Inquiry of a Teeth Cleaning Twig

In order to answer the framing question I needed to learn more about the origins of the artifact. I began my inquiry by asking my grandmother since I received this artifact from her. I began by asking her questions about the origins of the artifact, its function and where she got it from. My grandmother said that she got this artifact on a vacation trip to Saudi Arabia a few years ago. She said that this product was sold in the markets there and it was commonly found in the rural areas. I asked about the origins of this item and she said that its roots can be traced back to the Middle East but over time it spread to other parts of the world. She also recalled that her parents and grandparents in India used this type of product and that it was very commonly used as a natural toothbrush in the olden days. She also explained that this item was called a chewing stick or Miswak in Arabic, which also translates to chewing stick because you have to chew the bark off one end of a fresh twig to expose the soft fibrous bristles underneath. The bristled end would then be used to brush the teeth similar to the bristles on a modern-day toothbrush. My grandmother also explained that she learned from her parents that this chewing stick is said to have medicinal benefits such as strengthening the gum and preventing tooth decay.

An Inquiry of a Teeth Cleaning Twig

By: Fatima Mohammed

Links to Curriculum

Interpreting and Analyzing Information, Evidence and Data

Grade 2 - Heritage and Identity: Changing Family and Community Traditions

Grade 4: Heritage and Identity: Early Societies

A 2.2: “Gather and organize information on ways of life and relationships with the environment in early societies, using a variety of primary and secondary sources in both print and electronic formats”

Students can use this artifact as a way to tool to research the impact of environment on early societies. Students may want to discuss how artifacts such as this chewing stick provide us with information regarding the relationship people in early societies had with their land how it compares to our modern-day society.

A 2.2: “Gather and organize information on some of the past and present traditions and celebrations within their family and the community to which they belong, using primary and/or secondary sources that they have gathered themselves or that have been provided to them.”

This artifact was given to me by my grandmother and through discussion with her I learned that it was also used by my ancestors. In this context, students can observe, discuss and share values and traditions that have been passed down in their own families. They can bring in a variety of items such as photo albums, family stories, newspaper clippings etc. In doing so, students will learn about similarities and differences that existed between different time periods, cultures and societies.

Social Studies Thinking Concepts

Cause and Consequence

Significance

Links to Children's Literature

Gathering and Organizing Information: Primary Research

How come? How so? That's how things began: the mind-boggling natural phenomena By R. P. Subramanian

Grade 2: Global Communities

National Geographic Little Kids First Big Book of Why

By Amy Shields

https://books.google.ca/books?id=2nahAgAAQBAJ&pg=PT35&lpg=PT35&dq=babylonian+people++chewing+stick+book&source=bl&ots=hLETbq7Pzz&sig=nxpsfawAa3lbfq-pKxXxiNOGMTI&hl=en&sa=X&ei=07rgVNePBMnesASvsoD4Cw&ved=0CFcQ6AEwCA#v=onepage&q=babylonian%20people%20%20chewing%20stick%20book&f=false

This book is written in a child-friendly language that is suitable for students in Grade 4 to 6. It has a chapter on the evolution of the modern-day toothbrush with pictures of the early teeth cleaners such as the traditional chewing stick and how it was used. The book uses a variety of pictures to explain the progression of the toothbrush from its traditional form to how it has evolved into the generic toothbrush used today and also into an electronic form of the brush. Students can use this literature to study the effects of society and how it impacts the evolution of tools we used today.

https://books.google.ca/books?id=Z1B-BAAAQBAJ&pg=PA22&dq=early+toothbrush+books+for+kids&hl=en&sa=X&ei=S77gVP__PJHlsASpqYGwCg&ved=0CCwQ6AEwAA#v=onepage&q=early%20toothbrush%20books%20for%20kids&f=false

B 1.2: “Describe some of the ways in which two or more distinct communities have adapted to their location, climate, and physical features”

Since this artifact is extracted from a tree that predominantly grows in the Middle Eastern region, students can launch into discussion about the use of natural environment that is local to a region and how types of communities utilized resources readily available to them to construct a means of living. Students can use this artifact as a resource to begin researching about how communities adapted to the climate and land resources available.

This book is written for younger students, particularly suitable for students in Grade 2 to 3. It explains in a child-friendly language the reasons why we do the things we do. For instance, there is a section on brushing our teeth to maintain healthy gums and protection from cavities. It also discusses the oldest forms of toothbrush including the chewing stick. Students can use this book to compare our modern day lifestyle today to the past in order to learn about the similarities and differences.

According to the curriculum document, this concept requires students to determine the importance of something by analyzing the context or situation as well as looking at its impact on people and or places. This artifact is important to me because it was given to me as a souvenir by my grandmother.

