Analyzing Objects

Porcelain

Musket Ball

Smallpox

Nail

Reaper

Shirtwaist

Transistor

Coffee

Record

Tire

Dishwasher

Dress

Stereograph

Stone

Mail

Shoe

Question 1:
Thinking historically tends to incorporate analysis of events and context of historical forces to create avenues for study. Hopefully that avenue will take you to a place of perspective and understanding, or at least to a crossroads of further inquiry to discover one's own enlightenment.
Question 2:
Objects can allow one to see historical perspective. One can take an object and think on a range of historical questions. What technologies were available? Which religions were dominant, or competing? How is the political landscape changing? What social norms might be forming? Or simply, what evidence will this object provide and how can I discover the purpose?
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Question 1:
This object is tricky to place. It kind of looks to be an early microscopic slide where a bacteria, virus, germ, or a single cell is being pictured or studied.
Question 2:
Supposing this object is an early microscopic slide, you can possibly trace early fields of study for diseases. The object could allow one to study the early development for cures or attempted cures. One could explore the advancement of technology, particularly photographing such small critters. As of right now, the object poses a mystery for me.
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Question 1:
The object is carved out of stone, with writing of some sort. Looks well aged, and the object surrounded by an iron fence.
Question 2:
This object could represent an important milestone for America, but it could also possibly be a tombstone. It makes connections with history because a person, or event is being commemorated. Through examination and exploration one might be able to gain some insight into the person or event itself. Further historical detective work could lead you to discover political, economic, social, or general cultural constructs of the time.
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Question 1:
The object is official business concerning the Confederate States of America. Appears to be free.
Question 2:
This object would remind students of the catastrophic episode that began in 1861 fueled by the divisive nature of slavery. The American Civil War would go on to devastate the Nation economically, politically, and socially. But the War would also bring about the conclusion of the long sought out debate over slavery. With the North's victory, the 13th Amendment is passed. Infrastructure would improve as the US would get serious about westward expansion. And of course, a new chapter would open with the end of the War, a new social construct where freed slaves would meet challenges and the Native American populations would meet their demise, for the most part.
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Question 1: The object appears to be a design showing a piece of farming equipment.
Question 2:
Possibilities for connections could include advancements in technology, and developing better farming techniques. This could lead to a further array of possibilities in economics and labor.
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Question 1: We have a tiny object which is round, old, and probably missed the mark.
Question 2:
This musket ball represents weaponry and the technological advancements which create more killing power on the battlefield which can determine both political and economic outcomes for a state.
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Question 1: The object would appear to be a class symbol for tea time in the afternoon.
Question 2:
Broader themes would include social class in that the porcelain would be a status. Economically the porcelain would most likely be imported. Possibly imperialism, particularly if the porcelain piece is made in China.
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Question 1:
This shoe looks to be well worn, hopefully providing the wearer with more marching, farming, or general ability.
Question 2:
Economically, if a craftsman made this shoe, then local and regional economic themes could come into play. If its an early mass produced item, then you can see the shift towards industrialization. Socially, shoes could identify your class or status. Militarily, farther marching and terrain options would be available.
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Question 1:
There are various nail of various sizes. The metric system is in use for size comparison.
Question 2:
Economically, these nails could represent a variety of themes. The resources it takes to make the nails would include an infrastructure to get the material from ground to final product. There would be a sizable workforce along each step of the way to ensure a final product. And the US does not typically use the metric system.
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Question 1:
Historical thinking seems at times to be more about the avenue of inquiry one is interested in taking. Along with context and perspective, a student can gain insight by reading a primary document which takes them right to the event itself, and from there, interest being peaked, further study can provoke a better understanding of events and why they may have occurred. Thinking historically about one object often tends to lead to other objects which you can synthesize with your gained knowledge, or simply start a fresh inquiry. Historical thinking is becoming more and more challenging as the world is rapidly creating objects which eliminate thinking - for the average student anyway, or person.
