Analyzing Objects
Porcelain
Musket Ball
Smallpox
Nail
Reaper
Shirtwaist
Transistor
Coffee
Record
Tire
Dishwasher
Dress
Stereograph
Stone
Shoe
Question 1:
I think historical thinking is the process of evaluating events from the past and then analyzing how those events impacted people both then and now. Hopefully through historical thinking we can better understand our past and possibly have more clear predictions about our future.
Question 2:
Objects could really be used to encourage historical thinking in two ways for me. First, objects can simply be used as a hook, or something that creates interest in a certain historical topic or time period. Secondly, objects can serve as wonderful primary sources that can provide clues or evidence about past events and those that were alive at the time.
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Module Id: 689
User Id: 1304
Submitted: Sunday, June 30, 2019 - 00:25
Question 1:
The first thing I notice about these tires is their condition as well as their width. Surely these wheels would be from early automotive history. I can not make much out of the concrete building but in general the impression would also be that it is no longer well organized with used tires piling up.
Question 2:
I could be way off base here but I could see this being connected to the rise and fall of the stock market in America..so basically the roaring 20s until the Great Depression.
Redirect: /content/tire-resources
Module Id: 1108
User Id: 1304
Submitted: Monday, July 1, 2019 - 22:24
Question 1:
These shoes are obviously very worn. To be honest thought it might be more what I do not notice. I do not notice a specific brand for the shoes. No other articles of clothing or anything in the background can help provide a clue for the time period of the shoe. I would like a side profile of the shoe because to me the shoe of the left almost appears to be a female style but the shoe laying down does not necessarily look gender specific. In the end the shoes just look really worn.
Question 2:
Even though I can not really pin point an era or specific use of the shoes it does make me think of a time when items were worn much longer than it appears many of us wear clothing today. Even though it may just be a feeling, it seems people in the late 19th century and early 20th century took so much pride in the small material possessions they may have had compared to the abundance of material possessions we have today in America.
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Module Id: 1002
User Id: 1304
Submitted: Saturday, July 6, 2019 - 11:10
Question 1:
This appears to be a grave marker. Although I can not make out a name or a year its clear it must be important as it sits behind a gate. I have to admit it does remind me of the area at Monticello were Jefferson is buried.
Question 2:
It greatly depends on whose grave marker this is as to how it could connect to the broader themes in American history. Is this a grave marker of a famous historical figure? Or is this an example of someone whose contributions certainly matter, but have somehow be excluded from the important story of our country?
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Module Id: 1039
User Id: 1304
Submitted: Saturday, July 6, 2019 - 11:52
Question 1:
These look like driving spikes/nails. We have different sizes and shapes here. Just from the looks they clearly looked aged and used.
Question 2:
For whatever reason these nails make me think of building during the industrial revolution as well as the transcontinental railroad. Of course these could certainly be from a different time period like WWI or WWII and the connection to a war time effort of building. I'm interested to learn what time period we are looking at here and the story these nails have to tell.
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Module Id: 953
User Id: 1304
Submitted: Sunday, July 7, 2019 - 11:47
Question 1:
The title smallpox certainly helps here. This appears to be a black and white photo a microscope slide of the smallpox virus. Oddly enough it does almost look like a signature in the background as well.
Question 2:
Well this immediately makes me think of Edward Jenner and how far the medical field expanded in knowledge from the 1700s to modern times. The connection of science and technology and the benefits it has created for mankind is an important piece of the story of human survival.
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Module Id: 954
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Submitted: Saturday, July 13, 2019 - 16:26
Question 1:
This appears to be a ladies garment. It looks to be tailored and I would imagine something that was not necessarily cheap at the time.
Question 2:
For whatever reason this garment reminds me of the access of upward mobility that became available to women in the decades in the 19th and 20th centuries. Not that this particular piece looks like its from specifically that time period but it does remind me of something a lady would wear to work or to be seen in public. Either way, the role that women played in society seemed to grow quite remarkably in those two centuries in American History.
