Analyzing Objects
Porcelain
Musket Ball
Smallpox
Nail
Reaper
Shirtwaist
Transistor
Coffee
Record
Tire
Dishwasher
Dress
Stereograph
Stone
Shoe
Question 1:
Historical thinking involves complex (multi-faceted) reasoning skills to evaluate and analyze primary source documents in order to construct a meaningful account of the past.
Question 2:
Objects can be used to encourage historical through careful analysis of each object that includes making inferences about the time period the object was created, the people who owned it and how it was used, the effect on the economy, and the effect it had in connecting one group of people to another.
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Module Id: 689
User Id: 1352
Submitted: Sunday, March 1, 2020 - 16:18
Question 1:
This a simply plain white full length dress that goes down pass the legs. This dress has not tiers or layers. It also doesn't have any lace or print. The dress appears to be very informal.
Question 2:
This style of dress represented social change from the traditional European dress styles to a more individual forms of expressions. The is no implications on social status.
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Module Id: 1075
User Id: 1352
Submitted: Monday, March 9, 2020 - 21:40
Question 1:
This object are tires make out of rubber. The tires appear to be the standard size tire.
Question 2:
The invention of rubber tires helped the driver to be able to commute more safely with by providing tire traction. Therefore, it made it easier to breaking or stop the vehicle. .
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Module Id: 1108
User Id: 1352
Submitted: Tuesday, March 17, 2020 - 20:15
Question 1:
This object appears to be a dishwasher. The metal material inside was designed to hold the dishes or silverware in place.
Question 2:
This object connects to a broader theme in American history because it become a household item that made it more convenient for the working class family to complete the task of washing dishes.
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Module Id: 1093
User Id: 1352
Submitted: Saturday, April 4, 2020 - 14:43
Question 1:
This object is a pair of leather shoes with a shoe lace that appears to made out of leather as well. The sole of the shoe appears to made out of a hard material that could be hardened leather.
Question 2:
Leather shoes represented a new style of shoes with advancement in technique and economy after the post war era.
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Module Id: 1002
User Id: 1352
Submitted: Sunday, April 19, 2020 - 15:33
Question 1:
This object is a thin collared, pin striped, button up blouse with cuffs. It also has a belt loop with a thin belt strap.
Question 2:
This blouse represents a more modern style of the early 19th century. Perhaps, it was a style for the working class women of that time.
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Module Id: 950
User Id: 1352
Submitted: Monday, April 20, 2020 - 19:56
Question 1: This object is an envelope with Confederate States of America.
Question 2:
This object might connect to a broader theme in American history because it represents a time period when America was divided between southern states (confederate) and northern states (union) over the controversial issue of whether to ending slavery.
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Module Id: 1021
User Id: 1352
Submitted: Wednesday, April 22, 2020 - 15:28
Question 1:
Porcelain connects to broader themes in 18th century history because of the result it had on the sugar trade.
Porcelain created both social and economic transition. Porcelain tea sets were once affordable to only the wealthy, because the cost to export sugar across the atlantic from the Caribbean was very expensive. However, by the 1800, it became affordable as a result to the tea service becoming available in the Worcester Porcelain factory in Europe. This new tea service represented a international nature of new taste and new trades. Although, tea drinking came from the Chinese culture, the Europeans found a way to make it more suitable to European taste by including sugar or milk. The Europeans also saw need to created additional items such as the milk jug, the covered sugar bowl, and the sugar tongs in response to the Atlantic sugar trade.
Porcelain created both social and economic transition. Porcelain tea sets were once affordable to only the wealthy, because the cost to export sugar across the atlantic from the Caribbean was very expensive. However, by the 1800, it became affordable as a result to the tea service becoming available in the Worcester Porcelain factory in Europe. This new tea service represented a international nature of new taste and new trades. Although, tea drinking came from the Chinese culture, the Europeans found a way to make it more suitable to European taste by including sugar or milk. The Europeans also saw need to created additional items such as the milk jug, the covered sugar bowl, and the sugar tongs in response to the Atlantic sugar trade.
Question 2:
I need to know what the agreement in the Atlantic sugar trade and the effects of this agreement on these countries.
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Module Id: 951
User Id: 1352
Submitted: Wednesday, February 26, 2020 - 02:19
Question 1:
Historical thinking is analyzing a primary or secondary source from the past. It consists of creating questions in order to better understand the significance of the object as well as the story the object tells about a particular time period. Historical thinking involves a careful view of many different perspectives and/or resources in order to draw conclusions about the past.
Question 2:
Objects such as artifacts, pictures, maps..etc can be used to encourage historical thinking by helping to make inquires about the object. This involves making an observation about what is seen, making a hypothesis or drawing from what I already know, and wondering more (further questioning)about the object
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Module Id: 689
User Id: 1352
Submitted: Monday, March 2, 2020 - 19:45
Question 1:
The dress connects to 2Oth century history because it represents the women suffrage movement. The white dress was a new fashion for women of the early 1900 that not only represented "purity" but also to express their new independence away from the traditional domestic roles. It marked a time when women didn't want to be viewed any longer as the property of men.
