they affect our environment? What modern
containers may we see in museums in the future?
Thinking outside the box:
container forms
Containers come in all shapes and sizes, their forms
limited only by the depths of the human imagina-
tion. People all over the world make boxes, bowls,
baskets, bottles, and bags, among other container
types. However, we may forget to include some
containers in this category even though they are
quite common. For example, drawers, suitcases,
and envelopes are containers, too. So when your
students think about containers, encourage them to
“think outside the box.” ❑
Words in boldface have been included in the Vocabulary Words section on page 15.
■ INFORMATION FOR THE TEACHER ■
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NESTED BOXES (OBJECT NO. 39.29.22AB)
Made from sections of bam-boo, these cylindrical boxes
nest together (meaning one
fits inside the other). These
boxes came from Japan.
However, the idea for nested
boxes probably began in
China, where sets were made
as far back as the 11th century. By the 1700s, sets
of nested objects (such as boxes, bowls, baskets, and
even dolls) had spread to Japan as well. Nested
boxes may have begun as a novelty, but they have
remained popular over the centuries because of their
efficient use of space.
PUEBLO BOWL (OBJECT NO. 43.24.65)
This red clay bowl has a pin-
wheel motif in the center and
a design around the rim.
Among Pueblo Indian peoples,
potters are usually women.
They make bowls, bottles,
pots, and other containers by
using thecoil
or pinch-pot
methods. Once they are done shaping the vessel,
they fire (bake) it to make it hard and sturdy. Some
potters may leave their vessels unadorned, but many
choose to paint designs on their work. Some tradi-
tional designs include geometric shapes or elements
from the natural world.
SWIGLER (OBJECT NO. 53.3.1)
A swigler is a small keg made
from wooden staves held
together with metal hoops.
This container gets it name from the amount of liquid it
can hold—a swig! It was the
19th century version of a
thermos. Farmers would carry
a swigler full of water or liquor into the fields with
them when they went to work. They drank from the
swigler by pressing their lips to the small round hole
in the side, which is called a bunghole. When not in
use, the bunghole was sealed with a wooden stopper.
TIN CUP (OBJECT NO. 71.23)
Crafted from tin, this cup islightweight and durable, able
to stand up to constant use
without needing repair or
replacement. It comes from
Haiti, though with its simple
and serviceable design it
would look at home practically
anywhere in the world. A cup like this one might
hang next to a well so that a weary traveler could
enjoy a sip of water, or its owner might drink from it
every day in the kitchen. Its uses are limitless.
LEATHER BAG (OBJECT NO. 72.80.1)
Decorated with a pattern of
red and black triangles, this
leather bag was crafted by a
Hausa person from northern
Nigeria. As followers of Islam,
the Hausa are forbidden by
religious law to create images
of people or things in the
world around them. Instead they adorn their crafts
with simple or complex geometric patterns meantto please the eye. Besides bags, the Hausa are
known for their beautiful and well-made leather
saddles, knife hilts, and sheaths.
LIDDED BASKET ( AGASEKI) (OBJECT NO. 2005.8AB)
Agaseki baskets have tradition-
ally been made by Tutsi
women in Rwanda, Burundi,
and Uganda. They may be
used for storage or for decora-
tion. Agaseki are usually deco-
rated with simple geometricpatterns like zigzags, triangles,
and spirals. The pattern on this basket symbolizes
two friends walking along a path, stopping to chat
with other people, and then continuing on their
journey. In the past, agaseki were made only by Tutsi
women, but beginning in the late 20th century
women of the Hutu tribe also took up this craft.
Today these baskets are produced in small, local craft
workshops, usually for sale to tourists.
BAGS, BOXES, BOWLS, AND BEYOND 5
Information About the Objects in the Case
▲
■ INFORMATION FOR THE TEACHER ■
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COCA BAG (CH’USPA) (OBJECT NO. 80.2.40)
The Aymara people of Bolivia
use special bags called ch’uspa
to hold coca leaves. Whenchewed, these leaves act as a
slight stimulant (similar to
strong tea or coffee). Worn
over the shoulders or around
the neck, the ch’uspa allows
people to carry coca leaves with them as they go
about their daily work, so that they can always boost
their flagging energy with a fresh chew. In Inca
times, only shamans or royalty could chew coca,
but today it is used by men and women throughout
South America.