Question 2:
Playing off the first response, technologies are an important source of thinking historically because those objects allow a student to see human engineering, entrepreneurial skills, economic sifts, and overall human adaptability. How is a smart phone going to be analyzed in 100 years? With technological advancement, economies and political climates often shift, so there is another avenue for historical thinking. The amount of objects developed in the Cold War alone could keep one occupied with both primary and secondary sources for years. The Cold War was a rather small time frame for humanity, but epic in scope and scale of technological advancement, which definitely had economic/political ramifications. So, hopefully, through studying objects, a student might understand why his/her smart phone, plus several other objects, exist today based solely on the Cold War. The amount of objects which exist out there are all a road map for humanity and the travels people have taken through time. Objects are valuable in understanding other cultures, determining other's history, and defining your own past, present, and future.
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Question 1:
Economics and trade would appear to be the biggest area impacted as trade, tax collections, and commerce generally slowed, if not stopped all together. Economic slow down would impact local, regional, and global economic forces hitting all classes of society right when the World was developing a global stage. Thus, when economics is slowed, politics tends to accelerate in some form or fashion. The law passed in South Carolina making the inoculation illegal is intriguing, as we see anti-vaxer movements today. Debate among scientist and doctors must have been quite arduous at times. Studying those 18th c. trade routes and indigenous histories, one can see the devastation wreaked upon indigenous populations in the Colonies, and also the impact of slaves discovering inoculation leading to a successful inoculation. In the field of technology, one can see the human ingenuity at play. Edward Jenner's discovery of combating small pox with a lesser variety of pox can allow for deeper thought on the potentials of not having discovered the inoculation. Jenner was able to take advantage of a revolution in science and expand upon his own temerity to lessen the suffering slightly in the 18th century. History, particularly European history, could have turned out quite different if Jenner had not lived when he did.
Question 2:
The benefits of using a disease to study history can allow students to see the human will to survive and conquer other invading hosts which cannot be seen and have no answer. Questions arise, so how does one go about answering... The impact of science and those unique humans with the fortitude to experiment and fail have generated tremendous resilience for human beings. The general will to survive and carry on are basic, but important benefits. Studying diseases can allow for understanding of technologies which could help with other diseases. The drawbacks seem to be more sinister, as in anti-vaxer movements. That may be unfair, but this could have a potential devastating impact because one can never know what experimental results might become favorable or rewarding. What religious dogma might dig in and prevent cures or inoculations? Being a teen in the 80's, you could witness first hand the taboo of studying anything related to HIV/AIDS, so it might not be to difficult to see how diseases throughout history have been utilized for nefarious purposes. Diseases have always been on that bifurcated path where one side sees results, and the other sees conspiracy.
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Question 1:
Politically, the marker represents the birth of a nations capital. Debates would follow on how much power the federal should have versus state's rights. As the "Jurisdiction of the United States" the new capital would come to represent compromise, changing attitudes, questions on slavery, and questions on what exactly should the capital look like. The US Capital would come to represent the ironic nature of the new republic and the experiment with democracy. While the Founding Fathers pushed for individual freedoms, slaves were being denied the unalienable rights described by T. Jefferson in the Declaration. For G. Washington, the issue on how to commemorate him would create division within the country. As the epicenter of slave labor, DC would eventually become an intense symbol of further division. The US Congress acted out the role of a pendulum as it swung from outlawing slavery in DC and creating the Missouri Compromise to also enacting a Fugitive Slave Law which made legal the return of slaves from southern states. Animosity would grow, and the Capital typically remained silent on the issue until the end of the Civil War. Finally, the federal government's power versus state's right would come to be symbolized by many documents which gave both sides cause for political discourse.
Question 2:
Firstly, students could explore early settlements in human history - typically based on physical features, and trace origins in man made lines representing boundaries. This would hopefully enlighten students to understand the progress of humanity and the importance for state actors to claim land for resources. On the periphery, students may be able to gain knowledge about the symbolic nature of boundaries. Boundaries have always been disputed, and in reality, there are only two ways to work out placing the markers - war or compromise. Students can gain knowledge on the strategic value in location for boundaries - particularly capitals. Finally, students can understand that there is relatively little unclaimed land on the planet any longer - and then you could possibly talk about the future war which Antarctica will generate.