They wanted the right to be included in the same roles or jobs as men outside their homes. The women suffrage movement was an appeal to justice and freedom to include women in full citizenship by granting or recognizing their civil right to vote and to enter into the workforce with equal rights as men.
They wanted the right to be included in the same roles or jobs as men outside their homes. The women suffrage movement was an appeal to justice and freedom to include women in full citizenship by granting or recognizing their civil right to vote and to enter into the workforce with equal rights as men.
Question 2:
Some of the secondary sources to examine to better understand the women suffrage movement would discuss why woman couldn't vote and women roles in the home. Also, it would help to understand the tactics used by the women suffrage movement and how it lead to expanding voting rights.
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Module Id: 1075
User Id: 1352
Submitted: Tuesday, March 10, 2020 - 21:31
Question 1:
Tires became a vital resource for use during the war in 1941. The rubber during the war years were used not only for cars and trucks but to make seat belts and hoses that was critical to operating tank trucks, and airplane engines.
Question 2:
What is propaganda? How many poster were made during War World II ? How effect were the propaganda poster at appearing to Americans to support the war efforts and resources need for war?
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Module Id: 1108
User Id: 1352
Submitted: Tuesday, March 17, 2020 - 21:09
Question 1:
Tires became a vital resource for use during the war in 1941. The rubber during the war years were used not only for cars and trucks but to make seat belts and hoses that was critical to operating tank trucks, and airplane engines.
Question 2:
What is propaganda? How many poster were made during War World II ? How effect were the propaganda poster at appearing to Americans to support the war efforts and resources need for war? How was it determined on how much to ration out to citizen for the month on raw material such as gas, sugar, and meat?
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Module Id: 1108
User Id: 1352
Submitted: Tuesday, March 17, 2020 - 21:13
Question 1:
This dishwasher connects to a broader theme in 20th century history because it became one of the many objects created to help boost America's industrial economy after the post-war when there no longer became a high demand for war supplies. Factories begin to manufacture consumer goods. The dishwasher along with many other consumer goods helped to maintain and create jobs as well as making household tasks easier for working families.
Question 2:
The resources in this module enhanced my prior understanding of the cold war because I now understand how capitalism and communism differ and the effects it had on American and Russian feuding after the post-war. I understand that the Cold War was not an actually war with shots being fired between America and Russia, but a struggle between the two country over demonstrating the superiority of their economic and political systems.
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Module Id: 1093
User Id: 1352
Submitted: Saturday, April 4, 2020 - 16:38
Question 1:
The shoes connect to a broader theme in 19th century because the leather shoes became a huge necessity for the soldier fighting in the Civil War. During the war, there was need to produce at least 10,000 shoes a month which created a problem because there wasn't any factories back then for mass production for the shoes. Many of the shoes where created in small shops by one shoemaker.
Question 2:
Other resources to use to help explain the changing relationship between citizens and government as a result of the civil war was government contracting with private companies supplying weapons, gunpowder, and blankets.
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Module Id: 1002
User Id: 1352
Submitted: Sunday, April 19, 2020 - 16:38
Question 1:
The shirtwaist connected to a broader the theme in the 20th century history because it help to bring a need for government regulated labor laws. The garment industry created a dangerous workplace that caused many workers their lives because the building the factories where didn't prove to be provide safety measures in case of a fire. Also, the workforce required long work hours with little pay and cruel owners.
Question 2:
In the aftermath of the fire at the Triangle Factory, what laws were passed to improve working conditions?
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Module Id: 950
User Id: 1352
Submitted: Monday, April 20, 2020 - 22:02
Question 1:
The mail connected to a broader theme in 19th Century history because it provide a way for abolitionists to mail out newspaper in the privacy in support of the anti-slavery.
Question 2:
The resources in this article help me understand the control the southern states wanted to have without the federal government, except when it benefited their cause in keeping slaves. Many of the southern slave owners knew it was a cruel act in their treatment of slaves, but still saw fit to fight for slavery. Southern slave proponents sought to justify slavery as being necessary and benefiting both the owners and the slaves. The northern states didn't want the expansion of slavery.
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Module Id: 1021
User Id: 1352
Submitted: Wednesday, April 22, 2020 - 16:37
Title: Sugar Trade
Grade Level: Elementary
Short Answer:
I would engage my students by helping them to get a better understanding of what trading. The students would need to know that in trading there are "goods" or luxury items that the other opponent would be in need of. The students could also create trading items and the pros and cons that come as a result to trading. The students could also re-act the sugar trade between England and the colonies to get a better understand of the terms like Parliment, levy, rift, etc.
