Analyzing Objects
Porcelain
Musket Ball
Smallpox
Nail
Reaper
Shirtwaist
Transistor
Coffee
Record
Tire
Dishwasher
Dress
Stereograph
Stone
Shoe
Question 1:
Historical thinking is the idea that one takes an analytical and evaluative approaching when looking at objects or sources from the past.
Question 2:
When using objects to encourage historical thinking skills providing guiding questions is key to encourage historical thinking skills. Many times providing a general context can help to encourage one to think critically. For example, by providing a time period an individual at least will know when the object came from when they are analyzing it.
Redirect: /content/what-historical-thinking
Module Id: 689
User Id: 1357
Submitted: Tuesday, February 25, 2020 - 08:48
Question 1:
I notice that the objects are different widths, lengths, and shapes. I also notice that they are made from a hard metal that is rugged.
Question 2:
This object connects to broader themes in American history in terms of progress and innovation. The nails seem to get more sophisticated as they go down. The top three are rugged and not straight. The last two look like they are better quality.
Redirect: /content/nail-resources
Module Id: 953
User Id: 1357
Submitted: Wednesday, February 26, 2020 - 15:41
Question 1:
The first thing I notice about the object are the stitches on the bottom sole. The stitches appear to be handmade. I also notice that the boots are well-worn and appear to be made of leather.
Question 2:
This object can connect to themes such as labor, technology, and daily life. The boats appear to be rugged in a nature and soiled with dirt. The boats could be from a farm worker potentially. In terms of technology, the boats appear to be handmade which would show that they were most likely made prior to the Industrial Revolution. The wear and tear on the boats demonstrate the tough nature of the individual's daily life. The soles are worn down, the boots are dirty, and they are starting to come apart at the seams.
Redirect: /content/shoe-resources
Module Id: 1002
User Id: 1357
Submitted: Thursday, March 5, 2020 - 15:23
Question 1:
I notice that it appears to be a built-in unit to the cabinets. I also see that the racks appear to be a circular shape. The size the dishwasher is also small compared to a modern unit.
Question 2:
This object connects to the broader themes of technology and social class. The dishwasher at this time was most likely very expensive and for the upper-middle class and upper class exclusively. The advancements in technology began to make life easier for the average American and influenced the cultural conflict between man and machine. As more technology started to arise the technology began to replace the person that would normally be doing the job the machine did.
Redirect: /content/dishwasher-resources
Module Id: 1093
User Id: 1357
Submitted: Wednesday, March 25, 2020 - 09:42
Question 1:
The woman's dress is all white. The dress goes past her ankles and the sleeves reach almost to her wrists.
Question 2:
The all white dress could connect to progress, such as the suffrage movement. The conservative length of the dress also connects to the social norms of the time. The dress in today's culture would be considered very modest.
Redirect: /content/dress-resources
Module Id: 1075
User Id: 1357
Submitted: Wednesday, April 1, 2020 - 09:54
Question 1:
I noticed that there are a vast amount of tires. There are different tread patterns, some with rims, and different sized tires. Also, I notice that they are piled up outside of a large building.
Question 2:
These tires could relate to certain themes in history such as progress. For example, these tires could potentially be at a recycling center. Furthermore they represent a time in which mass production flourished. These tires have been massed produced which is demonstrated by the different treat patterns and sizes.
Redirect: /content/tire-resources
Module Id: 1108
User Id: 1357
Submitted: Thursday, April 23, 2020 - 10:58
Question 1:
I noticed that there are a vast amount of tires. There are different tread patterns, some with rims, and different sized tires. Also, I notice that they are piled up outside of a large building.
Question 2:
These tires could relate to certain themes in history such as progress. For example, these tires could potentially be at a recycling center. Furthermore they represent a time in which mass production flourished. These tires have been massed produced which is demonstrated by the different treat patterns and sizes.
Redirect: /content/tire-resources
Module Id: 1108
User Id: 1357
Submitted: Thursday, April 23, 2020 - 10:59
Question 1:
I notice that it is fire and foremost a vinyl record. It has a record player on and the title "Young America" pops out to me. Also the words "first prize" stand out to me as well.
Question 2:
The vinyl record is entitled "Young America." This song could connect with immigration. The United States is a country founded by immigrants and the title could potentially portray that fact. The record could also relate to technological progress. The vinyl record and record player were one of the first ways to enjoy music entertainment at home at one's leisure without having to listen to the radio.
