Lesson 1 - Aaltje and Bort


Contents:

  • The students listen to the story. They draw Aaltje and Bort's clothes.


Learning objectives:

  • Introducing the main theme of the project: daily life around 1910.
  • To inventory and activate the children's prior knowledge.
  • Learning to look carefully at images and draw conclusions from them (source research).


Supplies:

  • Story Aaltje and Bort part 1 (pdf)
  • photos and prints (pdf)
  • Difficult words in words and pictures (pdf)
  • Worksheet 1 (pdf)
  • Colored pencils or poster paint, brushes and pots of water


Time:

  • 60 minutes


Preparation:

  • Copy worksheet 1 (pdf) for all students. Enlarge it to A3 size if they're going to paint.
  • Place the photos and pictures (pdf) ready on the digital board.
  • For the next lesson, ask students to bring a family photo to school. The older, the better! Have the parents write the year of the photo on the back.
1. The Story - Part 1


Read part 1 (pdf) of the story "Aaltje and Bort." Then discuss it with the students.

Ask:

  • Does the story take place in the present day?
  • How do you know that? (Differences from now mentioned: box beds, no water, no electricity, no toilet, grinding your own coffee beans, etc.)
  • How many years ago does this story take place?
  • In what year?
  • How do you know that?


2. What did Aaltje and Bort look like?


Display the photos and pictures (pdf) of children in 1910 on the digital whiteboard for a quick source study. Copy the following chart and display it. Complete it together.


Diagram AaltjeBort Hair Upper Body Legs Feet


Note: The story reveals that Aaltje and Bort weren't rich. The clothes of rich and poor children differed considerably; emphasize this. (Rich children had nicer clothes and didn't wear clogs.)

Schema Aaltje Away
Her
Upper body
Legs
Feet

Tip: Watch together with the children: Difficult words in words and pictures (pdf)

3. Drawing assignment

  • Distribute worksheet 1 (pdf).
  • The students draw or paint Aaltje and Bort's clothes.
4. Finally


Hang up the drawings and discuss them with the students.

  • Which one seems best and why?
  • What did you pay attention to, what did you consider important?
  • What role does the use of color play?
  • The students choose the best drawing together and take it to the museum.