Analyzing Objects
Porcelain
Musket Ball
Smallpox
Nail
Reaper
Shirtwaist
Transistor
Coffee
Record
Tire
Dishwasher
Dress
Stereograph
Stone
Shoe
Question 1:
Historical thinking is the process of thinking critically about how and why events have happened throughout time in the way/reason they did and how they have changed the way we live today.
Question 2:
Objects are perfect for historical thinking because they allow us to analyze objects through a hands on approach. This not only diversifies to different learning styles but it also gives more insight into why things were built or constructed the way they were at a certain time.
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Module Id: 689
User Id: 1305
Submitted: Sunday, June 30, 2019 - 10:55
Question 1:
It is a farming tool made older, simple by design. Composed of many straight edges, and looks to be made of mainly wood/steel. Is definitely bulky, and looks to require the use of something in order to pull it.
Question 2:
Farming and agriculture in the South. The importing of domestic animals in order to pull these bulky reapers. The South becoming increasing dependent on agriculture (due to reaper). Tobacco and cotton becoming cash crops and in turn in the importation of slaves from Africa (due to the death of Native Americans).
Redirect: /content/reaper-resources
Module Id: 952
User Id: 1305
Submitted: Friday, July 5, 2019 - 12:05
Question 1:
They are different sized and structured nails. Some are rusted and warped while others are not. The first and last nail are pretty similar.
Question 2:
Different structures for different time periods. Some of these nails are much longer and crude (possibly hand made), maybe prior to the Industrial Revolution. The other nails are more refined, and possibly a result of technological advances. The nails could also represent different lifestyles. The longer crude nails could be used for fencing (farming), while the smaller ones would be for housing.
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Module Id: 953
User Id: 1305
Submitted: Tuesday, July 9, 2019 - 10:16
Question 1:
This appears to be a woman's shirt, from the late 1800's to early 1900's. It is small at the waist.
Question 2:
Revolution of the textile industry, cotton industry, changes in women's style of clothing throughout history.
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Module Id: 950
User Id: 1305
Submitted: Friday, July 19, 2019 - 09:47
Question 1:
The object looks to be an early version of what would become a motion picture, or a way at looking closer at a picture.
Question 2:
It might connect to developments in the entertainment industry in the early 1900's with motion picture, technological revolution, science.
Redirect: /content/stereoscope-resources
Module Id: 1047
User Id: 1305
Submitted: Wednesday, July 24, 2019 - 13:59
Question 1:
This is an image of a pair of old shoes. They are hand made, looking at the stitching on the bottom of the shoes, and laces.
Question 2:
This could connect to pre-industrial America, where shoes were expensive, and nice shoes were reserved for the wealthy as most were hand made. After changes in industry when shoes were manufactured by machine shoes were readily available to more of the population.
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Module Id: 1002
User Id: 1305
Submitted: Wednesday, July 24, 2019 - 14:10
Question 1:
It looks like it could be a cell under a microscope, possibly a bacteria, or disease of some sort.
Question 2:
You could connect this to either the use of vaccines and the rise in population in the United States. Small pox and the decimation of the Native American population. There are a variety of disease that this can be connected with.
Redirect: /content/smallpox-resources
Module Id: 954
User Id: 1305
Submitted: Monday, August 12, 2019 - 11:42
Question 1:
It appears to be an early grave marker/hedge stone. I looks to be very old, and chiseled out of stone.
Question 2:
It appears that it could have belonged to someone of importance in American History. It is gated, and it looks like people have chipped off pieces of it. It could connect to a well known person in American History, whether famous or infamous.
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Module Id: 1039
User Id: 1305
Submitted: Monday, August 12, 2019 - 13:06
Question 1:
Historical thinking is still a process of looking at events in the past and learning the how and why these events occurred. It is also an important part of checking the validity of what we are told in learning the how/why events have taken place in the way that they have.
Question 2:
Objects are perfect for historical thinking because they allow us to analyze objects through a hands on approach. This not only diversifies to different learning styles but it also gives more insight into why things were built or constructed the way they were at a certain time.