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Module Id: 951
User Id: 1352
Submitted: Wednesday, February 26, 2020 - 02:45
Title: Analyzing Objects
Grade Level: Pre-K
Short Answer:
I would engage students by helping them to understand that while we are analyzing an object we will take a deeper look at the the object and its importance. We will also understand how the object helps to explain the lives of the people who lived during that particular time and the effect it had in shaping the world we live in today. We will use an approach called "Historical Thinking" that involves looking closely at the object in order to create questions. The questions consist of what we observe or see (describing of the object), what hypothesis can we make based on background knowledge (guess of what the object is or how it was used), and what do we wonder about the object (what more do we need to know). As we begin to wonder more about the object, we will gather information from many other people or sources.
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Module Id: 689
User Id: 1352
Submitted: Monday, March 2, 2020 - 20:49
Title: Dress
Grade Level: Pre-K
Short Answer:
I would engage students by having them create their own suffrage poster based on the information they've learned. Students will make a connection by understanding what it was like to stand in front of the White House with their poster in support of the Woman Suffrage movement. Students will create a poster that includes a reason why women should be allowed to vote and why a particular suffragist supported the movement.The students would view a videos that discuss the beginning of woman suffrage (1776-1872) and a video on Woman Suffrage and Protest at the White House(1872-1920). The students will present their posters orally to class.
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Module Id: 1075
User Id: 1352
Submitted: Tuesday, March 10, 2020 - 22:20
Title: Tire
Grade Level: Pre-K
Short Answer:
I would engage students by helping them to gain an understanding of what propaganda is and how it was used during World War II to help with the war resources and efforts. I would also use videos or books on propaganda in order to help students understand the techniques used in propaganda to activate strong emotions, simplify ideas, respond to audience needs, and attack opponents. Student will be giving a poster to answers the critical questions about the author, the purpose, and the point of view. Then students would take a vote on where their would choose to share or not share the information from the poster. Students can write about why they chose to share or not share the information from the poster.
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Module Id: 1108
User Id: 1352
Submitted: Tuesday, March 17, 2020 - 21:51
Title: Dishwasher
Grade Level: Pre-K
Short Answer:
First, I would engage my students by presenting the picture of the old dishwasher and telling how the invention of the dishwasher came as a result to an ending war. I would tell the students how after the war there was no longer a need for people to work to build machinery for war, so America began to build other good such as cars, refrigerators, televisions and even the dishwasher as a way to keep jobs available to people and make it easier for working families. This was in effort to keep many Americans from become poor or homeless. As a result, it also caused a disagreement between America (displaying a world map to point out where America, the country where we live) and Russia (another country far from us) are located. These became known as a "Cold War" between the two country. Next, I would explain the "Cold War" wasn't actually a war battle with shots, but a struggle over political and economic views between the two. I would explain the opposing political and economic views of both countries use a graphic organizer. Therefore, pointing out that American is what is called a capitalist society and Russia is what is called communist society. Lastly, I would use a game to help students gain a better understanding of how capitalism and communism work. There is a great lesson using chocolate Hershey's Kisses to help teach Communism and Capitalism on Pinterest to students in primary grade levels.
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Module Id: 1093
User Id: 1352
Submitted: Saturday, April 4, 2020 - 17:58
Title: Shoes
Grade Level: Elementary
Short Answer:
I would engage my students by displaying the picture of the shoe and asking them if this shoe would be something from the past or present. Then ask them to explain why? Next, I would explain how these shoes were boots for the soldiers during the Civil war that took place many years ago. A long time ago, many people volunteered to join the army for the war. This created a problem for government because the government had to figure out how to meet the demand(need) of producing a large amount of these shoes and other items the soldiers needed in war. The shoes long ago were made in a small shop by one individual which made it difficult if the government needed a lot of shoes to be made at once. I would display pictures of a old shoe shops and a modern factory with machinery for mass production. Therefore, the government decided to raise more money by creating the income tax, creating federal bonds (show a bond), and moving away from gold to greenbacks (printed money). This created more money the government could use to pay towards the military. It also created more jobs in the government and allow the government to contract with private companies for needed items.
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Module Id: 1002
User Id: 1352
Submitted: Sunday, April 19, 2020 - 18:28
Title: Shirtwaist
Grade Level: Elementary
Short Answer:
I would show the students the picture of the shirtwaist and explain to students how the shirt lead to unfair working conditions of factories. I would then explain to students that this caused our government to come up with labor laws(rules) to protect worker's right. Next, I would have the students to sort pictures of what seems to be a fair or an unfair working condition.
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Module Id: 950
User Id: 1352
Submitted: Monday, April 20, 2020 - 22:23
Title: Mail
Grade Level: Elementary
Short Answer:
I would use the information in this module to teach on social skills (agreement and disagreement or conflict resolution). Students will be given a game board with statements to either choose A=agree or D=disagree. Students can be called on to tell why they agree or disagreed.
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Module Id: 1021
User Id: 1352
Submitted: Wednesday, April 22, 2020 - 16:59