Analyzing Objects

Porcelain

Musket Ball

Smallpox

Nail

Reaper

Shirtwaist

Transistor

Coffee

Record

Tire

Dishwasher

Dress

Stereograph

Stone

Mail

Shoe

Question 1:
According to teachinghistory.org, historical thinking is the "reading, analysis, and writing that is necessary to tell... [historical] stories," and conceptualizes historical thinking as five aspects: multiple accounts & perspectives, analysis of primary sources, sourcing, context, and claim-evidence connection. The Historical Thinking Project similarly defines historical thinking as a skillset, laying out six concepts that it states "provide the structure that shapes the practice of history."

In looking at various definitions for historical thinking, there is great emphasis on process, or what one must do to think historically. There is much in common between the different models, but context and primary source analysis stand out to me as particularly important in the historical thinking process. If I had to give my own definition, I might say historical thinking is the work conducted, likely to include primary source analysis and contextualization, that gives significance to names, dates, and places.
Question 2:
If you found a mysterious object at your doorstep, you could wonder a lot about it. Where it came from. Why you have it. When it was made. Whom it belonged to. It's true that every object has a story.

If you wanted answers, you would have to act like a detective, use historical thinking skills, and solve the mystery.
Redirect: /content/what-historical-thinking
Module Id: 689
User Id: 1297
Question 1:
Appears to be a metal, probably steel, can. Looks old, as there are lots of, what appear to be, scratches marring the painted surface. While not overrun by it, rust covers many areas of the can. Nescafe, outlined in black, appears in larger capital letters across the barrel. Below is information about the product. It's hard to make out, but gives the net weight (1 oz.), who made it (Nestle), and ingredients/composition ("coffee extract combined... added...").
Question 2:
Nescafe is coffee made by Nestle. Nestle is a huge company. The rise of large corporations, and Nestle in particular, can be connected to the Industrial Revolution, capitalism, colonialism, and consumerism, all of which have played a major role in the development of the United States. The mass production of goods such as Nescafe changed American society, yielding new opportunities for many American people while having grave implications for communities inside and outside the United States.
Redirect: /content/coffee-resources
Module Id: 1147
User Id: 1297
Question 1:
It looks like a cotton shirt that accentuates the waist. It's pinstriped and has buttons that don’t look functional. While modest by today's standards, it's relatively elaborate. The shirt appears to have slightly puffed sleeves, and its ruffled-looking waist flares out attractively.
Question 2:
Knowing the Triangle Shirtwaist Factory fire occurred in 1911, I can guess the shirtwaist was still fashionable in the early 1900s, and at that point, being mass produced. I would imagine, like many luxury goods around the turn of the century, the latest styles of the shirtwaist became affordable to a wide range of women as mass production drove prices down, bridging gaps and growing consumerism. However, it wasn’t all good news. The famous fire exemplifies the great human cost at which the rapid industrialization of the United States came.
Redirect: /content/shirtwaist-resources
Module Id: 950
User Id: 1297
Question 1:
It's completely white, and probably cotton. The jacket is similar to a peacoat, except a lot less thick; it fastens at the side, and the lapels are broad. There is a dark-colored scarf-like piece of apparel hanging from, or close, to one of the broad lapels. The skirt is shapeless and full length. The whole dress is quite wrinkled. Overall, it looks like a functional, multipurpose summer dress that a woman could work, do sports or go out in.
Question 2:
This woman looks like she's been having a fun day. The dress she's wearing may reflect the changing positions of women in the early 1900s, as they gained access to new spaces.

Women were working, but also having fun. The labor movement had changed how people lived, reducing work time and increasing leisure time. People who had been excluded from the political process, for the first time had time to argue their views in the political arena.
Redirect: /content/dress-resources
Module Id: 1075
User Id: 1297
Question 1:
It's completely white, and probably cotton. The jacket is similar to a peacoat, except a lot less thick; it fastens at the side, and the lapels are broad. There is a dark-colored scarf-like piece of apparel hanging from, or close to, one broad lapel. The skirt is shapeless and full length. The whole dress is quite wrinkled. Overall, it looks like a functional, multipurpose summer dress that a woman could work, do sports or go out in.
Question 2:
This woman looks like she's been having a fun day. The dress she's wearing may reflect the changing positions of women in the early 1900s, as they gained access to new spaces.

Women were working, but also having fun. The labor movement had changed how people lived, reducing work time and increasing leisure time. People who had been excluded from the political process, for the first time had time to argue their views in the political arena.
Redirect: /content/dress-resources
Module Id: 1075
User Id: 1297
Question 1:
It's a large block of carved stone. Maybe a gravestone? It's engraved, but I can't make out the letters. I can't really tell, but I think the bottom line is a date, the month of which may be spelled out. The stone looks very old--it's not polished, is abraded, and may have lichen growing on it.