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Module Id: 689
User Id: 1305
Submitted: Sunday, June 30, 2019 - 11:01
Question 1:
It connects to the livelihood of many Americans, and it creates the ability for many families to transition from subsistence farming to more capital driven farming. This has a trickle down effect on urbanization in the Americas, population influx, and the standard of living.
Question 2:
The "repeating revolver" changed American lives from its introduction prior to the Civil War, throughout its various transformations during the 19th century. It is a weapon that is iconic in American history, with regards to the West, and Manifest Destiny. This was also a weapon that was used throughout the American Civil War and saw the death of thousands of men in the Civil War alone.
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Module Id: 952
User Id: 1305
Submitted: Friday, July 5, 2019 - 12:14
Question 1:
It connects to other changes that took place during the Industrial Era, and showing how American lifestyle changed (reaper, cotton gin, repeating pistol). The point that stuck out with me, was how the nail was related to the housing. The nail represents how housing changed from rough cabins to the (balloon) houses.
Question 2:
Well nails had been hand made (labor intensive), and now were able to be quickly produced, this would have been adapted to rail-road spikes as well. An abundance of spikes would have been necessary for westward expansion, and the construction of the rail-road system. The different style nails also represent the housing settlers moving out west would have been using for (crude dwellings) cabins. As opposed to the nails that would have been used in urban areas in the East.
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Module Id: 953
User Id: 1305
Submitted: Tuesday, July 9, 2019 - 10:26
Question 1:
I would connect it to women's labor unions, the how and why, (cause and effect). You can connect it to the revolution of the textile industry<women's workforce<Triangle Factory fire< women's labor unions. Safer work practices, etc.
Question 2:
The safety of children. It is highly regarded that children endured unsafe working practices during this point an time in the workforce. Pay would also be an area of concern as women/children were typically paid much less than men.
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Module Id: 950
User Id: 1305
Submitted: Friday, July 19, 2019 - 13:37
Question 1:
It allows people to look at American culture, and allows American's to look at other cultures. This plays into not only a spreading of thoughts/ideas/culture, but also serves as a means of education for students to see different parts of the world.
Question 2:
Student's could look at the transformation of the motion picture over time, from the very first motion picture to the CGI that is used in film today.
Redirect: /content/stereoscope-connections-essay
Module Id: 1047
User Id: 1305
Submitted: Wednesday, July 24, 2019 - 14:04
Question 1:
It connects to the American Civil War, and how necessity for mass production influenced the mechanization for production methods in the second half of the 1800's.
Question 2:
Clothing (soldiers uniforms), fire arms (repeating revolver, rifles). The manufacturing of these goods, and other house hold items that soldiers required changed during the American Civil War. Thus paving the way for industry, mechanization, and the mass production of these good and their availability to the general public.
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Module Id: 1002
User Id: 1305
Submitted: Wednesday, July 24, 2019 - 14:17
Question 1:
Smallpox connects throughout history by showing a cause and effect relationship that it had. The development of quarantine, inoculation, immunization. The effect that smallpox had on the native american population, and the eventual use of African Americans as a source of slavery.
Question 2:
Benefits are that there is an excellent cause and effect relationship that is connected by disease. Drawbacks is that it is something students can only see when studying, that can not touch, or observe with a hands on approach.
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Module Id: 954
User Id: 1305
Submitted: Monday, August 12, 2019 - 11:50
Question 1:
It starts as an early boundary for the placing of the nation's capital, but upon further inspection it appears that it was also a boundary behind the issue of slavery in America. While slavery was legal in Virginia and Maryland it was outlawed in D.C. It shows how the capital was its own separate entity.
Question 2:
Students can look at the boundaries that shaped our country as it grew. The original 13 colonies have changed over time as states were added, boundaries were changed over time. Boundaries changed over time as the United States grew taking land from Mexico, leading to the Mexican-American war. Boundaries and boundary disputes have been a consistent them in American history to discuss.
