Analyzing Objects
Porcelain
Musket Ball
Smallpox
Nail
Reaper
Shirtwaist
Transistor
Coffee
Record
Tire
Dishwasher
Dress
Stereograph
Stone
Shoe
Question 1:
Historical thinking requires us to to view historical events with an understanding that multiple interpretations of historical events can and do exist. Furthermore, it requires us to judge the past on its own terms and use that knowledge to better inform our decisions and actions today.
Question 2:
Objects encourage historical thinking because they encourage curiosity and historical inquiry.
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Module Id: 689
User Id: 1333
Submitted: Tuesday, February 25, 2020 - 13:22
Question 1:
This object looks like a drawing or schematic of a mechanical reaper. It does not give many details as to how it would work or how it would be powered.
Question 2:
This object might connect to the broader themes of westward migration or the agricultural revolution in American history.
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Module Id: 952
User Id: 1333
Submitted: Wednesday, February 26, 2020 - 13:20
Question 1:
I notice the musket ball is about an inch and a half in diameter. I also notice that it looks weathered indicating it is quite old. It has maintained its shape so I would guess it did not strike any hard object.
Question 2: This object might connect to the American Revolution or Civil War era.
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Module Id: 955
User Id: 1333
Submitted: Tuesday, March 3, 2020 - 14:32
Question 1:
This looks like a microscopic image of a cell. The one in the bottom right looks like it is dividing.
Question 2:
This might connect to the theme of colonization. The diseases Europeans brought with them had a huge impact on the population of the indigenous people.
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Module Id: 954
User Id: 1333
Submitted: Wednesday, March 4, 2020 - 13:09
Question 1:
I notice 5 nails ranging in size from 3 cm to 8 cm. They look to be corroded, used, and probably hand forged.
Question 2:
These might connect to the development of the railroad or perhaps changes in building techniques from log cabin style homes to "stick built" style homes.
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Module Id: 953
User Id: 1333
Submitted: Friday, March 6, 2020 - 13:10
Question 1:
It is a large stone with some worn carvings on it. It looks to have a fence behind it. Perhaps it is a head stone.
Question 2:
It might be a head stone or a marker of a significant historical event such as a battle field marker.
Redirect: /content/stone-resources
Module Id: 1039
User Id: 1333
Submitted: Monday, March 23, 2020 - 10:51
Question 1:
It looks lime an envelope from the Civil war era. This is from the C.S.A. post office.
Question 2:
It might connect to the Civil war in general or perhaps the role of South Carolina or this individual in particular.
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Module Id: 1021
User Id: 1333
Submitted: Monday, March 23, 2020 - 12:23
Question 1:
It looks like a white dress with a sash of some sort. Perhaps women with the suffrage movement?
Question 2: This might connect with the suffrage movement.
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Module Id: 1075
User Id: 1333
Submitted: Monday, March 23, 2020 - 13:10
Question 1:
Historical thinking also requires us to understand the different types of sources and the strengths and weaknesses of each.
Question 2:
The way objects are presented and the analysis tools given to the students are also very important in regards to using objects to encourage historical thinking. It is important for the teacher to know what "scaffolding" would need to be in place to ensure a positive outcome when using these objects.
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Module Id: 689
User Id: 1333
Submitted: Tuesday, February 25, 2020 - 15:37
Question 1:
The reaper connects to the broader themes in 19th century history including urbanization. Because of the reaper and other agricultural inventions the productivity of farmers increased dramatically. Fewer farmers were needed to produce the same yield. Due to this more people were able to move to urban areas in search of other opportunities.
Question 2:
Another source that might help explain how and why American lives changed in the late 19th century would be a photograph or building plans for a factory. Mechanization in the late 19th century had a huge impact on American society and culture. Mass production and interchangeable parts would lead to many changes including the demise of skilled craftsmen and the rise of unskilled labor.
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Module Id: 952
User Id: 1333
Submitted: Tuesday, March 3, 2020 - 14:17
Question 1:
The musket ball connects to broader themes in history including military history, military technology and development, and the development of a standing army in the U.S.A.
Question 2:
Letters and personal writings from soldiers, civilians and the political class would give valuable insight into how people from the late 1700's viewed standing armies.
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Module Id: 955
User Id: 1333
Submitted: Tuesday, March 3, 2020 - 15:03
Question 1:
Smallpox connects to the themes of exploration, colonization, trade and warfare.
Question 2:
Disease is a constant throughout human history. One benefit would be for students to see that disease has always been a part of the human experience. A drawback would be that it is often graphic and depressing. It would be important to make any lesson age appropriate.
