A Day in the Life of a Colonial Silversmith

by Kathy Wilmore

Kids will be fascinated to discover that at a time when there were no banks silver tableware and other objects were one way that people stored their wealth. This useful book explains why silversmiths... This description may be from another edition of this product.

• Format: Library Binding
• Language: English
• ISBN: 0823954277
• ISBN13: 9780823954278
• Release Date: January 2001
• Publisher: PowerKids Press
• Length: 24 Pages
• Weight: 0.55 lbs.
• Dimensions: 0.3" x 7.6" x 7.1"
• Age Range: 5 to 10 years
• Grade Range: Grades 3 to 5

Customer Reviews

Entertaining and accurate history! (And, it's not just jewelry!)

This book is a wonderful resource for young history students. Like other books in this series, A Day In The Life of a Silversmith is beautifully illustrated and shows just why silversmiths are important in colonial days, how an apprentice can learn from the master of the shop to someday be a master himself, the tools of the trade, etc. The glossary and suggested web sites for continuing learning are wonderful! I can't recommend this highly enough.

Invest in the Whole Set!

We use these books in our homeschool to supplement our history lessons. The kids actually enjoy reading them, and they have even dressed up and acted out some of the stories! The books are a little pricey, but pass them down or donate to the local library (tax deductible!). HOMESCHOOLERS: READ MY OTHER REVIEWS!

Super set of books!

This book is part of a great series of 6 books about colonial businesses. They include: q Colonial printerq Colonial wigmakerq Colonial silversmithq Colonial schoolteacherq Colonial blacksmithEach book tells a fictional story about a worker during the Colonial period. The books are illustrated with historical photos as well as line drawings. The important vocabulary is highlighted with a glossary in the back for student use. It also has Internet connections for further research. I used these in my classroom as a set. I gathered about 6 copies of each book from the local libraries. I made short questionnaires about each book. Students were required to read at least three, but most read all of them. Students used the information to give supporting details to their colonial monologues for their portfolios.