Assuming this stone is not alone, the mulch and fence behind make me think if the picture were bigger, it would show a small church cemetery.
Question 2:
Before it was even established as the United States, people came to America seeking religious freedom. Their religious views influenced their politics. The Pilgrims, one of the first groups of immigrants, were Puritan Separatists. Their first governing document, the Mayflower Compact, was a democratic pact. Ratified by majority rule, it called for issues to be decided by voting. This was unique to the time, and provided the basis for self- and secular government in America.
Redirect: /content/stone-resources
Module Id: 1039
User Id: 1297
Question 1:
It's a wooden ocular device that looks like one of those binoculars you'd find at a lookout spot. On first glance I thought there was a handle extending from the bottom of the base that would be used to hold up the device, but on closer inspection, it looks like a paddle lodged between the eye holes for the left eye, which looks like could be moved to cover the right eye. The picture holder attached to the device carries a picture of two (what look to be identical) photos side by side.
Question 2:
In the photos for the stereoscope, there's a little boy, perhaps suggesting it was not a device reserved for a small group of people, but a toy used by even little children. If it fascinated children, I imagine it provided an experience both immersive and thrilling.

It may have opened the working and middle classes to spectacular views that before the invention of the device could only be experienced in person, deepening their education and experience of the world. The popularity of the stereoscope may reflect changes in the middle class in the late 1800s and early 1900s, particularly a desire to become better educated and cultured.
Redirect: /content/stereoscope-resources
Module Id: 1047
User Id: 1297
Question 1:
It's a wooden ocular device that looks like one of those binoculars you'd find at a lookout spot. At first glance I thought there was a handle extending from the bottom of the base that would be used to hold up the device, but on closer inspection, it looks like a paddle lodged between the eye holes for the left eye, which looks like could be moved to cover the right eye. The picture holder attached to the device carries a picture of two (what look to be identical) photos side by side.
Question 2:
In the photos for the stereoscope, there's a little boy, perhaps suggesting it was not a device reserved for a small group of people, but a toy used by even little children. If it fascinated children, I imagine it provided an experience both immersive and thrilling.

It may have opened the working and middle classes to spectacular views that before the invention of the device could only be experienced in person, deepening their education and experience of the world. The popularity of the stereoscope may reflect changes in the middle class in the late 1800s and early 1900s, particularly a desire to become better educated and cultured.
Redirect: /content/stereoscope-resources
Module Id: 1047
User Id: 1297
Question 1:
It's a pile of rubber tires. They look a little longer than tires for most cars today, which makes sense as I think the diameter of wheels for the first models of cars was quite a bit longer. They're not as wide either, but the tire at the bottom of the pile with the rim still in suggests the tires aren't as old as I was thinking--1920s. I envision early car rims to have thin spokes. This rim looks modern in comparison.

Other than their size, they don't look different from tires I know. They may have been planted outside a factory. The windows of the building behind them are tall, like I've seen in photos of car factories. It might be a warehouse.
Question 2:
The sheer number of tires reflects excess and the growth of the automotive industry in America. As cars became affordable to more people, there were more used tires to dispose of. I imagine the metal rims taken out of the tires pictured were reclaimed, reflective of developing conservation efforts in the mid-20th century.
Redirect: /content/tire-resources
Module Id: 1108
User Id: 1297
Question 1:
It's a microscopic image of smallpox, as indicated by the name of this module. The smallpox virus is made up of viral particles that have an inner member in the shape of a pinched oval and an outer member. The DNA is contained by the inner membrane. The composition of the two of the particles if hard to make out.
Question 2:
Smallpox is an infectious disease that was brought to the Americas by Europeans and Africans. Some estimates attribute nearly all Native American deaths beginning with the conquest of Hernan Cortes in Mesoamerica to smallpox and other deadly disease. The disease ravaged Native American communities throughout the Americas, making them vulnerable to European invasion. Although European settlers in America had largely built immunity to the disease, there were break outs. There are a few documented epidemics in New England, the last of which spread in Boston, MA in 1902. Smallpox, while often fatal, could be survived. Inoculation became common, and was often successful. Efforts to eradicate diseases like smallpox grew in the 19th and 20th centuries as medical advancements were made.
Redirect: /content/smallpox-resources
Module Id: 954
User Id: 1297
Question 1:
It's a microscopic image of smallpox, as indicated by the name of this module. The smallpox virus is made up of viral particles that have an inner membrane in the shape of a pinched oval and an outer membrane. The DNA is contained by the inner membrane. The composition of two of the particles are hard to make out--they look like pixelated blobs.
Question 2:
Smallpox is an infectious disease that was brought to the Americas by Europeans and Africans. Some estimates attribute nearly all Native American deaths beginning with the conquest of Hernan Cortes in Mesoamerica to smallpox and other deadly disease. The disease ravaged Native American communities throughout the Americas, making them vulnerable to European invasion. Although European settlers in America had built immunity to the disease, outbreaks were still common. There are a few documented epidemics in New England, the last of which spread in Boston, MA in 1902.