KOREAN COCA-COLA CAN (OBJECT NO. 2000.3.1)
As an American icon that has
been exported around the
world, this Coca-Cola can
from Korea is familiar to us
but different from the cans we
might see on the shelves in
our neighborhoods. It is a bit
narrower than an American
can, and the name and ingredients on the side are
written in Korean characters. Originally sold in glass
bottles, soda was first packaged in aluminum cans in
1957 (which was just a few years after Coca-Cola
was first sold in Korea).
PERFUME FLASK (OBJECT NO. XX0049)
Made from colored glass and
crystal painted over with gold, this
perfume flask would have adorned
the dressing table of an elegant
French lady in the 19th century.
People around the world have
enjoyed perfume since ancienttimes. Historically this luxurious
substance inspired artisans to create precious con-
tainers to put it in, made of beautiful and valuable
materials like alabaster, enamel, precious metals, and
glass. In the 19th century, the French invented new
ways to make both perfume and perfume flasks,
making them less expensive and more widespread
than ever before.
METAL BOX (OBJECT NO. 77.26.1)
After carving a diamond and
floral motif into the lid, the
artisan who created this boxmade the design stand out
better by oxidizing the sur-
face of the metal (meaning
he turned it black via a
chemical process). This box
might have been used to store jewelry, incense, or
other small objects. Artisans in India have worked
with metal since 3,000 B.C.E. Along with boxes, they
make everything from pots and pans to sculptures of
the gods and mythical beings.
LADLE ( MBATTU) (OBJECT NO. 72.76.10)Made from a melon-like fruit
called a gourd (or calabash),
this ladle is known as a
mbattu . The Wolof people of
Senegal make a mbattu by
drying a long-necked gourd
in the sun, cutting it in half,
scooping out the fruit inside,
and decorating the outer surface with pyro-engraved
(lightly burned) designs. The curved stem serves as
the handle. People all of the world have used gourds
to make many different containers and everyday
objects, but this fruit is most popular and common
in Africa.
STONE VASE (OBJECT NO. 66.23)
With its surprising weight and
brilliant green color, this small
vase looks like it is made from
jade (though it may be
another type of stone or
heavy glass meant to imitate
jade). For more than 6,000 years, people in China and
other parts of Asia have valued jade for its beauty and
durability. Traditionally jade was also believed to have
magical properties. This vase may hold a few small
flowers or simply be admired as an object of beauty.
You can learn more about these containers and other objects from around the world by visiting our Collections Central Online database at www.brooklynkids.org/emuseum.
BAGS, BOXES, BOWLS, AND BEYOND 6
Information About the Objects in the Case (continued)
■ INFORMATION FOR THE TEACHER ■
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Introductory Activity:Container Scavenger Hunt
BAGS, BOXES, BOWLS, AND BEYOND 7
All GradesRelated Objects: All
This activity can be done before you receive the case
(or before you share its contents with the class) in order
to introduce the idea of containers and their uses.
Materials:• Objects from around the classroom
What To Do:1 Start by talking with your students about what they
think a container is. Brainstorm different types of
containers (boxes, baskets, bags, and so on) and
write some examples on the blackboard.
2 Have your students look around the classroom for examples of containers, such as lunch boxes, shopping
bags, backpacks, beverage bottles, and so on.
3 Use these examples to demonstrate to your students
that containers come in a variety of shapes and sizes.
Have them describe the containers’ physical appear-
ance, such as shape, size, color, texture, and so on.
4 Discuss different uses for containers with your
students (see Discussion Questions below). Using the
examples they found in the classroom, challenge the
students to identify one container in each category
of use (for example, storage, organization, safe-
keeping, etc). Make sure to point out to your students
that some containers may have overlapping uses.
Discussion Questions:• Ask the students to name some containers they use.
• Ask the students to name some reasons why people
use containers, such as:
to store things
to organize things
to conceal or hide things
to transport or carry thingsto keep things safe
to show that something is special or valuable
to decorate their homes
See page 15 for details on how this activity meets
New York State Learning Standards.
ACTIVITY 1
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BAGS, BOXES, BOWLS, AND BEYOND 8
Grades 2–5
Related Objects: All
Your students can learn a lot about the objects in the
case by looking at them carefully. After the students
examine the objects, you can share more about themusing information from this guide, the resources listed
at the back, or your own knowledge.