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Module Id: 1039
User Id: 1305
Submitted: Monday, August 12, 2019 - 14:07
Title: High school history
Grade Level: High
Short Answer:
I would utilize primary documents/objects often with my students to give a more hands on and in depth approach at studying why/how they are the way they are. Students enjoy looking at these primary sources more so than just an image of these sources. Students are allowed to analyze real life objects in the classroom, forming hypothesis on the how/what/why, and are allowed to think much more critically and abstract.
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Module Id: 689
User Id: 1305
Submitted: Thursday, July 4, 2019 - 11:17
Title: High school Reaper lesson
Grade Level: High
Short Answer:
I would allow students to use a Vinn Diagram to compare and contrast Cyrus Mccormick's version of the reaper, with what farmer's currently use. How are they different, how are they the same. Have student's think more into the how/why these machines are important both in the past and connect that with today.
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Module Id: 952
User Id: 1305
Submitted: Friday, July 5, 2019 - 12:18
Title: High School Nail Lesson
Grade Level: High
Short Answer:
I would bring in the nails, and have a power-point image up for students to see. Then have students fill out a KWL chart based on the nails after we do some brief discussion on them, and how they have changed. Following this I would have students do a think-pair-share in small groups. Then as a class we would reflect on what we have learned.
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Module Id: 953
User Id: 1305
Submitted: Tuesday, July 9, 2019 - 10:28
Title: High school Shirtwaist Lesson
Grade Level: Middle
Short Answer:
I would have students engaged in creating their own time line that shows a cause and relationship effect throughout American history. This would start pre-Industrial Revolution, and then carry over into the Industrial Revolution, textile industry, women/children in the workforce, Triangle Factory Fire, and then what was an outcome of the fire (unions/safety/wages). Students would work in groups and then compare/contrast to the class as a whole.
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Module Id: 950
User Id: 1305
Submitted: Wednesday, July 24, 2019 - 11:31
Title: High School Stereoscope Lesson
Grade Level: High
Short Answer:
I would bring in an actual stereoscope and have student view images using this instrument. Taking this technology I would compare and contrast it with different technological fads we have seen throughout American history, up to today and the use of "Virtual Reality" googles that are connected to today's smart phones. A student driven analysis of how our technology and entertainment has changed over time. And what other forms of entertainment have come and gone. What might surface in our future as a means of entertainment?
Redirect: /content/stereoscope-wrap
Module Id: 1047
User Id: 1305
Submitted: Wednesday, July 24, 2019 - 14:07
Title: High School Shoe Lesson
Grade Level: High
Short Answer:
I would have students utilize a Vinn Diagram to compare and contrast the role between (government and people) from the Civil War, and World War II. Student's would answer essential questions such as What goods were mass produced in each War? How was the governments role similar in both wars? How was it different? How and why were different goods being manufactured in World War II as opposed to the Civil War? How have methods of warfare changed in that 100 year time frame?
Redirect: /content/shoe-wrap
Module Id: 1002
User Id: 1305
Submitted: Wednesday, July 24, 2019 - 14:20
Title: High School Smallpox
Grade Level: High
Short Answer:
I would have students observe images/slides of the small pox disease, and the effects it had on it's host. Student's could then develop a time line to show the cause and effect relationship that small pox had in American History. Small pox with death rates before inoculation, immunization. Population increase/decrease. Native American population decrease, African American population increase.
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Module Id: 954
User Id: 1305
Submitted: Monday, August 12, 2019 - 11:54
Title: High School Stone
Grade Level: High
Short Answer:
I would have students create a a time line/cause and effect chart that highlights boundary conflicts throughout American History. Starting at Jamestown, trough disputes with England/France/Spain, to disputes with Native Americans, then Mexico, and so forth. Students would need to highlight these disputes with whom and what happened with each. Eg. (French & Indian War, Mexican American War, Trail of Tears, Seminole War, Texas War of Independence, Bleeding Kansas, Civil War, etc.)
Redirect: /content/stone-wrap
Module Id: 1039
User Id: 1305
Submitted: Monday, August 12, 2019 - 14:17