Redirect: /content/shirtwaist-resources
Module Id: 950
User Id: 1304
Submitted: Sunday, July 14, 2019 - 22:13
Question 1:
We have a musket ball here. Clearly it looks worn and aged. We also have a scale to see the approximate size of this shot.
Question 2:
I imagine this dates to the civil war period although I could certainly be wrong. Although its obvious that soldiers died from the strike of the musket ball, it also makes me think about how many were shot but survived, only to succumb to infections from the wound. This seemed to be a common theme in 19th and early 20th century history for several theaters of war around the globe.
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Module Id: 955
User Id: 1304
Submitted: Saturday, July 20, 2019 - 10:50
Question 1:
Well I think overall my original answer here is accurate yet still there are things I would add and slight wording changes could be useful. I would say now looking back the word "event" might be too specific. I also think the five ways that were presented in which we look at historical thinking were useful in understanding exactly what "evaluating events from the past and then analyzing how those events impacted people" really means.
Question 2:
Here too I am satisfied with my original answer on this question. Objects are just a significant engaging tool for the process of historical thinking and the whole historical authenticity creates buy in by students.
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Module Id: 689
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Submitted: Sunday, June 30, 2019 - 00:53
Question 1:
I think the tires and all that this module represents shows the shear magnitude of change in the 20th century. From the ever budding concept of the American Dream and a middle class that could enjoy entertainment to the realization that with technology also came the terrors of modern warfare. Used tires, something that on the one had could conjure up daydream scene of a young couple taking a joy ride, to the loud sounds of tanks and trucks alongside weary soldiers on a battlefield. So for me the tires connect to the theme that the 20th century witnessed so much change socially, economically, militarily, and of course psychologically.
Question 2:
I think simple questions like "What can you see in this poster" allow someone to get comfortable and look for details. After that I would think its important to scaffold those questions up to higher levels like "What can you predict happened because of this poster?" or "What impact do you think it had on its audience ?".
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Module Id: 1108
User Id: 1304
Submitted: Monday, July 1, 2019 - 22:47
Question 1:
I was certainly off the mark with my first assumptions about the boots pictured here. I was amazed in the end how just a photo of a worn out pair of boots could be connected to the growth of the federal government and government oversight. To think the boots could be connected to fiat money and conscription now is really a leap into analyzing the importance of historical artifacts. The realization also that not everything in the mid 19th century was mass produced also highlights the important economic changes taking place during this era. These two topics, however, are really transcendent over all history. War has the power to bring about change both politically and economically. It is hard to sometimes conceptualize how such a violent aspect of human history, war, can lead to positive aftershocks like advancements in technology or medicine.
Question 2:
I think any primary or secondary sources from the civil war era that gave insight in how the average person felt about the changing role of the government would be exceptional. For example, maybe in letters from soldiers home or letters sent to soldiers. Perhaps any writings by politicians or local leaders who disagreed or promoted things like conscription or the use of fiat money. I think those items would give students a better understanding about whether or not people recognized at the time the changing role of the federal government and what their take or opinion may have been about it.
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Module Id: 1002
User Id: 1304
Submitted: Saturday, July 6, 2019 - 11:32
Question 1:
Although the boundary stone pictured is certainly not in Monticello, it c brings out the complexity of how we view our founding fathers. On the one hand their accomplishments are worthy of respect and preservation; but it is also important to investigate the entirety of the complex challenges that they may have succeeded and failed. The concept that America has been divided on important issues prior to the Civil War, after the Civil War, and certainly in modern times is an important theme for students to discover.
Question 2:
It is very important for students to analyze how boundaries have changed over time. This is a core sol requirement in many Virginia social studies classes like World Geography. Looking at resources like the boundary stone certainly pull out a unique way to look at boundaries, but maps can also be very effective. Simply looking at maps before and after wars or land purchases can give students a great amount of insight on how historically the political map of many countries have changed and continue to do so.