Students can explore this thinking concept by looking at the significance of tool-use in early societies and how the environment played a role in building a sustainable lifestyle. How important was this tool in the lives people in the early societies? What other kinds of tools were important for the people in the past and how is it similar to or different from our modern day lifestyle?

According to the curriculum document, this concept requires students to determine the factors that affect or lead to something and its impact.

Students can explore this thinking concept by focusing on the events that lead to the creation of this artifact. How was this artifact created? How were the medicinal benefits of this tree discovered? Since this is a traditional form of the modern-day toothbrush, students can compare the impact of human activities on the environment. The traditional toothbrush is made from a tree, has beneficial properties to maintain oral hygiene and is biodegradable while the modern-day toothbrush is made from plastic and wears out easily. How can we reduce the amount of garbage and environmental harm by using natural alternatives to everyday items?

Primary Source

The following are images taken of the twig from various angles:

Next, I spoke to my parents to see if they knew more information about this item. My parents also explained that they had seen this item used in their childhood by their parents. My dad said that he had also used it a couple of times when he lived in Saudi Arabia as it was commonly used over there as an alternative to modern-day toothbrushes. He explained that he was surprised by the effectiveness of this twig in cleaning teeth and compared it to the likeness of a modern-day toothbrush.

Aspects of Citizenship

Primary Source

The chewing stick or Miswak represents some aspects of Citizenship as outlined in the curriculum document. Students can explore this artifact to determine the role of the people in society that created this item. Was it readily available to everyone or did some people have privileges to afford such tools over others?

In the context of early societies, this artifact could be used as a resource to discuss the use of nature and environment in creating tools for everyday life. Student can look at tool use and the responsibilities people had in using the resources available to create tools for daily use. Students can also look at the relationships of power by focusing on the power holders in early societies and how it had control over the trade of materials.

The primary source I have chosen is a teeth cleaning twig, also known as a traditional form of a modern-day toothbrush, given to me by my grandmother.

Source: http://www.curezone.org/upload/_D_Forums/Dental/miswak_shadow.jpg

Initial Observation

Intial Thoughts:

I found this object lying around my house. I was given this object by my grandmother. I remember asking her what it was used for and she said that it was a traditional form of a toothbrush that was used in the olden days and is still used in parts of the world today.

Upon examining this artifact, I can't seem to understand how it could be used as a toothbrush since it is in a firm stick form. I tried to bend the stick to see if it would break apart but it remained intact. As I embark on the inquiry process, I will investigate these questions to learn more about the artifact.

• Pencil-sized stick
• 15 cm long
• Diameter of 1.5 cm
• Light weight
• Wooden texture
• Looks like a twig
• Smooth surface
• Rough ends
• Looks natural not artifically made
• Appears to be fresh - no scratches

Evaluating Evidence

Formulating Questions

Gathering and Organizing Information:

Secondary Resources

Cross-Curricular Investigation

Science Questions:

Social Studies Questions

Students can consult the following sources to gain insight into the use of this artifact, its history and how it compares to the lives of people in the past and present.

• Is it made from a tree?
• What kind of tree is it made from?
• What part of the tree is it made from?
• How is it extracted from the tree? Is it easy or difficult to extract?
• Is this from a commonly found tree? Does it only grown in certain climates/ parts of the world?
• What makes this twig significant to use as a toothbrush?
• How long does it last before it starts to wear out?

Through the inquiry process, I was able to acquire information, data and research that helped me to learn about the selected artifact and to answer the framing question. I began my focusing my research on the smaller focus questions in order to understand the bigger picture. I learned about the origin of this artifact and its source, which helped me to understand that this artifact was used by the Babylonian people nearly 6000 years ago. It is still predominantly used in the rural parts of Middle East as the source, the Salvadora persica tree, is found in that region. Furthermore, through inquiry and research I learned about the medicinal properties of this tree that makes it appropriate for use as a teeth cleaning tool. This information was significant in answering my framing question because from it I learned that the people in the past heavily relied on the resources available in their environment to create tools that helped them to sustain living. Although in the modern day society, there is a shift in direct relation to the environment, we still rely indirectly to the sources available in our environment to provide us with the means to maintain a living. For example, in the past, the people in the early societies discovered the use of this tree for its natural nutrients that are beneficial to maintaining healthy teeth and gum. Over the years, this natural toothbrush was progressively changed from its appearance, however, we still include the same nutrients in our toothpaste in order to maintain optimal oral health. Overall, this process of inquiry was beneficial because it helped me to learn about the artifact in an interactive and engaging manner.

• Which early societies may have used this teeth cleaning twig?
• When was it used in the historical context?
• How did this teeth cleaning twig originate?
• What does this tool tell us about the different ways of life that existed in the past?
• How has the importance of dental hygiene evolved over the years?
• Is it still commonly used in parts of the world today?
• Has the shape of the twig evolved over the years?
• Was it used only for the purpose of cleaning teeth or was it used for other purposes?

