Activity 3B
The Stuff We Use, Then and Now
Students contrast today's resource consumption with that of Native Americans and settlers.
Objectives:
Duration:
Background:
American settlers and the Native Americans they displaced didn't worry about waste disposal because the country was big, human numbers were small, and their garbage was largely decomposable and non-toxic. All that has changed. We have much more per person to get rid of today, and much of that (plastics nylon, rubber, vinyl, polyester, and other petroleum products) requires hundreds of years to decompose. Household waste such as paint and batteries contain toxic materials which can pollute ground water. Sea turtles and sea birds die from eating plastic and polystyrene floating on the ocean. Incinerated garbage can release toxic chemicals into the air. Despite the environmental costs of today's waste problems, we are in some ways as cavalier now about garbage disposal as we were 150 years ago.
By comparing today's consumption and waste practices with those of 150 years ago, we can better appreciate the consumption and waste issues we now face.
How Long Litter Lasts
Material Years
Cigarette butts 1-15
Wool socks 1-15
Orange peels up to 2
Banana peels up to 2
Nylon fabric 30-40
Leather up to 50
Tin can 50
Plastic 6-pack holder 100
Glass bottle 1,000
Aluminum can 500
Plastic bottles indefinitely
Common Styrofoam indefinitely
Plastic film container 20-30
Plastic bags 10-20
Materials:
Work Sheet 3B-2
Work Sheet 3B-3
Work Sheet 3B-4
Procedure:
See what the students know about renewable and nonrenewable resources. Renewable resources are made from living things which can replace themselves. Nonrenewable resources originate with non-living things and once used, cannot be replaced by nature in any time relevant to a human life.
See what your kids know about the raw materials used to make things. For example, hold up a running shoe. Do they know that the shoe is probably made out of oil (plastic, nylon, most rubber, and polyester)? Do they know what will happen to it once it's discarded (reside in a landfill for hundreds or thousands of years)?
To help your students understand consumption and waste issues, generate a list of things in your class with the students and have them categorize them as follows. Here are a few common examples:
| Item | Made from: | Raw material | Reusable | Recyclable | Likely to be recycled | Decomposable | |
|---|---|---|---|---|---|---|---|
| Renewable resources | Nonrenewable resource | ||||||
| wooden desk | | wood | Y | Y | N | Y | |
| plastic chair | | oil | Y | Y | N | N | |
| magazine | | wood | Y | Y | N | Y | |
| computer | | glass, oil, metal | Y | Y | N | N | |
| paper | | wood | N | Y | ? | Y | |
| cotton pants | | cotton | Y | Y | N | Y | |
| pile jacket | | oil | Y | Y | N | N | |
| PB sandwich | | wheat, peanuts | N | N | N | Y | |
| nylon jacket | | oil | Y | Y | N | N | |
| sandwich bag | | oil | N | Y | N | N | |
| plastic milk jug | | oil | Y | Y | ? | N |
Definitions:
When your kids get the hang of it, have them complete the following "What to Take With You..." handouts (3B-1, 3B-2, 3B-3) - one or two for each of the three categories. You may want them to plan their trips in small groups. You may have to require that they do some research on what settlers and Native Americans used so their lists will be more complete. The following are some ideas you could share with them if they get stuck.
Recyclable = can it be made into something else once it's served its original purpose?
Likely to be recycled= will it probably be recycled?
Decomposable = will it decompose in less that 10 years in ideal conditions?
Shoshone Indians:
| Pony | Otter skin water bag |
| Arrow shafts | Sinew from animal gut |
| Buck skin pouch | Dried meat and berries |
| Camas bulbs | Obsidian |
| Bow | Flint knife |
| Dog | Spear |
| Buffalo robe | Tobacco |
| Moccasins | Tinder (for fire making) |
| Fire-making bow and spindle | Antler tine |
| Baskets | Digging sticks |
| Dyes, paints |
Oregon Trail settlers (courtesy John Campbell, 1863):
| Oxen | Kettle | Whetstone |
| Wagon | Gold pans | Flour |
| Tent | Picks | Bacon |
| Candles | Shovels | Coffee |
| Soap | Axes | Tea |
| Matches | Bread pans | Yeast |
| Water keg | Wagon bucket | Salt |
| Coffee mill | Hand saw | Pepper |
| Plates | Drawing knife | Beans |
| Cups | Chisels | Vinegar |
| Silverware | Augers | Lard |
| Frying pans | Gimlets | Sugar |
| Butcher knives | Gold scales | Dried apples |
| Skillet | Files | Dried peaches |
| Water buckets | Hatchet | Rice |
| Tin pails | Hammer | |
| Rope | Nails |
Give the students the "What to Take With You..." handouts (3B-1, 3B-2, 3B-3) and the following instructions:
You're going to plan trips in three different times in history by making a list of all the stuff you would bring.
When they have completed the lists, give them the "Stuff We Use, Then and Now" work sheet (3B-4) to respond to. Remember, all one needs for survival is food, water, air, shelter, and clothes (in cold places).