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Module Id: 1039
User Id: 1304
Submitted: Saturday, July 6, 2019 - 12:21
Question 1:
The nails and the overall module really again make me think about the rapid changes for Americans in the 19th century. We often realize and think about the ways in which the later 20th century changed with such a fury of technology and that can somehow make it easier to bypass the impact of change for the American consumer in the 19th century. Mass production would change everything from the clothes consumers would wear to transportation and warfare. So when I really think about mass production in the U.S. I think about the growth of a middle class and consumerism/materialism. This change was not just economic, however, as it clearly impacted social and political aspects of our culture . (examples could be the need for politicians to show themselves as "middle class" or new freedoms that things like the combustible engine brought along)
Question 2:
The American railroad system really makes that westward expansion connection for me. The uprising of new towns like Omaha, Nebraska and Sacramento, California all impacted by the movement westward. I think about the clash of cultures western expansion created as well as the fight for slavery in the country. With new homes being quickly assembled and new tracks being laid, mass production helped pave the way for what many must have understandably seen as "Manifest Destiny".
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Module Id: 953
User Id: 1304
Submitted: Sunday, July 7, 2019 - 12:18
Question 1:
The impacts of smallpox can create plenty of discussion about America and the world in the 18th century. Why were white settlers successful in America in continuing to spread westward? Why did Africans fulfill the need for cheap labor on southern plantations? Why did it appear that Europeans were somehow so advanced by the 19th century? Many of these questions require a historical inquiry into how smallpox helped shaped the conceptions of the 18th century world. Of course smallpox has not been the only disease to make large historical impacts. One only need to probe the impacts of historical plagues to see the large scale economic, political, and social impacts these events can have on humans. It is also hard to imagine a world were a seemingly invisible killer is on the move and the helplessness that many throughout history has experienced from events like this.
Question 2:
Without ever looking a the impact that disease has on shaping the human story, we could lose an important perspective on the diverse history of mankind. Simply put, things outside the control of man have helped shaped the world in which we have inherited today. On the other hand, we have to be careful to realize that diseases are not excuses or explanations as to why we react or how we react to those circumstances. For example, diseases can force us to a decision, but they certainly do not make the decision for us. So while disease has helped shape our world, it is not the scape goat for all the negative choices that we have made in our past.
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Module Id: 954
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Submitted: Saturday, July 13, 2019 - 16:52
Question 1:
The shirtwaist really connects to two things for me. First it is a powerful symbol of the change happening in American society when it came to the role of women. To transition from a society that essentially seen the role of women as "indoors" to women entering the workforce, this must have been a remarkable experience to see in America. Secondly, working conditions and worker's rights played a huge role in shaping political, economic, and social change in the 19th and 20th centuries. Everyone who enjoys the much improved working conditions of the 21st century really have much to be thankful for to the generations that struggled through unions and other means to make the workplace more bearable.
Question 2:
While its clear to see the connections of Women's rights and Worker's rights to modern times like gender equality; I do wonder how people mentally dealt with the ominous working conditions of the 19th and 20th centuries. Today we are just beginning to focus on the importance of mental health and we have seen tragedies play out in the public workplace. It really makes one wonder the mindset of many workers cooping with the grueling hours, poor conditions, low pay, and lack of sympathy from many owners. What, if any, ideas and concerns existed at the time about the mental well being of workers?
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Module Id: 950
User Id: 1304
Submitted: Sunday, July 14, 2019 - 22:41
Question 1:
Well this module certainly focuses on the American Revolution but can truly be applied to European conflicts in the same century in both Europe and in the Americas. It can always be a challenge to understand the how and why of a time period without truly understanding the necessity of the actions at the time. People can look back today and say it was silly to fight in tightly formed lines while exchanging gunfire so close, but the musket ball helps explain the how and why of this process.