Smallpox, while often fatal, could be survived. Inoculation became common, and was often successful. Efforts to eradicate diseases like smallpox grew in the 19th and 20th centuries as advancements in immunization were made.
Redirect: /content/smallpox-resources
Module Id: 954
User Id: 1297
Question 1:
Historical thinking can be defined as the process used to build an expansive picture, informed by multiple perspectives and primary sources, of the past.
Question 2:
Objects are like windows. We can see a lot through them. By analyzing objects, we can relate things we can see and guess, such as intent, design and construction, to trends, preferences, and the past we know about.
Redirect: /content/connections-essay-historical-thinking
Module Id: 689
User Id: 1297
Question 1:
It the arc of instant coffee, from being as a soldier's food to becoming a wildly popular product, there's a story of how American culture brought it into the domestic sphere. Working against conventional gender roles, wartime messages encouraging self-sufficiency, and the appeal of all things homegrown, effective advertising boosted its popularity. The American people, primed by the consumer culture developing in the post-war period, were open to messages of convenience. That combined with the increase in working women made what seems like an unlikely candidate to take off in the marketplace not only acceptable but also desirable.
Question 2:
While advertisements may reflect women's roles, they cannot account for the complexity of change. The advertisements provided did not show anywhere close to the spectrum of roles women in the post-war period assumed. Where is the woman who broke out of the conventional role? I only saw the demure housewife.
Redirect: /content/coffee-connections-essay
Module Id: 1147
User Id: 1297
Question 1:
It the arc of instant coffee, from being a soldier's food to becoming a wildly popular product, there's a story of how American culture brought it into the domestic sphere. Working against conventional gender roles, wartime messages encouraging self-sufficiency, and the appeal of all things homegrown, effective advertising boosted its popularity. The American people, primed by the consumer culture developing in the post-war period, were open to messages of convenience. That combined with the increase in working women made what seems like an unlikely candidate to take off in the marketplace not only acceptable but also desirable.
Question 2:
While advertisements may reflect women's roles, they cannot account for the complexity of change. The advertisements provided did not show anywhere close to the spectrum of roles women in the post-war period assumed. Where is the woman who broke out of the conventional role? I only saw the demure housewife.
Redirect: /content/coffee-connections-essay
Module Id: 1147
User Id: 1297
Question 1:
Contrary to what I alluded to in my hypothesis, the shirtwaist being mass produced at the turn of the 19th century was indeed practical for working women. Unlike its predecessors, it was not restrictive. This change reflects the increasing number of women in the workplace. Advances in technology increased efficiency in the production process, opening new jobs to women that were often very dangerous. The terrible conditions in which many women had to work encouraged them to band together for better working conditions and higher wages. As labor movements grew, so did the women’s movement. The tragedy at the Triangle Shirtwaist Factory made abundantly clear the necessity of safety regulations, and paved the way for labor unions.

This shirtwaist is a product of new machinery, but tells a deeper story of exploitation and empowerment.
Question 2:
I think the module touched on this, but I'm interested in exploring how attitudes about labor and worker safety evolved during the Industrial Revolution.

Considering the prevalence of socialist doctrine in the labor movement, I have questions about the role of capitalism in labor and work safety.
Redirect: /content/shirtwaist-connections-essay
Module Id: 950
User Id: 1297
Question 1:
The 20th century was a period of remarkable change, especially for women. The dress of this suffragette reflects the type of work a growing number of women were doing in the early part of this period. I said in my first hypothesis that the dress looks functional. That seems true, but to the women who wore it, it went deeper than the clothes they did their work in; as I learned, it symbolized their goals, beliefs, and attitudes.

