Analyzing Objects

Porcelain

Musket Ball

Smallpox

Nail

Reaper

Shirtwaist

Transistor

Coffee

Record

Tire

Dishwasher

Dress

Stereograph

Stone

Mail

Shoe

Question 1:
Historical thinking strikes me as an ongoing conscience study of the past to enrich our understanding of the present. It helps to answer the question "how did things and people become this way?" I believe one's push to understand the significance of the past to present aspects of life enhances one's ability to more effectively, humanely and intellectually address the future.
Question 2:
As a special education teacher for all these years I have undeniably found, the more senses stimulated in a learning endeavor, the deeper the root of the lesson will grow. It seems the younger the child, the more important the manipulatives for learning math, the variety of rocks for geology, pond water under a microscope, etc. make the lesson much more relevant, memorable and fun. This is true for all ages. Psychology 101; I do not remember my notes however I shall never forget taking up the professor's offer to hold a human brain in my hands.

History has gotten a bad rap for being boring and the truth is I did not begin to appreciate it until I was older. Unfortunately, my instruction in high school and the required requisite, minimum semesters of Western Civilization in undergraduate studies did not include objects. A stick was always a stick but when informed this mundane object was carved in Italy by master woodworkers and was part of a throne sent to the king of England as a gift before all hell broke loose with the Protestant Reformation in Germany, well then, history becomes fascinating. When the story of the tea cup smuggled out of Nazi Germany, or the fragment of an Egyptian dagger the likes of which assassins used thousands of years ago, etc, comes to light, the mind's eye can actually see the history and it transport the student back with spectacular empathy for our long past brethren. Forget lecture alone. One will listen if they are allowed to hold stick!
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Question 1:
This object looks like a reproduction of the old stereographs. I feel its not an original simply because metal parts look machined and the wood bares no signs of wear and tear expected from many hands over the years. None the less, this would be a great teaching prop to introduce media from "back in the day". The photo harkens to yesteryear as well but I cannot judge if it is an reproduction or the real thing.
Question 2:
This object could be used in lessons about the origins of using photography for entertainment. It came before the first moving pictures which led to movies that we now stream into our computer pads. This would be a great inspiration for studying the evolution of entertainment in general. Though one would be hard put to find a Stereograph in our modern retail stores, View Master visual toys display the same 3D image...but are now mass produced making the object more economically available as the older, hand made viewers were generally found in the more well-to-do circles of society when this was invented.
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Question 1:
This object looks like a reproduction of the old stereoscopes. I feel its not an original simply because metal parts look machined and the wood bares no signs of wear and tear expected from many hands over the years. None the less, this would be a great teaching prop to introduce media from "back in the day". The photo harkens to yesteryear as well but I cannot judge if it is an reproduction or the real thing.
Question 2:
This object could be used in lessons about the origins of using photography for entertainment. It came before the first moving pictures which led to movies that we now stream into our computer pads. This would be a great inspiration for studying the evolution of entertainment in general. Though one would be hard put to find a Stereoscope in our modern retail stores, View Master visual toys display the same 3D image...but are now mass produced making the object more economically available as the older, hand made viewers were generally found in the more well-to-do circles of society when this was invented.
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Question 1:
This object looks like a reproduction of the old stereoscopes. I feel its not an original simply because metal parts look machined and the wood bares no signs of wear and tear expected from many hands over the years. None the less, this would be a great teaching prop to introduce media from "back in the day". The photo harkens to yesteryear as well but I cannot judge if it is an reproduction or the real thing.
Question 2:
This object could be used in lessons about the origins of using photography for entertainment. It came before the first moving pictures which led to movies that we now stream into our computer pads. This would be a great inspiration for studying the evolution of entertainment in general. Though one would be hard put to find a Stereoscope in our modern retail stores, View Master visual toys display the same 3D image...but are now mass produced making the object more economically available as the older, hand made viewers were generally found in the more well-to-do circles of society when this was invented.
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Question 1:
This old, one ounce can of Nescafe coffee certainly has a story to tell. It looks as if it could have been some sort of ration from World War II. It could not be very big as evidenced by the "NET WEIGHT 1 oz" labeling. Also, this is instant coffee as it has "MALTOSE" mixed in and folks do not put creamer with coffee in the perculator. The scratchy patina and rust reflect a possible exposure to the elements and movement as found on as active battlefield.
Question 2:
Canning as a way of preserving food on an industrial level, borne of the agricultural culture found in farmhouse kitchens, became more necessary as young men were sent overseas to fight. Perhaps canning also speaks to the increase in understanding of the importance of sterilization, and hygiene in this burgeoning industry. The country's horror at poor factory conditions was evidenced by the uptick in new regulations in the meat packing industry. Instant coffee was a relatively new invention and reflects an increase of better science used to make life easier.
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Question 1:
Looks as if this was found on an old battlefield given the exterior's condition. Perhaps a Civil War, or more likely, Revolutionary War piece of ammunition. It is a smaller version of a cannonball and the early muskets kicked like a handheld cannon. Apparently, if the ruler is actually in inches, it is two inches wide or using the metric system, perhaps two decameters wide. Another aspect reflecting age is the fact it is a misshapen sphere. Musket balls had to be a bit more spherical to actually use so this has been in the dirt for a while.
Question 2:
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Question 1:
Looks as if this was found on an old battlefield given the exterior's condition. Perhaps a Civil War, or more likely, Revolutionary War piece of ammunition. It is a smaller version of a cannonball and the early muskets kicked like a handheld cannon. Apparently, if the ruler is actually in inches, it is two inches wide or using the metric system, perhaps two decameters wide. Another aspect reflecting age is the fact it is a misshapen sphere. Musket balls had to be a bit more spherical to actually use so this has been in the dirt for a while.
Question 2:
Perhaps this item could initiate a study of the evolution of armaments in this country. The use of firearms certainly changed how we fought in wars and, unfortunately, with each other. Manufacturing innovation borne of the need for better arms can be tied to the concept of interchangeable parts and assembly line processes. Also, American societal aspects of gun control, horrific crimes, law enforcement and current polarizing political atmosphere can be traced.
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Question 1:
Transistors are relatively tiny electronic components made in various shapes. Although designs apparently differ, they all have a way of being wired or plugged into a larger electric device. One would think if a transistor malfunctions, it would be easily and cheaply replaced.
Question 2:
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Question 1:
Transistors are relatively tiny electronic components made in various shapes. Although designs apparently differ, they all have a way of being wired or plugged into a larger electric device. One would think if a transistor malfunctions, it would be easily and cheaply replaced.
Question 2:
The transistor was an important evolutionary step in the use of electricity. They came to replace tubes that were bulky making radios large console affairs found in homes for news and entertainment. Tubes became hot so fans with servos needed to be built into whatever device was used. This led to more moving parts making the device more likely to break down. Transistors made electronics more portable and cheaper allowing more members of society to enjoy them. This precursor to the modern microchip opened new paths to entertainment, communications and science.
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Question 1:
This was used to harvest wheat and corn. The farmer's horse, donkey or cow would pull the reaper through the field as one would a plough . The front, serrated blade with a spinning mechanism atop would collect grain or corn that would fall into the plate behind. The plate and blade were geared to move laterally back an forth causing the chafe to separate and the blade more effectively cut. One can imagine the reaper would leave a linear mound of crop to the left in its wake, ready for collection. Maintenance would include keeping the gears greased, replacing wooden parts as needed and keeping the blade sharp.
Question 2:
The reaper's efficiency allowed a beast and a man to cover a greater amount of field than the older, labor intensive hand held thresher. The burgeoning agrarian society needed tools such as this to work larger and larger crop fields as the country's population grew. Inventions such as this gave rise to larger mills and new kinds of jobs for processing foods. This was the precursor of the huge combines seen on modern farms. Efficiency kept the price of food low and within the grasp of most of society. One would suppose machines such as this were first procured by wealthier land owners. Getting more crop to market necessitated better transportation systems such as larger vehicles and smoother roads increasing the need for builders and manufacturers.
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Question 1:
This block of stone has been cut and words have been etched into the smooth face. There are what could be iron rods around three sides perhaps for stabilizing the block as a mason/artist worked to shape and write on it.
Question 2:
The use of rock for monuments, palaces, and walls has historical roots thousands of years old. In American History, many primary sources are etched in stone and found in graveyards, monuments and on the side of buildings. A secret group called "free masons" is said to have had members including politicians, captains of industry and other prominent individuals. Perhaps stone cutters also used or developed emerging technologies contributing to the burgeoning manufacturing evolution of the times. As the stone became easier to work with, mining and quarries became another growing industry, perhaps opening the door for the use of more coal.
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Question 1:
This block of stone has been cut and words have been etched into the smooth face. There are what could be iron rods around three sides perhaps for stabilizing the block as a mason/artist worked to shape and write on it.
