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 acquiring primary sources and performing a critical analysis of the perspectives and habits of people in the past. The process includes many different steps including analyzing the primary sources for its content, then finding patterns and differences based on time period and contexts. The final outcomes should be a synthesis of different primary source analyses.
Question 2:
As a former archaeologist, I tend to think of objects having a history of their own. They encourage me to think historically because it is my job to discover the facts about them.
When excavating an artifact, first I want to know it’s purpose. Why was this created? What was its purpose? Then I want to know about the people. Who created it? Who used it? I also want to know the materials it is made from. Was it readily available, or will it uncover a trade network?
In addition, the object will also have a history after its use. If it was intended to be used during the Civil War, where has it resided? Does it have marks from weathering, or has it lived a cushioned life in a museum? There are often multiple points in an object’s life to consider, between the time of creation, its use, as well as the story on how it came into my hands.
When excavating an artifact, first I want to know it’s purpose. Why was this created? What was its purpose? Then I want to know about the people. Who created it? Who used it? I also want to know the materials it is made from. Was it readily available, or will it uncover a trade network?
In addition, the object will also have a history after its use. If it was intended to be used during the Civil War, where has it resided? Does it have marks from weathering, or has it lived a cushioned life in a museum? There are often multiple points in an object’s life to consider, between the time of creation, its use, as well as the story on how it came into my hands.
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Module Id: 689
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Submitted: Saturday, February 29, 2020 - 12:55
Question 1:
Historical thinking is the process of acquiring primary sources and performing a critical analysis of the perspectives and habits of people in the past. The process includes many different steps including analyzing the primary sources for its content, then finding patterns and differences based on time period and contexts. The final outcomes should be a synthesis of different primary source analyses.
Question 2:
As a former archaeologist, I tend to think of objects having a history of their own. They encourage me to think historically because it is my job to discover the facts about them.
When excavating an artifact, first I want to know it’s purpose. Why was this created? What was its purpose? Then I want to know about the people. Who created it? Who used it? I also want to know the materials it is made from. Was it readily available, or will it uncover a trade network?
In addition, the object will also have a history after its use. If it was intended to be used during the Civil War, where has it resided? Does it have marks from weathering, or has it lived a cushioned life in a museum? There are often multiple points in an object’s life to consider, between the time of creation, its use, as well as the story on how it came into my hands.
When excavating an artifact, first I want to know it’s purpose. Why was this created? What was its purpose? Then I want to know about the people. Who created it? Who used it? I also want to know the materials it is made from. Was it readily available, or will it uncover a trade network?
In addition, the object will also have a history after its use. If it was intended to be used during the Civil War, where has it resided? Does it have marks from weathering, or has it lived a cushioned life in a museum? There are often multiple points in an object’s life to consider, between the time of creation, its use, as well as the story on how it came into my hands.
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Module Id: 689
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Submitted: Saturday, February 29, 2020 - 12:55
Question 1:
In this mechanical reaper, I notice a blade towards the rear of the frame. I see wheels, as well as long poles. I am assuming that the long poles are to be used to attach to a horse or oxen.
In this mechanical reaper, I notice a blade towards the rear of the frame. I see wheels, as well as long poles. I am assuming that the long poles are to be used to attach to a horse or oxen.
Question 2:
This object connects to broader historical themes in a few different ways regarding westward expansion and changing technologies. When Cyrus McCormick and Jo Anderson created this tool, it improved the harvesting of grains. It is an excellent example of how the industrial revolution was improving technologies.
With the profit of the reaper. McCormick brought his workshop to Chicago. This move increased the usage of water transportation for industrial items. In order to do this, the reliance on transportation technologies, such as the steamboat, increased. In addition, it helped to build the city of Chicago and other inland port cities. These will help the country expand into the westward territories.
With the profit of the reaper. McCormick brought his workshop to Chicago. This move increased the usage of water transportation for industrial items. In order to do this, the reliance on transportation technologies, such as the steamboat, increased. In addition, it helped to build the city of Chicago and other inland port cities. These will help the country expand into the westward territories.
Redirect: /content/reaper-resources
Module Id: 952
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Submitted: Wednesday, March 4, 2020 - 13:35
Question 1:
I see an envelope with the sender’s address marked as the Confederate States of America in type. It is also addressed to a place in Richmond, VA, the confederate capitol. This address is handwritten. There are also markings which most likely show that the letter was mailed.
Question 2:
The letter show that there is mail infrastructure in the Confederacy. It shows the technology they had in order to assemble the item as well as print the type on the address.