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Module Id: 954
User Id: 1333
Submitted: Wednesday, March 4, 2020 - 13:29
Question 1:
The nail connects to the broader theme of mass production and interchangeable parts. It also connects to changing styles of home construction. Finally it connects to the theme of westward expansion.
Question 2:
Westward expansion is largely a story of cheap fertile land and the desire to to acquire a piece for yourself. The develop of new technology, like the steam locomotive, aided in this expansion. I guess the story of the nail is another type of technological advancement that aided in this westward migration.
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Module Id: 953
User Id: 1333
Submitted: Friday, March 6, 2020 - 13:29
Question 1:
The stone connects to the broader themes of westward expansion, slavery, and the Civil war.
Question 2:
Living in Virginia, it would be appropriate for students to understand how the boundaries of the colony and state changed over time. This could be accomplished using a series of maps among other resources.
Redirect: /content/stone-connections-essay
Module Id: 1039
User Id: 1333
Submitted: Monday, March 23, 2020 - 11:41
Question 1:
The mail connects to broader themes including abolitionism, slavery, the civil war, and even 1st amendment issues.
Question 2:
I was not aware that abolitionist publications were distributed in the south. Nor was I aware of the issues regarding the postal system in regards to the distribution of these publications in the south.
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Module Id: 1021
User Id: 1333
Submitted: Monday, March 23, 2020 - 12:47
Question 1:
The dress connects to the broader themes of social reform movements including the suffrage and to a lesser extent the abolitionist movement.
Question 2:
Text books, historical articles, or even perhaps short videos on the topic of social reform movements in general and the suffrage movement in particular.
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Module Id: 1075
User Id: 1333
Submitted: Monday, March 23, 2020 - 13:49
Title: Mr. Charles Shephard
Grade Level: Middle
Short Answer:
I will use these strategies to engage students by using primary source objects/material to enrich my current content. Additionally, I think it is important to use appropriate "scaffolding" in regards to the objects chosen to better ensure student success. I am also developing a lesson designed to illustrate how historical interpretation can change over time or even from historian to historian at the same time. The plan is to use a series of optical illusions that can be perceived as different images depending on how you "see" them.
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Module Id: 689
User Id: 1333
Submitted: Wednesday, February 26, 2020 - 09:48
Title: classroom connection
Grade Level: Middle
Short Answer:
I would engage students by providing them pictures of several inventions/advancements from the 19th century and then having them infer what these inventions were and/or how they impacted american society. After they completed their inference sheet I would have them research the inventions and compare their research results with the inference sheets.
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Module Id: 952
User Id: 1333
Submitted: Tuesday, March 3, 2020 - 14:26
Title: musket ball connections
Grade Level: Middle
Short Answer:
I would use this as an opportunity to discuss how military tactics and strategy are impacted by military technology. I would show both the musket ball and the mini ball and allow students to compare and contrast the items. I would then have students research each type of ammunition and share what they learned.
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Module Id: 955
User Id: 1333
Submitted: Tuesday, March 3, 2020 - 15:12
Title: Smallpox connections
Grade Level: Middle
Short Answer:
I would engage students by making connections with current events. Vaccination is common today but is not without critics. Many individuals are concerned with the possible side effects and are refusing to vaccinate their children. This has had an impact in public health policy. We are seeing the resurgence in measles and other preventable disease. Students could debate the role of government and the balance of public health vs. individual liberty.
Redirect: /content/smallpox-wrap
Module Id: 954
User Id: 1333
Submitted: Wednesday, March 4, 2020 - 13:38
Title: classroom connection
Grade Level: Middle
Short Answer:
I would engage students through the use of several maps showing how Virginia has changed over time. It would be a fun activity for students to see these changes through the use of maps and then dig a little deeper into the how and why.
Redirect: /content/stone-wrap
Module Id: 1039
User Id: 1333
Submitted: Monday, March 23, 2020 - 12:18
Title: Mail
Grade Level: Middle
Short Answer:
I would guide students through the Constitution in regards to the establishment of the postal system. We would then review the 1st amendment. With this basis we would then discuss the role of the postal system in the abolitionist movement and the southern push back.
Redirect: /content/mail-wrap
Module Id: 1021
User Id: 1333
Submitted: Monday, March 23, 2020 - 13:07
Title: classroom connections
Grade Level: Middle
Short Answer:
I wold engage students through the use of multiple primary sources. It would be great to have students read both the pro and con arguments in regards to the suffrage movement and then allow students the opportunity to discuss the arguments of each side.
Redirect: /content/dress-wrap
Module Id: 1075
User Id: 1333
Submitted: Monday, March 23, 2020 - 13:55