As the women’s movement grew in strength, it became more divided and intertwined with other movements, not unlike American society as a whole, which was, in many ways, defined by the growing multiculturalism of the first half of the century. Women were pushing the envelope with their clothes, and with their opinions.
Question 2:
While the value of primary sources cannot be overstated, secondary sources are useful in that they often offer a wider picture based on multiple perspectives. Women's rights activism has a long history, which can also be explored in the works of contemporary feminists.
Redirect: /content/dress-connections-essay
Module Id: 1075
User Id: 1297
Question 1:
Contrary to what I alluded to in my hypothesis, the shirtwaist being mass produced at the turn of the 20th century was indeed practical for working women. Unlike its predecessors, it was not restrictive. This change reflects the increasing number of women in the workplace. Advances in technology increased efficiency in the production process, opening new jobs to women that could be very dangerous. The terrible conditions in which many women had to work encouraged them to band together for better working conditions and higher wages. As labor movements grew, so did the women’s movement. The tragedy at the Triangle Shirtwaist Factory made abundantly clear the necessity of safety regulations, and paved the way for labor unions.

This shirtwaist is a product of new machinery, but tells a deeper story of exploitation and empowerment.
Question 2:
I think the module touched on this, but I'm interested in exploring how attitudes about labor and worker safety evolved during the Industrial Revolution.

Considering the prevalence of socialist doctrine in the labor movement, I have questions about the role of capitalism in labor and work safety.
Redirect: /content/shirtwaist-connections-essay
Module Id: 950
User Id: 1297
Question 1:
I was way off. This is not a gravestone, but a boundary stone. When first planted, it was one of several that marked the border of the new capital. Even though Congress had been meeting in New York City, with the passage of the Residence Act, the capital was moved southward, where it was to permanently reside. Sandwiched between Virginia and Maryland, two large slave states, the city was not immune to the influences of its surroundings. The allure of cheap labor for building the nation’s capital, a giant undertaking, was very real. If there had been intentions of keeping slavery out of DC, those were quickly squashed as slavery was spread throughout the city.

The capital in this period could be viewed as a microcosm of the irony about the United States after the Revolutionary War. Built by slaves, but meant to represent American ideals, DC highlights the contradiction between the ideas and actions of the founding generation of Americans.
Question 2:
Thinking about the West Virginia’s split from Virginia, in addition to studying maps, students could explore how boundaries have changed through the personal journals of both Confederate and US soldiers.
Redirect: /content/stone-connections-essay
Module Id: 1039
User Id: 1297
Question 1:
I was way off. This is not a gravestone, but a boundary stone. When first planted, it was one of several that marked the border of the new capital. Even though Congress had been meeting in New York City, with the passage of the Residence Act, the capital was moved southward, where it was to permanently reside. Sandwiched between Virginia and Maryland, two large slave states, the city was not immune to the influences of its surroundings. The allure of cheap labor for building the nation’s capital, a giant undertaking, was very real. If there had been intentions of keeping slavery out of DC, those were quickly squashed as slavery spread throughout the city.

The capital in this period could be viewed as a microcosm of the irony about the United States after the Revolutionary War. Built by slaves, but meant to represent American ideals, DC highlights the contradiction between the ideas and actions of the founding generation of Americans.
Question 2:
Thinking about the West Virginia’s split from Virginia, in addition to studying maps, students could explore how boundaries have changed through the personal journals of both Confederate and US soldiers.
Redirect: /content/stone-connections-essay
Module Id: 1039
User Id: 1297
Question 1:
I was way off. This is not a gravestone, but a boundary stone. When first planted, it was one of several that marked the border of the new capital. Even though Congress had been meeting in New York City, with the passage of the Residence Act, the capital was moved southward, where it was to permanently reside. Sandwiched between Virginia and Maryland, two large slave states, the city was not immune to the influences of its surroundings. The allure of cheap labor for building the nation’s capital, a giant undertaking, was very real. If there had been intentions of keeping slavery out of DC, those were quickly squashed as slavery spread throughout the city.

The capital in this period could be viewed as a microcosm of the irony about the United States after the Revolutionary War. Built by slaves, but meant to represent American ideals, DC highlights the contradiction between the ideas and actions of the founding generation of Americans.
Question 2:
Thinking about West Virginia’s split from Virginia, in addition to studying maps, students could explore how boundaries have changed through the personal journals of both Confederate and US soldiers.
Redirect: /content/stone-connections-essay
Module Id: 1039
User Id: 1297
Question 1:
I was way off. This is not a gravestone, but a boundary stone. When first planted, it was one of many that marked the border of the new capital. Even though Congress had been meeting in New York City, with the passage of the Residence Act, the capital was moved southward, where it was to permanently reside. Sandwiched between Virginia and Maryland, two large slave states, the city was not immune to the influences of its surroundings. The allure of cheap labor for building the nation’s capital, a giant undertaking, was very real. If there had been intentions of keeping slavery out of DC, those were quickly squashed as slavery spread throughout the city.

