Lesson 4: Day 3 - Artisans, Inventors and Innovation

Google Doc from this Lesson

Activity 1: Exploring Examples of Black Innovation in 1851

Overview: In this activity, students will examine a historical article about the 1851 Colored Mechanics Fair, an overlooked exhibition that showcased the inventions, artwork, and skilled labor of Black artisans in antebellum Philadelphia. Using a series of inquiry-based questions, students will dig into the article like historical investigators—surfacing lesser-known stories.

Time: 25 minutes

Format: Partners

Objective: SWBAT analyze evidence of Black innovation and institution-building in the antebellum era by engaging in text-based inquiry to explore overlooked individuals, inventions, and ideas.

• Create pairs or invite students to find a partner. 

• Explain to students that they will explore examples of Black innovation by reading about the Colored Mechanics Fair that happened in Philadelphia in 1851. 

• Invite students to embark on a fact-finding mission by using the article Finding The Forgotten Exhibition of Black Inventors and Artisans in 1851 (Quinones, 2024) to explore ​ Examples of Black Innovation in 1851.

• • Ask students to make their own copy of Examples of Black Innovation in 1851- Make a copy

• Circulate as students work, encouraging them to cite specific details when responding.

Activity 2: Virtual Colored Mechanics Fair

Overview: In this activity, students will explore a virtual interpretation of the 1851 Colored Mechanics Fair using an interactive digital exhibit. Students will evaluate fair participants using a four-part rubric designed to mirror the goals of the original exhibition: to highlight creativity, usefulness, representation, and impact. 

Time: 25 minutes

Format: Whole Group/ Individual

Objective: SWBAT evaluate historical contributions, assessing the significance of Black innovators and artisans featured in the Colored Mechanics Fair of 1851.

• Tell students that they’ll act as judges for the Colored Mechanics Fair, imagining themselves as attendees in 1851.

• Project the Colored Mechanics Fair of 1851 Rubric and explain to students that they will select exhibits to evaluate. 

• • Review the rating scale with students.

  • Pause to give students a few moments to the select exhibitors they want to assess. 

• Project the virtual Colored Mechanics Fair and read through each exhibit aloud. 

• • While reading, pause occasionally to give students time to evaluate their exhibitors.

  • Remind students that they should record a score in each category and add a short written explanation.

• If time permits, have students nominate one exhibitor for a Best of the Fair award.

• • Call out each participant in the Colored Mechanics Fair and ask students to vote for their  raising their hands  

• Short debrief: 

• • What do our votes say about what we value? 

  • Would people in 1851 have voted the same way?