Materials:• Objects from the case
• A copy of the “What Can Objects Tell Me?” chart for
each student (OR a transparency of it for a whole
class exercise)
• A large piece of chart paper for recording group
observations.
What To Do:Depending on the age and interests of your students
and the amount of time you would like to spend, you
can do this activity using a handful of objects or every
object in the case.
1 Prior to the presentation of the lesson, set the class-
room up into stations (make sure there are enough
stations that you have only 3–4 students working at
each one). Place one or more objects and a magnify-
ing lens on the table at each station.
2 Distribute the “What Can Objects Tell Me?” chart
and go over it with the students.3 Divide the children into groups and have each group
explore their object and fill in the boxes of the chart.
After a few minutes, have the groups rotate to a new
station. Repeat this step as many times as you like.
4 Have the students reconvene as a class to discuss
their findings. You may want to use the chart paper
to make notes about the students’ observations, and
respond by presenting some background
information on the objects.
Discussion Questions: We may not always know how a container was used,
who made it, or where it came from. Even so, sometimes
it is possible to make an educated guess based on what
the container looks like or how it was made. For example,
a metal box with a lock on it probably holds something
valuable or important to its owner. A finely woven basket
might hold grains or even liquids, while a loosely woven
one would be meant for larger objects like pieces of fruit
or firewood. Encourage your students to think about
how a container’s physical characteristics may reflect its
intended use. Have them ask questions about it:
• How big is the container?
• What might fit inside it? What do you know could
not fit inside it?
• Is there anything special or unusual about it? (For
example, does it have a strap or a handle?)
• What can you figure out from these observations?
See page 15 for details on how this activity meets
New York State Learning Standards.
What Can Objects Tell Me?ACTIVITY 2
Create a vocabulary chart by defining words that describe different properties a
container might have. Present the objects and ask the children to categorize them
according to any of the following properties:
• texture (smooth, rough; bumpy, flat)
• material (animal, plant, metal, shell)• size (small, medium, large)
• color (dark, light; dull, bright)
• shape (round, rectangular, square)
• use (to carry, to store, to hide, to keep safe, to show special status or value, to
decorate, etc.)
LITERACYEXTENSION
GRADE 3–5
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L o o k a t e a c h o b j e c t c l o s e l y
. W h a t k i n d s o f t h i n g s c a n w
e l e a r n a b o u t a n o b j e c t
j u s t b y e x a m i n i n g i t c l o s e l y
? W h a t d o o b j e c t s t e l l u s a b
o u t t h e p e o p l e w h o m a d e
t h e m ? U s e t h i s c h a r t t o r e
c o r d e v e r y t h i n g y o u d i s c o v e r .
D r a w t h e o b j e c t .
W h a t c o l o r o r c o l o r
W h a t m a t e r i a l o r
D e s c r i b e t h e s h a p
e . H o w i s i t m a d e o r
W h a t k i n d
o f d e c o r a t i o n
W h a t d o y o u t h i n k
i s t h i s o b j e c t ?
m a t e r i a l s i s i t m a d e o f ?
p u t t o g e t h e r ?
d o e s i t h a v e ?
i t w a s u s e d f o r ?
W h a t
c a n
o b j e c t s
t e l l m e ?
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BAGS, BOXES, BOWLS, AND BEYOND 10
What is it Made From?Matching, Sorting, and Classifying
ACTIVITY 3
Grades K–2
Related Objects: Raw materials samples andselected objects (see key below)
This activity encourages the students to examine each
object closely in order to determine what material(s) it
is made from and what purpose the object serves.
Materials:• Objects from the case
• Raw material samples from the case
• Magnifying glasses
• Old magazines and catalogs
• Scissors
• Index cards
What To Do:1 Present one of the raw materials samples from the
case. Ask the children if they know what it is and
where it comes from. Repeat this with all the raw
materials.
2 Present one of the objects from the case that has a
corresponding raw material sample (see key below)
and allow the children to examine it closely (they
may wish to use a magnifying glass). See if the
children can match the material(s) in the object to
the raw material sample(s). Repeat this step with asmany of the objects as you like.
3 Place the raw materials samples on a table or desk.
4 Have the children cut pictures of containers out of old
magazines and catalogs. They should try to identify
what they think each container is made from and
why. (They will be guessing in some cases, but that is
all right.)