Redirect: /content/mail-resources
Module Id: 1021
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Submitted: Monday, March 9, 2020 - 12:24
Question 1:
This is a stone item that has been flattened on one side to be engraved. There is writing on the flat side, facing outwards away from what looks to be a metal fencing guard.
Question 2:
Oh, how I wish I could read the front. The first few ideas that come to mind was that this object could be a grave marker, but it could also be an explanation of a site or property marker.
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Module Id: 1039
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Submitted: Friday, March 20, 2020 - 16:15
Question 1:
This is a tea cup made of porcelain. Without being able to feel the thickness of the paste, I would say this is English Porcelain because it looks a little thicker than Chinese, plus the hand painting over the glaze is not as delicate as Chinese craftsmanship.
Question 2:
The teacup is a symbol of British culture that was brought to America. Tea was a central beverage, not only because it masked the taste of impurities in the water, but also for social reasons. Many people took breaks for tea, invited others. There was a social standard and ritual that was involved.
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Module Id: 951
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Submitted: Monday, March 30, 2020 - 11:42
Question 1:
I see that this is an old shoe with laces, not a buckle. It is made of leather and has a small heel.
Question 2:
This shows the materials that people have to work with, such as leather. It may also have something to do with the lack of shoes during wars.
Redirect: /content/shoe-resources
Module Id: 1002
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Submitted: Tuesday, March 31, 2020 - 11:17
Question 1: These look like machine cut nails as opposed to earlier rose head nails.
Question 2:
This may show that items were being produced in factories after the Industrial Revolution.
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Module Id: 953
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Submitted: Friday, April 10, 2020 - 11:53
Question 1: This is a white cloth blouse with buttons and a tie
Question 2:
This shows the modesty of women? Depending on the quality, it could also show where the cloth was made (factory, home sput)
Redirect: /content/shirtwaist-resources
Module Id: 950
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Submitted: Thursday, April 23, 2020 - 14:14
Question 1:
I see a photograph two women in white dresses with hats in front of automobiles.
Question 2:
The hidden aspect of this photograph may be that they are at an event. Perhaps they are suffragists because it appears to be a similar time period.
Redirect: /content/dress-resources
Module Id: 1075
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Submitted: Tuesday, May 5, 2020 - 16:16
Question 1:
I see a photograph two women in white dresses with hats in front of automobiles.
Question 2:
The hidden aspect of this photograph may be that they are at an event. Perhaps they are suffragists because it appears to be a similar time period.
Redirect: /content/dress-resources
Module Id: 1075
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Submitted: Tuesday, May 5, 2020 - 16:16
Question 1:
In rethinking my hypothesis , I feel that I would like to provide an example of my work to show my understanding. As a student, I completed an archaeological field school in upstate New York. We excavated the home site of a Cider Mill owner. Before excavation, we looked at different sources, including maps, land deeds, diary entries, newspapers, and sales charts. Therefore, before excavation, we understood that the Mill was very successful until the owner joined the Union Army and left his wife and her sister to run the business. This can be used both as insight before and after the war, as well as the difference in gender roles and how people transformed during the time period.
Question 2:
Some of the objects that I discovered in the above excavation, show a working home and indicators of what life was like. I focused on ceramic analysis. I excavated many redware objects. These had eroded quickly, but some of the slipware was still present, indicating that these were more likely for basic kitchen use. There were less whiteware finds. A few sherds of pearlware were excavated. This could indicate that they provided better care of the more expensive dishes, or that they did not have as much. In a rural area, it could also show that it was not as readily available. Finally, the lack of later ceramics from the 20th century, also offered support that the mill was later abandoned.
Redirect: /content/connections-essay-historical-thinking
Module Id: 689
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Submitted: Saturday, February 29, 2020 - 13:20
Question 1:
In rethinking my hypothesis , I feel that I would like to provide an example of my work to show my understanding. As a student, I completed an archaeological field school in upstate New York. We excavated the home site of a Cider Mill owner. Before excavation, we looked at different sources, including maps, land deeds, diary entries, newspapers, and sales charts. Therefore, before excavation, we understood that the Mill was very successful until the owner joined the Union Army and left his wife and her sister to run the business. This can be used both as insight before and after the war, as well as the difference in gender roles and how people transformed during the time period.