The capital in this period could be viewed as a microcosm of the irony about the United States after the Revolutionary War. Built by slaves, but meant to represent American ideals, DC highlights the contradiction between the ideas and actions of the founding generation of Americans.
Question 2:
Thinking about West Virginia’s split from Virginia, in addition to studying maps, students could explore how boundaries have changed through the personal journals of both Confederate and US soldiers.
Redirect: /content/stone-connections-essay
Module Id: 1039
User Id: 1297
Question 1:
The innovation of the stereoscope, the evolving distribution of the stereoscope, first through door-to-door selling, and the widespread use of the device, across classes and ages, are indicative of the changing landscape of the United States at the turn of the 20th century.

The stereoscope was an instrument enjoyed by the wealthy and working, reflective of the diminishing gaps in this period. Only the wealthy were able to do the Grand Tour, and travel in general, but the stereoscope offered a similar experience the middle and working classes could afford.

As it moved into public libraries and schools, the stereoscope transformed teaching and learning.
Question 2:
I think it might be beneficial for students to first explore the context in which more advanced technology for viewing images was produced.
Redirect: /content/stereoscope-connections-essay
Module Id: 1047
User Id: 1297
Question 1:
The innovation of the stereoscope, the evolving distribution of stereographs, first through door-to-door selling, and the widespread use of the device, across classes and ages, are indicative of the changing landscape of the United States at the turn of the 20th century.

The stereoscope was an instrument enjoyed by the wealthy and working, reflective of the diminishing gaps in this period. Only the wealthy were able to do the Grand Tour, and travel in general, but the stereoscope offered a similar experience the middle and working classes could afford.

As it moved into public libraries and schools, the stereoscope transformed teaching and learning.
Question 2:
I think it might be beneficial for students to first explore the context in which more advanced technology for viewing images was produced.
Redirect: /content/stereoscope-connections-essay
Module Id: 1047
User Id: 1297
Question 1:
Rubber was in high demand during WW2, which led to a huge recycling campaign, of which this photograph is evidence. The recycling of rubber for wartime machines is but one part of a greater conversation effort during this period. As shown in the resources, the war also led to rationing, so that families could get their fair share of scarce goods.
Question 2:
Ones that would get students thinking about what messages the government wanted to send. Why do the posters use women to promote rationing? What link between mass production and democracy does the poster depict?
Redirect: /content/tire-connections-essay
Module Id: 1108
User Id: 1297
Question 1:
Rubber was in high demand during WW2, which led to a huge recycling campaign, of which this photograph is evidence. The recycling of rubber for wartime machines is but one part of a greater conservation effort during this period. As shown in the resources, the war also led to rationing, so that families could get their fair share of scarce goods.
Question 2:
Ones that would get students thinking about what messages the government wanted to send. Why do the posters use women to promote rationing? What link between mass production and democracy does the poster depict?
Redirect: /content/tire-connections-essay
Module Id: 1108
User Id: 1297
Question 1:
It's easy to forget how much harder life was for people in the past. They had to contend with disease that without the medical advancements of today was often fatal. Not only did the spread of smallpox in America have, frankly, disastrous effects for Native American communities, it dealt no small blow to communities in British North America.

It was a very real concern that divided people over the issue of inoculation. Many were in favor of the method, but others thought it was stupid to risk your life over an uncertain positive outcome. Washington was faced with a tough decision as the commander of the Continental Army. He became immune to disease when he survived it in his teenage years, but his men weren't so lucky. Eventually he authorized inoculation acknowledging the grave threat the disease posed to the success of his army.

The slave trade was also affected by smallpox. Smallpox was not new to Africa at the conception of the triangular trade, but with the conditions in which the enslaved were forced to survive, disease was rampant on slave ships. Although traders were legally required to inform about the health of their ship, it a business like slave trading where profit seems to be the only aim, it seems unlikely they followed the law. Quarantining was, for a time, the only response to outbreaks, but its success depended on full cooperation of unreliable ship masters.
Question 2:
Smallpox was a disease that affected everyone, and that can be used to highlight the experiences of many groups in America. I did not know that African slaves in America had knowledge of the inoculation procedure which later became relatively popular in British America. Smallpox could be used as a jumping off point for so many topics, including the slave trade, Native Americans, the Continental Army, and vaccination. However it can be hard to talk about and even harder to look at. Life looked much different in the 18th-century, and I think looking at smallpox is a way to get that across. At the same time, I don't think our perception of history should be colored by disease and the notion that people are victims of their environment.
Redirect: /content/connections-essay-smallpox
Module Id: 954
User Id: 1297
Question 1:
It's easy to forget how much harder life was for people in the past. They had to contend with disease that without the medical advancements of today was often fatal. Not only did the spread of smallpox in America have, frankly, disastrous effects for Native American communities, it dealt no small blow to communities in British North America.