5 Have the children place their pictures of containers on
the table next to the matching raw material. If they
encounter containers made from a raw material not
included in the case (such as plastic), write the nameof that material on an index card and have the
children put those pictures on the table next to the
card instead.
6 When all the pictures have been distributed, pick up
all the pictures representing one type of raw material
and show them to the students. Talk with them
about how even though all of those containers aremade from the same material, they come in many
different shapes, sizes, and colors. Repeat this step
with as many of the raw materials as you like.
7 Next, explore the various uses of all the containers
made from a single material. If you did the
introductory activity, children will already have an
idea of the possible uses for containers (for example,
to store, to carry, to hide, to decorate, to organize,
or to show value).
8 Optional: Have the children re-sort the pictures by
qualities such as shape or by use.
Discussion Questions:• Containers come in many shapes and sizes, and are
made from a variety of materials. Why is there so
much diversity? Encourage your students to think
about the link between materials and the environment.
• For older children: Instead of making containers that
will last (like those in the case), in the United States
today we have come to rely on paper, plastics, and
other materials that do not stand up to constant use.
What are the pros and cons of disposable containers?
How do they affect our environment? What moderncontainers may we see in museums in the future?
Objects and Materials Key:
See page 15 for details on how this activity meets
New York State Learning Standards.
Metal:
Clay: Pueblo bowl
Wool: Coca bag
Leather: Leather bag
Wood: Swigler
Gourd: Ladle
Stone: Vase
Tin cup, metal box, Korean Coca-cola can
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BAGS, BOXES, BOWLS, AND BEYOND 11
Make a Clay ContainerACTIVITY 4
Grades K–5
Related Object: Pueblo bowl
Pottery is a craft that has been practiced for thousands
of years. Clay is hard and durable, so bits and pieces of
clay containers are among the oldest artifacts we have
of ancient civilizations in Asia, Africa, Europe, and the
Americas. In this activity, your students may create their
own clay containers.
Materials:• The Pot that Juan Built by Nancy Andrews-Goebel
• Drawing paper and pencils
• Commercial play-dough or clay (or make your own
using the recipe at the bottom of the page)
• Markers or paint
What to do:1 Share the images and poem from The Pot that Juan
Built with your students.
2 Have the children draw a design for their own pot or
bowl.
3 They should decide what they want the function of
their container to be (for example, to store, to carry,
to hide, to organize, to decorate, or to show value)
and what the best shape for it would be.
4 Demonstrate the coil or pinch-pot techniques for
building pottery (see illustrations):
Coil method: Make a round base for the pot (or other vessel) and then build up the sides with rolls of
clay. Shape these walls until they are smooth.
Pinch-pot method: Roll a lump of clay into a palm-
sized ball. Set the ball on a table and press your thumb
into it to create the center of the vessel. Pinch the
sides to shape them into smooth, thin walls.
Students may use one or both of these pottery
techniques to build a clay vessel.
5 When the clay or play-dough has dried, students
may decorate it using markers or paint.
Discussion Questions:• Look at your clay and look at the clay bowl. Do you
think the Pueblo peoples use or make clay in the same
way that you did? Where does their clay come from?
• Why do you think they make bowls from clay instead
of some other material?
• What do you think the bowl was used for? What kinds
of containers would you use for the same purpose?
Are there other containers in the case from other
places that might serve the same purpose?
Play-Dough Recipe:• 1 cup each of salt and flour • Food coloring
• 1 tablespoon vegetable oil • Water
Mix the dry ingredients together, and then stir in the
oil. Add a few drops of food coloring to the water.
Slowly add the water to the other ingredients until youreach the desired consistency (moldable, not sticky).
See page 15 for details on how this activity meets
New York State Learning Standards.
Older children may write a paragraph about how they chose to design and
decorate their container.LITERACYEXTENSION
Coil method
Pinch-pot method
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BAGS, BOXES, BOWLS, AND BEYOND 12
Grades 2–5
Related object: Tutsi basket ( Agaseki )
Basket-making is a type of three-dimensional weaving
practiced by many different cultures around the world.
It yields containers of great beauty and usefulness. This
activity allows your students to weave a simple basket.
