Colonial Silver and Tea

Items of social significance, yesterday and today

Objectives:

Students will

• describe and discuss the observable features of silver pieces from colonial Boston.

• attempt to accurately apply their observations to identify the social context of these objects.

• compare and contrast the signs of social status of colonial Boston with those of today.

Lesson Times:

If you attend the About Face exhibit in the Memorial Art Gallery, this lesson consists of suggested pre-visit and post-visit activity.

Vocabulary:

coat of arms — a decorative symbol that represents a family line. cast to form hot metal into a particular shape by pouring into a mold.
currency — the money in circulation in any country.

Prior Knowledge:
Students should have begun study of colonial America, with some basic background in pre-Revolutionary Boston.

Materials:

1. Images

Image 19:

Jacob Hurd
American, d. 1758
Teapot, ca. 1740
Silver with wood handle
97.6.3

Historic Deerfield Inc., Deerfield, Massachusetts
Gift of Janette F. Weber in memory of her husband, Frederick C. Weber, Jr., M.D.

Image #21

Nathaniel Hurd
American, 1729/30-1777
Teapot
Silver
60.1045

Courtesy, Winterthur Museum

Image #22

Nathaniel Hurd
American, 1729/30-1777
Cream Pail
Silver

Worcester Art Museum, Worcester, Massachusetts, Museum Purchase, 1936.51

Lesson:

1. Look at images #19 & 22. Get the students asking questions and brainstorming about the use of these objects in their proper context. Begin by asking them looking questions:

• What size are these objects?

• What are they made out of?

• Are they hard, soft, heavy, reflective, etc.?

• What shape are they in?

• Do they have any decoration on them?

2. Then get them thinking about where, when, and how these objects would have been used:

• When do you think these were made?

• Who would use them?

• What were these objects used for?

• In what kind of room, or house would you find these items?

• What would the house be decorated like?

• What kind of music would be playing?

• How much would they cost?

3. Explain to the students that back in colonial America there were fashionable brand names like there are today. Silversmiths would stamp their work with something called a maker's mark, to let people know who made them. If the silversmith was popular and in-demand, then these maker's mark held a lot of importance in society. Can the student's give an example of something similar to maker's marks in today's society? (ex. Nike, Calvin Klein, etc.) Maker's marks are explored further in the 'About Face' exhibit.

Follow-up (Option #1):
Tea is not as important now as it was then.

• What would you cast in silver if you had your choice?

• What does that decision say about you and your values?

• If someone were to find your silver item 200 years from now, what would they think about you and the culture you lived in?

• Write one paragraph detailing your choice and the way that choice could be interpreted.

Think about it:
Silver was used to make fancy tea sets for wealthy colonial families.

• Were all of their dishes and utensils made out of silver?

• What did ordinary colonial people use to make their plates, cups, and utensils?

• Where can we find examples of the dishes and utensils of wealthy people and average/poor people? Today we find many silver objects in art museums, and many ceramic objects in archaeological museums.

• What does this say about how these artifacts are valued in today's society?

Follow-up (Option #2):
The Boston Tea Party was a form of political protest by the colonials against England's taxation of tea. How did the colonials' belief in their right to liberty and freedom conflict with their aggressive expansion onto land occupied by Native American peoples? Have students conduct research on the experiences of Native American people during the colonial era.

• What was it like for Native American tribes during the colonial era?

• Where did they live?

• How did they get along with European colonials?

• Did they participate in any of the military conflicts between the Patriots and England?

• If so, whose side were they on? Why?

Evaluation:
Students should be assessed on their observation of the objects, and their application of that material towards determining the objects' original functions and contexts. Students should also be able to identify socially important items in the present day to compare with those of colonial Boston.

Summary:
Students will be observing the physical features of silver objects from colonial Boston. Students will be expected to apply their observations towards a hypothesis on the typical functions and environments these items would be found in. The issue of social status as raised with silver objects and tea-related accessories will be addressed in exercises that will have students relating the socially valued items of their culture with those of the past. There is an optional research based follow-up assignment that addresses the roles of Native Americans and their relationships with the colonials during the colonial era.