Framing Question

“The Benefits of Brushing with the Miswak or Chewing Stick”

This question will focus on the Social Studies thinking concept,

Continuity and Change

“Miswak (chewing stick): A Cultural And Scientific Heritage”

The benefits of the Miswak range widely, predominantly concerning oral health.

"Some of the benefits found included:

• Kills bacteria that causes gum-disease

• Fights plaque effectively

• Fights against cavities

• Removes bad breath and odors from the mouth

• Effectively cleans between teeth due to its bristles being parallel to the handle, rather than perpendicular, which results in effective cleaning between the teeth"

[Source: The Islamic Post]

According to this webpage, “Miswak (chewing stick) was used by the Babylonians some 7000 years ago. It was later used throughout the Greek and Roman empires, and has also been used by ancient Egyptians and Muslims. It is used in different parts of Africa, Asia-especially the Middle East- and South America.”

This finding supports the notion that it was indeed an artifact used by early societies.

I chose to investigate:

How are our lives similar to and different from the lives of the people who may have used this teeth cleaning twig in the past?

Smaller Focus Questions:

• Which early societies may have used this teeth cleaning twig?
• What does this tool tell us about the different ways of life that existed in the past?
• Which kind of tree is it made from?
• What makes this twig significant to use as a toothbrush?
• How will findings about this artifact give us insight about the similarities and differences of the lives of people from the past compared to the present?

“Miswak” Wikipedia Page

Math Questions

“An Organic, Green, All Natural Toothbrush”

Language and Literacy

Questions

According to this page, the miswak is a teeth cleaning twig made from the “Salvadora persica tree”. It is used as a “traditional alternative to the modern toothbrush, it has a long, well-documented history and is reputed for its medicinal benefits.” This finding confirms the notion that this artifact is made from a tree that is known for its medicinal properties.

The findings on this page explain that the Miswak is packed with natural nutrients such as “fluorine, silicon, vitamin C” along with other nutrients that “strengthen the tooth enamel”. Many of these ingredients such as fluoride and chloride are found in modern day toothpaste. “The bark also contains an antibiotic that suppressed the growth of bacteria and the formation of plaque.” These findings confirm that the bark from the tree has medicinal properties which the people in the early societies found to be effective in maintaining healthy gums and teeth. Some of these natural nutrients are used in products we use today such as in toothpaste.

• What is the cost of making this twig?
• How long is the process of making these twigs?
• How many were made per year?
• Was it produced on a mass level or on a small scale?

• What is this object?
• What could it be used for?
• Where do you think it came from?
• What does it look like?
• What does it remind you of?

“Natural Toothbrush for Dental Health-Miswak”

According to this page, the “Salvadora persica tree grows in Saudi Arabia, Sudan, Southern Egypt, Chad and Eastern parts of India”. This finding confirms that the origins of this artifact are predominantly from parts of the Middle East.

References

• http://www.miswakstick.com/files/Miswak-Scientific-Benifits.pdf
• http://en.wikipedia.org/wiki/Miswak
• https://dental-health-oral-hygiene.knoji.com/natural-toothbrush-for-dental-healthmiswak/
• http://islamicpostonline.com/article/benefits_brushing_miswak_or_%E2%80%98chewing_stick%E2%80%99
• http://www.miswakstick.com/miswak.html

Media Literacy

References:

Source: http://www.thisisatoothbrush.com/ourstory/

• Create a graphic organizer to compare the evolution of the toothbrush
• Make a graphic organizer about the chewing stick

Source: http://www.thisisatoothbrush.com/ourstory/

Al Sadhan, R., & Almas, K. (1999, January 1). Miswak (chewing Stick): A Cultural And Scientific Heritage. Retrieved from: http://www.miswakstick.com/files/Miswak-Scientific-Benifits.pdf

Khanam, A. (n.d.). Natural Toothbrush for Dental Health-Miswak. Retrieved from: https://dental-health-oral-hygiene.knoji.com/natural-toothbrush-for-dental-healthmiswak/

Miswak. (2015, January 1). Retrieved from: http://en.wikipedia.org/wiki/Miswak

Miswak, is 100% organic. Go green~ for the environment. (2010, January 1). Retrieved February from: http://www.miswakstick.com/miswak.html

Ontario Ministry of Education. (2013). The Ontario Curriculum Grades 1-6 Social Studies. Toronto; Queen's. Printer for Ontario.

The Benefits of Brushing with the Miswak or 'Chewing Stick' (2010, February 12). Retrieved from: http://islamicpostonline.com/article/benefits_brushing_miswak_or_‘chewing_stick’