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Question 1:
Politically, the US Congress immediately passed the Postal Act of 1792 - which established a rapid dissemination of info. The Act would further support the 1st Amendment rights of speech and press. One can also see the South's first attempts to challenge the US Constitution by having abolitionist material outlawed. This would further create a divisive question over how much power the Federal government should have versus state's rights. Technology and communication would improve overall infrastructure as new routes and methods would need to be created to get the mail delivered.
Question 2:
Reading the passage about the changing argument of slavery in the South was interesting. Having just read Colson Whitehead's The Underground Railroad, I never really focused on how different the State's treated and interacted with their slave population. The changing excuse for slavery being a positive force is intriguing. Also, the South's direct challenge to the 1st Amendment backs up prior knowledge, but the fact states in the South were able to outlaw mail fortifies the notion of state's rights and attempts to paint a federal government structure as too powerful. That issue still resonates today quite intensely.
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Question 1:
The reaper contributes to the growth of American society overall. The reaper will create bigger harvest, creating a need for new technologies in agriculture and infrastructure. There is a population shift as cities will form core areas. Also with population, more people will get fed, ideally creating a healthier society. The reaper could also represent the shift away from an agrarian society to an industrialized society. Ultimately the reaper represents one of the basic economic freedoms in the US as entrepreneurs would design and create technologies which would contribute to the growth of a new nation.
Question 2:
Along with the reaper, the railroad system has to be seen as an important cog in the development of the US. In the late 19th c., as harvest are increasing, railroads would allow for faster and eventually cheaper shipping. The railroads would create economic opportunities - labor to build the roads, labor in factories to make the rails and ties, the lumber industry would be impacted, mining for the iron would create jobs, coal to stoke engines, cities would develop along routes, and essentially these core areas would draw more population away from the farms. The development of the vast railway infrastructure would ultimately allow for people, material, and goods to travel across the country in relative ease and safety.
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Question 1:
Technologically, the musket ball is the fruition of both gun powder originally invented by the Chinese and developing iron and steel into usable functions on the battlefield. This would enhance military strategy and create a whole new military class of officers intent on victory in a new human epoch. Being that Europeans were the first to harness firepower through guns and steel, European actors would compete for world hegemony, and regions outside of Europe proper were up for grabs. Thus, leading to European dominance/advancement through destruction, depending on how you view European influence. Economically, the musket ball is a small slice of the Industrial Revolution. As steel became the necessary component for industry, resources would be needed - iron ore, wood, rubber, etc., - to further European actors hegemony over the world. Vast networks of labor would be created, and secured under threat by this tiny object. Innovations would be made to make this round ball more accurate, deadlier, and generally more potent on the battlefield. Politically, this round bullet would make the sword mightier than the pen.
Question 2:
There are many discussions one could have in investigating the impact of the musket ball on armies and the way people viewed them. For general military purposes, the smooth bore and musket would instill fear into the various indigenous peoples who could not fathom the power generated by the weapon. The musket would create a new kind of soldier's discipline in maintaining lines and battlefield formations. No longer did armies necessarily need to collide with spears, pikes, and cavalry, they could now unload a series of volleys and then collide with bayonets and cavalry. This would instill a definite fear in anybody faced with a European army. That European professional army would however lead to a mistrust in the colonies and the newly formed United States of America. It would seem the power brought forth by the musket would also lead citizens in the US to question and suspect standing armies of something untoward when it came to political power. Demobilization would lead America to ask some serious questions - Can we have a volunteer army? Do we need a standing army? - questions that would ultimately not get answered until December 7, 1941 - arguably. Ultimately, the musket ball represented a new kind of warfare and killing power. People in the late 18th c. typically fell into three categories - Europeans, colonials, or indigenous populations. All three groups would come to view armies respectively as progress, tyranny, or bewildering.
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Question 1:
Porcelain represented English rule in which Colonial America came to resent. Along with porcelain, other luxury goods would be boycotted in favor of American made items. Economically this would force the Crown's hand to respond with various taxes designed to raise revenue to cover debt incurred by the Crown. As a result, the Colonies always found a way to react in a way making the taxes harder to collect. Thus a cycle of animosity would provoke both sides to confrontation. The political ramifications are still being felt today as the Colonies would become the States as a result of that animosity, and England, arguably would go on to lose a world hegemony they once held. As a result of the American Revolution England would be forced to face off against an always and ever aggressive French state in other regions of the world. The US would go on to design a Constitution which is still in existence.
Question 2:
I would want to know more about the debates which occurred in Parliament. Were there MPs which sympathized with the Colonist and promoted a traditional trade system. I'd also want to know more specifics about how English merchants were hit by the boycotts - they achieved their goals, but seeing a primary source from a producer in luxury goods take the hit could be interesting. And then, maybe the connection between the luxury goods producer and the pressure they were putting on MPs to act against the Colonies could be informative. And why didn't King George III, or Parliament for that matter, just formally push to make the Colonies a part of the realm. It seemed the English had everything in place to do so - arguably. Interesting question.
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Question 1:
The shoe would seem to indicate a dramatic shift in US political and economic systems. The shoe would promote a need for greater mass production, leading to technological advancements and innovations. Resources would need to be gathered for the shoes to be made and shipped. The shoe itself represents a vast infrastructure which would end up on the foot of a soldier fighting to keep the Union intact. Politically, its interesting to think about the shift in federal government power. The challenges in outfitting an enormous army has generally been a huge cost factor throughout history, but for the US, government oversight, hiring more employees, and holding manufacturers accountable would create a much bigger federal government leading to and exiting from the Civil War. And as we see today, the question of federal power is still contentious. Socially, the boot could represent a split between volunteer service and conscription, leading to questions about democratic values with a draft present.
Question 2:
Being the South lost the Civil War, that in itself sets up a continuing debate about federal power vs. state's rights. The 13th Amendment would further create animosity towards the federal government and the notion of a "reconstructed" South would create an individual state system of oppression towards blacks throughout the South in order to evade federal laws. The Jim Crow Laws - in which Congress looked the other way for the most part - would seem to be a way in which the US Congress absolved itself temporarily from having to enforce citizenship questions and abuses. With the Plessy v. Ferguson case in 1896, the Supreme Court handed down a ruling which would let Congress off the hook, and provide state's with the right to determine "separate but equal." A weird twist. So while slavery would be outlawed, oppression would be justified, creating further need for coming generations to define the role of the federal government in protecting minority rights, and state governments arguing for majority rule. This divide still remains today, as the Dem. Party and Rep. Party still refer to when stumping or debating a bill. Coming out of the Civil War, the relationship between the Federal government and citizens would greatly depend on which section of the country you were born in, and whether or not you were a minority.
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Question 1:
The standard craftsman's skill at forging items becomes somewhat obsolete because of mass production, and the nail can provide us with a good example of this transition. The nail, because of it's early expense, once again created innovation and creative entrepreneurial abilities to establish a progressive development in human history by where items become cheaper and mass production allows consumers greater options in life. The nail would seem to identify early social class in America as well. One does not typically think of the nail as distinctive of class, but, because of cost, the type of house seemed to have identified the home owner based on log cabin, stone/rock, or post and beam homes. That would translate to political identification for some in the early stages of US history. As US westward expansion gathered steam and rolled west, the way in which Americans began to build homes and live would become increasingly cheaper. The ability to prefab as a house and sent it via mail would further establish an infrastructure linking raw materials to final product. You have a society working it's way through industrialization towards the post-modern world we have today.
Question 2:
The railroad always seems to be the go to when you discuss westward expansion. Along with the railroads, typically the companies involved - Union Pacific and Central Pacific are viewed as meeting along the way and uniting the country with an overland route for travel. With the construction of the railroad, labor sometimes becomes a conversation piece, as Chinese and Irish laborers for instance, along with newly freed slaves, all toiled and died at a staggering rate in order to complete the connection of the railroad. And the spike, a bigger nail, would become integral in quickly completing the railway. Citizens quickly developed towns along the route of the Transcontinental Railway in which homes and other buildings would be built - bringing in nails, lumber, and skilled carpenters. You truly hit the nail on the head when you study this tiny object which transformed the US politically, socially, and economically leading to further progress and technological advancements which the US is still grappling with today.
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Title: Cold War technologies
Grade Level: High
Short Answer:
As an intro discussion: Take out the smart phone you already have in your hand. Now, let us discuss the trail of development for this smart phone. What historical events may have led to the development of that phone in your hand? What economic factors may have led to its development? Any social factors? How does that phone impact political systems?
And from there, depending upon the standard, I would develop a lesson plan which would allow students to further explore the historical side of smart phone development.
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Title: Walking Dead
Grade Level: High
Short Answer:
Just show the AMC TV series and discuss. Very much kidding. I have put students into groups, and have given them scenarios based on ebola, AIDS, zika, the Plague, etc., and give each group a set of questions based on how a society would be impacted. Politically, socially, economically, technologically, how would societies fare if faced with a disease and no real cure or positive result. I teach seniors, so they generally buy into the lesson and participate very well. At the end, groups present their scenarios and discuss their answers.
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Title: Boundary game
Grade Level: High
Short Answer:
In my geography years, I put students in groups and gave the groups the same fictional piece of land with physical features. I had the groups discuss and draw boundaries where they felt would benefit their new territory. When all groups were finished, they shared their maps. Discussion would ensue which was typically heated. Then I had a game scenario with dice which allowed groups to stake final claim to land.
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Title: The impact of mail
Grade Level: High
Short Answer:
I suppose there are several options for a lesson plan with mail. You could begin by having the students read old letters delivered via the postal service and then ask them to make connections to the Constitution and the 1st Amendment. From there, you could expand on further Constitutional issues, or discuss the impact of mail on society and the dissemination of info. Then, of course, have students discuss how postal service has changed and how smart phones have changed communication.
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Title: Infrastructure
Grade Level: High
Short Answer:
I think I would begin a lesson with a discussion of the reaper like in this module. Have students identify what the piece of equipment represents for the US, and agricultural production. From there you could discuss today's agriculture and do a comparison. You could discuss how the reaper created other technologies as well.
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Title: War
Grade Level: High
Short Answer:
Generally speaking, anytime guns and warfare are topics, students will engage in some form. Teaching government - you could connect the musket ball to tactics used in the Rev. War and further discuss the impact of standing armies in peacetime. It would be a great object to begin a class with because you could hit all the essential political, technological, and economic questions.
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Title: Luxury goods
Grade Level: High
Short Answer:
I think it would be interesting to ask students to identify ways in which this porcelain set contributed to the Rev. War. Get them started making bigger connections with history. After an initial discussion/intro session, it would be a good group scenario by providing questions that each group would investigate and discuss. Political, economic, and social questions could go a long way in establishing context and conceptualization. Then have each group share their insights based on their questions.
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Title: Growing Federal Government
Grade Level: High
Short Answer:
This would be a great way to introduce the US Federal government and the shift towards a bigger governing body. Hopefully students could see that a shoe, and other equipment needed by the army would drive the US government to hire more people, spend more money, derive ways to generate revenue, etc. Then you could get into state's right vs. federal power, and minority rights vs. majority rule... There are a lot of options you could have to take a class into the morass of the US federal system of government.
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Title: Nailed it
Grade Level: High
Short Answer:
The nail would be a great item to discuss the concept of industrialization and the development of US cities/towns. You could begin class by asking students to list/discuss ways in which homes were built pre-industrialization. Then ask them how homes may have changed because of the Industrial Revolution. And from there, you could have students identify the impact of a nail on our society, economics, politics, and technologies.
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