Materials:Optional: You may want to prepare for this activity in
advance by asking your students to bring a small object
from home that is special to them so that they may
incorporate it into their charm.
• I, Doko: The Tale of a Basket by Ed Young
• Laminated cardboard basket template from the case
• Posterboard (one 12” x 12” square per student)
• Yarn, raffia fibers, straws, or pipe cleaners
• Scissors• Glue, tape, or staples
What to do:1 Have each student trace the laminated basket template
onto a piece of posterboard and cut out that shape.
The central circle becomes the base of the basket.
2 Instruct students to bend the rays of posterboard
upward to create the sides of the basket.
3 Students should secure the ends of their yarn, raffia,
straws, or pipe cleaners to the circle of posterboard
at the bottom using glue, tape, or staples.4 Then students may weave their yarn, etc. in and out
among the posterboard rays to form the sides of the
container. Depending on how tightly they pull the
fiber, they can create a shallow bowl or a taller basket.
5 When they reach the top, they should attach the ends
of the yarn, etc. to the inside of the basket using glue,
tape, or staples.
Discussion Questions:• What material do you think the Tutsi basket is made
from? Where do you think the Tutsi people find this
material? How does the basket reflect the place where
the Tutsi people live?
• What sorts of things do you think the Tutsi people
might use a basket like this for today?
• What do you use baskets for? What are your baskets
made from?
• What other things are made by weaving?
See page 15 for details on how this activity meetsNew York State Learning Standards.
Weave a BasketACTIVITY 5
Read the story I, Doko aloud to your students. Have students write a fictional story
about what sort of “life” their baskets might have.
LITERACYEXTENSION
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BAGS, BOXES, BOWLS, AND BEYOND 13
Additional Activities andCurricular Connections
Arts: Make a memory boxAll GradesHave students bring in a shoebox from home. They may
decorate the exterior and lid by drawing on them or gluing on a variety of materials, such as wrapping paper,
pictures or words cut from magazines, shapes cut from
construction paper, stickers, or photos and other mate-
rials brought from home (with a parent’s permission). If
they like, students may pick a theme (such as baseball or
the beach) and design their box around it (for example,
by decorating the box with old baseball cards and ticket
stubs from a game, or gluing on colored sand or small
shells). When finished, they may take their box home to
begin filling it with memories.
English Language Arts: Word playAll GradesHave students brainstorm as many different types of
containers (such as boxes, jars, bowls, and so on) as they
can. Older students may also brainstorm words that are
general synonyms of “container” (such as vessel, recep-
tacle, carry-all, and so on).
Older students may also enjoy thinking of everyday
expressions that use container words to convey experi-
ences. It can be fun to brainstorm these expressions (or
collect them over the course of your unit on containers),
and then have students use them in sentences or build a
story, poem, or song employing them.
Social Studies: GeographyGrades 3–5
Have students cut out copies of the object images from
the Information pages and place them on the object’s
country of origin on a world map.
Social Studies: Research one container throughvarious culturesGrades 4–5
Have students select a specific container type (such as a
cooking pot, a flower vase, a water pail, or a cosmetic
case). They will look for examples of it in various cultures
by researching in books, magazines, and the Internet.
Then the students may write a report or deliver a pres-
entation on the container.
Social Studies: Trace the development of onecontainer through timeGrades 4–5
Have students select a specific container type (such as amilk bottle, a lunch box, or a book bag). They will
research the container in books, magazines, and the
Internet in order to find examples of it at different times
in history within one culture. Students will produce a
timeline (preferably with images) illustrating the changes
that the container has gone through.
Social Studies: Obsolete containersGrades 5–6
Have students perform research to find examples of
containers that are no longer widely used (like the
swigler, for example). They will produce a report onone or more of these obsolete containers, explaining
what it was used for and why it is no longer common.
Math: Measuring containersGrades 4–5
You may wish to combine your unit on containers with
a lesson on the mathematical concepts used to measure
volume, diameter, and surface area. Where possible,
demonstrate these concepts using objects from the case.
For example, have students measure the sides of the
metal box to calculate the volume and surface area of a
rectangular object. They may also measure the dimen-
sions of the Korean Coca-Cola can or bamboo nesting
boxes to calculate the circumference, surface area, and
volume of cylindrical objects.
See page 15 for details on how these activities meet
New York State Learning Standards.