Question 2:
The use of rock for monuments, palaces, and walls has historical roots thousands of years old. In American History, many primary sources are etched in stone and found in graveyards, monuments and on the side of buildings. A secret group called "free masons" is said to have had members including politicians, captains of industry and other prominent individuals. Perhaps stone cutters also used or developed emerging technologies contributing to the burgeoning manufacturing evolution of the times. As the stone became easier to work with, mining and quarries became another growing industry, perhaps opening the door for the use of more coal.
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Question 1:
This block of stone has been cut and words have been etched into the smooth face. There are what could be iron rods around three sides perhaps for stabilizing the block as a mason/artist worked to shape and write on it.
Question 2:
The use of rock for monuments, palaces, and walls has historical roots thousands of years old. In American History, many primary sources are etched in stone and found in graveyards, monuments and on the side of buildings. A secret group called "free masons" is said to have had members including politicians, captains of industry and other prominent individuals. Perhaps stone cutters also used or developed emerging technologies contributing to the burgeoning manufacturing evolution of the times. As the stone became easier to work with, mining and quarries became another growing industry, perhaps opening the door for the use of more coal.
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Question 1:
This block of stone has been cut and words have been etched into the smooth face. There are what could be iron rods around three sides perhaps for stabilizing the block as a mason/artist worked to shape and write on it.
Question 2:
The use of rock for monuments, palaces, and walls has historical roots thousands of years old. In American History, many primary sources are etched in stone and found in graveyards, monuments and on the side of buildings. A secret group called "free masons" is said to have had members including politicians, captains of industry and other prominent individuals. Perhaps stone cutters also used or developed emerging technologies contributing to the burgeoning manufacturing evolution of the times. As the stone became easier to work with, mining and quarries became another growing industry, perhaps opening the door for the use of more coal.
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Question 1:
This smallpox cell is dividing. It is magnified many times and, given its history, multiplies rapidly generally killing the unfortunate host.
Question 2:
Smallpox was a scourge, killing many people before a vaccine was developed. With everyone receiving the vaccine, the sickness was eradicated world-wide and was triumphed as the first major medical victory over disease. This led to more interest in the medical field including other vaccines, better equipment, and a formula for creating sera. Life expectancy became longer and the medical field became the authority for tackling disease amid many snake-oil quacks selling their wares town to town.
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Question 1:
Reading the introductory unit fleshes out some new ideas for me about thinking historically. I think looking at old documents may be as interesting as looking for old documents. Learning where to look is as important as learning the historical significance of artifacts. Also, the link in history where objects tie two or more other aspects of study together becomes a new data base, a starting point for a different path of inquiry.
Question 2:
Encouraging students to become detectives and hypothesize functions of prototypes of objects they see everyday is an excellent method for them to glean relevance from the process of applying historical thinking to the object. The enjoyment of this hopefully will increase the likelihood of students making more connections while seeing objects around them with a new, more discerning eye.
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Question 1:
Reading the introductory unit fleshes out some new ideas for me about thinking historically. I think looking at old documents may be as interesting as looking for old documents. Learning where to look is as important as learning the historical significance of artifacts. Also, the link in history where objects tie two or more other aspects of study together becomes a new data base, a starting point for a different path of inquiry.
Question 2:
Encouraging students to become detectives and hypothesize functions of prototypes of objects they see everyday is an excellent method for them to glean relevance from the process of applying historical thinking to the object. The enjoyment of this hopefully will increase the likelihood of students making more connections while seeing objects around them with a new, more discerning eye.
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Question 1:
The stereoscope was woven into the history of the US reflecting in a most unique and accurate way what life was like, particularly during and after WWI. It was a mechanism by which views of the world could be enjoyed by the masses. Travelers' photographs could now be seen even more accurately with the 3D effect. Most could not travel to the Roosevelt Inauguration but anyone within a reasonable distance from a library or the means to purchase their own stereoscope, could experience the grandeur of such a memorable event. Horatio Alger's reflected the philosophy of adventure as being a major American tradition and one could travel with him via this remarkable viewer. After the war, Underwood & Underwood wisely sent job-hungry veterans to sell stereographs to the public. Patriotism was running high and vets selling the images while telling about their time in the war made for a sage business venture. As the popularity of the viewer grew, prestige of owning a stereoscope was evident. A housewife could dream of the "kitchen as good as the doctor's wife" complete with "marble top table, lace curtains and the stereoscope." For those without the means to buy but the wish to view, libraries would rent weekly for 35 cents weekly. The viewer was used as an effective, hands-on tool of teachers. Carl Sandburg sold sets for a while and one wonders how much the stereoscope possibly inspired his writing.
