The Story Behind the Tombstone
Developed by: Marie Clark

Summary:
This module is a 7th grade social studies study of pioneer life in Central Texas as seen through the eyes of a Fredericksburg pioneer woman and her memoirs. This lesson can be teamed with a 7th grade science unit exploring illnesses, medicine and mortality on the early frontier (1850-1880) in Texas.
Connection to Curriculum:
This module ties in social studies, science, reading and language arts.
Time:
3--45 minute class periods (can be expanded)
Season:
Best if taught during the study of "early statehood" era—pre-Civil War Texas.
Materials:
Use the book Texas Tears and Texas Sunshine,Voices of Frontier Women, edited by Jo Ella Powell Exley, College Station: Texas A & M University Press, c. 1985. Chapter on Mathilda Wagner. (Make enough classroom copies of the chapter so students can share with a partner.)
Pictures of pioneer life (log cabins, farms, German-style stone houses from the Fredericksburg area, wagons, tools, etc.)
Chalkboard, overhead or large wall chart to make "Same and Different Lists" during class discussion.
Copies of questions for groups to complete on own paper.
Students need notebook paper for chart notes.
Objectives:
To "step into the shoes" of a pioneer woman and to compare her lifestyle to ours.
To read about the life of just an average person, not a famous historical figure.
To become aware of a pioneer’s daily activities, transportation, family structure, effects of disease and limits of early medicine, clothes, foods, free time activities, and schooling.
Procedures:
Days 1 and 2
Introduce the lesson by explaining that Mathilda Wagner was not famous, but we study her because she shared her experiences in a story told to her granddaughter .We are reading her story.
Explain primary source.
Explain German immigration to Texas, background of what we know about her life, explore the time span of her life and inventions that she saw and used. (Candles to electric lights and radio/horses to airplanes)
Students make chart on their own paper with two columns: Same/Different. They should jot down ideas as the reading progresses. To be used later to make a class list.
The story should be read orally in class by teacher and/or students. Teacher should clarify some terminology and historical situations during reading and check for student understanding i.e. German-Texan persecution during the Civil War, etc.
Students take notes on Same/Different Comparison Chart.
Teacher leads class in making a class composite chart for Same/Different ideas. (Comparison of her life to ours today.)Encourage thinking beyond obvious facts of "olden days." These can be kept for each class and later compared.
Day 3
Students work in small groups to complete the questions. Many are open-ended for discussion. Encourage elaboration and essay format. Questions are handed in and later discussed.
Questions:
Possible discussion--
How is her life different from today?
What were the health problems of people then?
How were things handled differently then?
How was family life and children’s life different?
What sort of things did women do all day at home?
What were the dangers of life then?
Why did so many children die young?
Evaluation:
Teacher may grade group questions.
Teacher may grade class discussion.
Expanding the Lesson:
Could be used as a springboard for research topics related to the story of Mathilda’s life.
Students could bring examples of "pioneer" items: iron skillets, quilts, etc.
Students could write a personal essay of their own memoirs. Pretend they are 80 years old and are "remembering their life." Limit the memories to a short time period.
Students could make a class quilt—each student bring small pieces of material.
Students could make cornhusk dolls.
Resources:
Texas Tears and Texas Sunshine, Voices of Pioneer Women, ed., Jo Ella Powell Exley, College Station, Texas A & M University Press, 1985.
  
(Prepared Questions for Mathilda Wagner Primary Source Reading)
The Story Behind the Tombstone
Describe the earliest things Mathilda remembers from her family. Were they happy or sad?
List some of Mathilda’s emotions as she describes pioneer life and family life in her childhood.
Describe as much as you can about Mathilda’s stepmother. Did she have any reason to be like that?
Explain why children were sent to other homes to live. Was this right or wrong? Explain.
Do you think Mathilda grew up different from other children of her day?
Describe some of the physical hardships of growing up that Mathilda mentioned.
Why do you suppose when Mathilda was 81 years old, she remembered the event about the 2 children and the flood in San Antonio?
Would you say Mathilda’s life was "fair?" Why or why not? Give examples.
What are some things in this story that are not the same for us today?
What are some things in the story that would be the same for us today?
Find the quote that begins, "Since I broke my hip…." (next to the last paragraph) What does that tell you about Mathilda?
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Revised: December 12, 2000