ACTIVITY 6
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BAGS, BOXES, BOWLS, AND BEYOND 14
Vocabulary Words
bunghole:a hole for filling or emptying a swigler or barrel.
coil method:to make a pot (or other vessel) by building up thesides with rolls of clay.
container:an object (such as a box or a jar) made to holdother objects.
fire:to bake clay until all the moisture is gone, leavingthe clay hard and durable.
gourd:a type of fruit that comes from the same family as a
squash or a melon, but has a much harder rind; alsoknown as a calabash. There are many different vari-eties of gourds, most of which are inedible.
ladle:a spoon with a deep bowl and a long handle, usual-ly used for dipping up liquids.
motif:a design or decorative theme.
oxidize:to blacken metal by exposing it to oxygen via achemical process (somewhat similar to rusting or
tarnishing).
pinch-pot method:to make a pot (or other vessel) from a ball of clayby pressing a thumb into it to create the center of the vessel, and then pinching the sides to shapethem into smooth, thin walls.
pyro-engrave:to lightly carve and then burn a design into the sur- face of an object.
shaman:a priest or religious leader.
stave:a narrow strip of wood used to form the sides or ends of a barrel.
stimulant:something (such as a drug or a shock) that causes aperson’s body to function more quickly or efficient-ly. Coffee is an example of a stimulant.
vessel:a hollow and often cylindrical container (such as abottle, cup, or bowl), usually made to hold liquids.
For more vocabulary ideas, see the “Word play” extension activity on page 13.
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Correlations with New York State Learning Standards
Arts
Arts
Arts
Arts
Arts
Arts
EnglishLanguage Arts
ELA
ELA
ELA
ELA
ELA
ELA
ELA
ELA
Experiment and create art works, in a variety of mediums (drawing, painting, sculpture, ceramics,
printmaking, video, and computer graphics), basedon a range of individual and collective experiences
Develop their own ideas and images through theexploration and creation of art works based onthemes, symbols, and events
Explain their reflections about the meanings,purposes, and sources of works of art; describe their responses to the works and the reasons for thoseresponses
Explain the visual and other sensory qualities(surfaces, colors, textures, shape, sizes, volumes) found in a wide variety of art works
Look at and discuss a variety of art works andartifacts from world cultures to discover someimportant ideas, issues, and events of those cultures
Create art works that show the influence of aparticular culture
Gather and interpret information from children'sreference books, magazines, textbooks, electronicbulletin boards, audio and media presentations, oralinterviews, and from such forms as charts, graphs,maps, and diagrams
Select information appropriate to the purpose of
their investigation and relate ideas from one text toanother
Select and use strategies they have been taught for notetaking, organizing, and categorizinginformation
Ask specific questions to clarify and extend meaning
Present information clearly in a variety of oral andwritten forms such as summaries, paraphrases, brief reports, stories, posters, and charts
Select a focus, organization, and point of view for oral and written presentations
Use details, examples, anecdotes, or personalexperiences to explain or clarify information
Include relevant information and exclude extraneousmaterial
Observe basic writing conventions, such as correctspelling, punctuation, and capitalization, as well assentence and paragraph structures appropriate towritten forms
a
b
a
b
a
c
Visual Arts
Visual Arts
Visual Arts
Visual Arts
Visual Arts
Visual Arts
Listening &Reading
Listening &
Reading
Listening &Reading
Listening &Reading
Speaking & Writing
Speaking & Writing
Speaking & Writing
Speaking & Writing
Speaking & Writing
1
1
3
3
4
4
1
1
1
1
1
1
1
1
654321Standard Area Students willLetter SubjectStandard #
Activity
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•
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• • •
• • •
• • •
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New York State Learning Standard Performance Indicators (Elementary Level)
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BAGS, BOXES, BOWLS, AND BEYOND 15
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BAGS, BOXES, BOWLS, AND BEYOND 16
Correlations with New York State Learning Standards
ELA
ELA
ELA
Social Studies
Social Studies
Social Studies
Social Studies
Math, Social,&Technology
MST
MST
MST
MST
MST
Create their own stories, poems, and songs usingthe elements of the literature they have read and
appropriate vocabulary
Observe the conventions of grammar and usage,spelling, and punctuation
