Analyzing Objects
Porcelain
Musket Ball
Smallpox
Nail
Reaper
Shirtwaist
Transistor
Coffee
Record
Tire
Dishwasher
Dress
Stereograph
Stone
Shoe
Question 1:
Historical thinking is being able to think about the past in ways to better understand it. We weren't there to live it and we often only have documents, pictures, artifacts to help us understand-so we must also change our way of thinking to truly understand history.
Question 2:
Using objects to encourage historical thinking helps us to better see and understand what happened. By showing pictures, documents, artifacts, etc to students we allow them to see a glimpse into the past. It's hard to visualize what things were really like long ago from just reading a textbook or being told something.
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Module Id: 689
User Id: 1317
Submitted: Monday, February 24, 2020 - 13:31
Question 1:
It has several colors in it as well as designs. It is not like the cups and plates/bowls we use today. It looks like it is in good shape.
Question 2:
This piece might show what type of dishes were used during a certain time period. Students could brainstorm who they think might've used this piece, where it's from, and what time period it's from.
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Module Id: 951
User Id: 1317
Submitted: Monday, February 24, 2020 - 18:45
Question 1:
They are old, but made well. They were worn quite a bit. They are not the shoes you would see people wearing now, but not too different.
Question 2:
These shoes might connect to Civil War times or colonial times. They would show what was worn back then.
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Module Id: 1002
User Id: 1317
Submitted: Tuesday, February 25, 2020 - 15:40
Question 1:
It's a microscopic photo of the smallpox disease. It isn't as detailed as I think a photo of something like this would be today.
Question 2:
Smallpox affected many, many people and affected the world as a whole in many ways. I think this photo of the smallpox disease could bring up many topics such as medicine, doctors, lifestyles, and much more in history.
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Module Id: 954
User Id: 1317
Submitted: Saturday, March 7, 2020 - 10:11
Question 1:
It is an old can of coffee-not something we would see today in regards to what coffee comes in.
Question 2:
This coffee can can show us coffee has become popular over the years, talk about how it was made and how it is made differently today, those who were able to afford to drink coffee, etc.
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Module Id: 1147
User Id: 1317
Submitted: Saturday, March 7, 2020 - 10:34
Question 1:
It's an old letter envelope. I notice what was used to write is different from what we use today. It has special stamps/seals on it that we don't normally see today.
Question 2:
I think this piece of mail can connect to how people began communicating in history and how it has changed so much over time. It can bring about the discussion of different jobs back then, why people needed to get in touch and how, talk about the Stamp Act, etc.
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Module Id: 1021
User Id: 1317
Submitted: Saturday, March 7, 2020 - 17:27
Question 1:
It is a small musket ball that has been fired from a musket. More than likely it was shot during a war.
Question 2:
Things that come to mind that I begin to wonder when I see the musket is what time period (war) was this used, how it was made and who made it, was there mass production of muskets and musket balls, who might've shot the musket that fired this ball, were materials to make this ball and musket readily available? I think the musket ball and musket can connect to many things-even once you figure out what war it was used in-what the opposing sides disagreed about.
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Module Id: 955
User Id: 1317
Submitted: Saturday, March 7, 2020 - 18:10
Question 1: It is a diagram of a reaper. It shows each part of the machine.
Question 2:
I think the reaper can connect to things in history like early inventions and how they affected society, slavery, farming, men and women's roles, and more.
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Module Id: 952
User Id: 1317
Submitted: Tuesday, March 10, 2020 - 18:15
Question 1:
Historical thinking is seeing sources from the past and making observations about what you see, but also questioning the source to better understand.
Question 2:
By using objects in the classroom, we can encourage historical thinking by asking students to make observations, ask questions about what they see, and ask questions about what they still don't know.
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Module Id: 689
User Id: 1317
Submitted: Monday, February 24, 2020 - 15:53
Question 1:
This porcelain piece connects to the different taxes that were placed on goods as well as the whole era of conflict with Great Britain.
Question 2:
Information I would like to know is people of significance during this time and their views on the problems during the American Revolution.
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Module Id: 951
User Id: 1317
Submitted: Monday, February 24, 2020 - 19:07
Question 1:
The shoes connect to the need for good shoes and other supplies for soldiers in the army. The amount of shoes needed was at such a high number that multiple shops were given orders-later changing to shoes being made by machines and not by hand.
Question 2:
I think having pictures of the soldiers at battle wearing these types of shoes to make it all come full circle. Also, letters written by soldiers to their loved ones with stories of being at war. To show the relationship between the citizens and government, you could have receipts or flyers from the shops that made and sold the shoes. I think another interesting thing to show along with these resources would be prices of supplies that were needed for war and the taxes people had to pay on them.
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Module Id: 1002
User Id: 1317
Submitted: Tuesday, February 25, 2020 - 16:14
Question 1:
The shoes connect to the need for good shoes and other supplies for soldiers in the army. The amount of shoes needed was at such a high number that multiple shops were given orders-later changing to shoes being made by machines and not by hand.