Question 2:
Some of the objects that I discovered in the above excavation, show a working home and indicators of what life was like. I focused on ceramic analysis. I excavated many redware objects. These had eroded quickly, but some of the slipware was still present, indicating that these were more likely for basic kitchen use. There were less whiteware finds. A few sherds of pearlware were excavated. This could indicate that they provided better care of the more expensive dishes, or that they did not have as much. In a rural area, it could also show that it was not as readily available. Finally, the lack of later ceramics from the 20th century, also offered support that the mill was later abandoned.
Redirect: /content/connections-essay-historical-thinking
Module Id: 689
User Id: 1341
Submitted: Saturday, February 29, 2020 - 13:20
Question 1:
In rethinking my hypothesis , I feel that I would like to provide an example of my work to show my understanding. As a student, I completed an archaeological field school in upstate New York. We excavated the home site of a Cider Mill owner. Before excavation, we looked at different sources, including maps, land deeds, diary entries, newspapers, and sales charts. Therefore, before excavation, we understood that the Mill was very successful until the owner joined the Union Army and left his wife and her sister to run the business. This can be used both as insight before and after the war, as well as the difference in gender roles and how people transformed during the time period.
Question 2:
Some of the objects that I discovered in the above excavation, show a working home and indicators of what life was like. I focused on ceramic analysis. I excavated many redware objects. These had eroded quickly, but some of the slipware was still present, indicating that these were more likely for basic kitchen use. There were less whiteware finds. A few sherds of pearlware were excavated. This could indicate that they provided better care of the more expensive dishes, or that they did not have as much. In a rural area, it could also show that it was not as readily available. Finally, the lack of later ceramics from the 20th century, also offered support that the mill was later abandoned.
Redirect: /content/connections-essay-historical-thinking
Module Id: 689
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Submitted: Saturday, February 29, 2020 - 13:21
Question 1:
In addition to the singular parts of the reaper, I will add that the diagram shows direct use of animal labor to harvest a greater number of crops. Although farmers will still be stunted by the amount of land they own, they will be able to harvest with less people and more ease.
Question 2:
In addition to my previous mention of water transport an technology, I can also add the growth of land transportation. With the creation of the railroad, goods can be shipped at a lesser cost more quickly. This coincides with technology on multiple platforms progressing.
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Module Id: 952
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Submitted: Wednesday, March 4, 2020 - 13:57
Question 1:
I see a letter with the same attributes, but realize that it was a privilege to be sent. If the mail had not been of liking, it may have been withheld. If the state decided to withhold it, it is showing the importance of states’ rights over the federal government, a keystone idea of Confederate Secession.
Question 2:
In the greater picture, I see the contraction between freedoms and slavery. The mail exists because we rely on the 1st Amendment, Freedom of the press. In addition to this freedom, is the unalienable rights from the Declaration of Independence. Right to Life, Liberty, and the Pursuit of happiness directly contradicts slavery.
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Module Id: 1021
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Submitted: Monday, March 9, 2020 - 13:04
Question 1:
I see a stone boundary of the National Capitol. It was created using slave labor. It was placed there by Ellicot and his assistant, Benjamin Banneker.
Question 2:
In the larger view, the stone no longer showed the boundary of the Capitol when boundaries were redrawn due to the division of northern and Southern states.
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Module Id: 1039
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Submitted: Friday, March 20, 2020 - 22:16
Question 1:
This is a tea cup made of porcelain in Great Britain. Some indicators that this is British is the hand painting on the overglaze and the quality is of a different level than Chinese Porcelain. The teacup was shipped to the American Colonies, indicative of what the upper social class would own.
Question 2:
Not only is the teacup indicative of social culture, but of a mercantile system that defined the American colonies as a satellite for the purpose of British monetary gain. Through severe control over trade with the colonies using legislation such as the Navigation, Sugar, and Stamp Acts, Britain believe that they had the right to use the colonies as they wished for an economic powerhouse. The colonists demanded reform over the laws that controlled their trade over items such as tea, that sparked revolutionary thinking and out right protest by the Sons of Liberty. Eventually, this would lead to the American Revolution.
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Module Id: 951
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Submitted: Monday, March 30, 2020 - 12:38
Question 1:
I see that this is an old shoe with laces, not a buckle. It is made of leather and has a small heel. It is a shoe provided for soldiers by the Union Army during the Civil War. It was not considered something of high quality, but created by a cobbler contracted to create a certain amount of shoes per month since shoe manufacturing had not yet evelope shoes.