Study about different world cultures and civilizations focusing on their accomplishments, contributions,values, beliefs, and traditions
Develop timelines that display important events anderas from world history
Explore the lifestyles, beliefs, traditions, rules andlaws, and social/cultural needs and wants of peopleduring different periods in history and in different
parts of the world
Study about how people live, work, and utilizenatural resources
Ask geographic questions about where places arelocated; why they are located where they are; whatis important about their locations; and how their locations are related to the location of other peopleand places
Explore and solve problems generated from school,home, and community situations, using concreteobjects or manipulative materials when possible
Access needed information from printed media,electronic data bases, and community resources
Use physical materials, pictures, and diagrams toexplain mathematical ideas and processes and todemonstrate geometric concepts
Select appropriate standard and nonstandardmeasurement tools in measurement activities
Understand the attributes of area, length, capacity,weight, volume, time, temperature, and angle
Estimate and find measures such as length,perimeter, area, and volume using bothnonstandard and standard units
Speaking & Writing
Speaking & Writing
Mathematical Analysis
Modeling/MultipleRepresentation
Measurement
Modeling/MultipleRepresentation
Modeling/MultipleRepresentation
2
2
2
2
3
3
3
1
2
3
3
3
3
654321
Activity
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•
•
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Standard Area Students willLetter SubjectStandard #
New York State Learning Standard Performance Indicators (Elementary Level)
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BAGS, BOXES, BOWLS, AND BEYOND 17
Corresponding Field Trips Bibliography & Web Resources
The following museums and organizations haveexhibits or programs related to containers. Checkwith each for details. Then do a treasure hunt
through the exhibits to find actual containers or images of containers.
For example, check out the Native American, Pre-Columbian, Asian, and African galleries at thesemuseums for examples of pottery, basketry, andwooden vessels. The European Sculpture andDecorative Arts galleries, the Islamic galleries, AncientNear Eastern galleries, and Egyptian, Greek andRoman galleries at the Metropolitan Museum will also yield fine examples of vases and decorative boxes.Remind your students to “think outside the box”and look for unusual examples—remember, mummy
cases and sword scabbards are containers, too!
American Museum of Natural HistoryCentral Park West at 79th Street, Manhattan(212) 769-5100www.amnh.org
Brooklyn Museum200 Eastern Parkway, Brooklyn(718) 638-5000
www.brooklynmuseum.org
Metropolitan Museum of Art1000 Fifth Avenue, Manhattan(212) 535-7710www.metmuseum.org
The Brooklyn Children’s Museum also offers programson a variety of cross-cultural topics. For a listing of programs currently available, please see our websiteat www.brooklynkids.org, or contact the Scheduling Assistant at 718-735-4400, extension 118.
The following books and websites have providedvaluable source material for this guide and may alsohelp you to enrich your experience with the objects
in the case.
Gibbons, Gail. Pottery Place. New York:Harcourt Brace, 1987.
Mauriello, Barbara. Making Memory Boxes:Box Projects to Make, Give, and Keep.Gloucester, MA: Rockport Publishers, 2000.
Sentence, Bryan. Art of the Basket:Traditional Basketry from Around the World.London: Thames & Hudson Ltd., 2001.
The Museum of Beverage Containers andAdvertisingwww.nostalgiaville.com/museum/
Arizona State Museum: “The Pottery Project:2,000 Years—20,000 Vessels.”
www.statemuseum.arizona.edu/exhibits/pproj/index.asp
National Museum of the American Indian:“The Language of Native American Baskets:From the Weavers’ View.”www.nmai.si.edu/exhibitions/baskets/
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AcknowledgmentsBeth Alberty
Niobe Ngozi
Chrisy Ledakis
Tim Hayduk
Nobue Hirabayashi
Whitney Thompson
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Portable Collections Series CoordinatorsJewell Handy
Melissa Husby
■
Special ThanksThe Teachers of the New York City Department of Education
■
Funding
This revision of Brooklyn Children’s Museum’s
Portable Collections Program is made possible
by a Learning Opportunities Grant from
the Institute for Museum and Library Services.
■ ■ ■
© 2006
Brooklyn Children’s Museum
145 Brooklyn Avenue
Brooklyn, New York 11213
718-735-4400 ext. 170
www.brooklynkids.org
For information about renting this or other Portable Collections Program cases,
please contact the Scheduling Assistant at 718-735-4400 ext. 118.