It was a very real concern that divided people over the issue of inoculation. Many were in favor of the operation, but others thought it was stupid to risk your life over an uncertain positive outcome. Washington was faced with a tough decision as the commander of the Continental Army. He became immune to disease when he survived it in his teenage years, but his men weren't so lucky. Eventually he authorized inoculation acknowledging the grave threat the disease posed to the success of his army.

The slave trade was also affected by smallpox. Smallpox was not new to Africa at the conception of the triangular trade, but with the conditions in which the enslaved were forced to survive, disease was rampant on slave ships. Although traders were legally required to inform about the health of their ship, it a business like slave trading where profit seems to be the only aim, it seems unlikely they followed the law. Quarantining was, for a time, the only response to outbreaks, but its success depended on full cooperation of unreliable ship masters.
Question 2:
Smallpox was a disease that affected everyone, and that can be used to highlight the experiences of many groups in America. I did not know that African slaves in America had knowledge of the inoculation procedure which later became relatively popular in British America. Smallpox could be used as a jumping off point for so many topics, including the slave trade, Native Americans, the Continental Army, and vaccination. However it can be hard to talk about and even harder to look at. Life looked much different in the 18th-century, and I think looking at smallpox is a way to get that across. At the same time, I don't think our perception of history should be colored by disease and the notion that people are victims of their environment.
Redirect: /content/connections-essay-smallpox
Module Id: 954
User Id: 1297
Question 1:
It's easy to forget how much harder life was for people in the past. They had to contend with disease that without the medical advancements of today was often fatal. Not only did the spread of smallpox in America have, frankly, disastrous effects for Native American communities, it dealt no small blow to communities in British North America.

It was a very real concern that divided people over the issue of inoculation. Many were in favor of the operation, but others thought it was stupid to risk your life over an uncertain outcome. Washington was faced with a tough decision as the commander of the Continental Army. He became immune to disease when he survived it in his teenage years, but his men weren't so lucky. Eventually he authorized inoculation acknowledging the grave threat the disease posed to the success of his army.

The slave trade was also affected by smallpox. Smallpox was not new to Africa at the conception of the triangular trade, but with the conditions in which the enslaved were forced to survive, disease was rampant on slave ships. Although traders were legally required to inform about the health of their ship, it a business like slave trading where profit seems to be the only aim, it seems unlikely they followed the law. Quarantining was, for a time, the only response to outbreaks, but its success depended on full cooperation of unreliable ship masters.
Question 2:
Smallpox was a disease that affected everyone, and that can be used to highlight the experiences of many groups in America. I did not know that African slaves in America had knowledge of the inoculation procedure which later became relatively popular in British America. Smallpox could be used as a jumping off point for so many topics, including the slave trade, Native Americans, the Continental Army, and vaccination. However it can be hard to talk about and even harder to look at. Life looked much different in the 18th-century, and I think looking at smallpox is a way to get that across. At the same time, I don't think our perception of history should be colored by disease and the notion that people are victims of their environment.
Redirect: /content/connections-essay-smallpox
Module Id: 954
User Id: 1297
Question 1:
It's easy to forget how much harder life was for people in the past. They had to contend with disease that without the medical advancements of today was often fatal. Not only did the spread of smallpox in America have, frankly, disastrous effects for Native American communities, it dealt no small blow to communities in British North America.

It was a very real concern that divided people over the issue of inoculation. Many were in favor of the operation, but others thought it was stupid to risk your life over an uncertain outcome. Washington was faced with a tough decision as the commander of the Continental Army. He became immune to disease when he survived it in his teenage years, but his men weren't so lucky. Eventually he authorized inoculation, acknowledging the grave threat the disease posed to the success of his army.

The slave trade was also affected by smallpox. Smallpox was not new to Africa at the conception of the triangular trade, but with the conditions in which the enslaved were forced to survive, disease was rampant on slave ships. Although traders were legally required to inform about the health of their ship, it a business like slave trading where profit seems to be the only aim, it seems unlikely they followed the law. Quarantining was, for a time, the only response to outbreaks, but its success depended on full cooperation of unreliable ship masters.
Question 2:
Smallpox was a disease that affected everyone, and that can be used to highlight the experiences of many groups in America. I did not know that African slaves in America had knowledge of the inoculation procedure which later became relatively popular in British America. Smallpox could be used as a jumping off point for so many topics, including the slave trade, Native Americans, the Continental Army, and vaccination. However it can be hard to talk about and even harder to look at. Life looked much different in the 18th-century, and I think looking at smallpox is a way to get that across. At the same time, I don't think our perception of history should be colored by disease and the notion that people are victims of their environment.
Redirect: /content/connections-essay-smallpox
Module Id: 954
User Id: 1297
Question 1:
It's easy to forget how much harder life was for people in the past. They had to contend with disease that without the medical advancements of today was often fatal. Not only did the spread of smallpox in America have, frankly, disastrous effects for Native American communities, it dealt no small blow to communities in British North America.