Question 2:
I think having pictures of the soldiers at battle wearing these types of shoes to make it all come full circle. Also, letters written by soldiers to their loved ones with stories of being at war. To show the relationship between the citizens and government, you could have receipts or flyers from the shops that made and sold the shoes. I think another interesting thing to show along with these resources would be prices of supplies that were needed for war and the taxes people had to pay on them.
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Module Id: 1002
User Id: 1317
Submitted: Tuesday, February 25, 2020 - 16:16
Question 1:
By using this photo of the Smallpox disease, we are able to go back to the 18th century and examine things like how a disease like this caused for the Assembly from meeting back then because so many were infected. It also brings up how communities and business owners suffered especially those who dealt with trade due to ships possibly carrying the disease. We see how different methods were created to help cure the disease, which shows how medicine has changed over time. I find it interesting that the term vaccination came from how they using cowpox to help prevent the disease.
Question 2:
The benefits of using disease as a lens through history is that we are able to see how populations overcame this times of outbreaks and how they developed different medicines and methods to survive them. The drawbacks of using disease as a lens through history is that people had different views and opinions on how to treat the disease and many of those who had the disease the worse died-those who survived may not have had such a bad case, so we don't get as much detail and information.
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Module Id: 954
User Id: 1317
Submitted: Saturday, March 7, 2020 - 10:27
Question 1:
Instant coffee connects to many themes in the 20th century such as the idea of how foods were being produced. It was a huge debate on whether people-especially women at home-should be buying foods that are ready to go, leaving them with nothing to do, or should they not buy instant foods. This is something I found particularly interesting. I also think it's interesting that soldiers were really the first taste testers of all this 'instant' food being made because they had to be fed something and it had to be quick and easy when they were out on the forefront. Another big thing this instant coffee can brought up was advertisement. Things changed after the war from 'yes buy instant foods' to 'no, do not buy instant foods because you are not being self-sufficient.'
Question 2:
You can't simply understand how women's roles changed just by looking at advertising changes. Not all women may have made the switch to the instant foods. Posters before were telling them to grow their own foods and cook these in depth meals by scratch and then things changed to just by this simple meal that is basically already put together for you. We can't possibly know what went on in each home then to know just how it affected every woman's role in the home. I think the debate on if they are really cooking or providing for their families is very interesting to have been made in the 20th century.
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Module Id: 1147
User Id: 1317
Submitted: Saturday, March 7, 2020 - 10:52
Question 1:
I definitely did not see the connection of mail and slavery before reviewing these resources. I can now see that mail became a way for abolitionist to campaign to end slavery. Mail was also the only what in the 19th century for people to get into contact with government officials. The postage rate was lowered for newspapers during this time in order for information to be more widespread.
Question 2:
It was surprising for me to see exactly what the views were on slavery for the North and South. It was interesting to me that some liked the idea of slavery because it allowed Southerners who were highly ranked the time to do more important things-not spend their time cooking, cleaning, farming, etc. They also argued that by giving slaves these tasks to do that they had something meaningful to do with their time. This was a side that I could many siding with because in all honesty-it seems very valid. Mail became important during the time of disagreements between the North and South because it became a way for people to communicate with others as well as with those in the government.
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Module Id: 1021
User Id: 1317
Submitted: Saturday, March 7, 2020 - 17:48
Question 1:
The musket ball brings about points about how soldiers trained and fought during these early times. Because of the weapons used, there were required to remain at certain distances and not to hide away from enemy fire. This style of fighting in the war alarmed soldiers as well as those not directly in the army. The musket ball also brought about how armies had to be well-trained due to the fighting style they must partake in which meant it was expensive to house and train the soldiers.
Question 2:
I think other primary sources like clothes the soldiers has to wear a lot to say about people viewed armies and soldiers. Other things like weapons, letters soldiers have written, letters families have written to their soldier, photos, and campaigns for people to join the army can all say a lot about how people on the outside viewed armies and soldiers. These particular primary sources I've mentioned can bring up a lot of discussion on opposing views.
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Module Id: 955
User Id: 1317
Submitted: Saturday, March 7, 2020 - 18:36
Question 1:
The reaper connect to themes in the 19th century such as farming and the need to expand transportation and how it all affect society.
Question 2:
Another source that could show how American lives were changed in the 19th century is the sewing machine. I think this dramatically changed lives back then. People were relying on their hands to make clothes if they could not afford to buy them. Making an entire outfit could be time consuming and tiresome-mostly something women did-which they already had plenty they were expected to do at home. The invention of the sewing machine also could make for more jobs for people. Things like the reaper and the sewing machine changed the lives of many Americans in the same ways-jobs, money, and time.