Redirect: /content/record-resources
Module Id: 1128
User Id: 1357
Submitted: Monday, May 4, 2020 - 10:14
Question 1:
The piece of equipment uses a belt-driven system to move the mechanical parts. I also notice that the piece of equipment hooks up to something to pull it.
Question 2:
This piece of equipment demonstrates progress in terms of technology. The reaper helped to make farming more efficient and allowed for quick collection during harvest time. This lead to the United States' ability to grow as a nation. With an increasing food supply the population was able to grow and disperse throughout the nation.
Redirect: /content/reaper-resources
Module Id: 952
User Id: 1357
Submitted: Friday, May 8, 2020 - 10:54
Question 1:
Historical thinking is the reading, writing, and analysis that is necessary to tell the stories of the past. It requires one to take an analytical view on primary and secondary sources to determine how events in the past were influenced.
Question 2:
Using objects makes one examine particular artifacts from a historical perspective. One must determine what the object is, where and when it was made, what events were occurring when it was made, how the object was created, and the materials it is made from. By examining an object through an analytical view one is determining its historical significance.
Redirect: /content/connections-essay-historical-thinking
Module Id: 689
User Id: 1357
Submitted: Wednesday, February 26, 2020 - 15:23
Question 1:
I would say that it connections to the themes of innovation, expansion and progress. Without the mass production of the nail Westward Expansion would have been slowed significantly. The nail became key to allowing for less complex homes to be built, for example the balloon-frame house. These homes could be constructed at a rapid rate, thus permitting America to steadily move West. Instead of building log cabins or stone/brick homes that took skill and long periods of time, now unskilled workers to construct a house using pre-cut boards and mass produced nails.
Question 2:
The story of the nail parallels transportation in Westward Expansion. Just like the nail, transportation had to improve for people to move west. Instead of using horses and buggies, the railroad system began to develop provide easier transportation to the west. The steam engine initially revolutionized this industry and make it possible to mass-transport people.
Redirect: /content/nail-connections-essay
Module Id: 953
User Id: 1357
Submitted: Wednesday, February 26, 2020 - 15:57
Question 1:
The shoe itself relates to the theme of technology. As the war started to rage on it caused for the mass production of goods. The shoe had to be produced in mass numbers to ensure that American soldiers were properly equipped. With this need, new technologies were needed to permit factories to mass produce goods, such as the shoe. With this new reality, the life of the worker changed. With demand high, workers began to work long hours and have negative health effects from poor and unsanitary working conditions.
Question 2:
In addition to these resources I think that a draft registry would be a great way to see the types of individuals being affected by the draft. Determining whether the draft targeted particular classes, such as the lower class over the upper class could show potential for government abuse of power. Also I think a personal account from protesters that were against the draft would be helpful to present all sides of the spectrum. To understand their view of why they thought the draft was unfair could shed light on to why violence broke out over the draft.
Redirect: /content/shoe-connections-essay
Module Id: 1002
User Id: 1357
Submitted: Tuesday, March 10, 2020 - 15:16
Question 1:
The dishwasher shows the new culture of American society. A culture based around having technology that made life easier for Americans. As new homes were built dishwashers, fridges, and electric stoves were installed. These new gadgets allowed for a better standard of living and less work for the average American. It also caused a significant shift in the economy of the United States. As the American economy focused on factory production, the average American was working in a factory building cars, fridges, dishwashers, etc. to sell to the American and European public. I would also argue that the dishwasher and new technologies helped to shape a new American identity. At this time in American history we as a populace began to embrace a more laid back lifestyle. For example, the average American home went from having a wood stove to an electric stove and a out-house to indoor plumbing. The American standards began to change and these once "luxuries" became necessities in most Americans eyes.
Question 2:
These resources helped to reinforce the fact that American public had a tremendous roll in the eventual Allied victory in World War II. Without the retooling of factories and the average American producing goods the Allies would not of had the proper materials to defeat the Germans. With that said, the American economy was strong at the end of World War II, while the Soviet economy was struggling. This poised the American and Soviet economic clash to demonstrate superiority.
Also, these resources reinforced the two different types of philosophies embraced by both sides. The Soviets goal was to develop a values system based around glorifying the "state," while the American system stressed individualism.
Also, these resources reinforced the two different types of philosophies embraced by both sides. The Soviets goal was to develop a values system based around glorifying the "state," while the American system stressed individualism.