It was a very real concern that divided people over the issue of inoculation. Many were in favor of the operation, but others thought it was stupid to risk your life over an uncertain outcome. Washington was faced with a tough decision as the commander of the Continental Army. He became immune to disease when he survived it in his teenage years, but his men weren't so lucky. Eventually he authorized inoculation, acknowledging the grave threat the disease posed to the success of his army.

The slave trade was also affected by smallpox. Smallpox was not new to Africa at the conception of the triangular trade, but with the conditions the enslaved were forced to survive in, disease was rampant on slave ships. Although traders were legally required to inform about the health of their ship, in a business like slave trading, where profit seems to be the only aim, it seems unlikely they followed the law. Quarantining was, for a time, the only response to outbreaks, but its success depended on full cooperation of unreliable ship masters.
Question 2:
Smallpox was a disease that affected everyone, and that can be used to highlight the experiences of many groups in America. I did not know that African slaves in America had knowledge of the inoculation procedure which later became relatively popular in British America. Smallpox could be used as a jumping off point for so many topics, including the slave trade, Native Americans, the Continental Army, and vaccination. However it can be hard to talk about and even harder to look at. Life looked much different in the 18th-century, and I think looking at smallpox is a way to get that across. At the same time, I don't think our perception of history should be colored by disease and the notion that people are victims of their environment.
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Module Id: 954
User Id: 1297
Question 1:
It's easy to forget how much harder life was for people in the past. They had to contend with disease that without the medical advancements of today was often fatal. Not only did the spread of smallpox in America have, frankly, disastrous effects for Native American communities, it dealt no small blow to communities in British North America.

It was a very real concern that divided people over the issue of inoculation. Many were in favor of the operation, but others thought it was stupid to risk your life over an uncertain outcome. Washington was faced with a tough decision as the commander of the Continental Army. He became immune to disease when he survived it in his teenage years, but his men weren't so lucky. Eventually he authorized inoculation, acknowledging the grave threat the disease posed to the success of his army.

The slave trade was also affected by smallpox. Smallpox was not new to Africa at the conception of the triangular trade, but with the conditions the enslaved were forced to survive in, disease was rampant on slave ships. Although traders were legally required to inform about the health of their ship, in a business like slave trading, where profit seems to be the only aim, it seems unlikely they followed the law. Quarantining was, for a time, the only response to outbreaks, but its success depended on the full cooperation of unreliable ship masters.
Question 2:
Smallpox was a disease that affected everyone, and that can be used to highlight the experiences of many groups in America. I did not know that African slaves in America had knowledge of the inoculation procedure which later became relatively popular in British America. Smallpox could be used as a jumping off point for so many topics, including the slave trade, Native Americans, the Continental Army, and vaccination. However it can be hard to talk about and even harder to look at. Life looked much different in the 18th-century, and I think looking at smallpox is a way to get that across. At the same time, I don't think our perception of history should be colored by disease and the notion that people are victims of their environment.
Redirect: /content/connections-essay-smallpox
Module Id: 954
User Id: 1297
Question 1:
It's easy to forget how much harder life was for people in the past. They had to contend with disease that without the medical advancements of today was often fatal. Not only did the spread of smallpox in America have, frankly, disastrous effects for Native American communities, it dealt no small blow to communities in British North America.

It was a very real concern that divided people over the issue of inoculation. Many were in favor of the operation, but others thought it was stupid to risk your life over an uncertain outcome. Washington was faced with a tough decision as the commander of the Continental Army. He became immune to disease when he survived it in his teenage years, but his men weren't so lucky. Eventually he authorized inoculation, acknowledging the grave threat the disease posed to the success of his army.

The slave trade was also affected by smallpox. Smallpox was not new to Africa at the conception of the triangular trade, but with the conditions the enslaved were forced to survive in, disease was rampant on slave ships. Although traders were legally required to inform about the health of their ship, in a business like slave trading, where profit seems to be the only aim, it seems unlikely they followed the law. Quarantining was, for a time, the only response to outbreaks, but its success depended on the full cooperation of unreliable ship masters.
Question 2:
Smallpox was a disease that affected everyone, and that can be used to highlight the experiences of many groups in America. I did not know that African slaves in America had knowledge of the inoculation procedure which later became relatively popular in British America. Smallpox could be used as a jumping off point for so many topics, including the slave trade, Native Americans, the Continental Army, and vaccination. However it can be hard to talk about and even harder to look at. Life looked much different in the 18th-century, and I think looking at smallpox is a way to get that across. At the same time, I don't think our perception of history should be colored by disease or the notion that people are victims of their environment.
Redirect: /content/connections-essay-smallpox
Module Id: 954
User Id: 1297
Title: Personal Artifact Bag
Grade Level: Middle
Short Answer:
Students are engaged in history when they can relate to or feel that they are participants in what they're learning. As mentioned in the Connections Essay, historical thinking centers on the "how" of history. Last year my students often used important skills for historical thinking. They gathered evidence, explored primary sources, and discussed perspective. However, they rarely engaged in work that would help them construct their own pictures of the past. If they had greater freedom in their exploration of artifacts, maybe they would have better understood history as alive.