Question 2:
Students could make the connection of using photography to enhance learning by appreciating the wow factor as time passed. From Galileo's telescope to orbiting telescopes, from magnifying glass to the electron microscope and from the stereoscope to IMAX theater experience, all create a basis for class-made time lines. Technology is moving so quickly, any child in about any grade could make connections from how things were to how they are, in their own life. Interviewing older folks would open many a young eye to a day when a nickol was good for a movie, radio shows were popular and no one had all of mankind's knowledge at their fingertips. We have gone from believing evil spirits causes sickness to actually seeing what a virus looks like. There are countless examples of the ever-improving tools of vision have showing us more of the truth of our historical narrative...up through today!
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Question 1:
Preserving food became a crucial pursuit as WWII continued and more soldiers were in need of nutritious food to stay fighting strong. Dehydration allowed for simple battlefield meals to be prepared with water. Scientific findings reflected the benefits of vitamins and enriching flour became a common processing step. The war with Japan ended suddenly with the atomic bomb. As the US was figuring on a year long invasion, companies had been in full swing making dehydrated, freeze-dried food for K rations and canning for C rations. Companies had refitted their factories and national and corporate stores of the new processed foods abounded. Marketing began to target housewives to sell this new way to prepare food for the family. This was initially a hard sell as cooking was seen as an intrical part of being a wife and mother. However, since the war, women's traditional roles were changing as they were now working in factories, construction and other male-dominated roles as their husbands were away fighting. Marketers' challenge lay in the idea that cooking fast was cooking smart (think the 20 minute meal for eight). Marketers also worked to persuade the public that the new processed food stuff actually tastes better (think the Nescafe advertisement describing their scientific way to get the best out of each bean and all one has to do is add water). Baking from scratch was not necessary because it took too long and the "fast" cake was as good (though taste tests results proved otherwise) and a woman's time was valuable. This concept was adjusted by putting back a step (eggs, I think) to make it seem as real cooking included cooking from a box.
Question 2:
Marketing in the first half of the 20th century was generally male-oriented, and one would suppose older males ran the show. Women's worth was judged by the one she married, how she kept house, and the ability to take care of a large passel of children. One would be hard-put to find advertising extolling the value of the successful suffrage movement or giving deserved credit for taking tough, physical jobs to replace the men overseas during the war. Gender roles were becoming somewhat twisted. This is evidenced by the advertising focus after WWII: what can you women do for your family? It took a while for the advertising industry to realize the genie was out of the bottle and a good woman need not be ranked by the sum parts of domestic life. They had proven themselves to be quite competent at more than having babies and fixing meals (my god, they even got the vote!). By the time the sixties rolled around, marketing reflected an entirely different approach to targeting women.
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Question 1:
Warfare tactics using muskets spoke to the professional soldiers' courage as they robotically marched toward the enemy. These tight formations reflected training resulting in each soldier overcoming the natural instinct of self preservation. It is difficult to completely train fear from one's psyche as evidenced by the use of an older, more experienced soldier in the lines to keep the ranks from breaking under pressure. Gen Washington worried about the lack of discipline in the colonial troops. He wrote edicts to be read by all concerning the importance of "subordination throughout" the army. Indeed, the cultural "rugged individualism" borne of the revolution did not a decent standing army make. These colonialists were farmers and used rifles as a tool of the homestead. The iconic long rifle took too long to reload on the battlefield because the ammunition was the same size as the bore in the muzzle. This necessitated a few extra steps involving oily rags, cartridges etc. The musket, conversely, need not be aimed and could be used as a club or spear (bayonet) in hand-to-hand fighting. Being united was needed to effectively fight the Redcoats as opposed to separate state militia.
Question 2:
Library collections in reserved reading often have preserved archives. One might find journals, letters, official documents and other paper-based artifacts. Bibliographies often cite many sources one can track to the primary. Of course, many museums display period items found on the battlefield, in attics, and donated. The US is a relatively young country with many who have a passion for remembering our shared heritage. One should remember to be sure to include the European side of things during this era. The colonial narrative was often remiss in affording the Redcoats proper credit for their training and discipline. One can find much in history textbooks describing the buckskin-clad, forest-savvy colonists wisely hiding behind rocks and trees as the pompous, arrogant Redcoats foolishly marched in the open. None of this was remotely true. It is often said that history is written by the winners so, it behooves the serious historian to find primary sources rooted in British history.