Redirect: /content/dishwasher-connections-essay
Module Id: 1093
User Id: 1357
Submitted: Wednesday, March 25, 2020 - 10:05
Question 1:
The dress is a symbol for the women's suffrage movement. It is a symbol of progress, yet as well as oppression. Women wore this as a sign of women's purity and as a symbol of the changing times for women. The dress is also a symbol of oppression due to the fact that women had to fight for their right to vote and become equal to that of a man.
The dress also connects culture. During this time throughout Europe and the Americas there was a push for a change in culture by women. Women pushed for new rights (divorce, the vote, etc.) and began to push to ban alcohol. The driving force behind the changing culture in the early 1900's became women.
The dress also connects culture. During this time throughout Europe and the Americas there was a push for a change in culture by women. Women pushed for new rights (divorce, the vote, etc.) and began to push to ban alcohol. The driving force behind the changing culture in the early 1900's became women.
Question 2:
I would want to examine the perspectives of men that both supported and were against the women's suffrage movement. I would like accounts from various social classes of men to better understand how they felt and how they believed it would impact them. I would also like more information from women that were against the movement to better understand their rationale and how they felt it would not change their lives' for the better.
Redirect: /content/dress-connections-essay
Module Id: 1075
User Id: 1357
Submitted: Wednesday, April 1, 2020 - 10:25
Question 1:
These tires represent a time of sacrifice and rationing for the American public. These bald tires were used well past their prime. During the World War II time period the American populace was forced to use goods past their prime and ration various essential goods to help with the war effort. The tires also represent a push towards recycling. These tires are piled up and could potentially be broken down for their rubber and reused as mulch, artificial reefs, and even modified asphalt.
Question 2:
I think it would be important to ask:
1) What is their intent/purpose?
2) Why is the government trying to persuade individuals do their part?
3) What methods is the government using to try to get people to embrace rationing?
4) Are these posters successful in their intent?
1) What is their intent/purpose?
2) Why is the government trying to persuade individuals do their part?
3) What methods is the government using to try to get people to embrace rationing?
4) Are these posters successful in their intent?
Redirect: /content/tire-connections-essay
Module Id: 1108
User Id: 1357
Submitted: Thursday, April 23, 2020 - 11:16
Question 1:
This song relates to the broader theme of immigration. During the early 1900's the amount of immigrants coming into the United States increased. The number of immigrants that entered came in phases and from different parts of the world (Easter and Western Europe and Asia). This song also can be connected to a changing political and cultural climate. The melting pot terminology for the American immigrant culture that the country started to take on during the 1900's was developing at full steam. It also caused resentment and changed the political culture, eventually causing push back against immigration and at points a significant halt in immigration.
Question 2:
I think to provide a better picture of immigration in the Untied States in the early 1900's it would be interesting to see firsthand accounts of people that opposed immigration. I also think that it would be good to see journal entries from workers that worked in the mills, factories, and mines to better understand their daily lives and the struggles they faced. The last source I would like to see would be a personal account of someone going through Ellis Island to depict what individuals went through to gain entry to the United States in the early 1900's.
Redirect: /content/record-connections-essay
Module Id: 1128
User Id: 1357
Submitted: Monday, May 4, 2020 - 10:49
Question 1:
The reaper represents progress through technological innovation. The reaper allowed for two men and a horse to harvest as much as 20 men with sickles in a single day. This led to a food supply that was able to feed a growing country that was spreading out throughout the mid-west and western portions of the country.
Question 2:
I would like to see a graph of the population numbers of the United States as a whole, the mid-west, and the western portion of the country. The increase would help to explain how an increase in crop output and new transportation methods permitted the Untied States to grow in size and population numbers.
Redirect: /content/reaper-connections-essay
Module Id: 952
User Id: 1357
Submitted: Friday, May 8, 2020 - 11:02
Title: Engaging Students through Primary Sources
Grade Level: High
Short Answer:
At the high school level I would present students with different perspectives. There is always to sides to a story. For example, with the Boston Massacre students could examine the British and American viewpoints. The part that is engaging is determining their bias in regards to their wording or depiction of the event and how it sways their writing.
Also I think that making the objects relevant to students is key. For example if you the Farmworkers' Movement and had students look at pictures and primary texts you could easily relate that to today. With the decrease in farming going on in America and the need for farming bailout you could compare to the two times to make it relevant to students.