To get this across, I would ask each student to bring in a bag of maybe five objects from home. I would tell the students they should choose objects that they feel a connection to. In class, students would present their objects in a small group. After each presentation, the students who did not present would make inferences using a graphic organizer with guiding questions for each object. I think this activity would be fun for students, and a meaningful lesson in how history is constructed.
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Module Id: 689
User Id: 1297
Title: Jeans
Grade Level: Middle
Short Answer:
I teach US History to 1865. In the past, I've struggled to teach history through themes, but there may be a solution here. One of the defining themes of the course is growth/expansion. An object I might like to center around this theme is jeans. Jeans are mundane, but they are also ubiquitous. A lesson rooted in the history of jeans could cover their significance in the context of westward expansion, and potentially lead to discussion about the worldwide popularity of jeans today.
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Module Id: 1147
User Id: 1297
Title: Women's Clothes and Women's Rights
Grade Level: Middle
Short Answer:
My students could explore the evolution of women's fashion and the women's movement alongside each other. This could be a jigsaw.

Each group would get a different garment specific to a period. I would ask students to make observations about their garment. Then I would encourage them to think about or wonder what kind of society the women who wore the garment might have lived.

In the next phase, students would form groups with students who explored the other garments. In their new group, it might be interesting for students to try to order the garments chronologically based on their previous observations.

I think this exercise would encourage students to think deeply about life for women throughout American history.
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Module Id: 950
User Id: 1297
Title: Powdered Wig
Grade Level: Middle
Short Answer:
Self-expression through clothing is not a new concept, but one that would be interesting to explore in the classroom. Students are ravenous consumers of trends, especially the latest clothing trends, so consuming historical clothing trends seems perfectly in line with their interests.

This module got me thinking about wig fashion in the 18th century because powdered wigs are white and make me think of Europe and the Renaissance. When wigs come up in class, students usually have lots of questions. A lesson on why they were fashionable through what they symbolized would provide an opportunity to discuss class in the colonies/US, the significance of age, and the influence of Europe on American life.
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Module Id: 1075
User Id: 1297
Title: Teaching Hard History
Grade Level: Middle
Short Answer:
My students this year were very interested in how slavery happened. Many students had visceral reactions to what they learned about the slave trade. Not surprisingly, it was unbelievable to them. A common question was "how could they [the colonists] do it?" The answer is not an easy one to understand, but I think their motives would become clearer to students if the question they answered was changed to something like "what drove them to do it?"

With that as their framing question, students could investigate slavery in a module like this one to identify and discuss concrete reasons for why slavery persisted in the United States.
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Module Id: 1039
User Id: 1297
Title: Stereoscope and Perception
Grade Level: Middle
Short Answer:
I like that this module in addition to exploring the sociohistorical context in which the stereoscope grew up also focused on the power of Underwood & Underwood in influencing perceptions through the photographs and captions they selected for their stereograph cards. I think it would be particularly meaningful and relevant to students to pair this idea, using authentic stereograph cards, with an exploration of how visual social media today affects our perceptions.
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Module Id: 1047
User Id: 1297
Title: Rationing Simulation
Grade Level: Middle
Short Answer:
I would do a simulation involving rationing to help students understand the effects of the war at home. I could form students into families, each with different needs and assign each family ration cards they would use to buy (from a selection of goods provided) what they could based on their family's needs. I think this exercise would help students better understand rationing and how families dealt with the constraints put on them because of the war.

After the simulation, I would have students discuss rationing in the context of the war. Why it happened. Who made it happen. How it affected daily life.
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Module Id: 1108
User Id: 1297
Title: Diverse Perspectives of Smallpox
Grade Level: Middle
Short Answer:
I would engage students with modules for the different experiences of smallpox in America. For example, the Native American experience of smallpox. This would allow students to study groups in a context different from what they're used to, and would highlight how widespread the disease was.
Redirect: /content/smallpox-wrap
Module Id: 954
User Id: 1297