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Question 1:
In electronic manufacturing, the transistor took the industry from making fragile, often unreliable tubes to tiny, cheaply made and more reliable components. This made electronic devices portable and more accessible to the masses affecting leisure time and family budgets in the 1950s. Transistors were used to replace "repeaters," a type of signal-boosting tube used on transcontinental wires so as to enhance and improve cross-country communications. Transistors' downside included a pragmatic wall against minimizing the size as factory linemen needed to be able to manually install these components. This led to developing technologies precluding this such as the semiconductor and the microchip. The computer used to develop the atomic bomb was the size of a large room whereas the computer to send a man to the moon was equal to a laptop's power. The rise of technology increases exponentially these days as predicted proving Moore's Law. The fancy stuff that came out only decades ago are now on our wristwatches...transistors were an integral part of our history.
Question 2:
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Question 1:
In electronic manufacturing, the transistor took the industry from making fragile, often unreliable tubes to tiny, cheaply made and more reliable components. This made electronic devices portable and more accessible to the masses affecting leisure time and family budgets in the 1950s. Transistors were used to replace "repeaters," a type of signal-boosting tube used on transcontinental wires so as to enhance and improve cross-country communications. Transistors' downside included a pragmatic wall against minimizing the size as factory linemen needed to be able to manually install these components. This led to developing technologies precluding this such as the semiconductor and the microchip. The computer used to develop the atomic bomb was the size of a large room whereas the computer to send a man to the moon was equal to a laptop's power. The rise of technology increases exponentially these days as predicted proving Moore's Law. The fancy stuff that came out only decades ago are now on our wristwatches...transistors were an integral part of our history.
Question 2:
How did the transistor's development affect employment trends as technology progressed?
How was technology education, as opposed to traditional trade skills delivered as transistors radically evolved the field?
Given the accuracy of Moore's Law so far, what can one imagine the future will look like as it pertains to society?
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Question 1:
As the agrarian culture grew from simple subsistence farming to a market-based harvest, toll roads, railroads and canals were built to address the need for better distribution methods. During this time, the northern states became more industry-based. Their factories were now needed to manufacture farming machines as croplands grew. More people began moving to the cities for factory jobs. Families on the farm were generally large. As the country depended more on technology for efficiency in farming and manufacturing, the US went from 75% of the people living on farms to 40%. Sectionalism grew between the northern and southern states setting the stage for the Civil War.
Question 2:
Archival records containing publications of the time would reflect what life was like. Advertising in magazines would show the new items back then. One could get a sense of what was important. Dividing the publications' information into "north", "south" and "both" with subcategories of perhaps "rich" and "poor" could be one way to organize the data for analysis. Publications of the time can be found at the public library.
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Question 1:
(Wow, I really got this wrong, hypothesis-wise!) Several events of the day created a confluence necessitating boundaries be drawn. New states were being sketched out in the young country. The industrial north and the agrarian south were in different economic places after the Revolutionary War. The north was in debt and felt the south needed to look at the country as a whole and help pay. The south fared much better as they had slave labor and felt resentment having to pay for a "northern problem". The north did not have much slavery and felt the country needed to abolish the practice. The capital was moved south and DC was mapped out taking land from Virginia and Maryland. The Virginia line was moved north again so the port at Alexandria could still be used as a southern intake for slaves, big business at the time. Also, DC wanted to be slave-free though, much work in the new DC was done on the backs of slaves. This apparently was allowed to occur with a wink and a nod as it decreed the slavery issue would not be debated politically as it was so contentious. The south was skeptical this new federal government would consider their way of life. With the Missouri Compromise, the new federal government worked to assure equity between the slave and free states. Another policy included the Fugitive Slave legislation requiring the north to return escaped slaves to the south. Sectionalism and resentment grew tremendously, lines were drawn and redrawn until the south, fearing the loss of their way of life culminated with succession and the vicious Civil War.
Question 2:
Students could research how the ultimate borders of their state evolved from after the Revolutionary War by checking historical sources. All states have their own story. After WWII, of course, the Europe was radically different. Borders split many countries over history like Germany, Korea and Vietnam. Borders reflect all types of conflicts including communism/non-communism, imperialism, poor/rich amounts of natural resources, land grabs, ethnic differences etc. Throw a dart at a world map, one will find much to research about borders full of conflict, adventure, and political intrigue.
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Question 1:
Inoculation, a much older method of addressing the disease, was dangerous as people died who underwent the procedure. However, statistically, inoculated people generally developed a milder case coupled with life-long immunity. Gen. Washington initially forbade the practice but changed his mind as the war went on. Smallpox killed 125,000 during the Revolutionary War where 10,000 died in battle. Commerce brought it from overseas and the virus was so prevalent many had the attitude it was "just the cost of doing business." Ship captains were directed to inform port authorities of any contagious diseases aboard before conducting business. Given the uncertainty of the times, it seems doubtful such reports were very accurate. Jenner's work with milkmaids and cowpox led to the vaccine and the ultimate defeat of smallpox world wide.The skepticism of the new treatment reflected in the political cartoon (showing folks with cow heads and horns erupting from their bodies) evidenced a somewhat healthy doubt of the medical field of the times. Smallpox was especially deadly for populations that never encountered it before. Between a half and a third of the population of Mexico and Hispaniola were wiped out after the European visits. In North America, many natives succumbed to the disease as evidenced by oral history and other symbols.
Question 2:
Fatal disease studies giving data about where it proliferates, where it moves and where it dies help to address the spread and perhaps save lives with new strategies. Because it is deadly, accurate records are kept and future researchers can better understand the societal actions of the times. Mistakes may be avoided later and beneficial protocols can emerge. Observation and ingenuity borne of necessity gave rise to the vaccine from cowpox.
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Module Id: 954
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Question 1:
Inoculation, a much older method of addressing the disease, was dangerous as people died who underwent the procedure. However, statistically, inoculated people generally developed a milder case coupled with life-long immunity. Gen. Washington initially forbade the practice but changed his mind as the war went on. Smallpox killed 125,000 during the Revolutionary War where 10,000 died in battle. Commerce brought it from overseas and the virus was so prevalent many had the attitude it was "just the cost of doing business." Ship captains were directed to inform port authorities of any contagious diseases aboard before conducting business. Given the uncertainty of the times, it seems doubtful such reports were very accurate. Jenner's work with milkmaids and cowpox led to the vaccine and the ultimate defeat of smallpox world wide.The skepticism of the new treatment reflected in the political cartoon (showing folks with cow heads and horns erupting from their bodies) evidenced a somewhat healthy doubt of the medical field of the times. Smallpox was especially deadly for populations that never encountered it before. Between a half and a third of the population of Mexico and Hispaniola were wiped out after the European visits. In North America, many natives succumbed to the disease as evidenced by oral history and other symbols.
Question 2:
Fatal disease studies giving data about where it proliferates, where it moves and where it dies help to address the spread and perhaps save lives with new strategies. Because it is deadly, accurate records are kept and future researchers can better understand the societal actions of the times. Mistakes may be avoided later and beneficial protocols can emerge. Observation and ingenuity borne of necessity gave rise to the vaccine from cowpox.
Redirect: /content/connections-essay-smallpox
Module Id: 954
User Id: 1351
Question 1:
Inoculation, a much older method of addressing the disease, was dangerous as people died who underwent the procedure. However, statistically, inoculated people generally developed a milder case coupled with life-long immunity. Gen. Washington initially forbade the practice but changed his mind as the war went on. Smallpox killed 125,000 during the Revolutionary War where 10,000 died in battle. Commerce brought it from overseas and the virus was so prevalent many had the attitude it was "just the cost of doing business." Ship captains were directed to inform port authorities of any contagious diseases aboard before conducting business. Given the uncertainty of the times, it seems doubtful such reports were very accurate. Jenner's work with milkmaids and cowpox led to the vaccine and the ultimate defeat of smallpox world wide.The skepticism of the new treatment reflected in the political cartoon (showing folks with cow heads and horns erupting from their bodies) evidenced a somewhat healthy doubt of the medical field of the times. Smallpox was especially deadly for populations that never encountered it before. Between a half and a third of the population of Mexico and Hispaniola were wiped out after the European visits. In North America, many natives succumbed to the disease as evidenced by oral history and other symbols.
Question 2:
Fatal disease studies giving data about where it proliferates, where it moves and where it dies help to address the spread and perhaps save lives with new strategies. Because it is deadly, accurate records are kept and future researchers can better understand the societal actions of the times. Mistakes may be avoided later and beneficial protocols can emerge. Observation and ingenuity borne of necessity gave rise to the vaccine from cowpox.