Question 2:
When it first launched, the Civil War was considered an exciting adventure, where many young men flooded in to fight. This created a high demand for supplies and continued beyond their expectations as the war lasted not just a few months, but a few years. The process of making shoes was not yet invented, so the Union Army had to contract small shop cobblers to create a certain number of shoes per month. The quality of these were not monitored. In addition to the demand for the making of the shoes, the Army would also need to distribute and pay for them as well. Many soldiers did not have a pair at first. Wren they received one, it was considered a prize or symbol of their devotion to the army.
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Module Id: 1002
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Submitted: Tuesday, March 31, 2020 - 12:38
Question 1:
These individual nails are cut, placing their manufacture time around the mid 1800’s. Machines cut a long sheet of metal to create the nail, instead of skilled craftsmen creating the nails by hand, such as the rose head nails.
Question 2:
Going through this module, I had an epiphany. Before I was a teacher, I was an archaeology field technician and excavated many historical sites that had annealed nails. In this module, I learned that many colonists would burn their wooden homes to retrieve the nails because they were so expensive and rare. Perhaps the nails I found were ones that were neglected to be retrieved?
In the larger picture, these nails are directly related to the homes produced in America. Initially, Americans turned to architecture that did not require many nails, such as log cabins, brick, and post and mold structures. However, the latter were expensive to produce in their own rights because they relied on skilled craftsmanship to build. When the machine cut nail was invented, the price of nails dropped and their availability rose. This led to Balloon frame houses, or the building of a skeleton shell first.
In the larger picture, these nails are directly related to the homes produced in America. Initially, Americans turned to architecture that did not require many nails, such as log cabins, brick, and post and mold structures. However, the latter were expensive to produce in their own rights because they relied on skilled craftsmanship to build. When the machine cut nail was invented, the price of nails dropped and their availability rose. This led to Balloon frame houses, or the building of a skeleton shell first.
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Module Id: 953
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Submitted: Friday, April 10, 2020 - 12:49
Question 1:
This is a shirtwaist blouse of the Triangle Shirt Company at the turn of the nineteenth century. It was made to be comfortable to move in, different from other previous fashions, such as a hoop skirt. It was created in a New York City Garment factory.
Question 2:
The hidden story has to do with the condition under which the shirt was made. Factory workers during this time had deplorable conditions. They were underpaid and unsafe. The owners of the company were more focused on how to make money through the efficiency of labor, and did not provide safe fire prevention. They did not gain a monetary benefit. When “an errant spark” on the ninth floor of the factory caused a fire, there were 146 deaths.
The shock of the incident led to movements for unions and interested groups to fight for safer conditions. The incident provided perfect examples of what needed to be fixed. Doors needed to remain unlocked, not locked to prevent workers from taking breaks. THere needed to be stronger fire escapes, or ones that would not melt under high temperatures. THey also needed improved fire equipment, or ladders on the trucks that went a few floors higher since they did not reach the th through 9th floor.
The shock of the incident led to movements for unions and interested groups to fight for safer conditions. The incident provided perfect examples of what needed to be fixed. Doors needed to remain unlocked, not locked to prevent workers from taking breaks. THere needed to be stronger fire escapes, or ones that would not melt under high temperatures. THey also needed improved fire equipment, or ladders on the trucks that went a few floors higher since they did not reach the th through 9th floor.
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Module Id: 950
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Submitted: Thursday, April 23, 2020 - 14:57
Question 1:
This photograph is a picture of Harriet Laidlaw, a New York elite Suffragist wearing white to show purity and the Greek notion of a free female. She wears a sash that says, “Votes for Women.”
Question 2:
Underneath the photograph, is the idea that women waged a war for their rights. Not just the right to vote, but freedom outside of their domestic roles. The female role began to change during this time. Women cut their hair short and wore dresses that hung loose over their bodies with shorter lengths. Technological developments during this time period allowed them to organize globally and change their given jobs as household slaves.
Anti-Suffragists believed that homes would fall apart if women began to vote. They would not have the time to complete household chores if they were reading the newspaper to educate themselves on politics. Therefore, women had to fight to be heard. They protested even at the White House using confrontation and direct words. Some women protested beyond the bounds of the law and were arrested. They refused to be prisoners, only victims of injustice. Certain women as prisoners continued protesting by hunger strikes, portraying themselves as martyrs as they were force fed.
Anti-Suffragists believed that homes would fall apart if women began to vote. They would not have the time to complete household chores if they were reading the newspaper to educate themselves on politics. Therefore, women had to fight to be heard. They protested even at the White House using confrontation and direct words. Some women protested beyond the bounds of the law and were arrested. They refused to be prisoners, only victims of injustice. Certain women as prisoners continued protesting by hunger strikes, portraying themselves as martyrs as they were force fed.