Question 2:
I think both letters and artwork from the time period might help provide some sort of view on people's attitude toward soldiers and armies. I am not sure of exactly the likely hood of the quantity of these materials being available of course. Documents like our own Bill of Rights clearly open up a view of 18th century American attitudes towards standing armies as we see the concern with the quartering of troops.
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Module Id: 955
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Submitted: Saturday, July 20, 2019 - 11:29
Title: Littrell-Analyzing Objects Classroom Connections
Grade Level: High
Short Answer:
Well I really like how this module places so much importance on the "how" of history. I think this is especially true for example in my Government class when students want to talk about "Fake news" and the media. They are often, like many of us, caught up in a very small sound bite of information and the context is often left out by the media and requires individuals to do more research. I really like the two charts provided within the module that would have students think about important questions like what might be a motive of someone to say something...etc. I would likely try to implement these charts with a object related to U.S. Government in this case.
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Module Id: 689
User Id: 1304
Submitted: Sunday, June 30, 2019 - 01:04
Title: Littrell-Tire
Grade Level: High
Short Answer:
Well I really liked the idea of sacrifice through rationing that this module highlighted. Of course having students look at some of these posters and ask questions about them might give students a better understanding of the 20th century. I would also like students to try to think of what things might have to be rationed in the 21st century in case of a large scale war? Would they be willing to ration these things?
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Module Id: 1108
User Id: 1304
Submitted: Monday, July 1, 2019 - 22:56
Title: Littrell-Shoe
Grade Level: High
Short Answer:
I think this module would obviously be great for an eleventh grade U.S. history class, but I could also see the benefits of this module with twelfth grade Government class. I think before students would be given a chance to look as some of the primary and secondary sources from the module, some sort of chart about the role of the federal government would be handy. In other words I would want the students to try to discover for themselves how federal power was changing simply by charting the impacts of the Civil War but to also note what that relationship was like before the war. In order for that to work a teacher would certainly need to use sources that would demonstrate the limited interaction between the federal government and citizens before the Civil War and then highlight some of those increasing interactions during and after the Civil War. This theme could be carried throughout a U.S. history or Government class as with more future wars,(WWI, WWII, Cold War, War on Terrorism) students could see the ever increasing role and power of the federal government.
Redirect: /content/shoe-wrap
Module Id: 1002
User Id: 1304
Submitted: Saturday, July 6, 2019 - 11:42
Title: Littrell-Stone
Grade Level: High
Short Answer:
I really like the last piece of the essay of this module. I think if you had an image of what the city of D.C. has done to preserve some stones vs. an image of what private landowners in Virginia may have done with a stone would be unique for students to think about. Overall to me the value of this module is to see that despite many U.S. accomplishments and urges of unification, we have always had divisions based on important and complex issues that face the nation. At times we have been able to compromise and perhaps even make the country stronger, yet at other times we have pushed the Union to the brink of destruction. Its amazing that something as simple as a boundary marker could demonstrate to students the struggles of a democratic nation.
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Module Id: 1039
User Id: 1304
Submitted: Saturday, July 6, 2019 - 12:29
Title: Littrell-Nail
Grade Level: High
Short Answer:
If you had access to some physical artifacts from this module, like the nails, and then ask students some of the similar questions in the module that would be powerful for students in trying to understand the impacts of mass production on American society. For many localities, you could locate several different examples of the home construction methods mentioned in the module and have students try to take pictures or possibly even visit the sites to think about and discuss the change in construction due to mass production. Ultimately I would want to take a hands on approach with artifacts to try to get students to think about the impacts of mass production on western expansion and the growth of the middle class. Students could also compare the changes in modern mass production technology and how it has continue to impact our society economically, politically, and socially just like it did in the mid 19th century.