Fortunately, enduring pandemics, developing systems to fight diseases and coming out the the other end as illness subsides, is not how the majority of society's time has been spent. However, it is such a traumatic blow, it may be written about so much, so passionately, as to paint a skewed picture of the historical way of life, overall. Historians would do well to be mindful of the emotions of the times and the potential for inaccuracies of records from then.
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Title: "What is this thing?"
Grade Level: Middle
Short Answer:
Objective: the student will be exposed to the process of historical thinking by comparing and contrasting the differences of how life was and how life is.
Students are shown some artifacts, invited to inspect them and asked to hypothesize about the function. They should draw objects and summarize documents while thinking about how they are alike and different from today. Explain there will be a field trip to a working "old school" farm or mill.
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Module Id: 689
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Title: "What is this thing?"
Grade Level: Middle
Short Answer:
Objective: the student will be exposed to the process of historical thinking by comparing and contrasting the differences of how life was and how life is.
Students are shown some artifacts, invited to inspect them and asked to hypothesize about the function. They should draw objects and summarize documents while thinking about how they are alike and different from today. Explain there will be a field trip to a working "old school" farm or mill.
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Module Id: 689
User Id: 1351
Title: Timeline: Great Moments in View-tools
Grade Level: Middle
Short Answer:
Introduce the lesson by showing the class a stereoscope with cards. Discuss what they think it is and ask those who know, if anyone, how they came by this information. Demonstrate its use and ask the class to hypothesize the significance of this item in our history, what it led to and what it ultimately became obsolete from. Pair students and present each dyad with a packet of pictures of various viewing instruments from lenses to electron microscopes. Ask them to put them in order from oldest to most modern. After discussing the evolution of viewing tools, pass out a packet of images created by the instruments and pair them with the viewing-tool most likely to have made them. Ultimately, the students will find the date the instruments were invented and a class-made timeline is generated. (One might point out the information they pull use to take their teachers, depending on their age, hours in the library.) Each tool should have three facts attached: who invented it, how was it used at the time and what it morphed into next.
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Module Id: 1047
User Id: 1351
Title: Food Preparation, from Hardtack to Space Ice Cream
Grade Level: Middle
Short Answer:
The objective involves comparing/contrasting how food was made/tasted from the Civil War to the moon landing.