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Module Id: 1075
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Submitted: Tuesday, May 5, 2020 - 17:24
Title: Industrial Revolution Investigation Packets
Grade Level: Middle
Short Answer:
In my 6th grade classroom, I enjoy it when students can work in small groups and learn cooperatively. In my next unit, I will need to teach inventions that changed American lifestyles, including the cotton gin and mechanical reaper. I will place them into small groups and create stations based on the different inventions. At each station, there will be a packet including small objects, pictures of the invention, and pictures of what was used before the invention. For example, at the cotton gin station, I could include a piece of freshly picked cotton in order for students to feel how tricky it is to pull the seeds. I would also include images of slaves picking the seeds from the cotton. They would compare it with images of them using the cotton gin. As they analyze the images, they would fill in a chart about the object. Since this is more of an introduction to artifact analysis, I would use a modified version of NPS chart found here: https://www.nps.gov/museum/tmc/docs/How_to_Read_an_Object.pdf.
As a conclusion activity, I would have students create an advertisement for one of the inventions. They would need to explain the purpose of the invention and how it improves the activity. They would perform research by looking at older advertisements using their Chromebooks In their advertisements, they would tell the buyer where to purchase the item and how much it would cost.
As a conclusion activity, I would have students create an advertisement for one of the inventions. They would need to explain the purpose of the invention and how it improves the activity. They would perform research by looking at older advertisements using their Chromebooks In their advertisements, they would tell the buyer where to purchase the item and how much it would cost.
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Module Id: 689
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Submitted: Saturday, February 29, 2020 - 14:13
Title: Mechanical Reaper and the World Today
Grade Level: Middle
Short Answer:
In my 6th grade lesson, it would be interesting to give a project to place specific photographs in a timeline for Cyrus McCormick. The pictures would include:
1, The method of grain harvesting before the reaper in Virginia
2. A reaper being used
3. Advertisements for the reaper
4. McCormick’s plant in Chicago
5. Picture of a steamboat/ Steam Locomotive
In the timeline, the student will have to explain what the image shows, as well as the cause and effect relationship from one picture to the next
1, The method of grain harvesting before the reaper in Virginia
2. A reaper being used
3. Advertisements for the reaper
4. McCormick’s plant in Chicago
5. Picture of a steamboat/ Steam Locomotive
In the timeline, the student will have to explain what the image shows, as well as the cause and effect relationship from one picture to the next
Redirect: /content/reaper-wrap
Module Id: 952
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Submitted: Wednesday, March 4, 2020 - 14:13
Title: The metamorphosis of Slavery
Grade Level: Middle
Short Answer:
In my 6th grade classroom, I would divide my students into three groups. They would need to take on of the following groups:
1. Founding Father
2. Slaveholder
3. Abolitionist
I would tell them the story about the evolution of ideas about slavery, and would stop at certain points. Each group would discuss how they feel at the stop points, perhaps writing it down on a graphic organizer or large post it. The following stop points would be:
1. The Declaration of Independence's unalienable rights
2. The Founding Fathers' belief that slavery was ending
3. The addition of the cotton gin and the increase need of slaves (we will have already discussed this point)
4. The sale of slaves
5. The Liberator and abolitionist movements
6. Burning of the mail in South Carolina
Afterwards, I would have student predict how their chracters would act next.
1. Founding Father
2. Slaveholder
3. Abolitionist
I would tell them the story about the evolution of ideas about slavery, and would stop at certain points. Each group would discuss how they feel at the stop points, perhaps writing it down on a graphic organizer or large post it. The following stop points would be:
1. The Declaration of Independence's unalienable rights
2. The Founding Fathers' belief that slavery was ending
3. The addition of the cotton gin and the increase need of slaves (we will have already discussed this point)
4. The sale of slaves
5. The Liberator and abolitionist movements
6. Burning of the mail in South Carolina
Afterwards, I would have student predict how their chracters would act next.
Redirect: /content/mail-wrap
Module Id: 1021
User Id: 1341
Submitted: Monday, March 9, 2020 - 13:21
Title: North vs. South Stations
Grade Level: Middle
Short Answer:
I already have a lesson plan built around causes of the Civil War. In this activity, students study primary sources about key items, such a the election of 1860 and the Fugitive Slave Act. During the stations rotations, students work in small groups and answer guiding questions about the artifacts/ documents. It would be interesting to add some of the additional images from this Module to this activity, especially since I may be making this for online access due to the shut down.