Redirect: /content/nail-wrap
Module Id: 953
User Id: 1304
Submitted: Sunday, July 7, 2019 - 13:42
Title: Littrell-Small pox
Grade Level: High
Short Answer:
I think with this module I would really want to accomplish two things. Number one I would want students to discover some of the impacts that diseases have had throughout history. I think any primary sources that could help make this connection would be very useful. I think students often have a view of what is true in the world today and simply believe "that's the way it has always been". Learning about the impacts of diseases can really led to some delicate but important questioning.
The second thing I would hope to accomplish is also a broader connection on what fear, hysteria, and the challenge of science and technology has created. Here I think about how some people at the time supported the innoculation effort while others feared it. Even though this is 2019 we still have some of the same issues. We could have comparissons to today's measle "outbreak" in our country and how it still reflects the fear and mistrust that many have for the medical/science field. Connections about fear and mistrust could also led to discussions about searching for scape goats and how this has been practiced throughout history in times of hieghtened fear, tension, and hysteria. Students really seem to tune in to diseases and this is a great topic to open up many different perspectives on our history.
The second thing I would hope to accomplish is also a broader connection on what fear, hysteria, and the challenge of science and technology has created. Here I think about how some people at the time supported the innoculation effort while others feared it. Even though this is 2019 we still have some of the same issues. We could have comparissons to today's measle "outbreak" in our country and how it still reflects the fear and mistrust that many have for the medical/science field. Connections about fear and mistrust could also led to discussions about searching for scape goats and how this has been practiced throughout history in times of hieghtened fear, tension, and hysteria. Students really seem to tune in to diseases and this is a great topic to open up many different perspectives on our history.
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Module Id: 954
User Id: 1304
Submitted: Saturday, July 13, 2019 - 17:07
Title: Littrell-Shirtwaist
Grade Level: High
Short Answer:
I think with this module I would really like for students to make a connection and appreciate the reforms that 19th and 20th century workers struggles have created. Certainly using pictures or first hand accounts like the newspaper clippings could help create some of the connection piece that goes along with this module. I would also likely ask students to research some of the important labor laws today and encourage students to investigate how people from the past helped usher in these changes. This could range form minimum wages, child labor laws, to more modern issues like gender pay equality.
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Module Id: 950
User Id: 1304
Submitted: Sunday, July 14, 2019 - 22:49
Title: Littrell-Musket Ball
Grade Level: High
Short Answer:
Well I think the challenge here would be to decide which theme to go after first. Or do both at the same time. Theme #1=This would be in my opinion an effort to get students to understand the perils and necessity of the fighting styles of the 17th, 18th, and even 19th centuries. This of course could cover anything from the Napoleonic Wars to the American Revolution and even into the Civil War and other conflicts. Having students look at primary sources like a musket, soldier clothing, musket balls, letters like George Washington's that mention the need for dedication and discipline, role playing actually marching side by side, etc could all play a role in giving students a deeper understanding of the mentality it took to fight this type of warfare and the importance it had on the shifts and turns of history.
Theme #2-I think the effort here would be to try to help students reach an understanding of how our country's views of a standing army have changed since its inception. How have we gone from a volunteer and then dispearse army to one of if not the most powerful standing armies with the most broad reaching power around the world? This would clearly take time and require more than one class period and some amazing comparisons could be drawn to other countries (or say, even Ancient Rome which also transitioned in many ways from a temporary army to a massive standing emperial army).
Theme #2-I think the effort here would be to try to help students reach an understanding of how our country's views of a standing army have changed since its inception. How have we gone from a volunteer and then dispearse army to one of if not the most powerful standing armies with the most broad reaching power around the world? This would clearly take time and require more than one class period and some amazing comparisons could be drawn to other countries (or say, even Ancient Rome which also transitioned in many ways from a temporary army to a massive standing emperial army).
Redirect: /content/musket-ball-wrap
Module Id: 955
User Id: 1304
Submitted: Saturday, July 20, 2019 - 11:43