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Module Id: 952
User Id: 1317
Submitted: Tuesday, March 10, 2020 - 18:30
Title: Connections in the Classroom-Allanson
Grade Level: Elementary
Short Answer:
My history course I took in college really focused on using primary and secondary sources to teach history to students. I LOVED this way of teaching history because as a child, I always struggled with history-I was expected to simply memorize names, dates, and places. I've been a teacher now for over 2 years and history is the one subject I struggle to teach. We have such a limited time (45 minutes a day) for history and science with SO many topics to cover. I spend most of the time period going over notes and highlighting important things for students to study. I've used primary sources once in my classroom when teaching American Indians. I found the resource online and it came with questions for students to answer about each picture. I had them get in groups and rotate through to see each picture and question set. I didn't go over it as a class, but it's something I would do next time. I want to hear what students have to say about the pictures and questions and then question them further and see what else they wonder. After this first module, I am eager to find more primary and secondary sources and use them often in my classroom. I now see how important they are and it wouldn't be wasting time-it was be enhancing our content.
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Module Id: 689
User Id: 1317
Submitted: Monday, February 24, 2020 - 16:47
Title: Porcelain-Classroom Connections
Grade Level: Elementary
Short Answer:
I would use objects, like the porcelain set, to get students brainstorming about time periods as well as thinking about what they thought it could symbolize. I liked the question we were given in the beginning about just simply starting out by making connections. Then give them the correct information like we were given about the American Revolution and then again make connections.
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Module Id: 951
User Id: 1317
Submitted: Monday, February 24, 2020 - 19:20
Title: Shoes
Grade Level: Elementary
Short Answer:
I love the idea of showing students the picture of these shoes and asking who they think may have worn them and when. I would hear their ideas and then I would let them know they come from the Civil War era and see then what else they had to say about the shoes and other connections they can make. In my last answer, I mentioned having photos of soldiers wearing the shoes or letters from soldiers to aid in the connections with the shoes. I would like to then get on the topic of the government changing and how citizens responded to move the discussion to focus on government back then and how it's different from today's government.
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Module Id: 1002
User Id: 1317
Submitted: Tuesday, February 25, 2020 - 16:20
Title: Smallpox-4th Grade
Grade Level: Elementary
Short Answer:
I think I would like to use this Smallpox lesson for students to research other diseases in history and how they were similar to smallpox and how methods for curing and preventing these diseases were created. I would also have them make connections to how it affects the people and the government as well as everyday life and quite possibly the army-like smallpox did. This would be a good lesson to use the skill of comparing and contrasting using a venn diagram.
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Module Id: 954
User Id: 1317
Submitted: Saturday, March 7, 2020 - 10:30
Title: Coffee-Instant Foods
Grade Level: Elementary
Short Answer:
I would like to use this idea of instant vs prepare yourself foods to have a debate in my classroom. I teach 4th grade and they have very strong opinions on things. I would want them to explore the pros and cons of using instant foods that are processed and ready to go versus making home cooked meals or growing your own foods. I would ask them to take into consideration things like how it could affect the economy, people's lives, health, etc. They could also make advertisements to explore how advertising affects people's views.
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Module Id: 1147
User Id: 1317
Submitted: Saturday, March 7, 2020 - 10:56
Title: Mail-4th grade
Grade Level: Elementary
Short Answer:
I would like to use these resources to have students do an activity where they write their own mail voicing their opinion on a topic. I would provide them a topic (whatever we may be focusing on) and have them write a brief letter explaining their view. (This is a great way for them to practice writing a piece based on opinions). I would then have them put their letters in an envelope and address them to the government (me) and we would talk about the differing views next. I would then have the opposing sides get a letter from the opposite side and put it away in a box and 'throw it away.' This is symbolizing the fire (we would talk about that moment in history). This would then lead to the discussion of how it would feel for someone to take something that belonged to you as well as having something important to you not be able to be shared with those in charge.
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Module Id: 1021
User Id: 1317
Submitted: Saturday, March 7, 2020 - 17:54
Title: Musket Ball-4th grade
Grade Level: Elementary
Short Answer:
I think a way for me to use the things in this module about the musket ball with my 4th graders would be to show them different weapons used in the war. We would talk about the pros and cons of each. I would like to bring up to them exactly what was mentioned here-the fighting style was dependent upon the weapon being used. We could then brainstorm different ways the army could change its fighting techniques and how they could benefit from creating new weapons.
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Module Id: 955
User Id: 1317
Submitted: Saturday, March 7, 2020 - 18:40
Title: Reaper Sources
Grade Level: Elementary
Short Answer:
I think I would like to pick one time period-whether it be the 19th century like in this module or the 18th or 20th centuries-and pick several inventions that were made during that time. I would have students discuss why those inventions were important, why they might have been made, and how they changed and affected the lives of Americans then. We could talk about how all the inventions could connect together and help society as a whole.
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Module Id: 952
User Id: 1317
Submitted: Tuesday, March 10, 2020 - 18:33