At the end of the activity, students are expected to write a paragraph on what caused the Civil War, based on the information they accumulate.
At the end of the activity, students are expected to write a paragraph on what caused the Civil War, based on the information they accumulate.
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Module Id: 1039
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Submitted: Friday, March 20, 2020 - 22:28
Title: Road to Revolution Hyperdoc
Grade Level: Middle
Short Answer:
I would love to use the artifacts and documents in this presentation and build a hyperdoc, or a animistic Google Doc that students can complete. It should show some images from this presentation and have a link presented for students to research on other sites. There will be questions after each artifact. At the end, I would have them build a case to discuss in a Socratic seminar. In the seminar, we would discuss the question, "What caused the American Revolution?"
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Module Id: 951
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Submitted: Monday, March 30, 2020 - 12:47
Title: To Do With a Shoe...
Grade Level: Middle
Short Answer:
After teaching what life was like for Cavil War Soldiers, I would have students brainstorm why the soldiers would need shoes. Then, I would put them in small groups and tell them they are the government leaders in charge of distributing supplies for the Army. Each group would have a large post it note in which they would answer 3 questions:
1. How would you acquire the amount of shoes?
2. How would you pay for the soldiers if there was not enough money in the budget (also may have them brainstorm about what else they have to pay for)
3. How are they going to distribute the shoes?
I would give them a little more information and stats they would need. Afterwards, I would create a nearpod with some of the images here and explain what was really done. Students would need to write a paragraph and access their answers to the group questions.
1. How would you acquire the amount of shoes?
2. How would you pay for the soldiers if there was not enough money in the budget (also may have them brainstorm about what else they have to pay for)
3. How are they going to distribute the shoes?
I would give them a little more information and stats they would need. Afterwards, I would create a nearpod with some of the images here and explain what was really done. Students would need to write a paragraph and access their answers to the group questions.
Redirect: /content/shoe-wrap
Module Id: 1002
User Id: 1341
Submitted: Tuesday, March 31, 2020 - 12:45
Title: Industrial Revolution Inquiry Lesson
Grade Level: Middle
Short Answer:
I already have a Industrial Revolution Inquiry lesson where I pass different obects around to the students. One of these is a pair of nails, one rose head nail from the colonial ages, and another is a machine cut nail. I have them make observations about how they are different and we discuss the impact the changes in manufacturing causes. I would love to add images of the homes to the list lesson. For example, add in a log cabin and a Balloon frame picture. Using framing questions, I would lead them to the idea that nails were scarce initially leading to the reliance of easier homes to build. The show how the balloon frame homes rely on nails to show that now they are more available.
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Module Id: 953
User Id: 1341
Submitted: Friday, April 10, 2020 - 12:55
Title: Growth in the Industrial Revolution
Grade Level: Middle
Short Answer:
This is tricky for me because my class ends at the Civil War. However, we do mention the Industrial Revolution. I would like to weave this in oddly, at the Civil War. We discuss tariffs on Cotton and the differences between the North and South's point of views. I constantly try to tell the students that the North wanted the tariffs to help their factories. I would like to provide the Triangle Shirtwaist Company's fire as a prime of example of why they need money for the improvements. I will mention the time difference though...
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Module Id: 950
User Id: 1341
Submitted: Thursday, April 23, 2020 - 15:02
Title: What is she thinking?
Grade Level: Middle
Short Answer:
I would like to restructure a current lesson I have on Suffragists and model it after the Hidden in Plain Sight structure. I will follow these steps:
1. Show the picture of Lady Liberty Wears White and have the students write on an index card what they think she is thinking as a preface to the suffrage presentation.
2. Go over the curriculum notes in the existing Nearpod and complete a political cartoon analysis already created with the anti suffragist picture featured in this course.
3. In conclusion as an end ticket, students will flip the index card to the back and revise their "What is she thinking" question on Lady Liberty Wears White.
1. Show the picture of Lady Liberty Wears White and have the students write on an index card what they think she is thinking as a preface to the suffrage presentation.
2. Go over the curriculum notes in the existing Nearpod and complete a political cartoon analysis already created with the anti suffragist picture featured in this course.
3. In conclusion as an end ticket, students will flip the index card to the back and revise their "What is she thinking" question on Lady Liberty Wears White.
Redirect: /content/dress-wrap
Module Id: 1075
User Id: 1341
Submitted: Tuesday, May 5, 2020 - 17:28