Also I think that making the objects relevant to students is key. For example if you the Farmworkers' Movement and had students look at pictures and primary texts you could easily relate that to today. With the decrease in farming going on in America and the need for farming bailout you could compare to the two times to make it relevant to students.
Redirect: /content/analyzing-objects-wrap
Module Id: 689
User Id: 1357
Submitted: Wednesday, February 26, 2020 - 15:30
Title: Classroom Connections - Cartwright
Grade Level: High
Short Answer:
By looking at different times periods you can provide students with a look into not only the growth of an industry (housing) but what life looked like for people. By having pictures of both the inside and outside of structures throughout American history it gives students a look at how people lived. To make this relevant for students you could look inside a log-cabin, a tenement apartment, and a house today and have students compare the three. The lack of amenities and simple nature of earlier homes is a shock to many of our students today.
Redirect: /content/nail-wrap
Module Id: 953
User Id: 1357
Submitted: Wednesday, February 26, 2020 - 16:01
Title: William Cartwright
Grade Level: High
Short Answer:
I would link the content from this module to current issues today to help engage my students. With the growing power of the government by instituting new taxes and the draft during The Civil War it could be compared to the government under Barack Obama when it mandated American's have health care and the passing of the Patriot Act under George W. Bush. By looking at controversial events from the past such as the income tax or draft and comparing them to modern issues such as health care and the Patriot Act students will be able to see that controversies around the government and its power have existed since the dawn of government and will continue. Also it would make the information relevant to students by showing them that issues from the past still impact them since we have the draft and income tax still to this day. You could show students an example paycheck to demonstrate how much is taken from the check or a show them the selective service website and how to register.
Redirect: /content/shoe-wrap
Module Id: 1002
User Id: 1357
Submitted: Tuesday, March 10, 2020 - 15:27
Title: Classroom Connections - Cartwright
Grade Level: High
Short Answer:
I would use these resources to demonstrate how the American life began to change. You could easily compare the goods being produced at this time to modern American goods. I think that the propaganda posters could be used and compared to modern commercials to help demonstrate that propaganda has been used throughout history to get the public to adhere to policies, support certain stances, and purchase goods.
Redirect: /content/dishwasher-wrap
Module Id: 1093
User Id: 1357
Submitted: Wednesday, March 25, 2020 - 10:07
Title: Cartwright - Classroom Connections
Grade Level: High
Short Answer:
I would use this information and compare the rights that women fought for to other places throughout the world at the time of the Women's suffrage movement. I would then link the information to current day. For example, you could compare the current situation of women in the United States to that of Iran or Saudi Arabia. I would also link it to modern concepts in women's rights such as the pink-collar ghetto and the glass ceiling so that students still understand that fight for women's rights has not ended.
Redirect: /content/dress-wrap
Module Id: 1075
User Id: 1357
Submitted: Wednesday, April 1, 2020 - 10:48
Title: Cartwright - Classroom Connections
Grade Level: High
Short Answer:
I would compare the rationing during World War II to current times to make the content relevant to students. While the rationing during World War II was on a much larger and forced scale, it is still comparable to now. With current shortages of meat, toilet paper, paper towels, disinfectants, etc. students could potentially relate to how Americans felt during World War II. You could also talk about the sacrifices that Americans made during this time (soldiers, factory workers, etc). and compare it to health workers and essential workers currently.
Redirect: /content/tire-wrap
Module Id: 1108
User Id: 1357
Submitted: Thursday, April 23, 2020 - 11:28
Title: Cartwright - Classroom Connections
Grade Level: High
Short Answer:
I would engage students in this content through firsthand accounts of immigrants. By sharing their stories and presenting photos students would be able to see how these individuals lived, their working conditions, and overall health. I would use these firsthand accounts to compare to immigration in the 1900's to modern immigration. I think comparing the numbers and country of origin during the 1900's to today would spark the interest of students.
Redirect: /content/record-wrap
Module Id: 1128
User Id: 1357
Submitted: Monday, May 4, 2020 - 10:51
Title: Cartwright - Classroom Connections
Grade Level: High
Short Answer:
I would engage my students by comparing the original agricultural tools like the sickle, cotton gin, and the reaper to modern tools such as the tractor, the baler, combines, etc. to help them understand how technology has shaped the increase in our population. I would also show them charts to help them understand how our population rose and link to the increase in agricultural tools and better transportation methods.
Redirect: /content/reaper-wrap
Module Id: 952
User Id: 1357
Submitted: Friday, May 8, 2020 - 11:06