Students taste test Tang with orange juice, dehydrated soup with home-made, fruit leather with fresh fruit, beef jerky with a piece of sandwich-sliced roast beef. Explore Space Ice Cream, and other unusual foods. They research the history of their choice of foods and comment of taste, texture and utility of each. Another aspect to explore: baking a cake from scratch and from a box. Encourage graphic organizers such as venn diagrams and bar graphs generated from taste tests' raw data. Present conclusions to the class.
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Module Id: 1147
User Id: 1351
Title: Military Tactics of the 18th Century
Grade Level: Middle
Short Answer:
The students will study tactics through class discussion of the advantages/disadvantages of the European model of warfare. They will see the difference in use and manufacture of smooth bore muskets and long rifles. Teacher needs to take advantage of reenactors willing to speak to the class about life on the 18th century battlegrounds. Students will visit museums to view relevant artifacts. Ultimately, paired students will present some aspect of the unit to the class. This could be a timeline, commentary with pictures, self made posters of diagrams of the musket and rifle with compare/contrast discussion. Another interesting topic could be debunking views contrasting colonial and British so many had be taught.
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Module Id: 955
User Id: 1351
Title: From There to Here
Grade Level: Middle
Short Answer:
After having had looked at the impact of transistors on society over time, students are presented with other "then and now" items such as: horse and buggy to automobiles, chalk boards to smart boards, crank-up wall phones to cell phones, and road maps to GPS. Perhaps via class discussion, more pairs could be generated. Students are asked to pick one pair to research and an important development to present to the class. This can be done through time lines, posters and oral presentation.
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Module Id: 1146
User Id: 1351
Title: "Man with a stick and a seed" to "Combines and drones", A Pictorial Timeline
Grade Level: Middle
Short Answer:
After discussing the evolution of farming in the 19th century, students are divided into groups of four and are tasked with finding images of farming at differing times. These could be added to a class-made timeline and discussion of how each item was better than the last but not as good as the next. Various implements could be noted as they have not changed since their invention, like the hoe. There are others that went through man-powered to beast-powdered to steam, gasoline and electric-powered.
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Module Id: 952
User Id: 1351
Title: "Man with a stick and a seed" to "Combines and drones", A Pictorial Timeline
Grade Level: Middle
Short Answer:
After discussing the evolution of farming in the 19th century, students are divided into groups of four and are tasked with finding images of farming at differing times. These could be added to a class-made timeline and discussion of how each item was better than the last but not as good as the next. Various implements could be noted as they have not changed since their invention, like the hoe. There are others that went through man-powered to beast-powdered to steam, gasoline and electric-powered.
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Module Id: 952
User Id: 1351
Title: How State Borders Came to be from 1800 to 1900
Grade Level: Middle
Short Answer:
Discuss how the north and south were different before the Civil War and how borders were drawn, mindful of the issues of the time. Students throw a dart and a current US map and research how the state was configured and the reasoning behind it. Students draw a poster-sized map of the state complete with relevant caption/labels. Present to class.
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Module Id: 1039
User Id: 1351
Title: Comparing/Contrasting Pandemics from Smallpox to Corona
Grade Level: Middle
Short Answer:
Students are asked to pick a certain population from the Smallpox era and compare/contrast it with the current Corona pandemic. Working in groups, students will produce a poster-sized Venn diagram and present it to the class. Perhaps a larger diagram or list could be generated as the presentations ensue showing uniqueness and similarities amid the populations.
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Module Id: 954
User Id: 1351